The CKLA Instructional Path

www.todaysmeet.com/RCSDskills

Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier

The CKLA Instructional Path

• Data-based

• Explicit and Systematic

• Individualized Support through Teacher Interactions, Small Groups, Centers

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Sample Instructional Path

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Lesson Review Activity• Choose a grade level (K, 1, 2)

– Read through the lesson at that grade level– Work to answer the following questions

• What types of lessons are included?• What do you need to prepare in advance?• What do the students already need to know?• What is the objective of the lesson and how will you know that they met

the objective?• How are you going to help your struggling students?• What can you do to challenge the higher students?• Record your responses on chart paper.

– Choose one person from your group to share to your table about your lesson .

• Discuss with your group how the K, 1 & 2 lessons you heard about are aligned.

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 NarrativesAs a class:• Review of story

elements;• Brainstorm ideas; and• Observe teacher

modeling.

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Drafting: Fictional NarrativeAs 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

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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Five Features of Teaching Writing in CKLA

1. 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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CKLA, Writing, and the Common Core StandardsExamining Alignment

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Common Core Writing Standards

• Look at your grade level standards• Use the following questions to guide your

thinking . . . – What should students be able to do when leaving

your grade level?– What should students already be able to do when

coming to your grade level?

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 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 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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Getting to Know Your Students:

Initial Assessments and Procedures

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KindergartenKindergarten (Group based on trend of data across first 5 Units)

Letter Name/Letter Sound Unit 2Optional Pretest

Writing Strokes Test End of Unit 2 Given to all students

Word Recognition/Word Reading

Unit 3, 4, 5Given to all students; Expands to Word Reading if child doesn’t pass benchmark on Recognition

Story Comprehension NA for initial test battery

Pseudo Word Reading OPTIONAL assessment from Unit 8 For probing placement of incoming K students with very strong contextual reading skills

Code Diagnostic Test NA for initial test battery

Letter Sound

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Sample Score sheet Sample Protocol (for students)

Letter Name

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Sample Score sheet Sample Protocol (for students)

Writing Strokes

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Sample Protocol (for students)Sample Protocol (for students)

Writing Strokes

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Scoring Guidelines

Score 0

Score .5

Score 1

Sample Scoring Guidelines Sample Scoring Sheet

Word Recognition Assessment (K)

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Word Recognition Assessment (K)

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Scoring/Interpretation

Word Reading Assessment (K)

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1st GradeFirst Grade(Group based on Formal Placement Assessment)

Letter Name/Letter Sound

Unit 1 Placement Assessment For those children who fall below benchmarks on all other Unit 1 Assessments

Writing Strokes Test NA

Word Recognition/Word Reading

Unit 1 Placement Assessment Word Recognition given to all students; no Word Reading

Story Comprehension Unit 1 Placement Assessment Only for those children who score AT OR ABOVE benchmark on Word Recognition

Pseudo Word Reading Unit 1 Placement Assessment Only given for those who score BELOW benchmark on Word Recognition

Code Diagnostic Test Unit 1 Placement Assessment Only for those falling below benchmark on Word Recognition and Pseudoword reading

Word Recognition Assessment

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Sample items, G1 Placement Assessment

Word Recognition Assessment

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Story ComprehensionAssessment

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First Grade Story Comprehension Assessment

Story ComprehensionAssessment

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Pseudoword Assessment

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Pseudoword Assessment

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Code Diagnostic Test

Code Diagnostic Test

2nd GradeSecond Grade(Group based on Formal Placement Assessment)

Letter Name/Letter Sound NA

Writing Strokes Test NA

Word Recognition/Word Reading

Unit 1 Placement Assessment Word Reading for students who fall below benchmarks on story reading assessments

Story Comprehension Unit 1 Placement Assessment All Students

Pseudo Word Reading Unit 1 Assessment

Only given to those who score BELOW benchmark on Word Recognition

Code Diagnostic Test NA

Story ComprehensionAssessment

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Second Grade Story Samples

Story ComprehensionAssessment

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Second Grade Sample Scoring

Word Reading Assessment

Grouping and Placement: Making Classrooms Work

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• 1 classroom teachers– Start all students Grade __, Unit 1– Teach unit as manual states– Provide individualized remediation in small groups

using pausing point activities or A & R guide• 2 classroom teachers– Teacher #1 provides instruction starting at Grade __,

Unit 1– Teacher #2 pulls small group using A & R guide

• 3 or more classroom teachers– Divide students into smaller groups based on needs

as determined from assessments

Road Blocks

• Read the road block on your index card• Brainstorm ways to solve this road block• Record your ideas on chart paper• Share your ideas with the group

“If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it.”Michael Jordan

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