The Listening and Learning Strand...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
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Focus of Inquiry: Adherence (Following the structure and pacing)
Criteria Comments
Pacing
Is the pacing calendar consistent with the scope and sequence (Please note that pacing can vary slightly, but it should be clear how all domains will be covered by the end of the year)
Does the lesson reflect that the pacing calendar is being followed?
Are domains occurring in sequence?
Is 60 minutes allotted each day to L&L?
Materials
Is the Flip Book for the domain accessible and visible to children? Is it managed well during the read aloud?
Are the Image Cards for the domain being used (are they placed near the Flip Book/evidence of their use)?
Is there evidence of student work from the domain? (extension activities will often involve student created graphic organizers, timelines, representations of content)
Is there evidence of shared writing efforts (teacher writing/brainstorm writing/etc.)?
Do centers reflect the domain content?
Do centers or visuals in the room incorporate the domain’s content/vocabulary? (Core vocabulary in the Introduction of Domain Anthology or Supplemental Guide)?
Are materials well organized so that previous domains are put away/stored and student materials are easily accessible?
Assessments
Is there evidence of a system in place to collect individual domain assessments and/or tens recording chart?
Are there records of mid-domain (Pausing Points) and end of domain assessments being administered to each student?
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Observing Quality Instruction: CKLA Listening and Learning Strand
Focus of Inquiry: Exposure/Dosage (The amount and type of instruction provided is consistent with the program’s design)
Criteria Comments
Introducing the Read-Aloud
Does every lesson begin with a brief discussion of previously learned knowledge? (Note that the emphasis should be on content covered through the program, less on children’s own life experiences).
Is the purpose for listening clearly stated?
Presenting the Read-Aloud
Does the presentation of the read aloud reflect familiarity with the text (clear, steady pace; difficult words pronounced easily and correctly, evidence that the teacher knows what is coming up in the read aloud)?
Does the teacher employ the guided listening supports?
Is the text read in full (even if, in addition, the teacher recaps aspects of the text when children need it)?
Can all students see the images (Flip Book or projection)?
Discussing the Read-Aloud
Are there at least 3-5 comprehension questions asked of a variety of children immediately after reading?
Is there a time for partner or small group discussion of the text?
Is word work completed? (Extended/explicit vocabulary work with listed vocabulary words).
Extension Activity
Is an extension activity completed immediately after the Discussion/Word Work or later (within the same day)?
Was there at least 15-20 minutes left in the 60 minute block to allow for Extensions? (If not, was it a factor in the teacher’s control: too much extraneous information added; off topic/off-lesson instruction; isolated issue?)
Is the extension activity completed as designed?
If not, does the extension activity keep the same intent/learning goal as the original activity?
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Observing Quality Instruction: CKLA Listening and Learning Strand
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
Focus on the text:
Is the majority of the lesson spent reading, speaking, listening, and/or writing about texts?
Are the texts written at or above the grade-band complexity level?
Do the texts exhibit exceptional craft and thought? Do texts provide useful information and include rich illustrations?
Text Dependent Questions and Tasks:
Do questions and tasks attend to the structure, concept, ideas, events, and details of the text?
Do students use details from the text to demonstrate understanding and support ideas about the text (oral or written)?
Do questions and tasks attend to academic language?
Are questions sequenced to guide students in delving deeper into text and graphics? To form inferences?
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 teacher encourage students to build on one another’s responses?
Does the teacher act on knowledge of students to promote independence?
The 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 domain.
Students will:
Interpret information from a Celebrations Venn diagram and connect it to information learned in “Chinese New Year” (RI.2.7)
Compare and contrast in writing Diwali and Chinese New Year (RI.2.9)
With assistance, categorize and organize facts and information from “Chinese New Year” in a Venn diagram (W.2.8)
Use word parts to determine the meaning of words ending in the suffi x –uos in “Chinese New Year” (L.2.4c)
Prior to listening to “Chinese New Year,” identify orally what they know and have learned about early Chinese civilization
Prior to listening to “Chinese New Year,” orally predict how Chinese New Year is similar to or different from New Year’s Day in the United States, and then compare the actual outcomes to predictions
Chinese New YearChinese New Year 14
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168 Early Asian Civilizations 14 | Chinese New Year
adhering, v. Following or holding ontoExample: Adhering to old routines can be diffi cult when moving to a new place. Variation(s): adhere, adheres, adhered
banished, v. Sent or drove away Example: The good king banished the wicked pirate for stealing his ships. Variation(s): banish, banishes, banishing
grudges, n. Bad feelings held against one or more persons Example: Even though her brothers apologized, Andrea was still holding grudges instead of forgiving them. Variation(s): grudge
prosperous, adj. Having good fortune or successExample: Everyone in the neighborhood wished the new store owners a prosperous start. Variation(s): none
At a Glance Exercise Materials Minutes
Introducing the Read-Aloud
What Have We Already Learned?
