core!knowledge!language!arts!(ckla ......(kindergarten and grade 1) does the teacher model fluency...

!

©!2015!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!

!

!

Core!Knowledge!Language!Arts!(CKLA)!!!!!!!!!!!!!!!!!!!!!!!!!!!!Fidelity!of!Implementation!

The$Skills$Strand$Handouts!!

!!

!

Core!Knowledge!Language!Arts!(CKLA<NY)!Webinar!Series!

! !

©!2015!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!

Table!of!Contents!

!

a. Focus!of!Inquiry:!Adherence!

b. Focus!of!Inquiry:!Exposure/Dosage!

c. Focus!of!Inquiry:!Quality!

d. CKLA!K–2!Suggested!Pacing!Guides!

e. Instructional!Pathways!(K,!1,!2)!

f. Skills!Lesson!Types!

g. Skills!Lesson!Plan!

h. New!York!CCSS!Instructional!Practice!Guide!

!

Observing Quality Instruction: CKLA Skills Strand

© 2015 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

Focus of Inquiry: Adherence (Following the structure and pacing)

Criteria Comments

Pacing

Is there a pacing calendar consistent with the scope and sequence of units?

Does the pacing calendar reflect at least one day (and no more than 5 days) for pausing points?

Does the lesson reflect that the pacing calendar is being followed?

Is 60 minutes allotted each day for Skills instruction?

Materials

(Kindergarten) Is there a sound wall that reflects the sounds taught up to date?

(Grades 1-2) Is there evidence of spelling trees being utilized?

Are tricky word and decodable walls posted? Do they reflect the words and spelling patterns taught up to date? (If the tricky word and decodable word walls are integrated, are the words and decodable spelling patterns distinguished from one another?)

Are reading and writing anchor charts (teacher created or generic) aligned to Skills instruction?

Is there evidence of student work from the unit? (completed student practice pages from workbook)

Is there evidence of genre writing in grades 1 and 2 (e.g., teacher writing/brainstorm or plan, draft, edit poster)?

Is there evidence that other ancillary materials associated with the lesson are being used (e.g., code flip books, large letter cards, chaining boards, etc.)?

Are materials well organized and student materials easily accessible?

Assessments

Is there evidence of a system in place (e.g., assessment binder) to collect individual student assessments and/or class summary score sheets?

Are there records of Pretests (K), Placement Tests (grades 1-2), student performance tasks, and end-of-unit assessments being administered to each student?



Focus of Inquiry: Exposure/Dosage (The amount and type of instruction provided is consistent with the program’s design)

Criteria Comments

General Lesson Instruction

Are all components of the lessons taught?

Does the teacher use correct pronunciation (not adding a schwa)?

Does the teacher engage students in most of the examples provided in the lesson plan?

Does the teacher display and refer to instructional learning tools identified in the lesson (e.g., spelling tree, tricky word wall, sound posters, etc.) during instruction?

Do students use the resources noted in the lesson (e.g., individual code charts, student workbooks, decodable student readers, chaining folders, etc.,)

Can all students see instructional learning tools used in the lesson (e.g., vowel and consonant code flip book, sound posters)

(Kindergarten and Grade 1) Does the teacher model fluency during Big Book demonstration lessons?

Does the teacher guide students as they practice reading?

Flexible Groups

Does the teacher group students based on data from Skills strand assessments? Is data reviewed on an ongoing basis?

Does the teacher use activities from Pausing Points and/or the Assessment and Remediation Guide to provide extra practice or tailor support?

Does the teacher use activities from Pausing Points to provide enrichment?

When working with small groups of students, does the teacher provide guidance and ongoing feedback as student practice and apply skills?

Independent Work

Do center activities provide students an opportunity to practice skills that have been taught?

Are students provided opportunities to practice reading from decodable readers individually or with partners?



Focus of Inquiry: Quality

(blending of the program’s content/lessons with high quality teaching techniques)

Note: The best indicators of quality of Implementation can be taken from existing frameworks of high quality teaching. Teachers should be able to show evidence of these generally high quality instructional indicators while maintaining Adherence/Exposure, as described above. The key ideas presented below are based on the K-2 New York CCSS Instructional Practice Evidence Guide.

Criteria Comments

Mastery of Foundational Skills

Do both instruction and materials attend to phonological awareness, concepts of print, letter recognition, phonetic patterns and/or word structure?

Is the majority of student reading time spent on reading, listening to, speaking or writing about a text?

Do both instruction and materials provide ample opportunities for students of all abilities to practice newly acquired foundational skills?

Do both instruction and materials connect acquisition of foundational skills to make meaning from reading (whenever possible)?

Are both instruction and materials responsive to students’ understanding of skills being taught through careful monitoring of student progress?

Student Engagement

Does the teacher use strategies to keep students persevering?

Are there conditions for student conversation and activities where students are encouraged to talk about each other’s thinking?

Does the teacher act on knowledge of students to promote independence?

https://www.engageny.org/resource/tools-to-guide-the-collection-of-evidence-of-shifts-in-practice

CKLA Kindergarten Suggested Pacing

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 81 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5



D10


Week 33 Week 34 Week 351 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Start Listening & Learning Domain Start Skills Unit

Unit 8 Unit 9 Unit 10

Unit 10

Unit 4



D6 D7: Kings and Queens D8: Seasons and Weather D9: Columbus and the Pilgrims

D10: Colonial Towns and Townspeople D11: Taking Care of the Earth D12: Presidents and American Symbols

D1: Nursery Rhymes and Fables D2: The Five Senses D3: Stories

D3 D4: Plants D5: Farms D6: Native Americans


CKLA Grade 1 Suggested Pacing



D3



U5

Week 33 Week 34 Week 351 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Start Listening & Learning Domain Start Skills Unit

Unit 6 Unit 7

Unit 7

Unit 3 Unit 4

Unit 4 Unit 5

D6: Astronomy D7: The History of the Earth D8: Animals and Habitats D9

D9: Fairy Tales D10 : A New Nation D11: Frontier Explorers

Unit 2

D1: Fables and Stories D2: The Human Body D3: Different Lands, Similar Stories

D4: Early World Civilization D5: Early American Civilizations D6

Unit 1 Unit 2

DRAFT August 18, 2014

CKLA Grade 2 Suggested Pacing





Week 33 Start Listening & Learning Domain Start Skills Unit1 2 3 4 5

Unit 3 Unit 4

D6 D7: Westward Expansion D8: Insects D9: U.S. Civil War

D1: Fairy Tales and Tall Tales D2: Early Asian Civilizations D3: The Ancient Greek Civilization

