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Core Knowledge Language Arts
Getting Ready for Skills
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Online Parking LotPlease go to engageny.org/maynti and select “Online Parking Lot” for any NYSED-related
questions.
Thank You!
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Agenda• Overview of critical materials and routines that
need to be in place prior to the school year to support implementation of CKLA
• What key adjustments can be made to the use of existing materials, routines, and classroom setup to support high-quality implementation of the Skills strand
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Overview of Skills Materials
5
Teacher Guides Student Workbooks
Student DecodableReaders
Chaining Boards
Assessment & Remediation Guides
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Teacher Materials• Teacher Anthology• Big Books• Blending Picture Cards• Sound Posters and Sound Cards• Large Letter Cards• Timeline Posters and Cards
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Teacher Guide
The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons.
• How Outlines lessons for each unit To guide your lesson presentation
• When Beginning in Unit 1
• Where Rug area Small group instruction area
• Tips Become familiar with unit
objectives. Preview each unit for materials
needed to prepare for lessons. Read Unit Introduction and Unit
Appendices. Use “At a Glance” chart to plan.
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K 1
2
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Big Books
The purpose of the Big Books is for the teacher to model reading for students.
• How Teacher will model best reading
practices for students.• When
During Demonstration Story lessons
5 titles in kindergarten 3 titles in grade 1
• Where Rug area (on an easel)
• Tipso Students have matching student
readers for most units.
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K 1
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Blending Picture Cards
The purpose of the Blending Picture Cards is to support blending activities by using images to serve as a visual cue for blending a word.
• How One set per teacher Supports blending on one side
and matching segmented word on other side
• When Used for various activities in
kindergarten• Where
Rug area Small group instruction area
• Tips The names consist of 2–3 sounds
and are suitable for early blending practice.
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K
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Sound Posters & Cards
The purpose of the Sound Posters & Sound Cards is to provide a visual reminder of the code knowledge students have been taught.
• How Posters are mounted when a
sound is taught for the first time; sound cards are added as each spelling and alternative spelling is taught.
• When Begins in Kindergarten Unit 3,
Lesson 5 10 vowel posters, 25 consonant
posters• Where
o Around the room• Tips
Create a sound wall. Display vowel sound cards
separately from consonant sound cards.
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K
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The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities.
• How Teacher leads student through
sounds and spellings review. Students use cards to engage in
spelling/chaining activities.• When
Warm-up activities Large card chaining activities
• Where Rug area
• Tips Prepare for chaining activities in
advance. Note that vowel cards are shaded. Line drawn at bottom at of card
indicates directionality.
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Large Card LettersK 1
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The purpose of the Timeline Posters and Cards is to help students understand the content of context of CKLA stories in Grade 2.
• How The cards feature an image and a
sentence depicting an event from the Student Reader.
• When Reading time
• Where Rug area Around the room
• Tips Use the Timeline Posters during
unit
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Timeline Posters and Cards
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How Will You Manage Student Materials?
• Workbooks• Readers• Student chaining folders• Individual reading baggies (GRAIR)
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Student Workbooks
The purpose of the Student Workbook is provide practice and reinforcement for students after a lesson.
• How One copy per student, per unit
• When After each lesson, during “Pausing
Points,” centers• Where
o Keep in individual student desk or in workbook bins for each table.
• Tips Workbook copies and answer key
are located in the Teacher Guide. Enlarge or project a copy of the
worksheet to model for students. Keep laminated copies of
worksheets for “Pausing Point Activities” and centers.
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K 1
2
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Student Readers
The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text.
• How One per student, per unit beginning
with Kindergarten Unit 6.• When
Demonstration story lessons Partner reading, close reading,
read-aloud lessons• Where
Rug area: whole group At desks: partner read Keep previous readers in the
classroom library or in student book baggies.
• Tips New spellings in each unit are
printed in bold throughout reader.
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K 1
2
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The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught.
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Chaining Folders & Small Letter Cards
• How One per student Teacher calls out chains; students
control cards to make words• When
Introduced in Kindergarten Unit 5 Used for chaining activities
• Where At desks Small group instruction area
• Tips Set up letter cards in advance. To scaffold student chaining,
chain along in a pocket chart. Store cards in folder. Exchange
cards as needed per lesson.
K
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The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught.
• How Set of two Flip Books (one for
vowels, one for consonants) Contains both basic and
alternative spellings• When
As new sounds are introduced during instruction
• Where Rug area (on an easel) Small group instruction area
• Tips Keep letter cards with Flip Books. Use Velcro tabs or putty to affix
cards to their sound page.
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Code Flip Books & Large Letter Cards
1
2
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The purpose of the Individual Code Charts is to provide aid to students to use when writing and spelling.
