Creative Commons Licensing

www.engageNY.org

©2012 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/

Creative Commons LicensingYou 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/

1

http://www.creativecommons.org/licenses/by-nc-sa/3.0/

http://creativecommons.org/licenses/by-nc-sa/3.0/

www.engageNY.org


Welcome Teachers!1. Please sign in and make a name tag (BIG first name) with

a MARKER.

2. Find a seat and a workbook.3. Please complete dot charts on your side of the room as we

wait for everyone to arrive!

7

Mary Smith Mary Smith


www.engageNY.org

Understanding the Common Core Shifts and the K-2 New York

Language Arts Program by Core Knowledge®

Alice Wiggins, Executive Vice President

Core Knowledge Foundation

8

www.engageNY.org


Pre-Assessment

9


www.engageNY.org


Workshop Goals• Understand the Common Core Shifts• Understand the New York Language

Arts (NYLA) Program• Move in a positive direction toward

implementation of the Common Core Learning Standards

• Understand how to use the NYLA approach with existing trade books and classroom materials

10


www.engageNY.org


Day 1 & Day 2 Objectives1. For each of the 6 Shifts, participants will be able to:

a) Explain the Shift.

b) Explain what the Shift looks like for K – 2.

c) Describe how NYLA supports the Shift.

11


www.engageNY.org


Objectives continuedParticipants will also be able to:1. Conduct a Listening and Learning Read-Aloud.2. Describe the differences between fiction and

informational texts and how those differences are related to remaining texts.

3. Explain several ways that knowledge helps.4. Identify areas of increasing complexity in NYLA

texts.6. Compose grade appropriate text-based questions.7. Explain the progression of early expressive

writing .8. Define and describe the difference between

“academic vocabulary” and “domain-specific vocabulary”.

9. Describe how vocabulary develops.12


www.engageNY.org


Itinerary• Introductions, Survey, Pre-Assessment• Overview of Core Knowledge Language Arts• Language as a Foundation for Reading and

Writing• Shift 1: Balance of Fiction and Informational Texts• Shift 2: Knowledge in the Disciplines• Shift 3: Staircase of Complexity• Shift 4: Text-Based Answers• Shift 5: Writing• Shift 6: Academic Vocabulary

13


www.engageNY.org


Ground Rules• Engage actively.• Honor time frames.• Put cell phones on vibrate. • Take care of your own needs.• Be prepared.• Accept we will not always reach

closure.• Make use of materials & the holding

BIN.

14


www.engageNY.org


Introductions and Community BuilderConduct introductions at your table.

• NAME• ROLE• WHERE you live

As a group, on your flip chart, identify three guidelines, ideas, tips or tricks that you’d like to share for success in dealing with change.

Take 8 minutes and then we will share.

15


www.engageNY.org


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.

16


www.engageNY.org

©2012 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/

Our Work

17


www.engageNY.org


Why is K-2 ELA so Important?1. Children learn to read during grades K - 2.

2. Preparation for assessment that takes place during grade 3 is primarily conducted during grades K - 2.

18


www.engageNY.org

What is NYLA?The K - 2 New York Language Arts Program

19

www.engageNY.org


A New Approach to ELA Instruction: Two Keys to Reading

Two instructional strands:• “Skills” Strand• “Listening and Learning” Strand

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.

20


www.engageNY.org


Decoding Skills

21

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


www.engageNY.org


Language Comprehension

22

These are taught in the Listening and Learning Strand of Core Knowledge Language Arts:

• Carefully sequenced oral read-alouds grouped into topically unified domains

• Read-Alouds include fiction and informational selections

• Focus on listening comprehension and text-based oral conversation

• Extension activities that incorporate drawing, dictation, and writing


www.engageNY.org


Comprehensive Reading Program

23

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.


www.engageNY.org


Key Aspects of the Skills Strand• Reading and writing are taught in tandem.• Focuses on sounds, or phonemes.• Teaches the most common, or least ambiguous spellings

first.• Students read and write only what they have been taught.• Lowercase letters are taught first.

24


www.engageNY.org


Overview of a Skills UnitUnits are built around the structure of language:

• Vowel and Consonant Sounds• Vowel and Consonant Spellings• Blending and Segmenting Sounds and Spellings

• Basic Code• Advanced Code• Alternative Spellings• Tricky Spellings

25


www.engageNY.org


Overview of a Skills LessonEach Skills Lesson includes:

• An Objectives header that specifies the sounds, spellings, tricky words, and/ or concepts that the students are expected to learn during the lesson.

