©2013 Core Knowledge Foundation. Core Knowledge Language Arts Understanding the Design Principles
Dec 15, 2015
©2013 Core Knowledge Foundation.
Core Knowledge Language Arts
Understanding the Design Principles
©2013 Core Knowledge Foundation.
Two Keys to Reading
Skills StrandDecoding and Encoding: Systematic Synthetic Phonics Handwriting Grammar Spelling Expressive Writing /The
Writing Process
Listening & LearningLanguage Comprehension: Oral Read-aloud Text-based Discussion Word Work Extension Activities that
Provide Students with the Opportunity to use New Language and Concepts
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R = D x CR = D x C
Louisiana Tier 1Louisiana Tier 1 Louisiana Tier 2Louisiana Tier 2
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Overview of Skills Materials
Teacher Guides Student Workbooks
Student DecodableReaders
Ancillary Materials
Assessment & Remediation Guides
3www.coreknowledge.org
Big Books
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Skills Strand Instruction• 10 – 12 Lesson Types Per Grade
Phonics & Reading Grammar Spelling Writing
• Gradual Release Modeled Through Lessons Warm-up Explicit Instruction Model Group Practice Independent Practice Independent Application
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SupplementalGuide
CKLA Materials
Teacher Anthology Image Cards
Flip Book
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Listening & Learning Instruction
• Stays on topic for 2 – 3 weeks
• Single Lesson Type Across Grades
• Each Lesson Includes Read-aloud
• Introduction to the Read Aloud• Presenting the Read Aloud
Discussion• Comprehension Questions• Word Work
Extension Activity
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Key Design Principles of Listening and Learning
Building Knowledge and Language Systematically
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DESIGN PRINCIPLE
CKLA uses read-alouds to support oral language skills that underlie and parallel reading and writing skills.
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Language Development
Oral Written
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Listening versus Reading Comprehension
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T. G. Sticht, 1974, 1984
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Appendix APage 6
What is Text Complexity?
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1. Language Demands2. Knowledge Demands
©2013 Core Knowledge Foundation.
What Does It Mean to Build Knowledge Systematically?
“Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students.”
“Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students.”
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DESIGN PRINCIPLE
CKLA Systematically
Builds Knowledge
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What We Know
• Knowledge builds on knowledge
• All of our most desirable goals for education are all knowledge dependent:
Creativity Problem solving Reading comprehension General achievement
• Knowing things allows us to expend the smallest amount of cognitive capacity on processing lower-order aspects of a problem so that more cognitive capacity is available for higher levels
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Coherence
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Systematic Knowledge Building
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DESIGN PRINCIPLE
CKLA Stays on Topic to Foster the Most Efficient Word Learning
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ex cencecres
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What We Know
• Most vocabulary is learned implicitly.
• Word learning is most efficient when the reader (listener) already understands the context well.
• Tiny gains on a dozen words is more efficient than large gains on just one word at a time.
• What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford.
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What are Kings and Queens?
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Sections 3 & 4
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Key Design Principles of the Skills Strand
A Systematic Approach
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What is the Significance of 270?
• 26 LettersA B C D E F G H I J K L M N O P Q R S T U V W X Y Z
• 52 Total with Upper- and Lowercasea b c d e f g h i j k l m n o p q r s t u v w x y z
• 16 Distinctly Different UppercaseA B D E F G H I J K L M N Q R T
• 44 sounds
26 consonant, 18 vowel• 150 spellings
/ie/ = ie | i_e | igh | y | ye | y_e
• Directionality & Punctuation . ? , !
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What We Know
• Early Systematic Instruction in phonics seems to lead to better achievement in reading than later, less systematic instruction
• Unless decoding is automatic, there is little cognitive capacity to think about meaning.
• Reliable decoding is more efficient than context cues.
• Specific objectives, rather than broad goals, should inform both practice and assessment
• Practice leads to automaticity
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DESIGN PRINCIPLE
CKLA teaches children the distinction between sounds and spellings using the most frequent or least ambiguous sounds first.
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/ae/Sound:
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Spellings:
plane
baby
paint
hay
freight
steak
greyhound
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Basic Code: Vowels
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Most Frequent, Least AmbiguousConsonant Spellings
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KK
11
22
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The Value of Most Frequent, Least
Ambiguous Sound
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DESIGN PRINCIPLE
CKLA gives intensive practice to build reliability and automaticity.
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Intensive Practice through the Day’s Lesson
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Practice in Making Distinctions
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DESIGN PRINCIPLE
CKLA directly instructs in those oral language skills (blending & segmenting) that underlie and parallel reading and writing skills.
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Blending and Segmenting
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mat > met > pet > pit > it > hit > him > hem > them
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A Strong Foundation
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Care and Use
DirectionsRoad Signs & Rules
Guided Practice
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A Strong Foundation
Genre Writing & Response to Textwww.coreknowledge.org
Phonics, Handwriting, & Reading
Content, Listening & Speaking
Spelling & Grammar
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Implementation Traps
Lessons Learned for Administrators
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Technical vs. Adaptive Problems
• TechnicalThere’s a concrete answer.
• AdaptiveThere are multi-faceted situational answers.
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Expecting Lessons to Address Anchor
Standards
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Kindergarten Reading Standards
52EngageNY.org 52
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Grade 1 Reading Standards
53EngageNY.org 53
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Grade 2 Reading Standards
54EngageNY.org 54
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RI Standard K.10KK Actively engage in group reading activities with
purpose and understanding.
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RI Standard 1.10KK
11
With prompting and support, read informational texts appropriately complex for grade 1.
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RI Standard 2.10KK
11
22
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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RI Standard 3.10KK
11
22
33
By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.
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RI Standard 4.10KK
11
22
33
44
By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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RI Standard 5.10KK
11
22
33
44
55
By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
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©2013 Core Knowledge Foundation.
RI Standard 6.10KK
11
22
33
44
55
66
By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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©2013 Core Knowledge Foundation.
RI Standard 7.10KK
11
22
33
44
55
66
77
By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
No changes for RI.7.10
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©2013 Core Knowledge Foundation.
RI Standard 8.10
KK
11
22
33
44
55
66
77
88
By the end of the year, read and comprehendliterary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
www.coreknowledge.org
©2013 Core Knowledge Foundation.
RI Standard 3.10KK
11
22
33
By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.
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©2013 Core Knowledge Foundation.
Not Recognizing the Skills Strand as a K - 2 Continuum
• The Placement Assessments are Critical
• Consider School, Grade, and Classroom options
• Recognize Challenges in Year 1• Recognize What the
Continuum Means for
Progress Data
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Trying to Do or Keep Too Much
• Time is Most Precious Classroom Resource
• Change is Hard• Consider the Overlap
Intersection of Goals of Instruction and ELA components
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Not Taking Time to Learn the Program
• How does it differ from what you have been doing?
• What you should see in the classroom?
• What are the most important elements for fidelity?
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Thinking it's All on the Page
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• CKLA is Highly Structured but Not Scripted
• Planning and Preparation are Important
• There’s Plenty of Room for Enhancement and Differentiation
©2013 Core Knowledge Foundation.
Not Recognizing the Transition in
Progress• Curriculum
New Materials New Approaches Time to Learn before
Adapting
• New Assessments • New Basis for Teacher
Evaluation
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Not Getting Supportckla.amplify.com
www.coreknowledge.org/ckla-resources
Amplify EducationCKLA K-5 Sales, PD & Support
www.amplify.com/curriculum/core-knowledge-language-arts
(800) 823-1969
Core Knowledge FoundationCKLA Preschool www.coreknowledge.org/ckla
800-238-3233
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