1. Core Knowledge Language Arts: Differentiating Skills Instruction Assessment & Remediation Guide Presented by BethAnn Smith, ELA Instructional Coach Ed Smith Pre-K - 8

2. Opening Activity Complete the following analogy: “Teaching students to read is like _______.” ◦ white water rafting ◦ mountain climbing ◦ scuba diving ◦ other (insert your own idea here!) Jot your response on a post-it and list at least three ways you could compare teaching reading to the activity you selected.

3. Introductions Share out with your table about the different activities you chose to complete the sentence stem – “Teaching students to read is like ______.” Decide on one to present to the group. Create a poster that shows your completed sentence, lists at least three comparisons, and includes a visual.

4. A little transparency about today’s session…

5. Objectives Teachers will learn the tools and resources available in the ARG and be able to identify possible applications to support differentiated instruction and interventions. Teachers will analyze the differences between the different remediation lessons supported by the ARG and the students that would be best served by each type of lesson. Teachers will use data and the ARG tools to create an intervention lesson for a student or group of students with similar needs at a specific grade-level.

6. CKLA: Comprehensive Literacy Instruction Listening & LearningSkills Background KnowledgeListening Academic & Domain VocabularyPhonological Awareness Oral Language DevelopmentDecoding Listening & Written ComprehensionSpelling Handwriting Fluency Comprehension Vocabulary Grammar & Morphology Writing (skills, process & research)

7. Hourglass Depiction of the Relationship Between Awareness in Oral Language and Written Syllable Decoding Contributed by Carol Tolman, http://www.readingrockets.org/article/six-syllable-typeshttp://www.readingrockets.org/article/six-syllable-types

9. CKLA Skills Benchmarks & Assessments K1 st 2 nd Unit 1: Blending Pretest Writing Strokes Pretest Unit 1 Assessment – Copying Shapes Directionality Counting Words in Sentences Unit 1: BOY Benchmarks Word Recognition Story Reading Pseudoword Reading Code Knowledge Diagnostic Letter Name Test: Optional Unit 1: BOY Benchmarks Story Reading Word Reading Spelling Assessment Unit 1 Assessment – Dictation Identification Skills Assessment Unit 2: Unit 2 Assessment – Writing Strokes Blending Letter Name: Optional Letter Sound: Optional Unit 2: Unit 2 Assessment – Word Recognition Comprehension Grammar Unit 2: Spelling Assessments (every 5 th lesson) Unit 2 Assessment – Dictation Identification Comprehension Words Correct Per Minute Unit 3: Unit 3 Assessment – Word Recognition (Part A) Word Reading (Part B) Unit 3: Spelling Assessments (every 5 th lesson) Unit 3 Assessment Word Recognition Comprehension Unit 3: Spelling Assessments (every 5 th lesson) Midpoint Decoding Assess Unit 3 Assessment – Dictation Identification Comprehension Grammar

10. CKLA Remediation/Extension Supports Supplemental Materials at the end of lessons ◦ Newly decodable words ◦ Additional word chains ◦ Phrases and sentences Pausing Point Activities Assessment & Remediation Guide (ARG) ◦ Progress Monitoring & Assessment ◦ Remediation/Supplemental Instructional Support

11. CKLA: Assessment & Remediation Guide K1 st 2 nd Phonemic AwarenessPhonicsGrades K-2 Phonics Review DirectionalityFluency PhonicsComprehension Fluency Comprehension K & 1 st Grade: There is an ARG for each Skills Unit. Activities in the ARG align to the topics and skills introduced and practiced in the units. 2 nd & 3 rd Grade: There is one ARG for the entire year of instruction. Teachers should refer to the ARG that addresses the earliest remediation need of a student. ARG can also be used as a source for extension activities.

12. ARG! Where is the ARG?! Log in Scroll down to select a grade-level Scroll down to “Assessment and Remediation Guide” Download/Save to your computer http://ckla.amplify.com

13. Introducing…the ARG Read the Introduction to the ARG K& 1 st all the pages at the beginning with Roman numerals. 2 nd pg. 1-6 Complete a 3-2-1 3 important/big ideas (right there) 2 new understandings (author & me) 1 question (beyond the text) Prepare to share out with an elbow partner.

14. A Guided Tour of the ARG Summary of Progress Monitoring Assessments ARG Table of Contents Steps for/Determining Student Need Chart

15. A Guided Tour of the ARG Lesson Templates Dimensions of Difficulty (after sample lesson in K; before sample in 1st) Sample Lesson(s) (K - Explicit Only)

16. A Guided Tour of the ARG Exercises & Practice Activity Progress Monitoring Tools

17. Forming a Plan Identify a focus for potential Assessment or Progress Monitoring. ◦ What has already been taught (or is assumed was taught)? ◦ What will you assess to determine gaps that exist? Consider what data you have already collected around this skill and what additional data you might need to collect. Identify a PM tool from the ARG to assist with your focus.

18. Resources: Deep Dive Review all of the activities in the section of the ARG related to your focus skill. Consider how each exercise can be used to support differentiated instruction: ◦ Teacher-led small group ◦ Independent student center/review ◦ Partner seat/center work Consider what students in your class might benefit from each activity.

19. Assessing Progress & RTI

20. Logistics How do I determine which students should receive remediation/extension lessons from ARG? (What is my system for ongoing Progress Monitoring?) When during the day do I conduct PM or use material from ARG?  Morning Meeting  Whole Group  Small-Group  AIS/Pull-Out Who is using ARG resources with students?  Classroom Teacher  TA, Special Ed Teacher, ENL Teacher, AIS Teacher  Volunteer

21. A Versatile Tool: ARG Models of Support Guided Reinforcement (15-20 minutes – focused single skill); primarily for on-grade-level students who just need to bone up on a specific skill. Explicit Re-teaching (30 minute lesson – reteach multiple skills that are linked); Comprehensive Re-teaching (45 minute lesson, double-dose, total reteach of a specific lesson in a new way) CAN BE USED in replacement of primary instruction; good for IEPs

22. Planning a Lesson from the ARG Form groups of 2-4 with others who share a similar focus for progress monitoring and remediation (i.e. phonemic awareness, fluency, comprehension, etc…) Work together to draft one of each lesson type that you could use in your class.

23. Reflection What is a goal that you have? What are some strategies that you’ve considered? What do you want to be sure that you do very well? What did you learn today that you might share with others?