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Assessment & Remediation Guide from Core Knowledge Language Arts © JULY 30, 2014 JENNIFER GONDEK INSTRUCTIONAL SPECIALIST FOR INCLUSIVE EDUCATION TST BOCES.

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Presentation on theme: "Assessment & Remediation Guide from Core Knowledge Language Arts © JULY 30, 2014 JENNIFER GONDEK INSTRUCTIONAL SPECIALIST FOR INCLUSIVE EDUCATION TST BOCES."— Presentation transcript:

1 Assessment & Remediation Guide from Core Knowledge Language Arts © JULY 30, 2014 JENNIFER GONDEK INSTRUCTIONAL SPECIALIST FOR INCLUSIVE EDUCATION TST BOCES

2 Welcome:

3 Session Objectives: Participants will:  Understand the NYS 3 Pillar Model for Literacy Instruction in K-2 classrooms.  Be familiar with the Core Knowledge Foundation and approach to Literacy Instruction.  Be able to utilize the materials in the Grade 2 A&R Guide to identify student needs through assessment, design appropriate lessons that target needs, and progress monitor skills.

4 “The Three Pillars” Components of Comprehensive Literacy Program Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2 Foundational Skills and Small Group Instruction = CKLA NY Skill Sequence with student readers Read Aloud and Shared Interactive Reading = Listening and Learning Strand Additional Book Time, Independent Reading = Guided Reading and Accountable Independent Reading (GRAIR) Addresses needs of all students by providing: Systematic exposure and reinforcement of reading skills differentially Engages through: student- friendly, largely contemporary literature at various reading levels Builds community of readers Provides lively, content rich read- aloud with opportunity to question, discuss, and share ideas Focuses on academic language Develops background knowledge in science, social studies and the Arts Provides diverse text Builds community of readers and learners Occurs outside and in addition to CKLA NY block Allows for student and teacher choice from existing leveled libraries based on interest, availability and readability Builds reading volume Develops reading stamina and persistence Strengthens community of readers and learners

5 The Core Knowledge Foundation Since 1986, Core Knowledge has been the leading national voice for content-rich literacy. Core Knowledge Founder E.D. Hirsch, Jr. provided the “intellectual DNA” of CCSS. Core Knowledge Foundation served as a consultant to the authors of CCSS ELA standards. Successful Pilot of K-2 Literacy Program in NYC Schools. 5

6 A New Approach to ELA Instruction: Two Keys to Reading Two instructional strands: “Skills” Strand (Phonics) “Listening and Learning” Strand (Interactive Read Aloud) R=D x C Decoding (Skills) + Language Comprehension (Listening and Learning through Read-Alouds) provides students with the two keys needed to translate letters into words AND make sense of what they decode. 6

7 Decoding Skills 7 These are taught in the Skills Strand of Core Knowledge Language Arts: ◦ Focus on systematic, explicit instruction in synthetic phonics ◦ Sound to letter instruction ◦ Reading and writing taught in tandem, as inverse procedures ◦ Repeated oral reading of 100% decodable text to build fluency

8 Purpose of A & R Guide CKLA online* tool to help with:  Determining students skills needs through placement assessments  Re-teaching explicit skills lessons  Supplementary resources  Reinforcement of skills  Progress monitoring EngageNY.org 8

9 “While there are many competencies required to be a successful reader able to comprehend, analyze, and synthesize what one reads, one of the key prerequisite components is the ability to automatically apply knowledge of the English letter- sound correspondences when reading unfamiliar text.” Page 1, Grade 2 A&R Guide

10 EngageNY.org10

11 Targeted Instruction

12 Structure of the A & R Guide EngageNY.org 12

13 Skills Addressed in the A&R Guide: Grade by Grade Kindergarten –All K Skills Phonological Awareness Understanding Directionality Phonics Fluency and Comprehension Writing (Letter Formation) © 2013 Core Knowledge® Foundation 13 Grade 1 –All 1 st grade skills except writing composition. Phonics Fluency and Comprehension Grade 2 –Phonics Only. Comprehensive review of phonics K-2

