©2013 core knowledge foundation. this work is licensed under a creative commons...

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

EngageNY.org

Core Knowledge Language Arts

Getting Ready for Skills

2

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questions.

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3



Agenda

• Overview of critical materials and routines that need to be in place prior to the school year to support implementation of CKLA

• What key adjustments can be made to the use of existing materials, routines, and classroom setup to support high-quality implementation of the Skills strand

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Overview of Skills Materials

5

Teacher Guides Student Workbooks

Student DecodableReaders

Chaining Boards

Assessment & Remediation Guides

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Teacher Materials

• Teacher Anthology• Big Books• Blending Picture Cards• Sound Posters and Sound Cards• Large Letter Cards• Timeline Posters and Cards

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Teacher Guide

The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons.

• How Outlines lessons for each unit To guide your lesson presentation

• When Beginning in Unit 1

• Where Rug area Small group instruction area

• Tips Become familiar with unit

objectives. Preview each unit for materials

needed to prepare for lessons. Read Unit Introduction and Unit

Appendices. Use “At a Glance” chart to plan.

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K 1

2



Big Books

The purpose of the Big Books is for the teacher to model reading for students.

• How Teacher will model best reading

practices for students.• When

During Demonstration Story lessons

5 titles in kindergarten 3 titles in grade 1

• Where Rug area (on an easel)

• Tipso Students have matching student

readers for most units.

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K 1



Blending Picture Cards

The purpose of the Blending Picture Cards is to support blending activities by using images to serve as a visual cue for blending a word.

• How One set per teacher Supports blending on one side

and matching segmented word on other side

• When Used for various activities in

kindergarten• Where

Rug area Small group instruction area

• Tips The names consist of 2–3 sounds

and are suitable for early blending practice.

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K



Sound Posters & Cards

The purpose of the Sound Posters & Sound Cards is to provide a visual reminder of the code knowledge students have been taught.

• How Posters are mounted when a

sound is taught for the first time; sound cards are added as each spelling and alternative spelling is taught.

• When Begins in Kindergarten Unit 3,

Lesson 5 10 vowel posters, 25 consonant

posters• Where

o Around the room• Tips

Create a sound wall. Display vowel sound cards

separately from consonant sound cards.

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K



The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities.

• How Teacher leads student through

sounds and spellings review. Students use cards to engage in

spelling/chaining activities.• When

Warm-up activities Large card chaining activities

• Where Rug area

• Tips Prepare for chaining activities in

advance. Note that vowel cards are shaded. Line drawn at bottom at of card

indicates directionality.

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Large Card LettersK 1



The purpose of the Timeline Posters and Cards is to help students understand the content of context of CKLA stories in Grade 2.

• How The cards feature an image and a

sentence depicting an event from the Student Reader.

• When Reading time

• Where Rug area Around the room

• Tips Use the Timeline Posters during

unit

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Timeline Posters and Cards

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How Will You Manage Student Materials?

• Workbooks• Readers• Student chaining folders• Individual reading baggies (GRAIR)

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Student Workbooks

The purpose of the Student Workbook is provide practice and reinforcement for students after a lesson.

• How One copy per student, per unit

• When After each lesson, during “Pausing

Points,” centers• Where

o Keep in individual student desk or in workbook bins for each table.

• Tips Workbook copies and answer key

are located in the Teacher Guide. Enlarge or project a copy of the

worksheet to model for students. Keep laminated copies of

worksheets for “Pausing Point Activities” and centers.

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K 1

2



Student Readers

The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text.

• How One per student, per unit beginning

with Kindergarten Unit 6.• When

Demonstration story lessons Partner reading, close reading,

read-aloud lessons• Where

Rug area: whole group At desks: partner read Keep previous readers in the

classroom library or in student book baggies.

• Tips New spellings in each unit are

printed in bold throughout reader.

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K 1

2



The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught.

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Chaining Folders & Small Letter Cards

• How One per student Teacher calls out chains; students

control cards to make words• When

Introduced in Kindergarten Unit 5 Used for chaining activities

• Where At desks Small group instruction area

• Tips Set up letter cards in advance. To scaffold student chaining,

chain along in a pocket chart. Store cards in folder. Exchange

cards as needed per lesson.

K



The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught.

• How Set of two Flip Books (one for

vowels, one for consonants) Contains both basic and

alternative spellings• When

As new sounds are introduced during instruction

• Where Rug area (on an easel) Small group instruction area

• Tips Keep letter cards with Flip Books. Use Velcro tabs or putty to affix

cards to their sound page.

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Code Flip Books & Large Letter Cards

1

2



The purpose of the Individual Code Charts is to provide aid to students to use when writing and spelling.