D3 D4: Greek Myths D5: The War of 1812 D6: Cycles in Nature

Unit 1 Unit 2

Unit 6

Unit 6

D12

D9 D10: Human Body: Building Blocks and Nutrition D11: Immigration

Unit 4 Unit 5

D12: Fighting for a Cause

DRAFT August 18, 2014

Kindergarten: Recommended Pathway of Instruction, Differentiation, and Flexible Grouping Extra Support Instructional Path Enrichment

Each of these units has a formal end-of-unit assessment to support instructional planning. Students having difficulty in these early units can often be supported by simply pausing the whole class’s instruction one or two days and working with struggling students in a small group (using materials from the Pausing Point activity bank), while giving others enrichment or the opportunity for independent work. Children can continue to receive support as you move into subsequent instructional units by incorporating these same targeted Pausing Point activities during centers or GRAIR.

For students who really struggle with these early units, it should be a red flag to the possibility of more serious needs and likely needs to be handled on a case-by-case basis.

UNITS 1–2

Complete the first two units of kindergarten to gather information regarding key pre-literacy skills (e.g., writing strokes, blending, listening and following directions, high-level phonological awareness) and to establish routines.

Using end-of-unit assessments will help you create enrichment activities (for use during Pausing Point days), center activities, and GRAIR activities to support your stronger students.

Additionally, you may want to access exceptionally strong students using the Pseudoword Reading Assessment (Unit 8, (pp. 97–103). This test provides a clear and stringent look at whether children have fluent and automatic access to the sounds and spelling patterns that will be taught in kindergarten. Often children who can read in highly contextualized situations will not be able to successfully do this task (i.e., they will read them very haltingly or cannot read them at all) because they do not know specific letter-sound correspondences. This data will help support your decision making around the value/importance of the kindergarten instructional units, even for the students who come into kindergarten with some reading skills.

If a child scored above 26 on the Pseudoword Reading Assessment, it could suggest that this child may be able to handle skipping units of instruction, but this must be considered VERY cautiously and needs to be made in the context of many variables (support available in terms of staff, number of other children who are at a similar level, maturity of child to move classrooms, etc.).

UNITS 2–5

All students move together into and through Units 3–5. These units are critical to establishing the alphabetic principle and segmenting and blending skills that the children will continue to use throughout grades K–2. For this reason, we recommend all children complete these units.

END OF UNIT 5: FIRST PLACEMENT AND SMALL GROUPS

The majority of students will be ready for Unit 5 and to continue through Units 6– 8. However, they may need their experience within these units to vary. For some, the pace of instruction can be maintained, but there are vulnerabilities that require explicit instructional support or re-teaching during small group time. For others, the instructional path fills minor holes and children should challenge themselves with the material through more independent approaches to the work. Grouping children helps teachers organize this differentiated support.


Extra Support Instructional Path Enrichment

For children who can maintain the curricular pace but are vulnerable, Pausing Points are critical for review. GRAIR and centers should also continue to support key skills with Assessment & Remediation (A&R) materials.

There may be some students whose vulnerabilities are more significant and they will need the pace of instruction to slow. A key decision point is the end of Unit 5. (If this need for slowing becomes obvious at a later unit, teachers should be responsive whenever they note this need.)

Grade-level grouping can help create a classroom that maintains a slowed pace of instruction for students who need it. Grade-level grouping allows a teacher to plan for only a single unit of instruction and spend time considering how to fine tune differentiated support within that instruction.

As long as pacing moves children through Unit 8 by the end of kindergarten, these children can be considered on grade level and prepared for first grade. If children cannot move at a pace that will allow them to get through Unit 8, it is important to keep instruction at the pace they need and layer in tiered support—in the form of extra time and extra assistance (e.g., specialists)—to support these children meeting end-of-grade expectations by the end of the year. This would be akin to a formal Tier 2 model. The A&R Guide materials are designed to help support such a model.

END OF UNIT 8: A REASSESSMENT POINT

For students who continued to move through Units 6–8, the end of Unit 8 presents another decision point. In CKLA, it is critical that children master skills they are taught before moving on. End-of-unit assessment data from Units 6–8 will allow you to see what children need to practice to aid acquisition of the skills necessary to be prepared for first grade.

Units 9 and 10 introduce Tricky Words and content that will be taught again in first grade.

As such, the end of Unit 8 is the time to decide whether some students should move into a placement where review and re-teaching of critical content from Units 6-8 occur, or whether the children are prepared to go into Units 9–10.

It is also possible that some students who had slowed in Units 6–8 are now moving more quickly and may be able to rejoin those students who may move into Units 9–10. It is critical that no curricular lessons are skipped during this process, but students can easily re-integrate back to the more accelerated pace if GRAIR time is used to quickly catch up.

For the majority of students who are strong readers, the systematic scope and sequence of the kindergarten CKLA curricula is actually important as it fills certain holes that are simply the result of these children not having had explicit literacy instruction.

As strong students move through the kindergarten scope and sequence, they will receive enrichment through Pausing Point times, centers, and GRAIR, and will also have leadership and independent work/accelerated activity opportunities within the curricular units themselves (as part of differentiated small group time).

Strong students who continue to adhere to the K curricula will likely be the students to make it through all 10 units of instruction as Units 9–10 of kindergarten are essentially first grade–level units.


First Grade: Recommended Pathway of Instruction, Differentiation, and Flexible Grouping Extra Support Instructional Pathway Enrichment

Some children who are designated as having Adequate preparation for first grade are able to be on pace with the first grade Skills instructional sequence, but they may need to be supported instructionally in order to stay on pace. For children who can maintain the curricular pace but are vulnerable, Pausing Points (1–2 at the end of each unit) are critical for review. GRAIR and centers should also continue to support key skills with Assessment & Remediation (A&R) Guide materials or with added time for Pausing Point activities.

Children who have Questionable preparation for first grade will not be able to begin on pace with the first grade Skills instructional sequence. The placement assessment will help you determine where to begin instruction. It may be best to begin in the A&R Guide, which is designed to support comprehensive re-teaching of Skills content in an individualized way. It is critical that the goal of any child beginning off pace is that they catch up to their peers. This likely requires extra time and extra support (as you would expect in a formal Tier 2 model).