14 Unit-by Unit Alignment K and 1st

15 Grade 2 A&R Guide: All in One © 2013 Core Knowledge® Foundation 15

16 What will I find in the A&R Guide: 1. SAMPLE LESSON & TEMPLATES

17 Models of Instruction Three Model Types:  Guided Reinforcement  Explicit Reteaching  Comprehensive Reteaching EngageNY.org 17

18 What will I find in the A&R Guide: 2. Word Lists & Word Cards

19 What will I find in the A&R Guide: 3. Activities for re-teaching

20 What will I find in the A&R Guide: 4. Games for Reinforcement

21 What will I find in the A&R Guide: 5. Assessments © 2013 Core Knowledge® Foundation 21

22 CKLA Must-Knows

23 Basic vs. Advanced Code Spelling Tree

24 Chunking: Multi-syllable Words Closed Syllables Magic E Syllables (VcE) Vowel Digraph Syllables R-Controlled Syllables Open Syllables Consonant-LE syllables Schwa Syllables pic·nic es·cape ig·loo for·get vi·rus tur·tle a·bout

25 Tricky Words  Section 1-H (pg. 317)  Remedial Lesson Template to target 3-5 words  Complete Dolch Word List provided  Pre/Post test (pg. 386)

26 Questions:

27 Assessment

28 EngageNY.org28 Kindergarten (Group based on trend of data across first 5 Units) First Grade (Group based on Formal Placement Assessment) Second Grade (Group based on Formal Placement Assessment) Letter Name/Letter Sound Unit 2 Optional Pretest Unit 1 Placement Assessment For those children who fall below benchmarks on all other Unit 1 Assessments NA Writing Strokes Test End of Unit 2 Given to all students NA Word Recognition/Word Reading Unit 3, 4, 5 Given to all students; Expands to Word Reading if child doesn’t pass benchmark on Recognition Unit 1 Placement Assessment Word Recognition given to all students; no Word Reading Unit 1 Placement Assessment Word Reading for students who fall below benchmarks on story reading assessments Story Comprehension NA for initial test battery Unit 1 Placement Assessment Only for those children who score AT OR ABOVE benchmark on Word Recognition Unit 1 Placement Assessment All Students Pseudo Word Reading OPTIONAL assessment from Unit 8 For probing placement of incoming K students with very strong contextual reading skills Unit 1 Placement Assessment Only given for those who score BELOW benchmark on Word Recognition Unit 1 Assessment Only given to those who score BELOW benchmark on Word Recognition Code Diagnostic Test NA for initial test battery Unit 1 Placement Assessment Only for those falling below benchmark on Word Recognition and Pseudoword reading NA

29 Grade 2 Placement Assessments Identify students with similar code knowledge gaps Create lessons for 1:1 or small group instruction using materials

30 Managing Initial Assessments First & Second Grade EngageNY.org30 Sample from Assessment Flowchart Class Summary Form Interpretation Guidelines

31 Story Comprehension Assessment EngageNY.org31 Second Grade Story Samples

32 Story Comprehension Assessment EngageNY.org32 Second Grade Sample Scoring

33 Word Reading Assessment EngageNY.org33

34 Word Reading Assessment EngageNY.org34 Scoring/ Interpretation, Grade 2 placement

35 Pseudoword Assessment EngageNY.org35 First Grade

36 Fluency Assessments

37 Your Cases EngageNY.org37

38 Models of Instruction Three Model Types:  Guided Reinforcement  Explicit Reteaching  Comprehensive Reteaching EngageNY.org 38

39 Guided Reinforcement 1. Guided Reinforcement © 2013 Core Knowledge® Foundation 39

40 Explicit Reteaching 2. Explicit Re-teaching © 2013 Core Knowledge® Foundation 40

41 Comprehensive Reteaching © 2013 Core Knowledge® Foundation 41

42 Planning Remediation 1.When assessment data and instructional performance signals a need for remediation, go to the corresponding instructional point in the A&R Guide. 2.Consider the students’ level of instructional need and plan with the lesson structures accordingly. 3.Select exercises and prepare associated materials from the appropriate section(s) of the A&R Guide. 4.Use progress monitoring assessments to inform decisions about student progress and/or ongoing remediation needs. © 2013 Core Knowledge® Foundation 42


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