2 Welcome: Welcome to the Workshop. Overview of Agenda (posted on easel) Icebreaker: Introductions – Name, School, Grade(s), and what you are hoping is in this massive guide.
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.Go over the Session Objectives. Consider adding any additional objectives from the needs of the participants in previous slide.
4 “The Three Pillars”Components of Comprehensive Literacy Program Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2Foundational Skills and Small Group Instruction=CKLA NY Skill Sequence withstudent readersRead Aloud and Shared Interactive ReadingListening and Learning StrandAdditional Book Time, Independent ReadingGuided Reading andAccountable Independent Reading(GRAIR)Addresses needs of all students by providing:Systematic exposure and reinforcement of reading skills differentiallyEngages through: student- friendly, largely contemporary literature at various reading levelsBuilds community of readersProvides lively, content rich read-aloud with opportunity to question, discuss, and share ideasFocuses on academic languageDevelops background knowledge in science, social studies and the ArtsProvides diverse textBuilds community of readers and learnersOccurs outside and in addition to CKLA NY blockAllows for student and teacher choice from existing leveled libraries based on interest, availability and readabilityBuilds reading volumeDevelops reading stamina and persistenceStrengthens community of readers and learnersLook at this graphic (handout)The response to the K-2 Modules was to clarify what NYS (and NYS educators) felt was strong literacy instruction. Regardless of programs, these 3 pillars need to be in place for a balanced literacy instructional approach to the CCLS.
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
14 Unit-by Unit Alignment K and 1st Key Points:The kindergarten and first grade A&R Guides directly parallel the sequence of instruction from the Teacher Guides.Work at any given step of the sequence assumes Code Knowledge leading up to that pointThere are no A & R guides for the final unit because of overlap of last unit in one grade and first unit in nextSay:1. In K and 1st, this an A&R Guide for almost every unit of the grade’s sequence (K : 1-9; 1st 1-6).2. No final A&R Guide because there is such overlap between last unit of a grade and first unit of next.Not an exact replica of the Lesson by Lesson in the Skills Strand. The A&R Guide is designed to be flexible. They will not need the WHOLE lesson again. They will need deep emphasis in certain areas.Find the area of difficulty (phonics, chaining– go to that) Find the materials and activities you needed. Sounds and spellings are the same as the regular unit. You will find sample lessons of how you might go about remedial support. The template is next to it. A bare bones you can follow to design your lesson.
16 What will I find in the A&R Guide: 1. SAMPLE LESSON & TEMPLATES Key Points:The A&R Guide will be designed with tools and articles to support instructionSamples of lessons are provided as well as lesson templates to guide the planning to build lessons that fit the specific needs of individual students or small groupsSay:1. In the sample lessons as well as other spots, such as the Dimensions of Difficulty Charts and Tricky Word Teaching Tips, you will find information to support instruction. For example, an explanation of why /j/, /ch/, and /tr/ are commonly confused.
18 What will I find in the A&R Guide: 2. Word Lists & Word Cards Key Points:The A&R guide will include words lists and chaining lists that teachers can plan into a lesson for students to use for practicing the mastery of the letter sound correspondences identified as weaknesses.Say:1. Word lists and Chaining lists are provided and will include words that are aligned to the specific letter-sound correspondences taught up to the specified unit2. So for Unit 3 in K, our phonics/chaining focus are individual single syllable words.
19 What will I find in the A&R Guide: 3. Activities for re-teaching Key Points:The A&R guide includes activities to be used for reteaching.The expectation is to have these activities facilitated by the teacher to help strengthen and support instruction.Some activities are familiar to the students from the teacher guides, others have been adapted or are new.Say:1. All of these activities are engaging and designed to be teacher facilitated- involving back and forth. Though there are worksheets for some activities to support structuring the instruction, the focus in any remediation is ongoing support by an adult- to really strengthen the success and feedback students are getting.2. Some activities are carried over from the Teacher Guides (e.g., Chaining), some are adapted (e.g., applying the Baseball Game to varied content), and some are new to allow for fresh instruction (e.g., working with Sound Boxes).These are not generally individual activity= worksheet time. These are designed to be activities done with a teacher guidance- really interactive with the children. Teaching tools to facilitate the instruction, not independent. They sometimes do carryover, but may also have adaptations to the original. Some are new.
20 What will I find in the A&R Guide: 4. Games for Reinforcement Key Points:The A&R guide also includes games for reinforcement. The games are designed to help students apply and practice the targeted skillsThis is great for volunteers, aides, etc. Options for a lower dose, repetition. Centers or small group work. Most of the materials are made for you. Just copy and cut. In the pausing point activities, you get suggestions but you have to create the cards, etc.Say:Skills aligned games are included to provide engaging and differentiated opportunities for students to practice targeted skills in small group instruction or in center work.Teachers will need to make the games in advance. Templates and instructions are provided.
29 Grade 2 Placement Assessments Identify students with similar code knowledge gapsCreate lessons for 1:1 or small group instruction using materialsMost effective 1:1 or small groupImportant students have multiple opportunities to practice reading words ith the targeted skill correctlyPractice reading should be done orally for immediate correction and feedback.Lessons are incremental (assume knowledge from previous sections)- look at skill sequence in table of contents