UNIT 1 PLACEMENT ASSESSMENT

This placement test provides a comprehensive look at what has been taught instructionally, to date. It allows you to determine children’s preparation for the first grade curricular pathway. The data and guidance provided allows you to determine if children have: Outstanding preparation, Strong preparation, Adequate preparation (but may need targeted reinforcement or re-teaching), or Questionable preparation (likely needing comprehensive remediation/re-teaching) for the first grade Skills sequence.

Children with Outstanding and Strong preparation typically still have holes in their knowledge of specific sound-spelling patterns and thus will benefit from the first grade instructional sequence. However, these students often need little repetition or added instruction around individual spelling-sound patterns. Rather, they will benefit from added time in text and, often, need time to build fluency (or automaticity) in applying their strong level of code knowledge.

Pausing points are a time to support these children by having them reading additional unit-level texts (provided in the student readers), re-read stories and focus on fluency, or extend their skills in other ways (e.g., consider the close read technique). GRAIR also provides time to support children in text. Centers and small group time (built into most instructional lessons) provide opportunities to help these children apply their code knowledge in sophisticated and highly independent ways.

For any highly exceptional students, teachers may examine the second grade placement test to support case-by-case decision making. The second grade placement test systematically assesses the entire first grade curricula and can be used as a reference for teachers to consider how to distinguish children who are truly exceptional (i.e., could skip to second grade) versus those whose enrichment is best provided (as described above) within the first grade sequence.

END OF UNIT 1: GRADE-LEVEL PLANNING

Grade-level grouping is a tool to ensure a highly responsive and supportive environment, as it minimizes the variance any one teacher has in a class, allowing him or her to fine tune to specific, individual needs. Grade-level grouping allows you to consider various options for supporting children who begin at different places instructionally, for supporting children who are on pace but may need a slightly slowed instructional path (though still reaching adequate preparation for second grade), and problem solving approaches to catching up those children who are behind and require comprehensive re-teaching/extra time to meet grade-level expectations by the end of the year.


Extra Support Instructional Pathway Enrichment

For children who can maintain the curricular pace but are vulnerable, Pausing Points are critical for review. GRAIR and centers should also continue to support key skills with A&R materials.

For some children who began the year as having Adequate preparation for first grade, the pace of instruction may prove to be too ambitious. Typically, these children need the pace of instruction to slow. The end of Unit 4 may be a time for reevaluating grouping approaches/assignments. Approaching this as a grade level provides a way to support students at their pace of instruction while not demanding that teachers plan and deliver multiple units of instruction in a single class.

This is also a good time to consider if some of the children who began with a slowed pacing have been caught up and may shift back to an on-pace group (albeit one that is still providing many opportunities for repetition and reinforcement).

As long as pacing moves children through Unit 6 by the end of first grade, these children are ‘on grade level’ and are adequately prepared for second grade (even those who get to Unit 6 may be okay with some added support, as content from Units 6–7 repeats in second grade). If children cannot move at a pace that will allow them to get through Unit 6 (or if children who began off pace are clearly not going to catch up), it is important to continue to layer added support—in the form of intensive, formal Tier 2 model—to support these children meeting end-of-grade expectations.

UNITS 2-4

Monitoring progress is an important part of the first grade instructional path (as it is for all grades). End-of-unit assessments provide a specific look at what a child is and isn’t able to do relative to the instruction that was provided. The trend of this data is important in considering if students are responding to the first grade instruction.

For the majority of children, the first grade instructional path represents a fairly accelerated path. The lesson-a-day pace within first grade is often very difficult for anyone but the strongest students to manage.

The focus for these students should be on systematically covering the first grade sequence, but with accelerated demands around student work, independence of work, and aggressive pacing. GRAIR and centers should continue to provide opportunities for enrichment and time in text to build automaticity and sophisticated application of the core curricular units/instruction.

It is likely that the children who are strongest will be the only ones to fully finish the first grade sequence and may be the only ones to move into Unit 7.

END OF UNIT 4: FLEXIBLE REGROUPING

It is important to note that grouping in CKLA is considered flexible and should be responsive to the observations of the teacher on an ongoing basis; however, the instructional path suggests specific times for making more formal shifts in grouping. We chose these points because each one has provided children enough time and exposure to chunks of the curricula, and teachers enough data to make informed decisions based on trends.

END OF UNIT 6: FLEXIBLE REGROUPING

It is critical that children master that content which will get little repetition (or no repetition) in second grade. This may require some children to continue to reinforce concepts form Unit 6 or prior (with A&R materials), whereas other children may be ready to move into Unit 7.


Second Grade: Recommended Pathway of Instruction, Differentiation, and Flexible Grouping Extra Support Instructional Path Enrichment

Children with Adequate preparation for second grade may need to be supported instructionally in order to stay on pace. For children who can maintain the curricular pace but are vulnerable, Pausing Points (1–2 days at the end of each unit) are critical for review. GRAIR and centers should also continue to support key skills with Assessment & Remediation (A&R) Guide materials or added time for Pausing Point activities.

Children who have Questionable preparation for first grade will not be able to begin on pace with the first grade Skills instructional sequence. The placement assessment will help you determine where to begin instruction. It may be best to begin in the A&R Guide, which is designed to support comprehensive re-teaching of Skills content in an individualized way. It is critical that the goal of any child beginning off pace is that they catch up to their peers. This likely requires extra time and extra support (as you would expect in a formal Tier 2 model).

UNIT 1 PLACEMENT ASSESSMENT

This placement test provides a comprehensive look at what has been taught instructionally, to date. It allows you to determine the child’s preparation for the second grade curricular pathway. The data and guidance provided allows you to determine if children have: Outstanding preparation, Strong preparation, Adequate preparation (but may need targeted reinforcement or re-teaching), or Questionable preparation (likely needing comprehensive remediation/re-teaching) for the second grade Skills sequence.

Children with Outstanding and Strong preparation typically still have holes in their knowledge of specific sound-spelling patterns and will benefit from the second grade instructional sequence. However, these students often need little repetition or added instruction on individual spelling-sound patterns. Rather, they will benefit from added time in text and, often, need time to build fluency (or automaticity) in applying their strong level of code knowledge.