• How One per student Lists all of the sounds and
spellings students will learn that year
• When Reviewing Writing
• Where Student desks Small group instruction area
• Tips Keep one in class, send one home
for review.
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Individual Code Charts1
2
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Room SetupUsing the Building Your Room handout, draw your classroom as it was setup last year, noting: how wall space was
used. various zones of the
room such as centers, rug area, desks, etc.
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Getting Ready for the Skills Strand: Building
Your RoomZone 1: Around The RoomZone 2: Whole Group/Rug AreaZone 3: Small Group InstructionZone 4: Skills CentersZone 5: Student Communities/Independent Work
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Taking NotesUse the Zone Notes handout to take notes as we review each zone.
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1 3
2 4
5
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Around the Room• Looking at the wall space in your classroom,
what will you need to make room for? Sound Wall (using phoneme cards, K)
• Consonant Sounds• Vowel Sounds
Word Walls (consider arranging by sound)• Tricky Word Wall• Decodable Word Wall
Spelling Trees (1,2) Student Work Listening & Learning Concept Wall/Vocabulary
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Sound Wall
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Tricky Word Wall
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Zone 2: Whole Group/Rug Area
• Area to conduct whole group instruction• Anchored by a rug large enough to
accommodate whole class• Projection system in view• Headed by teacher modeling area• Stands for flip charts, books, and chart paper• Teacher materials organized and accessible
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Flip
Boo
k S
tand
Rug
Library
SM
AR
T B
oard
Poc
ket
Cha
rt/E
asel
Sou
nd W
all/S
pelli
ng T
rees
Word Wall
Teache
r
Mat
eria
ls
Bin
Mat
eria
ls
Bin
Big Books
Listening & Learning Flip Books
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Flip
Boo
k S
tand
Rug
Library
SM
AR
T B
oard
Poc
ket
Cha
rt/E
asel
Word Wall
Teache
r
Mat
eria
ls
Bin
Mat
eria
ls
Bin
Sou
nd W
all/S
pelli
ng T
rees
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Flip
Boo
k S
tand
Rug
Library
SM
AR
T B
oard
Poc
ket
Cha
rt/E
asel
Word Wall
Teache
r
Mat
eria
ls
Bin
Mat
eria
ls
Bin
Sound Blending
CardsLarge
Letter Cards
Timeline Cards & Posters
Sou
nd W
all/S
pelli
ng T
rees
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Flip
Boo
k S
tand
Rug
Library
SM
AR
T B
oard
Poc
ket
Cha
rt/E
asel
Word Wall
Teache
r
Mat
eria
ls
Bin
Mat
eria
ls
Bin
Student Readers
Sou
nd W
all/S
pelli
ng T
rees
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Zone 3:Small Group Instruction
• Reinforcing the learning• Assessment & Remediation• Guided Reading
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a
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Teacher’s Bookcase
Teacher
Students
A&R Guide
and Activities
Student Portfolios
Class Data
Binder
GRAIR Materials
Pausing Point Activities
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Zone 4: Skills Centers• Dependent upon classroom space, separate
centers can be set up using separate desks or bins with activities in baggies or folders.
• Centers- • Writing Strokes/handwriting• Tracing-tray tracing, tracing and copying, tracing lines• Coloring- color strips, Pausing point activities• Listening (with CD player, headphones and CD’s)• Blending and Segmenting- (Pocket chart chaining)
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Ease
l
Listening Center
Fine Motor Center
Listening & Learning B
ulletin Board
Pocket Chart
Pocket C
hart
Centers Bins
Word Wall Anchor Charts
Anchor C
harts
Activities to Support Learning
Pausing Point
ActivitiesWriting Center
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Ease
l
Fine Motor Center
Listening & Learning B
ulletin Board
Pocket ChartCenters Bins
Word Wall Anchor Charts
Anchor C
harts
Listening Center
Pocket C
hart
Writing Center
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Ease
l
Fine Motor Center
Listening & Learning B
ulletin Board
Pocket ChartCenters Bins
Word Wall Anchor Charts
Anchor C
harts
Pocket Chart Chaining
Writing Strokes Practice
Listening Center
Pocket C
hart
Writing Center
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Ease
l
Fine Motor Center
Listening & Learning B
ulletin Board
Pocket ChartCenters Bins
Word Wall Anchor Charts
Anchor C
harts
Listening Center
Pocket C
hart
Writing Center
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SM
AR
T B
oard
Student Chaining FoldersStudent Readers
Student Workbooks
Student Code Sheets
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Part 1: Revisit & Reorganize
Using the second Building Your Room handout and your Zone Notes, revisit your classroom drawing and reorganize for CKLA implementation.
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Part 2: Planning for Success
Using your new room drawing and Zone Notes, create a list of action items for each zone of your classroom on the Zone Notes Classroom Reflection form.
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