welcome

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WelcomeAs you enter, please: 1. Make sure that you have all digital files

downloaded.2. Save the handout file as one to work in today. No

paper copy of working handouts will be used.

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Day 2: Writing in the Core Knowledge

Language Arts ProgramLearning from Student Work

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Agenda for Today• How do reading and writing work together?• How is writing explicitly taught within CKLA-

NY?• How does CKLA-NY support the writing

process?• Is the writing approach taken within CKLA-NY

aligned with Common Core Learning Standards?

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Session 6: How Do Reading and Writing

Work Together?Considering Writing within the Listening and Learning Strand

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LEARNING FROM STUDENT WORK

The Protocol

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Purposeful Language• See (evidence) – describe evidence by literally

pointing to what you see in the work.• Think (interpretations/inferences) – explain

what something means based on something that can be seen in the work. Evidenced-based interpretation.

• Connect (learning) – use observations and interpretations to answer the focusing question (reason we are examining the work).

• 4. Evaluation – make a judgment.

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Name the Purpose1. I see three spelling errors.2. I see the student is using ee for the ea sound three times,

in the words, “beet,” “meet,” and “streat.”3. The first sentence in the paragraph is a topic sentence.4. I think that the student ran out of time because the hand

writing gets sloppier and the last sentence has no period.5. I see how the specific focus on vocabulary in the read-

alouds supports the child’s use of similar vocabulary within his writing piece. For example, the word “democracy” is used in writing in a similar way and in a similar sentence to what was in the read-aloud.

6. Obviously, this student has not been taught grammar.

Description of Evidence Interpretation Connection Evaluation

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Three-Step RoutineSee

Think Connect

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Domino Share• Decide who is going first.• Introduce yourself to your

colleagues at your table. Each person should share your:

Name; Role; and One point relevant to the

particular share.• First person will point to the

person who will go second. Continue this pattern

• Stop when you have finished the round.

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LEARNING FROM STUDENT WORK WITHIN LISTENING AND LEARNING

Jason’s Work

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Jason’s WritingWho is Jason?• Second grade student• Has been in a Core Knowledge classroom since

kindergarten• High energy• Gets into trouble easily• Stays engaged during structured, high interest

lessons• Thrives on structured lessons

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I Do: SEEWhat evidence do you see?

Grammar Spelling Handwriting Content

Early Asian Civilizations

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I Do: THINKWhat do you think of the evidence?• What might the child

think is important when writing?

• What do you think the child has been taught?

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I Do: CONNECTHow does the work connect to the bigger idea?• How is this work

evidence of reading and writing working together?

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We Do: SEE

Grammar Spelling Handwriting Content

Now use a domino share at your table.

Cycles of Nature

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What evidence do you see?

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Domino Share: SEE• Decide who is going first.• Each person should

share: A piece of evidence they

saw related to grammar, spelling, handwriting, and/or content

• Point to who who will go second.

• Stop when you have finished the round.

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We Do: THINKWhat do you think of the evidence?• What might the child

think is important when writing?

• What do you think the child has been taught?

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We Do: CONNECTWhere does the work connect to the bigger idea?• How is this work

evidence of reading and writing working together?

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You DoRound 1: “See”

What evidence do you see?Round 2: “Think”

What do you think of the evidence?Focus your interpretation: What does the child thinks is important?; What is happening instructionally?

Round 3: “Connect”How is this work evidence of reading and writing working together?

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Domino Share: SEEEach person should share one piece of evidence they see in Jason’s work related to grammar, spelling, handwriting, content.

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Domino Share: THINKThinking of the evidence, each person should share an interpretation of what Jason’s focus is during writing and/or what is happening instructionally?

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Domino Share: CONNECTEach person should share one way you can connect, from Jason’s work, to the idea that reading and writing work together.

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Reflect: A Short Time – Big Growth

October 1 November 22

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Session 7: How Is Writing Explicitly

Taught within CKLA–NYGrammar, Spelling, Handwriting, and

Content Knowledge within the Skills Strand

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Grammar• Each new grammar

skill is explicitly taught.

• Teacher defines the grammar skill.

• Use of the skill is modeled.

• Oral and written class practice takes place.

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Grammar• Worksheets are

used for independent practice.

• Students can practice skills:

Independently;With a partner;With the teacher.

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Grammar• Students apply the

knowledge gained. • Students do a

communicative task on the topic.

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Grammar• Students practice

the skill in context using skills readers.

• There is no disconnect between what students have learned and how they use that knowledge.

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Spelling• Students learn to spell

in an systematic way.• Students are introduced

to spelling alternatives.• Students learn to

decode the spellings while reading.

• Then children work to choose the correct spelling in writing.

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Spelling• Spelling begins with

segmenting/sound spelling review.

• Chaining reinforces spelling.

• Students independently spell from dictation: words, phrases, sentences.

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Spelling• Spelling words are

introduced in a warm up activity.