Pausing points are a time to support these children by having them read additional unit-level texts (provided in the student readers), re-read stories and focus on fluency, or extend their skills in other ways (e.g., consider the close read technique). GRAIR also provides time to support children in text. Centers and small group time (built into most instructional lessons) provide opportunities to help these children apply their code knowledge in sophisticated and highly independent ways.

END OF UNIT 1: GRADE-LEVEL GROUPING

Grade-level grouping is a tool to ensure a highly responsive and supportive environment, as it minimizes the variance any one teacher has in a class, allowing him or her to fine tune to specific, individual needs. Grade-level grouping allows you to consider various options for supporting children beginning at different places instructionally, supporting children who are on pace but may need a slightly slowed instructional path (though still reaching adequate preparation for third grade), and problem solving approaches to catching up those children who are behind and require comprehensive re-teaching/extra time to meet grade-level expectations by the end of the year.



For children who can maintain the curricular pace but are vulnerable, Pausing Points are critical for review. End-of-unit assessments can help guide how you use Pausing Point time. In addition, end-of-unit assessments can inform activities you use within GRAIR and centers as you seek to reinforce skills in those blocks. Assessment & Remediation (A&R) materials lend themselves to be used in these multiple contexts.

For some children who began the year as having Adequate preparation for second grade, the pace of instruction may prove to be too ambitious. Typically, these children need the pace of instruction to slow. The end of Unit 4 may be a time for reevaluating grouping approaches/ assignments. Approaching this as a grade level provides a way to support students at their pace of instruction while not demanding that teachers plan and deliver multiple units of instruction in a single class.

This is also a good time to consider if any children who began with a slowed pacing have been caught up and may shift to an on-pace group (albeit one that is still providing many opportunities for repetition and reinforcement).

UNITS 2–3

Monitoring of progress is an important part of the second grade instructional path (as it is for all grades). End of the unit assessments provide a specific look at what a child is and isn’t able to do relative to the instruction that was provided. The trend of these data is important to consider if students are responding to the second grade instruction.

For the majority of children the second grade, the instructional path represents a fairly accelerated path. The lesson-a-day pace within second grade is often very difficult for anyone but the strongest students to manage.

For these strong students, the pace of instruction is a powerful tool for making the classroom experience challenging and engaging. Although the focus for these students, as with all students, should be on systematically covering the second grade sequence, accelerated demands around student work, increasing independence of work, and maintaining an aggressive pace help meet their instructional needs. GRAIR and centers should continue to provide opportunities for enrichment and time in text to build automaticity and sophisticated application of the core curricular units/instruction.

END OF UNIT 3: REGROUPING MEETING

It is important to note that grouping in CKLA is considered flexible and should be responsive to the observations of the teacher on an ongoing basis; however, the instructional path suggests specific times for making more formal shifts in grouping. We chose these points because each one has provided children enough time and exposure to chunks of the curricula, and teachers enough data to make informed decisions based on trends.

The focus is whether children can maintain the pace of instruction, need a slowed pace of instruction, need more comprehensive remediation, or need enrichment/a fast pace. The grade-level approach lets teachers, as a team, determine how to group children to support their instructional needs in the most efficient and effective way.



As long as pacing moves children through Unit 5 by the end of second grade, these children are ‘on grade level’ and the majority of spelling patterns have been taught. If children cannot move at a pace that will allow them to get through Unit 5 (or if children who began off pace are clearly not going to catch up), it is important to continue to layer added support—in the form of intensive, formal Tier 2 model—to support these children meeting end-of-grade expectations.

END OF UNIT 5: SECOND REGROUPING MEETING

As the shift into third grade requires a shift from learning to read, to reading to learn, it is critical that children have time to solidly learn the letter-sound patterns. By the end of Unit 5, if there are any ‘holes,’ it is critical that the spelling patterns taught to date are reinforced as the content in the last unit (or even two units) of the second grade curricula are focused on fairly rare spelling patterns. It is critical that children master that content which will get little repetition (or no repetition) in third grade and that the focus is on mastery, rather than just exposure.

It is likely that the children who are strongest will be the only ones to fully finish the second grade sequence and may be the only ones to move into Unit 5/6. It is at this point that the content of the L&L strand merges with the readers in the Skills strand and this creates a challenging last few units in which the Skills strand is both a program for Foundational Skills building, but also an avenue for content reinforcement. It mirrors the way that texts will work in third grade and above.


SKILLS LESSON TYPES

Kindergarten Units 1‐9

First GradeUnits 1‐3

Second GradeUnits 1‐3

Emergent Reading and Writing Skills Back‐To‐School Back‐to‐School

Student Performance Tasks (Assessment) Assessment (Placement) SPTA/Placement

Blending and Prewriting (1st two units); getting to know

what students know. Review of Sound‐Letter

Correspondences All together Tricky Words

All together Basic Code‐ blending

All together Basic Code/Separated

Digraphs All together

Basic Code Review

Review All together Tricky Words Advance Code: Spelling

Alternative

Demonstration Story *Advanced Code: Tricky

Spelling; spelling alternatives

Advanced Code: Tricky Spellings

Spelling Alternative Writing Writing

Letter names Grammar Grammar

Tricky Spellings Reading Reading/Close

Reading Assessment (Unit) Basic Code Review

Rhyming Words *Advanced Code: Spelling Alternatives Silent ‘e’, Magic ‘e’

All together Tricky Words Vowel + /r/ controlled Combinations

Read Aloud/Unit 6

Unit 5 | Lesson 4 29© 2013 Core Knowledge Foundation

At a Glance Exercise Materials Minutes

Reviewing the Sound Sound Riddles 5

Reviewing the Spelling Alternatives

Review of Spellings for /k/ Consonant Code Flip Book 10

Spelling Tree for /k/

Spelling Tree for /k/; leaves with words in which /k/ is spelled

differently; marker; tape; brown, green, and yellow paper;

markers; leaves template; odd duck template; scissors

20

Small Group “In the Cave” Kate’s Book; Worksheet 4.1 25

Take-Home Material Word Sort Worksheet 4.2 *

; ObjectivesThe following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

9 Ask and answer questions, orally and in writing, about “In the Cave,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)

9 Read and understand decodable text of appropriate complexity for Grade 1 that incorporates specific code knowledge taught (RL.1.10)

9 Orally produce single-syllable words with featured letter-sound correspondences by blending the sound (RF.1.2b)

9 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c)

9 Read words spelled with ‘c’, ‘cc’, ‘ck’, and ‘k’ as /k/ (RF.1.3b)

9 Read and understand decodable text in the story “In the Cave” that incorporates the letter-sound correspondences taught in one and two-syllable words, with purpose and understanding (RF.1.4a)

9 Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)

Lesson 4 Spelling Alternatives

30 Unit 5 | Lesson 4© 2013 Core Knowledge Foundation

Advance Preparation

Today you will create and display a new visual prompt to teach and review spelling alternatives—a “Spelling Tree.” The trunk of a Spelling Tree represents the specifi c sound under study, whereas the various branches and their respective leaves represent the different spellings for this sound. The Spelling Tree serves as a visual reminder that one sound can have more than one spelling. For this lesson, please prepare a Spelling Tree for the /k/ sound, using the directions and template at the end of this lesson. You should have the Spelling Tree assembled and ready to be displayed before you begin this lesson. You should also have written the target words at the end of the lesson on leaves.

