1. ©2013 Core Knowledge Foundation. Core Knowledge Language Arts Understanding the Design Principles

2. ©2013 Core Knowledge Foundation. Two Keys to Reading Skills Strand Decoding and Encoding:  Systematic Synthetic Phonics  Handwriting  Grammar  Spelling  Expressive Writing /The Writing Process Listening & Learning Language Comprehension:  Oral Read-aloud  Text-based Discussion  Word Work  Extension Activities that Provide Students with the Opportunity to use New Language and Concepts www.coreknowledge.org R = D x C Louisiana Tier 1 Louisiana Tier 2

3. ©2013 Core Knowledge Foundation. Overview of Skills Materials Teacher Guides Student Workbooks Student Decodable Readers Ancillary Materials Assessment & Remediation Guides 3 www.coreknowledge.org Big Books

4. ©2013 Core Knowledge Foundation. 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 www.coreknowledge.org

5. ©2013 Core Knowledge Foundation. Supplemental Guide CKLA Materials Teacher Anthology Image Cards Flip Book 5 www.coreknowledge.org

6. ©2013 Core Knowledge Foundation. 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 www.coreknowledge.org

7. ©2013 Core Knowledge Foundation. Key Design Principles of Listening and Learning Building Knowledge and Language Systematically www.coreknowledge.org

8. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA uses read-alouds to support oral language skills that underlie and parallel reading and writing skills. www.coreknowledge.org

9. ©2013 Core Knowledge Foundation. Language Development Oral Written www.coreknowledge.org

10. ©2013 Core Knowledge Foundation. Written Language Uses Richer Vocabulary Hey, stop by my house later! You are cordially invited … www.coreknowledge.org

11. ©2013 Core Knowledge Foundation. Listening versus Reading Comprehension www.coreknowledge.org T. G. Sticht, 1974, 1984

12. ©2013 Core Knowledge Foundation. Appendix A Page 6 What is Text Complexity? www.coreknowledge.org 1.Language Demands 2.Knowledge Demands

13. ©2013 Core Knowledge Foundation. Knowledge Helps Fill in Gaps Simple texts, like those on reading tests, are filled with gaps – presumed domain knowledge– that the writer assumes the reader knows. www.coreknowledge.org

14. ©2013 Core Knowledge Foundation. Knowledge Helps Resolve Ambiguity http://www.visualthesaurus.com/ run www.coreknowledge.org

15. ©2013 Core Knowledge Foundation. Knowledge Helps Resolve Ambiguity Run www.coreknowledge.org

16. ©2013 Core Knowledge Foundation. The CKLA Listening & Learning Strand Uses Knowledge-Building Complex Texts www.coreknowledge.org

17. ©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.” www.coreknowledge.org

18. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA Systematically Builds Knowledge www.coreknowledge.org

19. ©2013 Core Knowledge Foundation. 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 www.coreknowledge.org

20. ©2013 Core Knowledge Foundation. Coherence www.coreknowledge.org

21. ©2013 Core Knowledge Foundation. Systematic Knowledge Building www.coreknowledge.org

22. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA Stays on Topic to Foster the Most Efficient Word Learning www.coreknowledge.org

23. ©2013 Core Knowledge Foundation. ex  cencecres  www.coreknowledge.org

24. ©2013 Core Knowledge Foundation. 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. www.coreknowledge.org

25. ©2013 Core Knowledge Foundation. What are Kings and Queens? www.coreknowledge.org

26. ©2013 Core Knowledge Foundation. Building Webs of Words in Domains www.coreknowledge.org

27. ©2013 Core Knowledge Foundation. Sections 3 & 4 www.coreknowledge.org

28. ©2013 Core Knowledge Foundation. Systematic Knowledge Building www.coreknowledge.org

29. ©2013 Core Knowledge Foundation. Leveling the Playing Field Jumping from topic to topic and landing briefly on each privileges children who know something about those topics from elsewhere. –Liben & Liben, 2012 www.coreknowledge.org

30. ©2013 Core Knowledge Foundation. Key Design Principles of the Skills Strand A Systematic Approach www.coreknowledge.org

31. ©2013 Core Knowledge Foundation. What is the Significance of 270? 26 Letters A 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 Lowercase a 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 Uppercase A 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   .. ?, ! 31 www.coreknowledge.org

32. ©2013 Core Knowledge Foundation. 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 www.coreknowledge.org

33. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA teaches children the distinction between sounds and spellings using the most frequent or least ambiguous sounds first. www.coreknowledge.org

34. ©2013 Core Knowledge Foundation. /ae/ Sound: www.coreknowledge.org Spellings: plane baby paint hay freight steak greyhound

35. ©2013 Core Knowledge Foundation. Basic Code: Vowels www.coreknowledge.org

36. ©2013 Core Knowledge Foundation. Most Frequent, Least Ambiguous Consonant Spellings www.coreknowledge.org K 1 2

37. ©2013 Core Knowledge Foundation. The Value of Most Frequent, Least Ambiguous Sound www.coreknowledge.org

38. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA gives intensive practice to build reliability and automaticity. www.coreknowledge.org

39. ©2013 Core Knowledge Foundation. www.coreknowledge.org Intensive Practice through the Day’s Lesson