• How One per student Lists all of the sounds and

spellings students will learn that year

• When Reviewing Writing

• Where Student desks Small group instruction area

• Tips Keep one in class, send one home

for review.

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Individual Code Charts1

2



Room SetupUsing the Building Your Room handout, draw your classroom as it was setup last year, noting: how wall space was

used. various zones of the

room such as centers, rug area, desks, etc.

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Getting Ready for the Skills Strand: Building

Your RoomZone 1: Around The Room

Zone 2: Whole Group/Rug Area

Zone 3: Small Group Instruction

Zone 4: Skills Centers

Zone 5: Student Communities/Independent Work

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Taking Notes

Use the Zone Notes handout to take notes as we review each zone.

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Around the Room• Looking at the wall space in your classroom,

what will you need to make room for? Sound Wall (using phoneme cards, K)

• Consonant Sounds• Vowel Sounds

Word Walls (consider arranging by sound)• Tricky Word Wall• Decodable Word Wall

Spelling Trees (1,2) Student Work Listening & Learning Concept Wall/Vocabulary

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Sound Wall

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1



Tricky Word Wall

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1



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1



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Zone 2: Whole Group/Rug Area

• Area to conduct whole group instruction• Anchored by a rug large enough to

accommodate whole class• Projection system in view• Headed by teacher modeling area• Stands for flip charts, books, and chart paper• Teacher materials organized and accessible

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2



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Flip

Boo

k S

tand

Rug

Library

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AR

T B

oa

rd

Poc

ket

Cha

rt/E

asel

So

un

d W

all/

Sp

elli

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Tre

es

Word Wall

Teache

r

Mat

eria

ls

Bin

Mat

eria

ls

Bin

Big Books

Listening & Learning Flip Books



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Flip

Boo

k S

tand

Rug

Library

SM

AR

T B

oa

rd

Poc

ket

Cha

rt/E

asel

Word Wall

Teache

r

Mat

eria

ls

Bin

Mat

eria

ls

Bin

So

un

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all/

Sp

elli

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Tre

es



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Flip

Boo

k S

tand

Rug

Library

SM

AR

T B

oa

rd

Poc

ket

Cha

rt/E

asel

Word Wall

Teache

r

Mat

eria

ls

Bin

Mat

eria

ls

Bin

Sound Blending

CardsLarge

Letter Cards

Timeline Cards & Posters

So

un

d W

all/

Sp

elli

ng

Tre

es



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Flip

Boo

k S

tand

Rug

Library

SM

AR

T B

oa

rd

Poc

ket

Cha

rt/E

asel

Word Wall

Teache

r

Mat

eria

ls

Bin

Mat

eria

ls

Bin

Student Readers

So

un

d W

all/

Sp

elli

ng

Tre

es



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Zone 3:Small Group Instruction

• Reinforcing the learning• Assessment & Remediation• Guided Reading

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3



a

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Teacher’s Bookcase

Teacher

Students

A&R Guide

and Activities

Student Portfolios

Class Data

Binder

GRAIR Materials

Pausing Point Activities



Zone 4: Skills Centers

• Dependent upon classroom space, separate centers can be set up using separate desks or bins with activities in baggies or folders.

• Centers- • Writing Strokes/handwriting• Tracing-tray tracing, tracing and copying, tracing lines• Coloring- color strips, Pausing point activities• Listening (with CD player, headphones and CD’s)• Blending and Segmenting- (Pocket chart chaining)

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Ease

l

Listening Center

Fine Motor Center

Listening & Learning B

ulletin Board

Pocket Chart

Pocket C

hart

Centers Bins

Word Wall Anchor Charts

Anchor C

harts

Activities to Support Learning

Pausing Point

ActivitiesWriting Center



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Ease

l

Fine Motor Center


ulletin Board

Pocket ChartCenters Bins


Anchor C

harts

Listening Center

Pocket C

hart

Writing Center



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Ease

l

Fine Motor Center


ulletin Board



Anchor C

harts

Pocket Chart Chaining

Writing Strokes Practice

Listening Center

Pocket C

hart

Writing Center



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Ease

l

Fine Motor Center


ulletin Board



Anchor C

harts

Listening Center

Pocket C

hart

Writing Center



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SM

AR

T B

oard

Student Chaining FoldersStudent Readers

Student Workbooks

Student Code Sheets



Part 1: Revisit & Reorganize

Using the second Building Your Room handout and your Zone Notes, revisit your classroom drawing and reorganize for CKLA implementation.

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Part 2: Planning for Success

Using your new room drawing and Zone Notes, create a list of action items for each zone of your classroom on the Zone Notes Classroom Reflection form.

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