Note to Teacher

Today you will review four important spellings for the /k/ sound: the basic code spelling ‘c’ as in cat, and the spelling alternatives ‘k’ as in kid, ‘cc’ as in soccyer, and ‘ck’ as in black. The chart below shows how common each spelling is.

Spellings for the Sound /k/

(22%) Spelled ‘k’ as in kid

(3%) All other spellings (not yet taught)

(10%) Spelled ‘ck’ as in black(1%) Spelled ‘cc’ as in soccer

(64%) Spelled ‘c’ as in cat

Here are some patterns for you to be aware of:

• /k/ is one of the trickiest consonant sounds to spell.

• ‘c’ is the most common spelling. It is generally used in words that begin with ca–, co–, and cu– (cat, cot, cut) and in the initial consonant clusters cr–, scr–, sc–, and cl– (crash, scratch, scare, climb).

• ‘c’ is also used in fi nal position (mostly in multi-syllable words like clinic and picnic) and in the fi nal consonant cluster –ct (act, elect).

• ‘k’ is generally used in words that begin with ki– or ke– (kitchen, kettle); it is also found in the initial consonant cluster sk– (skip).

• ‘k’ is found at the end of a word or syllable (instead of ‘ck’) when the preceding vowel sound is “long” (steak, Greek) and/or when /k/ is part of a consonant cluster (desk, think).

• ‘k’ is the spelling for /k/ used with separated vowel digraphs (cake, like).

• ‘ck’ is not used at the beginning of words or syllables; it is generally used after a “short” vowel sound (stack, bucket, tackle, tickle).


• ‘cc’ is rare; it is never used at the beginning of a word or syllable, or in one-syllable words (soccer, hiccup, raccoon).

• Words with fi nal /k/ keep the spelling they have in the root form, even when suffi xes are added: back > backing; risk > risky.

• The sound /k/ is also heard in the sound combinations /x/ (/k/ + /s/) and /qu/ (/k/ + /w/).

Reviewing the Sound 5 minutes

Sound Riddles• Tell students that today they are going to review the /k/ sound as in cat.

• Have students say the /k/ sound several times.

• Ask students whether /k/ is a vowel sound or a consonant sound. (It is a consonant sound, made with the mouth closed and an obstructed airfl ow.)

• Tell students that you are going to say some riddles, each of which has an answer that starts with the /k/ sound.

• Have students raise their hands and wait to be called on if they think they know the answer.

1. I’m thinking of an animal that has whiskers and says, “Meow.” (cat)

2. I’m thinking of something that is used to lock or unlock a door. (key)

3. I’m thinking of something that some adults drive. (car)

4. I’m thinking of something that we wear over our shirts when it is cold. (coat)

5. I’m thinking of an animal that gives us milk and says, “Moo.” (cow)

6. I’m thinking of an orange vegetable that rabbits like to eat. (carrot)

7. I’m thinking of something white and fluffy that can be seen up in the sky. (cloud)

Reviewing the Spelling Alternatives 30 minutes

Review of Spellings for /k/ 10 minutesIf students need additional practice with this spelling alternative, you may use the Pausing Point exercises under the objective “Understand That Some Sounds Have Spelling Alternatives” and the activities in the Unit 5 Assessment and Remediation Guide.

• Tell students that you will now review the spellings for the /k/ sound.

• Ask students to share any words that contain the /k/ sound (not the letter ‘k’, but the sound /k/).

• Write and sort, according to spelling, the /k/ words that students provide on the board in a chart format similar to the one below. If students provide a word in which the /k/ sound is not spelled with any of the spellings below, list these words under a new column called ‘odd ducks.’ Explain that ‘odd ducks’ are words in which the /k/ sound is written with a spelling that is not taught in


Grade 1. Do not list words in the ‘odd ducks’ column unless students happen to suggest these words.

• Circle the letters that stand for the /k/ sound in each word. For example, if a student says cat, list the word under the heading ‘c’ and circle the ‘c’. If a student says a word that contains two different spellings for /k/, list the word twice.

‘c’ ‘k’ ‘cc’ ‘ck’ odd ducks

• Call students’ attention to the four spellings for /k/: ‘c’, ‘k’, ‘cc’, and ‘ck’.

• Turn to Consonant Code Flip Book page 5. Review with students the spellings for /k/, pointing out sample words and discussing the power bars.

Spelling Tree for /k/ 20 minutes • Show students the prepared Spelling Tree. Tell students that this Spelling Tree

will help them keep track of and organize the different spellings for the /k/ sound. Point to the trunk labeled /k/, and tell students to say the /k/ sound. Tell them that you are going to add leaves to the different branches of this Spelling Tree. All of the words that you put on the Spelling Tree will have the /k/ sound.

• Point to the branches, and explain that each branch will represent a different spelling for /k/. Review the spellings on the branches and note that the branches are like the power bars because they show how common a spelling is for a particular sound. The biggest branches show the most common or most frequent spellings.

• Point out that the odd ducks branch is the shortest. Explain that words with unusual spellings are called ‘odd ducks.’ Odd ducks are Tricky Words, and like Tricky Words, odd ducks are on yellow paper.

• Show students the following leaves, one at a time, with words that have the /k/ spellings that you prepared in advance: kite, back, hiccyup, and car. Ask students to read one word at a time. Then ask one student to tell you on which branch you should place this leaf/word; then tape that leaf to the Spelling Tree. Continue until all four of the leaves have been read and placed on the appropriate branch.

