Assessment & Remediation Guide from Core Knowledge Language Arts©

JULY 30, 2014JENNIFER GONDEK

INSTRUCTIONAL SPECIALIST FOR INCLUSIVE EDUCATION

TST BOCES

Welcome:

Session Objectives:Participants will: Understand the NYS 3 Pillar Model for Literacy Instruction in K-2 classrooms. Be familiar with the Core Knowledge Foundation and approach to Literacy Instruction.Be able to utilize the materials in the Grade 2 A&R Guide to identify student needs through assessment, design appropriate lessons that target needs, and progress monitor skills.

“The Three Pillars”Components of Comprehensive Literacy Program

Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2Foundational Skills and Small

Group Instruction=

CKLA NY Skill Sequence with student readers

Read Aloud and Shared Interactive

Reading=

Listening and Learning Strand

Additional Book Time, Independent

Reading=

Guided Reading andAccountable Independent Reading

(GRAIR)• Addresses needs of all

students by providing:• Systematic exposure and

reinforcement of reading skills differentially

• Engages through: student-friendly, largely contemporary literature at various reading levels

• 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

The Core Knowledge Foundation

•Since 1986, Core Knowledge has been the leading national voice for content-rich literacy.

•Core Knowledge Founder E.D. Hirsch, Jr. provided the “intellectual DNA” of CCSS.

•Core Knowledge Foundation served as a consultant to the authors of CCSS ELA standards.

•Successful Pilot of K-2 Literacy Program in NYC Schools.

5

A New Approach to ELA Instruction: Two Keys to Reading Two instructional strands:

•“Skills” Strand (Phonics)

•“Listening and Learning” Strand (Interactive Read Aloud)

R=D x C Decoding (Skills) + Language Comprehension (Listening and Learning through Read-Alouds) provides students with the two keys needed to translate letters into words AND make sense of what they decode.

6

Decoding Skills

7

These are taught in the Skills Strand of Core Knowledge Language Arts:

◦ Focus on systematic, explicit instruction in synthetic phonics

◦ Sound to letter instruction

◦ Reading and writing taught in tandem, as inverse procedures

◦ Repeated oral reading of 100% decodable text to build fluency

Purpose of A & R GuideCKLA online* tool to help with:Determining students skills needs through placement assessmentsRe-teaching explicit skills lessonsSupplementary resourcesReinforcement of skillsProgress monitoring

ENGAGENY.ORG 8

“While there are many competencies required to be a successful reader able to comprehend, analyze, and synthesize what one reads, one of the key prerequisite components is the ability to automatically apply knowledge of the English letter-sound correspondences when reading unfamiliar text.”

Page 1, Grade 2 A&R Guide

ENGAGENY.ORG 10

Targeted Instruction

Structure of the A & R Guide

ENGAGENY.ORG 12

Skills Addressed in the A&R Guide: Grade by Grade

Kindergarten –All K Skills

• Phonological Awareness

• Understanding Directionality

• Phonics

• Fluency and Comprehension

• Writing (Letter Formation)

© 2013 CORE KNOWLEDGE®

FOUNDATION

13

Grade 1 –All 1st grade skills except writing composition.•Phonics•Fluency and Comprehension

Grade 2 –Phonics Only.•Comprehensive review of phonics K-2

Unit-by Unit Alignment K and 1st

Grade 2 A&R Guide: All in One

© 2013 CORE KNOWLEDGE®

FOUNDATION

15

PHONICS ONLY

What will I find in the A&R Guide:1. SAMPLE LESSON & TEMPLATES

Models of InstructionThree Model Types: Guided ReinforcementExplicit ReteachingComprehensive Reteaching

ENGAGENY.ORG 17

What will I find in the A&R Guide:2. Word Lists & Word Cards

What will I find in the A&R Guide:3. Activities for re-teaching

What will I find in the A&R Guide:4. Games for Reinforcement

What will I find in the A&R Guide:5. Assessments

© 2013 CORE KNOWLEDGE®

FOUNDATION

21

CKLA Must-Knows

Basic vs. Advanced Code

Spelling Tree

Chunking: Multi-syllable Words Closed Syllables Magic E Syllables (VcE) Vowel Digraph Syllables R-Controlled Syllables Open Syllables Consonant-LE syllables Schwa Syllables

pic·nices·capeig·loo

for·getvi·rustur·tlea·bout

Tricky WordsSection 1-H (pg. 317)Remedial Lesson Template to target 3-5 wordsComplete Dolch Word List providedPre/Post test (pg. 386)

Questions:

Assessment

ENGAGENY.ORG 28

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 2Optional Pretest

Unit 1 Placement AssessmentFor 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 NA

Word Recognition/Word Reading

Unit 3, 4, 5Given 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 AssessmentWord 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 AssessmentOnly 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

Grade 2 Placement Assessments

Identify students with similar code knowledge gaps

Create lessons for 1:1 or small group instruction using

materials

Managing Initial Assessments First & Second Grade

ENGAGENY.ORG 30

Sample from Assessment Flowchart Class Summary Form

Interpretation Guidelines

Story ComprehensionAssessment

ENGAGENY.ORG 31

Second Grade Story Samples

Story ComprehensionAssessment

ENGAGENY.ORG 32

Second Grade Sample Scoring

Word Reading Assessment

ENGAGENY.ORG 33

Word Reading Assessment

ENGAGENY.ORG 34

Scoring/ Interpretation,

Grade 2 placement

Pseudoword Assessment

ENGAGENY.ORG 35

First Grade

Fluency Assessments

Your Cases

ENGAGENY.ORG 37

Models of InstructionThree Model Types: Guided ReinforcementExplicit ReteachingComprehensive Reteaching

ENGAGENY.ORG 38

Guided Reinforcement 1. Guided Reinforcement

© 2013 CORE KNOWLEDGE®

FOUNDATION

39

Explicit Reteaching 2. Explicit Re-teaching

© 2013 CORE KNOWLEDGE®

FOUNDATION

40

Comprehensive Reteaching

© 2013 CORE KNOWLEDGE®

FOUNDATION

41

Planning Remediation1. When assessment data and instructional performance signals a

need for remediation, go to the corresponding instructional point in the A&R Guide.

2. Consider the students’ level of instructional need and plan with the lesson structures accordingly.

3. Select exercises and prepare associated materials from the appropriate section(s) of the A&R Guide.

4. Use progress monitoring assessments to inform decisions about student progress and/or ongoing remediation needs.

© 2013 CORE KNOWLEDGE®

FOUNDATION

42