map from Map Quest extension;
world map or globe10
Making Predictions About the
Read-Aloud
Purpose for Listening
Presenting the Read-Aloud Chinese New Year 15
Discussing the Read-Aloud
Comprehension Questions 10
Word Work: Prosperouschart paper, chalkboard, or
whiteboard 5
Complete Remainder of the Lesson Later in the Day
Extensions
Vocabulary Instructional Activity:
Traditionsdrawing paper, drawing tools
20Celebrations Venn Diagram
Instructional Master 14B-1 (optional)
chart paper, chalkboard, or whiteboard
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Early Asian Civilizations 14A | Chinese New Year 169
Have students locate China on the class map, a world map, or a globe. Have each student share one thing s/he learned about early Chinese civilization and contributions from ancient China.
Making Predictions About the Read-Aloud
Share the title of the read-aloud, and ask students to predict how the Chinese New Year is similar to or different from New Year’s Day in the United States.
Purpose for Listening
Tell students to listen carefully to see if their predictions are correct.
Chinese New YearChinese New Year 14A
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170 Early Asian Civilizations 14A | Chinese New Year
1. Evaluative Were your predictions correct about the similarities and differences between Chinese New Year and New Year’s Day as it is celebrated in the United States? (Answers may vary.)
2. Inferential What do people celebrate and hope for during Chinese New Year celebrations? (prosperity, good fortune, luck)
3. Inferential What symbols of good luck are displayed during the Chinese New Year? (the color red and dragons; Red is used to decorate homes and streets; people wear red clothing; people parade the streets in dragon costumes.)
4. Inferential How do people prepare for the Chinese New Year? (They clean their homes, buy new clothes and get new haircuts, prepare special foods, set off fi reworks which they believe will banish evil spirits, and forget grudges; they also allow children to stay up late, adhering to a traditional belief that each extra wakeful hour will add years onto their parents’ lives.)
5. Evaluative What differences are there between the Chinese New Year celebration and New Year’s in the United States? (New Year’s in the United States happens on the same day every year, January 1, and lasts for one day. The Chinese New Year begins with a new moon in either January or February and lasts two weeks. They are celebrated with different activities.)
6. Literal When do the Chinese usually celebrate their birthdays? (on the seventh day of the Chinese New Year and not on the day they were born)
7. Inferential What is the Chinese lunar calendar? (a calendar based on the cycles of the moon with names for each new year) What is each new year named after? (one of the twelve animals that, according to a Buddhist legend, came to visit the Buddha when he was dying: rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and pig/boar)
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174 Early Asian Civilizations 14A | Chinese New Year
[Please continue to model the Think Pair Share process for students, as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.
8. Inferential Think Pair Share: What activities did you hear about that are parts of the Chinese New Year celebration? (Answers may vary.)
9. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]
Word Work: Prosperous 5 minutes
1. In the read-aloud you heard, “The main focus of the two-weeks of [Chinese] New Year celebrations is to prepare for a prosperous year ahead.”
2. Say the word prosperous with me.
3. Prosperous means having good fortune or success.
4. Juan’s new construction business had a prosperous fi rst year.
5. Have you ever had a prosperous year, week, or day? Try to use the word prosperous when you tell about it, and describe why it was prosperous. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I once had a prosperous because . . . ”]
6. What’s the word we’ve been talking about? What part of speech is the word prosperous?
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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.
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:
EVIDENCE OBSERVED OR GATHEREDINDICATORS
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
page 19
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:
EVIDENCE OBSERVED OR GATHEREDINDICATORS
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.
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.
NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDEELA/L K-2 D
Find additional resources at achievethecore.org
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.