• Distribute the remaining leaves to pairs of students, one leaf per pair. Give students one minute to practice reading the words with their partner and to discuss the proper placement of their particular leaf on the Spelling Tree.

• Call on each pair of students to show their leaf to their classmates Have them read the word and then direct you where to tape the leaf. Ask for confi rmation from the remainder of the class. Continue until all of the words are placed on the Spelling Tree.


• If time permits, ask several students if they can think of any other words with the /k/ sound. Write these on leaves, and then ask students to place them on the correct branches. If students come up with any odd ducks, such as ache or stomach, they can be written onto the yellow, duck-shaped cards.

• Explain that you will be using the Spelling Tree as an organizer. Students will have a chance to add more words to the Spelling Tree in later lessons.

Small Group 25 minutes

“In the Cave”

Worksheet 4.1

Page 2

• Tell students that the setting, or where the story takes place, is a cave. Ask students, “Where do you fi nd caves? What is a cave like?” (Caves are generally located in the side of a mountain underground. Some occur naturally in nature, such as in a mountain, whereas others are spaces dug out by people. Caves are often dark and cool.)

• Tell students that caves can provide shelter, meaning they are a place that provides cover. Nan and Kate are out on a hike when it starts to rain, so they go into a cave for shelter.

Previewing the Spellings

• Please preview the following spellings before reading today’s story.

‘ck’ > /k/ ‘k’ > /k/ ‘c’ > /k/Other Two-

Syllable Words Tricky Wordsrocks hike coin shimmyer where

pockyet like cave silyver once

stuck exypert toymorryow

Jack someything*

*Point out to students that something is a compound word, made up of some and thing.

Note: You may also wish to review the following contractions: let’s, it’s, what’s, can’t.

Previewing the Vocabulary

• Please preview the following vocabulary before reading today’s story. Allow students to ask questions to clarify the meaning of these words and phrases as necessary.

1. hike—long walks in nature

2. shimmer—to softly sparkle and shine

3. spot—a location

4. “Well, I’ll be!”—an expression used to show surprise

5. expert—a person who knows a lot about a subject


Note: Be aware that spot is a multiple meaning word. Make sure that students understand the meaning of this word as used in this story.

Purpose for Reading

• Tell students to read today’s story to fi nd out what happens when Kate and Nan go into a cave.

Note: Before breaking into small groups, write some words or phrases containing spelling alternatives for /k/ on the board. If some pairs fi nish early, they can illustrate one of the words or phrases.

Small Group

• Divide students into two groups. You will work with Group 2, students who need less direct support and immediate feedback, while students in Group 1 should partner-read.

• Distribute Worksheet 4.1. Tell students to complete this after they read “In the Cave.”

�Group 1: Tell students to take turns reading “In the Cave.” When they fi nish, they should complete Worksheet 4.1. If they fi nish early, they can illustrate one of the words or phrases on the board, or reread a previous story in the Reader.

�Group 2: Have students take turns reading aloud “In the Cave.” Complete Worksheet 4.1 as a group.

Wrap-Up

• Review Worksheet 4.1. Use the following discussion questions to guide conversation about the story. Remember to encourage students to answer in complete sentences. When answering a question, ask students to cite the part of the story that guided their answer.

Discussion Questions on “In the Cave”1. Literal Why was Kate sad in the beginning? (Kate was sad in the

beginning because she missed her mom and dad.)

2. Literal How is the land in the West different from the land where Kate lives? (The land in the West is different from the land where Kate lives because it has hills, red rocks, and not many trees.)

3. Literal What does Kate find in the cave? (Kate finds a silver coin in the cave.)

4. Inferential Look at the picture of the coin on page 7. What can you tell about this coin based on the picture? (Guide students in recognizing that it is an older coin from a different country, Spain. You may explain that the symbols tell us about the country it is from.)

5. Evaluative Why do you think there is a coin in the cave? How did it get there? (Answers may vary.)


Take-Home Material

Word Sort• Have students take home Worksheet 4.2 to practice sorting the spelling

alternatives for /k/ with a family member.


Advance Preparation: Making a Spelling Tree

Over the course of this unit, you will be asked to make and display a total of three Spelling Trees on the walls of your classroom: one each for /k/, /j/, and /r/. If wall space for display is limited, you may decide to use a chart tablet to create all of your Spelling Trees during the year. We suggest that you dedicate the chart pad to Spelling Trees only so that you and students may use the pad as a reference to quickly fl ip through and locate a particular Spelling Tree. Draw only one Spelling Tree per page.

If wall display space permits, please make the Spelling Tree at least 24 inches x 18 inches, preferably a good deal larger, making the trunk out of brown construction paper; otherwise, draw the trunk on chart paper. Label the trunk /k/.

Make or draw fi ve branches that will fork off from the central trunk. The branches should vary in their length and correlate with the power bars for the various spellings on the spelling cards and the Consonant Code Flip Book. The branches should diminish in size, moving from the bottom of the Spelling Tree up to the top. The largest, bottom branch should be labeled ‘c’; this is the most frequent spelling for /k/. The next, slightly smaller branch should be labeled ‘k’ as this is the second most frequent spelling of /k/. The next two branches should be approximately equal size, labeled ‘ck’ and ‘cc’, respectively. The top branch (and shortest) is for “odd ducks.” The odd ducks branch is a place for you to include words that have the /k/ sound spelled in a way that is not explicitly taught in this unit. In effect, the odd ducks are the exceptions to the spellings students have learned. Use the illustration that follows to guide you in labeling and assembling the Spelling Tree.

Make multiple copies of the leaf template provided at the end of this lesson. The leaves should be big enough to write words on them, small enough that you can fi t at least 25 or 30 words on the Spelling Tree, but not so small that the words are unreadable when mounted on the wall. The leaves are for words that contain one of the spelling patterns.

Write these /k/ words on the leaves: car, cone, class, fact, cabyin, picynic, attyic, kite, fork, skin, book, back, truck, brick, quack, hiccyup, soccyer. Also have some extra blank leaves available for use during the lesson. Do not place the leaves on the Spelling Tree prior to the lesson; you will do this with students. Have additional blank leaves as well.

Make multiple copies of the odd duck template onto yellow paper. These duck-shaped cards are for odd ducks (i.e., words that have the /k/ sound but do not fall into any of the spelling patterns that students know). You do not need to write any words in advance on the odd duck templates; just have these available during the lesson should students offer any odd duck spellings for the /k/ sound.