• An At-a-Glance Chart that gives an overview of the lesson. This chart lists the name of each exercise in the lesson along with the materials needed to teach that exercise and the suggested time allotted to each exercise.

• Detailed descriptions of the procedures for each of the exercises listed in the At-a-Glance Chart.

• A tens icon ( ) marking those exercises that represent good opportunities for assessment.

26


www.engageNY.org


Overview of Skills Materials

27

Teacher Guides

Student Workbooks


www.engageNY.org


Overview of Skills Materials

28

Student DecodableReaders

Chaining Boards


www.engageNY.org


100% Decodable

29


www.engageNY.org


Overview of Assessments• Individual student performance can be assessed by

observation of student responses during classroom activities and/ or completion of workbook pages.

• Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a .

• A score of 10 indicates excellent performance and a 0 indicates very poor performance.

• Tens Scores can be recorded on a chart like the one below.• It’s easy to see which students need extra help.

30


www.engageNY.org


Use the Skills Overview Video Here

31


www.engageNY.org


A Common Misconception

Becoming a skilled decoder makes one a good reader.

32


www.engageNY.org


The “Fourth Grade Slump”

33

4 5 6 7 8 9 10

32 4 5 6 7 8 9 10 11 12

Grade Level

Actual Growth

Desired Growth

Rea

ding

Ach

ieve

men

t


www.engageNY.org


“…the background to be better readers.”

34

“By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.”


www.engageNY.org


Do You Know?

At what age is a student able to independently read and understand something as well as s/he is able to understand something that s/he has heard?

35


www.engageNY.org


Listening versus Reading Comprehension

36

T. G. Sticht, 1974, 1984


www.engageNY.org


Year-long Scope and Sequence

37

Kindergarten Grade 1 Grade 2Nursery Rhymes and Fables Different Lands,

Similar StoriesFighting for a Cause

The Human Body: Five Senses Fables and Stories Fairy Tales and Tall Tales

Stories

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature

Plants Early World Civilizations Insects

Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths

Seasons and Weather Animals and Habitats Early Asian Civilizations

Colonial Towns and Townspeople

Fairy Tales

Charlotte’s Web I & II

Taking Care of the Earth History of the Earth Immigration


www.engageNY.org


“Building knowledge systematically…”

38

“Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students.”


www.engageNY.org


Year-long Scope and Sequence

39

Kindergarten Grade 1 Grade 2Nursery Rhymes and Fables Different Lands,

Similar StoriesFighting for a Cause

The Human Body: Five Senses Fables and Stories Fairy Tales and Tall Tales

Stories

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature

Plants Early World Civilizations Insects

Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths

Seasons and Weather Animals and Habitats Early Asian Civilizations

Colonial Towns and Townspeople

Fairy Tales

Charlotte’s Web I & II

Taking Care of the Earth History of the Earth Immigration


www.engageNY.org


Components of a Domain UnitEach Domain Unit:

• stays on topic for 2 – 3 weeks.

• includes a different Read-Aloud about the domain topic each day.

• builds upon the language and concepts presented in prior domains.

• includes Read-Aloud texts that increase in complexity as the unit progresses.

40


www.engageNY.org


Listening and Learning LessonsThe Read-Aloud (35/40 minutes)

Introducing the Read-Aloud (10 min)Presenting the Read-Aloud (10/15 min)Discussing the Read-Aloud (15 min) - Comprehension Questions (10 min) - Word Work (5 min)

Extension Activities (15/20 min)These can be conducted later during the same day.

41


www.engageNY.org


Leverage What We Know aboutVocabulary Development• Most vocabulary is learned implicitly.• Tiny gains on a dozen words is more efficient than large

gains on just one word at a time. • Word learning is most efficient when the reader (listener)

already understands the context well. • Using domains that stay on topic over time and throughout

the day can provide context and repetition that foster implicit learning of vocabulary.

42


www.engageNY.org


Overview ofListening and Learning Materials

43

Teacher Anthology

Large Image Flip Books & CDStudentWorkbooks


www.engageNY.org


Overview of Assessments

44

• Individual student performance can be assessed by observation of student responses during classroom activities and/or completion of workbook pages.

• Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a .

• A score of 10 indicates excellent performance and a 0 indicates very poor performance.

• Tens Scores can be recorded on a chart like the one below.

• It’s easy to see which students need extra help.


www.engageNY.org


Use the Listening & Learning Overview Video Here

45


www.engageNY.org


Turn to Your PartnerShare with your partner:• What do you understand so far about NYLA?• What most resonates with you?

