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/ The Three Pillar Model of Instruction Session 1

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 the Three Pillars of a comprehensive ELA program Participants will be able to identify the two strands of CKLA and connect these strands to the Three Pillar Model 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/ The Three Pillar Model What is it? Why do Students Need it? 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/ The Three Pillar Model of Language Arts Instruction 5 Foundational Skills and Small Group Instruction Read Aloud and Shared Interactive Reading Guided Accountable Independent Reading

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/ Annie E. Casey Foundation http://www.aecf.org/resources/early-warning- why-reading-by-the-end-of-third-grade-mattershttp://www.aecf.org/resources/early-warning- why-reading-by-the-end-of-third-grade-matters 6

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/ How do we solve this reading problem? Solve the Problem by “overwhelming it” Decoding Fluency Syntax Vocabulary Background Knowledge Engagement and Choice 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/ COMPONENTS OF COMPREHENSIVE ELA PROGRAM Components of a Comprehensive Literacy Program Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2 Pillar 1: Foundational Skills and Small Group Instruction Pillar 2: Read Aloud and Shared Interactive Reading Pillar 3: Additional Book Time, Independent Reading Addresses needs of all students by providing: o Systematic exposure and reinforcement of reading skills differentially o Engages through: student-friendly, largely contemporary literature at various reading levels o 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 8

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/ Pillar 1: Foundational Skills and Small Group Instruction The CKLA Skills Strand provides: Systematic & explicit instruction Practice Automaticity 9

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/ CCLS Foundational Skills Standards raise the bar by increasing complexity in second and third grade texts:  longer sentences  more multisyllabic words  more uncommon words This presents more obstacles to students who struggle with decoding and/or fluency. 10

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/ Exposure is Not Enough Being exposed to good text isn’t good enough for everyone. Alphabetic Knowledge– how quickly one recognizes and names a letter of the alphabet Automatic recognition deficit – often have trouble learning to read Letters once learned still need to be recognized efficiently before connected to sounds. 11

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/ Exposure is Not Enough Phonological Processing – connecting letters and letter combinations with associated sounds Both Implication: Students need more opportunities to work with letters and letter patterns to reinforce these connections 12

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/ CKLA Skills Strand Provides abundant opportunities to provide the necessary time and attention for all students to decode with automaticity and fluency Does so with a variety of activities as well as engaging ‘leveled’ readers Addresses fluency directly, carefully, and in an engaging manner 13

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/ Pillar 2: Read-Alouds & Shared Interactive Reading The CKLA Listening and Learning Strand provides access to: Lively, rich content Complex syntax vocabulary 14

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/ Academic Language Through Listening And Learning Decoding and fluency are necessary but not sufficient What is academic language?  Syntax  Vocabulary 15

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/ CCLS & Vocabulary “Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn.” (CCSS ELA Appendix A, p. 32) 16

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/ Meaningful Differences in Vocabulary the numbers of words heard the richness of the language heard (different words, multi- clause sentences, verb tenses, types of sentences) 17 Hart, B. & Risley, T. Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Paul H. Brookes, 1995.

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/ How Many Million Words Heard 18

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/ Liben & Liben, 2013 Expanding students’vocabulary and developing the vocabulary of all students cannot be done from texts early readers are able to read themselves in these younger grades. It must come from rich texts read aloud. Exposure to varied and sophisticated syntax – the other ingredient of academic language – must also come from excellent works heard read aloud. Though both syntax and word work can and should also be addressed in other ways, high quality and diverse texts read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students. 19

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/ How CKLA Addresses Academic Language Listening and Learning provides academic vocabulary and exposure to complex syntax through rich text shared and read interactively Informational text tends to have more complex syntax and more academic vocabulary 20

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/ The Fourth-Grade Slump Jeanne Chall Sudden drop-off between third and fourth grade in the reading scores of low-income students Why? 21

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/ Importance of Background Knowledge Fluency, vocabulary, ability to process complex syntax still not enough Word Knowledge + World Knowledge = Comprehension Need to know something about the world  Listening and Learning does this through read-alouds and discussion.  GRAIR does this by increasing volume of reading Need both! 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/ To Learn Academic Language, All Texts Are Not “Created Equal” Series of coherent texts that develop knowledge within a topic is far superior This is exactly what is called for on page 33 of the Common Core ELA Standards, and Is exactly what CKLA does. 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/ K Body Parts Five Senses Taking care: Hygiene, Diet, Exercise K Body Parts Five Senses Taking care: Hygiene, Diet, Exercise 1 Intro to Body Systems Taking Care: Germs, Disease, Illness 1 Intro to Body Systems Taking Care: Germs, Disease, Illness 2-3 Digestive and Excretory Systems Taking Care: Nutrition Muscular, Skeletal, and Nervous Systems 2-3 Digestive and Excretory Systems Taking Care: Nutrition Muscular, Skeletal, and Nervous Systems 4-5 Circulatory System Respiratory System Endocrine System 4-5 Circulatory System Respiratory System Endocrine System Building Knowledge Systematically Across Grades 24 skeleton bones skull muscles mouth stomach heart blood brain nerves Domain Vocabulary Human Body

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/ Pillar 3: Guided Reading and Guided Accountable Independent Reading Occurs outside CKLA block Allows for:  student choice  use of existing leveled libraries Builds reading volume, stamina, and persistence 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/ WHAT IS GRAIR? Guided Reading/Accountable Independent Reading Students choose:  from leveled texts collections – many schools have a rich supply  texts above “independent level” based on interest and reading with friends Teachers work with students:  on books chosen for independent reading  needing more support with leveled readers Accountability comes from conferences, journals, presentations… 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/ COMPONENTS OF COMPREHENSIVE ELA PROGRAM Components of a Comprehensive Literacy Program Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2 Pillar 1: Foundational Skills and Small Group Instruction = CKLA Skill Strand with decodable readers Pillar 2: Read Aloud and Shared Interactive Reading = Listening and Learning Strand Pillar 3: Additional Book Time, Independent Reading = Guided Reading & Accountable Independent Reading (GRAIR) Addresses needs of all students by providing: o Systematic exposure and reinforcement of reading skills differentially o Engages through: student-friendly, largely contemporary literature at various reading levels o 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 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/ Reflection What are two things that you want to better understand about CKLA? 28