/k/

‘c’

‘k’

‘ck’

‘cc’

odd ducks


62 Grade 1 | Unit 1 Assessment and Remediation Guide© 2013 Core Knowledge Foundation

Ar ticulation ChartRefer to the Articulation Chart when students need support distinguishing phonemes for the explicit instruction exercise Review the Sound-Spelling and any other time when reviewing articulation may help clarify sound-spelling knowledge for students. Often students who struggle with the sound information of phonemes are supported by knowledge of the mechanical (i.e., physical) aspects of phonemes. For example, if students struggle to hear the difference between /t/ and /d/, they can rely on recognizing whether their voice is on or off to help identify which phoneme it is.

The order of phonemes aligns with the sequence taught in the Grade 1 Skills strand Unit 1 Teacher Guide.

Phoneme Articulation Features(Notice in the Mirror)

Is Your Voice On

or Off?

Can You Stretch

the Sound?*

/p/ Lips are pressed together and the air “pops” out (Note this is the same as /b/.) Off No

/k/ Back of the tongue touches the roof of the mouth, lips are open a little, and the air “pops” out (Note this is the same as /g/.) Off No

/g/ Back of the tongue touches the roof of the mouth, lips are open a little, and the air “pops” out (Note this is the same as /k/.) On No

/n/Tip of the tongue touches the bump behind the upper teeth and lips are open a little (Air goes through your nose! Pinch your nose and you’ll cut off the sound.)

On Yes

/a/ Mouth is open wide and the tongue is low in the front of the mouth On Yes

/i/ Mouth is open wide and jaw is higher than for /a/ On Yes

/o/ Mouth is open wide and jaw is lower than for /a/ On Yes

/t/ Tip of the tongue taps behind the upper teeth, lips are open a little, and the air “pops” out (Note this is the same as /d/.) Off No

/d/ Tip of the tongue taps behind the upper teeth, lips are open a little, and the air “pops” out (Note this is the same as /t/.) On No

/m/ Lips are together (Air goes through your nose! Pinch your nose and you’ll cut off the sound.) On Yes

/f/ Upper teeth gently touch the lower lip as air is forced noisily through the space between (Note this is the same as /v/.) Off Yes

/v/ Upper teeth gently touch the lower lip as air is forced noisily through the space between (Note this is the same as /f/.) On Yes

/s/ Front of the tongue cups the roof of the mouth, and lips are open a little as air is forced noisily through the space between (Note this is the same as /z/.) Off Yes

/z/ Front of the tongue cups the roof of the mouth, and lips are open a little as air is forced noisily through the space between (Note this is the same as /s/.) On Yes

/h/ Mouth is open wide and the tongue is low in the front of the mouth as air is forced noisily through the space between the vocal folds Off No

/b/ Lips are pressed together and the air “pops” out (Note this is the same as /p/.) On No

Grade 1 | Unit 1 Assessment and Remediation Guide 63© 2013 Core Knowledge Foundation

Phoneme Articulation Features(Notice in the Mirror)

Is Your Voice On

or Off?

Can You Stretch

the Sound?*

/l/ Tip of the tongue touches the bump behind the upper teeth and lips are open a little as air passes through with minimal friction On Yes

/r/Tongue is curled back and lips are open a little as air passes through with minimal friction (Take care not to pronounce the r-controlled vowel sound /er/. Instead, pronounce with a clean /r/ sound like at the beginning of red.)

On Yes

/w/ Lips are rounded and the back of the tongue is raised as air is forced noisily through the space between On Yes

/e/ Mouth is open wide and jaw is in a middle/neutral position (For /i/ and /a/ the jaw is higher and for /o/ the jaw is lower.) On Yes

/u/ Mouth is open wide and jaw is in a low position (The jaw is higher for all the other short vowels.) On Yes

/j/The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /ch/.)

On No

/y/ Tongue pushes against the sides of the upper teeth as air passes through with minimal friction On Yes

/x/This sound is actually two sounds that roll together /k/ and /s/. Tongue starts touching the roof of the mouth and rolls forward a bit to push air out in a stream behind the upper teeth. Lips remain open a little.

Off No

Digraph Phonemes

/ch/The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /j/.)

Off No

/sh/ The rim of the tongue gently touches the roof of the mouth, and lips are pushed out as air is forced noisily through the space between

Off Yes

/th/ Place the tip of the tongue between the upper and lower teeth as air is forced noisily through the space between (Note this is the same as /th/.)

Off Yes

/th/ Place the tip of the tongue between the upper and lower teeth as air is forced noisily through the space between (Note this is the same as /th/.)

On Yes

/ng/This sound is like trying to make an /n/ sound with the articulation for /g/. Back of the tongue touches the roof of the mouth, closing off the mouth so that the air and sound goes through the nose

On Yes

/qu/This sound is actually two sounds that roll together /k/ and /w/. Tongue starts touching the roof of the mouth and drops as the lips are rounded and air is pushed out

Off No

Note: To check for voicing, put your hand on your throat as you make a letter sound. If your voice is ON you will feel it vibrate!

*Non-continuous sounds (sounds that cannot be stretched) are more diffi cult to pronounce in isolation. It is tempting to add a short vowel sound after the consonant sound (e.g., /buh/ instead of /b/). When teaching these sounds, particularly the voiced plosives /g/, /d/, and /b/, the fricative /h/, and the affricate /j/, make an effort to keep the sounds as clipped as possible.

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDE

This guide provides concrete examples of what the Core Actions for implementing the Common Core State Standards (CCSS) for English Language Arts and Literacy in grades K-2 look like in daily planning and practice. It is designed as a developmental tool for teachers and those who support teachers and can be used to observe a lesson and provide feedback or to guide lesson planning and reflection. For all uses, refer to the CCSS for English Language Arts and Literacy (corestandards.org/ELA-Literacy).

The Shifts required by the Common Core State Standards for English Language Arts and Literacy are1: 1. Balancing Informational and Literary Text2. Building Knowledge in the Disciplines3. Staircase of Complexity

A. A majority of the lesson is spent reading, speaking, listening, and/or writing about a text(s).

B. The text(s) are at or above the complexity level expected for the grade and time in the school year.2

C. The text(s) exhibit exceptional craft and thought and/or provide useful information; where appropriate, the texts are richly illustrated.

There is no text under consideration in this lesson.

The lesson is focused on a text or multiple texts.