40. ©2013 Core Knowledge Foundation. Areas of Confusion Every sound can differ by: 1.Place: Where your lips, tongue and teeth are 2.Manner: How the air flows (burst or flow) 3.Voicing: Whether your voice box is on (voiced) or off (voiceless). Minimal pairs differ in only one dimension:  /c/, /g/place  /p/, /b/manner  /s/, /z/voicing  /m/, /n/place  /sh/, /ch/manner  /t/, /d/voicing www.coreknowledge.org

41. ©2013 Core Knowledge Foundation. Practice in Making Distinctions 41www.coreknowledge.org

42. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA directly instructs in those oral language skills (blending & segmenting) that underlie and parallel reading and writing skills. www.coreknowledge.org

43. ©2013 Core Knowledge Foundation. Blending and Segmenting www.coreknowledge.org mat > met > pet > pit > it > hit > him > hem > them

44. ©2013 Core Knowledge Foundation. Key Design Principles of Writing in CKLA A Scaffolded Approach www.coreknowledge.org

45. ©2013 Core Knowledge Foundation. DESIGN PRINCIPLE CKLA builds fluency with the basic skills that are the foundation of fluent writing. www.coreknowledge.org

46. ©2013 Core Knowledge Foundation. A Strong Foundation www.coreknowledge.org Care and Use Directions Road Signs & Rules Guided Practice

47. ©2013 Core Knowledge Foundation. A Strong Foundation Genre Writing & Response to Text www.coreknowledge.org Phonics, Handwriting, & Reading Content, Listening & Speaking Spelling & Grammar

48. ©2013 Core Knowledge Foundation. Implementation Traps Lessons Learned for Administrators www.coreknowledge.org

49. ©2013 Core Knowledge Foundation. Technical vs. Adaptive Problems Technical There’s a concrete answer. Adaptive There are multi- faceted situational answers. www.coreknowledge.org

50. ©2013 Core Knowledge Foundation. Expecting Lessons to Address Anchor Standards www.coreknowledge.org

51. ©2013 Core Knowledge Foundation. Anchor Reading Standards 51EngageNY.org 51

52. ©2013 Core Knowledge Foundation. Kindergarten Reading Standards 52EngageNY.org 52

53. ©2013 Core Knowledge Foundation. Grade 1 Reading Standards 53EngageNY.org 53

54. ©2013 Core Knowledge Foundation. Grade 2 Reading Standards 54EngageNY.org 54

55. ©2013 Core Knowledge Foundation. Anchor Writing Standards 55EngageNY.org 55

56. ©2013 Core Knowledge Foundation. Kindergarten Writing Standards 56EngageNY.org 56

57. ©2013 Core Knowledge Foundation. Grade 1 Writing Standards 57EngageNY.org 57

58. ©2013 Core Knowledge Foundation. Grade 2 Writing Standards 58EngageNY.org 58

59. ©2013 Core Knowledge Foundation. RI Standard K.10 K Actively engage in group reading activities with purpose and understanding. www.coreknowledge.org

60. ©2013 Core Knowledge Foundation. RI Standard 1.10 K 1 With prompting and support, read informational texts appropriately complex for grade 1. www.coreknowledge.org

61. ©2013 Core Knowledge Foundation. RI Standard 2.10 K 1 2 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. www.coreknowledge.org

62. ©2013 Core Knowledge Foundation. RI Standard 3.10 K 1 2 3 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. www.coreknowledge.org

63. ©2013 Core Knowledge Foundation. RI Standard 4.10 K 1 2 3 4 By the end of the year, read and comprehend informational 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. www.coreknowledge.org

64. ©2013 Core Knowledge Foundation. RI Standard 5.10 K 1 2 3 4 5 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. www.coreknowledge.org

65. ©2013 Core Knowledge Foundation. RI Standard 6.10 K 1 2 3 4 5 6 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. www.coreknowledge.org

66. ©2013 Core Knowledge Foundation. RI Standard 7.10 K 1 2 3 4 5 6 7 By the end of the year, read and comprehend literary 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 www.coreknowledge.org

67. ©2013 Core Knowledge Foundation. RI Standard 8.10 K 1 2 3 4 5 6 7 8 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. www.coreknowledge.org

68. ©2013 Core Knowledge Foundation. RI Standard 3.10 K 1 2 3 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. www.coreknowledge.org

69. ©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 www.coreknowledge.org

70. ©2013 Core Knowledge Foundation. 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 www.coreknowledge.org

71. ©2013 Core Knowledge Foundation. 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? www.coreknowledge.org

72. ©2013 Core Knowledge Foundation. Thinking it's All on the Page www.coreknowledge.org CKLA is Highly Structured but Not Scripted Planning and Preparation are Important There’s Plenty of Room for Enhancement and Differentiation

73. ©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 www.coreknowledge.org

74. ©2013 Core Knowledge Foundation. Not Getting Support ckla.amplify.com www.coreknowledge.org/ckla-resources Amplify Education CKLA K-5 Sales, PD & Support www.amplify.com/curriculum/core-knowledge- language-arts (800) 823-1969 Core Knowledge Foundation CKLA Preschool www.coreknowledge.org/ckla 800-238-3233 www.coreknowledge.org

75. ©2013 Core Knowledge Foundation. http://www.coreknowledge.org/ckla www.coreknowledge.org