• Spelling practice occurs through word sorts and other activities.

• “Take Home” sheets list words for parental support.

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Spelling

• Results are recorded on the spelling class template provided in TG.

• Data are used to analyze where students need help.

• Teachers provide targeted remediation in small, flexible groups.

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Creative and Inventive Spellings

• Students use spellings they have learned.

• Teachers accept spellings that are plausible: “Wate” for wait, “ade” for aid “Kat” for cat “Axp” is not an acceptable spelling for

“dog”

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Handwriting• Prewriting skills• Tripod grip• Proper writing

position• Handwriting

worksheets for letters and words in student workbooks

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Handwriting

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Handwriting

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Content: Skills Strand

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Session 8: How Does CKLA–NY Support the

Writing Process?A Familiar Approach

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Three-Step Writing Process

• Various text types are taught across the grades.

• For any one text type (e.g., fictional narrative), the writing process for that text type occurs over consecutive lessons.

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Planning• Introduction of text

type.• Connection to

previous text types.• Teacher models

planning of piece with class.

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Planning: Fictional Narratives

As a class:• Review of story

elements;• Brainstorm ideas;

and• Observe teacher

modeling.

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Drafting: Fictional Narrative

As a class:• review of what was

done in planning stage;

• students share ideas verbally; and

• teacher serves as scribe writing down the student’s ideas.

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Plan and Draft a Fictional Narrative

Independently

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Students:• Apply what they’ve learned.• Write another version of the story on their

own.• Are reminded of the three- step writing

process.• Can refer to brainstorming ideas.• Use Story Elements template for planning• Receive teacher support if they are not ready

to write independently

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Editing• Students volunteer to

have their piece edited by the class.

• Peers offer suggestions.

• Teacher conferences with student.

• Student self-assesses using checklist specific to text type.

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Editing• Students are taught

how to edit.• Editing is practiced as a

class.• Mr. Mowse asks for

help.• Students contribute to

make his piece better.• Students are taught

editing conventions.

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Summary of the Writing Process

• Plan, Draft, Edit phases explicitly taught over consecutive lessons

• Planning and Drafting- as a class, then independently

• Text types taught across K-2 and all rely on this process

• Allows for continued support and predictable learning as children progress in their knowledge of text types and complexity of writing

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Five Features of Teaching Writing in CKLA1. Carefully sequenced progression of skills that are

scaffolded, modeled, and taught in steps.2. Opportunities for instruction in group or partner

setting prior to independent application.3. Instruction is consistent, building automaticity.4. Each lesson builds on previously taught skills.5. Oral activities take place before written activities.

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One-Minute Paper• Write down your impressions of writing within

the CKLA–NY program—your questions, your concerns, your connections, and your most important take-aways.

• Domino Share one idea at your table.

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Session 9: CKLA, Writing, and the Common Core

StandardsExamining Alignment

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Agenda for Today How do reading and writing work together? How is writing explicitly taught within CKLA–

NY? How does CKLA–NY support learning of the

writing process? Is the writing approach taken within CKLA–NY

aligned with Common Core Learning Standards?

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Anchor Standards for Writing

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Anchor Writing Standards

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Kindergarten Writing Standards

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Kindergarten• Dictation• Tracing, Copying• Shared writing (class charts, class stories and letters, class

books, timelines, etc.)• Free writing• Drawing• Labeling

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I Do: What Standards

are Addressed

?

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Grade 1 Writing Standards

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Grade One• Drawing with Sentence Writing• Word and Sentence Dictation• Instructional Writing (How to write instructions)

• Descriptive Writing (How to write descriptions)

• Fictional Narrative • Personal Narrative• Friendly letter• Opinion Paragraph/Persuasive Writing

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We Do: What Writing Standards Are

Addressed?

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Grade 2 Writing Standards

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Grade Two• Drawing and describing or labeling• Writing prompts• Fictional narrative• Narrative book report• Personal narratives• Friendly letter• Instructional writing• Descriptive paragraphs • Persuasive writing• Note-taking

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You Do: What

Standards are

Addressed?

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Questions only…

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Afternoon Office HoursIf you cannot stay or even if you can and you have additional questions:

ckla-ny@coreknowledge.org

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Suggestions for This Afternoon

• Do a room walk to examine answers to the “Questions only” activity conducted right before lunch and to revisit the Parking Lot for an updates.

• Find a facilitator for any individualized questions.

• Continue to build on your action plan from yesterday.

• Prepare for your turnkey effort.

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Off-Site Office Hours• First Monday, 4-5pm of every month • We encourage you to email questions or

concerns prior to the meeting so we can compile and be ready to answer

• We will also gladly take comments and questions ‘live’

http://meet42458028.adobeconnect.com/cklaoffice/• Ongoing, individual questions always

welcome: ckla-ny@coreknowledge.org

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Thank You!Please do not forget to complete Plus Delta

cards on your way out.

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