Core Knowledge Language Arts

EngageNY.org

Getting Ready for Skills

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questions.

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Agenda• Overview of critical materials and routines that

need to be in place prior to the school year to support implementation of CKLA

• What key adjustments can be made to the use of existing materials, routines, and classroom setup to support high-quality implementation of the Skills strand

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Overview of Skills Materials

Teacher Guides Student Workbooks

Student DecodableReaders

Chaining Boards

Assessment & Remediation Guides

EngageNY.org

Teacher Materials• Teacher Anthology• Big Books• Blending Picture Cards• Sound Posters and Sound Cards• Large Letter Cards• Timeline Posters and Cards

Teacher Guide

The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons.

• How Outlines lessons for each unit To guide your lesson presentation

• When Beginning in Unit 1

• Where Rug area Small group instruction area

• Tips Become familiar with unit

objectives. Preview each unit for materials

needed to prepare for lessons. Read Unit Introduction and Unit

Appendices. Use “At a Glance” chart to plan.

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Big Books

The purpose of the Big Books is for the teacher to model reading for students.

• How Teacher will model best reading

practices for students.• When

During Demonstration Story lessons

5 titles in kindergarten 3 titles in grade 1

• Where Rug area (on an easel)

• Tipso Students have matching student

readers for most units.

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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.

• How One set per teacher Supports blending on one side

and matching segmented word on other side

• When Used for various activities in

kindergarten• Where

Rug area Small group instruction area

• Tips The names consist of 2–3 sounds

and are suitable for early blending practice.

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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.

• How Posters are mounted when a

sound is taught for the first time; sound cards are added as each spelling and alternative spelling is taught.

• When Begins in Kindergarten Unit 3,

Lesson 5 10 vowel posters, 25 consonant

posters• Where

o Around the room• Tips

Create a sound wall. Display vowel sound cards

separately from consonant sound cards.

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The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities.

• How Teacher leads student through

sounds and spellings review. Students use cards to engage in

spelling/chaining activities.• When

Warm-up activities Large card chaining activities

• Where Rug area

• Tips Prepare for chaining activities in

advance. Note that vowel cards are shaded. Line drawn at bottom at of card

indicates directionality.

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Large Card LettersK 1

The purpose of the Timeline Posters and Cards is to help students understand the content of context of CKLA stories in Grade 2.

• How The cards feature an image and a

sentence depicting an event from the Student Reader.

• When Reading time

• Where Rug area Around the room

• Tips Use the Timeline Posters during

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Timeline Posters and Cards

EngageNY.org

How Will You Manage Student Materials?

• Workbooks• Readers• Student chaining folders• Individual reading baggies (GRAIR)

Student Workbooks

The purpose of the Student Workbook is provide practice and reinforcement for students after a lesson.

• How One copy per student, per unit

• When After each lesson, during “Pausing

Points,” centers• Where

o Keep in individual student desk or in workbook bins for each table.

• Tips Workbook copies and answer key

are located in the Teacher Guide. Enlarge or project a copy of the

worksheet to model for students. Keep laminated copies of

worksheets for “Pausing Point Activities” and centers.

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Student Readers

The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text.

• How One per student, per unit beginning

with Kindergarten Unit 6.• When

Demonstration story lessons Partner reading, close reading,

read-aloud lessons• Where

Rug area: whole group At desks: partner read Keep previous readers in the

classroom library or in student book baggies.

• Tips New spellings in each unit are

printed in bold throughout reader.

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The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught.

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Chaining Folders & Small Letter Cards

• How One per student Teacher calls out chains; students

control cards to make words• When

Introduced in Kindergarten Unit 5 Used for chaining activities

• Where At desks Small group instruction area

• Tips Set up letter cards in advance. To scaffold student chaining,

chain along in a pocket chart. Store cards in folder. Exchange

cards as needed per lesson.

The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught.

• How Set of two Flip Books (one for

vowels, one for consonants) Contains both basic and

alternative spellings• When

As new sounds are introduced during instruction

• Where Rug area (on an easel) Small group instruction area

• Tips Keep letter cards with Flip Books. Use Velcro tabs or putty to affix

cards to their sound page.

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Code Flip Books & Large Letter Cards

The purpose of the Individual Code Charts is to provide aid to students to use when writing and spelling.

• How One per student Lists all of the sounds and

spellings students will learn that year

• When Reviewing Writing

• Where Student desks Small group instruction area

• Tips Keep one in class, send one home

for review.

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Individual Code Charts1

Room SetupUsing the Building Your Room handout, draw your classroom as it was setup last year, noting: how wall space was

used. various zones of the

room such as centers, rug area, desks, etc.

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Getting Ready for the Skills Strand: Building

Your RoomZone 1: Around The RoomZone 2: Whole Group/Rug AreaZone 3: Small Group InstructionZone 4: Skills CentersZone 5: Student Communities/Independent Work

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Taking NotesUse the Zone Notes handout to take notes as we review each zone.

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Around the Room• Looking at the wall space in your classroom,

what will you need to make room for? Sound Wall (using phoneme cards, K)

• Consonant Sounds• Vowel Sounds

Word Walls (consider arranging by sound)• Tricky Word Wall• Decodable Word Wall

Spelling Trees (1,2) Student Work Listening & Learning Concept Wall/Vocabulary

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Sound Wall

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Tricky Word Wall

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Zone 2: Whole Group/Rug Area

• Area to conduct whole group instruction• Anchored by a rug large enough to

accommodate whole class• Projection system in view• Headed by teacher modeling area• Stands for flip charts, books, and chart paper• Teacher materials organized and accessible

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Library

Word Wall

Teache

Big Books

Listening & Learning Flip Books

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Library

Word Wall

Teache

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Library

Word Wall

Teache

Sound Blending

CardsLarge

Letter Cards

Timeline Cards & Posters

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Library

Word Wall

Teache

Student Readers

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Zone 3:Small Group Instruction

• Reinforcing the learning• Assessment & Remediation• Guided Reading

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Teacher’s Bookcase

Teacher

Students

A&R Guide

and Activities

Student Portfolios

Class Data

Binder

GRAIR Materials

Pausing Point Activities

Zone 4: Skills Centers• Dependent upon classroom space, separate

centers can be set up using separate desks or bins with activities in baggies or folders.

• Centers- • Writing Strokes/handwriting• Tracing-tray tracing, tracing and copying, tracing lines• Coloring- color strips, Pausing point activities• Listening (with CD player, headphones and CD’s)• Blending and Segmenting- (Pocket chart chaining)

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Listening Center

Fine Motor Center

Listening & Learning B

ulletin Board

Pocket Chart

Pocket C

Centers Bins

Word Wall Anchor Charts

Anchor C

Activities to Support Learning

Pausing Point

ActivitiesWriting Center

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Fine Motor Center

ulletin Board

Pocket ChartCenters Bins

Anchor C

Listening Center

Pocket C

Writing Center

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Fine Motor Center

ulletin Board

Anchor C

Pocket Chart Chaining

Writing Strokes Practice

Listening Center

Pocket C

Writing Center

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Fine Motor Center

ulletin Board

Anchor C

Listening Center

Pocket C

Writing Center

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Student Chaining FoldersStudent Readers

Student Workbooks

Student Code Sheets

Part 1: Revisit & Reorganize

Using the second Building Your Room handout and your Zone Notes, revisit your classroom drawing and reorganize for CKLA implementation.

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Part 2: Planning for Success

Using your new room drawing and Zone Notes, create a list of action items for each zone of your classroom on the Zone Notes Classroom Reflection form.

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