The text(s) are below both the quantitative and qualitative complexity expected for the grade and time in the school year.

The text(s) are at or above both the qualitative

and quantitative complexity expected for

the grade and time in the school year.

The quality of the text(s) is low – they are poorly written and do not provide useful information.

The quality of the text(s) is high – they are well written and/

or provide useful information.

The Core Actions should be evident in planning and observable in instruction. For each lesson, artifacts or observables might include: lesson plan, text(s) and materials, tasks, teacher instruction, student discussion and behavior, and student work. This guide includes two independent sections: Reading Comprehension and Reading Foundational Skills. Use the appropriate section based on the lesson being taught; it is not expected that both a reading foundational skills lesson and a reading comprehension lesson would be observable during each ELA or Literacy lesson. When observing only a portion of either type of lesson, some indicators may be appropriately left blank.

Notes:

EVIDENCE OBSERVED OR GATHEREDINDICATORS

CORE ACTION 1: Focus each lesson on a high quality text (or multiple texts).

ELA/LENGLISH

LANGUAGE ARTS /

LITERACY

K-2GRADES K-2

DDAILY

Date: Class:

Teacher: Unit or Lesson:

Standards Addressed:

RCREADING

COMPREHENSION

1 Refer to Common Core Shifts at a Glance (achievethecore.org/ELALitShifts) for additional information about the Shifts required by the CCSS.2 Refer to achievethecore.org/ela-literacy-common-core/text-complexity/ for text complexity resources.

Published 9.30.2013. Send feedback to [email protected] 1Find additional resources at achievethecore.org

4. Text-Based Answers5. Writing From Sources6. Academic Vocabulary

CORE ACTION 2: Employ questions and tasks that are text dependent and text specific.

2

RCREADING

COMPREHENSION

A. The teacher uses strategies to keep all students persevering with challenging tasks.

B. The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking.

C. The teacher acts on knowledge of individual students to promote progress toward independence in grade-level literacy tasks.

INDICATORS

CORE ACTION 3: Provide all students with opportunities to engage in the work of the lesson.

The teacher does not provide students opportunity and very few students demonstrate this behavior.

The teacher provides students opportunity consistently and all students demonstrate this behavior.

ILLUSTRATIVE STUDENT BEHAVIOR

EVIDENCE OBSERVED OR GATHERED

Students persist in efforts to seek evidence for their responses by returning to the text or recalling portions of the text read aloud.

Students build on each other’s observations or insights about the text when discussing or collaborating.

When possible, students demonstrate independence in completing literacy tasks.

Notes:

RCREADING

COMPREHENSION

Published 9.30.2013. Send feedback to [email protected]

A. Questions and tasks address the text by attending to its particular structure, concepts, ideas, events and details.

B. Questions and tasks require students to use details from text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and spoken responses.

C. Questions and tasks attend to the academic language (i.e., vocabulary and syntax) in the text.

D. Questions are sequenced to guide students in delving deeper into text and graphics. These inferences should relate to key ideas of the text.

Questions and tasks do not refer directly to the text and instead elicit opinion answers.

Questions and tasks repeatedly return students to the text to

build understanding.

Questions and tasks can be answered without reference to evidence from the text.

Questions and tasks require students to cite evidence from the text.

Questions and tasks do not explicitly attend to academic language or focus exclusively on domain-specific vocabulary.

Questions and tasks intentionally support students

in developing facility with academic language.

Notes:


Questions do not follow a clear sequence or are all at the same level of depth.

Questions are sequenced to support and challenge

students in deep examination of the text.

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDEELA/L K-2 D

Find additional resources at achievethecore.org

Instruction and materials fail to provide sufficient opportunity for students of all abilities to practice newly acquired foundational skills.

Instruction and materials provide ample opportunity to practice newly acquired

foundational skills for the range of students in the

classroom.

A. The foundational skills being taught are aligned to the standards for this grade.

B. Instruction and materials address foundational skills by attending to phonological awareness, concepts of print, letter recognition, phonetic patterns and word structure. (Note: not all elements will be addressed in each lesson.)

C. The teacher focuses the majority of student reading time on reading, listening to, speaking or writing about text.

D. Instruction and materials provide ample opportunity for students of all abilities to practice newly acquired foundational skills.

E. Whenever possible, instruction and materials connect acquisition of foundation skills to making meaning from reading.

F. Instruction and materials are responsive to students’ understanding of the skills being taught through careful monitoring of student progress.

Foundational skills are unconnected to the standards for the grade.

Foundational skills addressed fully align

with the standards for the grade.

Instruction and materials are disjointed and fail to comprehensively address the foundational skills.

Instruction and materials coherently address the

foundational skills.

There is no text under consideration in this lesson.

The lesson is focused on a text.

Notes:


Instruction and materials do not connect foundational skills to making meaning from reading.

Instruction and materials connect

foundational skills to making meaning

from reading.

3

Instruction and materials do not monitor or adapt to student progress.

Instruction and materials monitor and

respond flexibly to student progress.

RFREADING

FOUNDATIONAL SKILLS

CORE ACTION 4: Ensure that instruction and materials explicitly and systematically provide all students with the opportunity to master foundational skills.




A. The teacher uses strategies to keep all students persevering with challenging tasks.

B. The teacher orchestrates conversations and plans tasks in which students talk about each other’s thinking.

ILLUSTRATIVE STUDENT BEHAVIOR

INDICATORS

CORE ACTION 5: Provide all students with opportunities to engage in the work of the lesson.

EVIDENCE OBSERVED OR GATHERED

Even after reaching a point of frustration, students persist in efforts to achieve foundational reading skills.

When discussing and practicing foundational skills, students actively respond to teacher prompts and build on each other’s contributions.

Notes:

4

RFREADING

FOUNDATIONAL SKILLS


This tool is for use by teachers, those providing support to teachers, and others working to implement the CCSS for English Language Arts and Literacy – it is not designed for use in evaluation. The guide is intended for use in conjunction with the CCSS Instructional Practice Guide: Supplement for Reflection Over the Course of the Year. Both tools are available at achievethecore.org/instructional-practice.

To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.



The teacher does not provide students opportunity and very few students demonstrate this behavior.

The teacher provides students opportunity consistently and all students demonstrate this behavior.

core!knowledge!language!arts!(ckla ......(kindergarten and grade 1) does the teacher model fluency...

Documents