1. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 1

2. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Session 4 A Close Look at the Skills Strand

3. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Objectives Participants will be able to identify indicators demonstrating adherence to and appropriate dosage/exposure of the Skills strand. Participants will be able to identify evidence of quality practice within the implementation of the Skills strand. 3

4. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ A Framework of Fidelity for Skills ADHERENCE to the strand structure  MATERIALS used to support instruction DOSAGE/EXPOSURE to key ingredients of the lesson QUALITY of the moment-by-moment use of the materials so that the learning occurs 4

5. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Adherence Pacing, Materials, Assessments

6. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Evidence of Adherence 6 Pacing:Materials:Assessments: 60 minutes of Skills instruction daily Teachers have access to and use Skills materials Records of placement, mid-year, and/or end-of-year assessments being administrated Units are taught in the sequence Students have access to and use Skills materials

7. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Overview of Skills Materials 7 Teacher Guides Student Workbooks Student Decodable Readers Chaining Boards Assessment & Remediation Guides 7

8. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Skills Stand Teacher Materials 8 MaterialsKindergartenGrade 1Grade 2 Teacher Guide Sound Posters Sound Cards Blending Picture Cards Big Books Large Letter Cards Code Flip Books Timeline Posters & Cards Media Disk

9. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Teacher Guide The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons. Central Component for Skills Strand Provides lessons, objectives, and activities and resources to guide instruction One guide per unit of instruction: Kindergarten -10 units First Grade-7 units Second Grade-6 units 9 K1 2

10. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 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. 10 K

11. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 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. 11 K

12. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Big Books The purpose of the Big Books is for the teacher to model reading for students. 12 K1

13. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Large Card Letters The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities. 13 K1

14. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Code Flip Books & Letter Cards The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught. 14 1 2

15. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Timeline Posters and Cards The purpose of the Timeline Posters and Cards is to help students understand the content of context of CKLA stories in Grade 2. 15 2

16. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Skills Stand Student Materials 16 MaterialsKindergartenGrade 1Grade 2 Student Workbooks Student Readers Chaining Folders Small Letter Cards Code Flip Books Large Letter Cards Individual Code Charts

17. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Student Workbooks The purpose of the Student Workbook is to provide practice and reinforcement for students after a lesson. 17 K1 2

18. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Student Readers The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text. 18 K1 2

19. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Chaining Folders & Small Letter Cards The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught. 19 K

20. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Individual Code Charts The purpose of the Individual Code Charts is to provide aids for students to use when writing and spelling. 20 1 2

21. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Maintaining Adherence to the Program Avoiding Common Traps

22. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Technical vs. Adaptive Problems Technical There’s a concrete answer. Adaptive There are multi-faceted situational answers. 22

23. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Not Recognizing the Transition in Progress Curriculum  New Materials  New Approaches  Time to Learn before Adapting New Assessments New Basis for Teacher Evaluation 23

24. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Not Taking Time to Learn the Program How does it differ from what you have been doing? What should you see in the classroom? What are the most important elements for fidelity? 24

25. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Exposure/Dosage Providing Students Time to Practice & Apply Skills 25

26. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Exposure/ Dosage: Teaching all components of specific lesson type Using Assessments and Placement Tests to identify student needs Developing flexible groups to deliver targeted instruction 26

27. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Placement Tests 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 27

28. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Support Teachers with Grouping: A Three-Step Process Review the data. Evaluate as a team the three possibilities for grouping. Make a final selection for a grouping strategy. 28

29. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 1: Your Data 29 The tests given across the top help you understand the child’s performance.

30. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Your Data 30 The last column shows you the grouping.

31. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Individual Child Designations In first and second grade, there are formal charts to help use assessment data. In K, the ‘group’ designation is more qualitative and based on trends of unit assessments. 31

32. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ General Guidance Group 1: Child is well prepared (outstanding, strong) for the next step (e.g., in K for Unit 6; for 1 st and 2 nd, assessment determines how prepared child is for grade-level material) Group 2: Child is adequately prepared for the next step (but may have some vulnerability and/or need targeted practice/targeted reinforcement to manage the next step) Group 3: Child has questionable preparation for the next step. This child may require significantly slowing pace and/or may not be prepared for the grade-level material without significant support 32

33. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Evaluate the Options 33

34. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Evaluate the Options 34

35. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: Make a Decision 35 As a Team Individual Reflection

36. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Debrief What was your grouping choice and rationale? What are the trade-offs or barriers that need managing? 36

37. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ K 1 2 Class 1 Class 2 Individual Classrooms Have Diverse Student Needs 37

38. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Classroom Level Grouping Narrows the Range of Needs to Be Addressed During Instruction and Practice K 1 2 Class 1 Class 2 38

39. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Grade Level Grouping Further Narrows the Range of Needs To Be Addressed During Instruction & Practice K 1 2 Class 1 Class 2 39

40. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ K12 Class 1 Class 2 Grouping Across All Grades Allows for Even Tighter Groups with Similar Needs 40

41. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Providing Appropriate Dosage & Exposure Avoiding Common Traps

42. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Trying to Do or Keep Too Much Time is the Most Precious Classroom Resource Change is Hard Consider the Overlap  Intersection of Goals of Instruction and ELA components 42

43. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Quality Implementing Lesson Types with Fidelity

44. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Lesson Types 44 p. #

45. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Reading Lesson Types 45 Basic Code teaches students to hear a particular sound, and to write a picture of that sound using the most common (or least ambiguous) spelling for the sound. Tricky Word introduces a word that is needed for instruction but contains spellings that have not yet been taught. Tricky Spelling explicitly calls students’ attention to a spelling that can be pronounced and read more than one way. Spelling Alternative introduces one or more additional spellings for a sound, beyond the basic code spelling students have already learned.

46. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ /ae/ plane Sound 46 Basic Code Spelling (taught at end of kindergarten and in grade 1; reviewed in grade 2)

47. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ /ae/ haypaintbaby 47 Spelling Alternatives Taught in Grade 2

48. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ /ae/ greyhounds freight Spelling Alternatives Taught in Grade 2 48 steak

49. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ The Spelling Alternative Lesson A Spelling Alternative lesson will usually contain the following elements: 1. (Warm-up/review) 2. Introduction of the Spelling or (Reviewing Spelling) 3. Practice Worksheet (Additional reading and writing activities) 49

50. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Learning the Critical Behaviors of Spelling Alternative Lessons You will have the opportunity to examine & discuss the critical behaviors of a spelling alternative lesson. First: count off 1-3 at your table locate the Spelling Alternative Lesson Implementation Checklist 1—Warm-up 2—Introducing the Spelling 3—Practice Worksheet Take a moment and review your assigned components. 50

51. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Spelling Alternative Demonstration Lesson Note examples of critical behaviors Spelling Alternatives 51

52. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Sharing our Findings Take turns sharing examples of critical behaviors of your assigned component. As others share you can take notes in the corresponding boxes on your checklist. 52

53. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Implementing through Quality Practices Avoiding Common Traps

54. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Thinking it's All on the Page CKLA is Highly Structured but Not Scripted Planning and Preparation are Important There’s Plenty of Room for Enhancement and Differentiation 54

55. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Not Taking Time to Learn the Program How does it differ from what you have been doing? What should you see in the classroom? What are the most important elements for fidelity? 55

56. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Not Getting Support www.engageny.org  https://www.engageny.org/resource/professio nal-development-turnkey-kit-ela-p-2-overview www.coreknowledge.org/ckla-resources Core Knowledge Foundation  CKLA Preschool www.coreknowledge.org/ckla  800-238-3233 56

57. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Implementing Skills with High Fidelity Reflection

58. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Reflection: Implementing the Skills Strand What are the 2–3 key ideas about implementing the Skills strand with high fidelity that resonated with you? How do these key ideas impact what you look for during observations and how you support teachers? 58