46


www.engageNY.org


Use the What Teachers Think Video Here

47


www.engageNY.org


Use the What Students Think Video Here

48


www.engageNY.org


How do we know this works?

49

K – 2 Pilot with New York City Teachers and Students• 2008-2009 - Compared to peers, Kindergarteners taught

with the CKLA program made more statistically significant progress in all areas of reading tested: spelling, phonemic awareness, decoding, and comprehension.

• 2009-2010 - Compared to peers, 1st graders taught with the CKLA program made more statistically significant progress in reading, science and social studies.

• Both students with only one year of CKLA instruction and those with two years of CKLA instruction made greater gains than their peers at comparison schools.

• 2010 – 2011- Compared to peers, 2nd graders taught with CKLA made more progress in all areas of reading and social studies.


www.engageNY.org


Reading to Learn: The 6 ShiftsBalance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text-Based Answers

Writing from Sources

Academic Vocabulary

50


www.engageNY.org


I. Why Listening and Learning?Balance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text Based Answers

Writing from Sources

Academic Vocabulary

51

Students HEAR read aloud a balance of informational and fictional texts

Cross-curricular instruction with domain-specific texts on science, history, & the arts read aloud

Read-Aloud text complexity (L&L)Phonemic & syntactic complexity (SKILLS)

Oral conversations around a common text

Drawing and dictating, leading to short written works with increasing details.

Oral exposure, through Read-Alouds to academic and domain-specific vocabulary

PLUS explicit, sequential, phonics instruction that begins orally


www.engageNY.org


I. Why Listening and Learning?• Shift 1: Presents informational texts that

students aren’t yet able to read.• Shift 2: Imparts content knowledge important to

comprehension.• Shift 3: Allows students to hear increasingly

complex vocabulary, syntax and grammar.

• Shift 4: Provides a vehicle for asking rich, text-based questions.

• Shift 5: Provides opportunities for oral discussions about the source.

• Shift 6: Models rich, formal language and vocabulary.

• Additionally: Models and improves fluent reading.

52


www.engageNY.org


Relay SummaryBased on what you now know about New York Language Arts:

• What practices do you think teachers will have to change with regard to how they teach reading?

• How will these practices be added or refined with guidance from the Common Core Learning Standards and by elements of the New York Language Arts Program?

53


www.engageNY.org


Rollout ScheduleStarting August 2012• 9 CKLA Listening and Learning Domains (per grade

K–2)

Summer 2013• 12 NYLA Listening and Learning Domains (per

grade K-2)• Supplementary Listening and Learning Teacher

Resource• 6 - 10 NYLA Skills Units (per grade K – 2)• Supplementary Skills Assessment & Remediation

Guide• Comprehensive ELA Program for Preschool

54


www.engageNY.org


The Implementation Dip

55

Source: Fullan, M. (2001). Leading in Culture of Change. San Francisco: Jossey-Bass.

initiateimplement

support andfollow-up

institutionalization

Jimplementation dip


www.engageNY.org


Facilitating Change: Your Role• Shrink the Change• Script the Critical Moves• Build Habits and Grow Your People• Tweak the Environment• Find the Bright Spots• Keep the Switch Going

56

Source: Heath, C. & Heath, D. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Books


www.engageNY.org


Break

57


www.engageNY.org

Language as a Foundation for Reading and Writing

What are the connections between language and

reading and writing?

58

www.engageNY.org


Another Common Misconception

Reading follows a separate growth course that is different from speaking and listening

59


www.engageNY.org


What is Language?

60

Oral

Written


www.engageNY.org


Receptive Language

61

Oral

Written

ListeningThe cat is on the mat.

Reading


www.engageNY.org


Expressive Language

62

Speaking

Writing

Oral

Written

Expressive


www.engageNY.org


Language Development

63

Oral Written


www.engageNY.org


Developmental Trajectory

64


www.engageNY.org


Do You Remember?

At what age is a student able to independently read and understand something as well as s/he is able to understand something that s/he has heard?

65


www.engageNY.org


Listening vs. Reading Comprehension

66

T. G. Sticht, 1974, 1984


www.engageNY.org


Written Language UsesRicher Vocabulary

67

Hey, stop by my house later! You are cordially invited…


www.engageNY.org


Registers of Language

FrozenFormal

ConsultativeCasual

Intimate

68


www.engageNY.org


Speaking & Listening as a Foundation for Reading & WritingSpeaking and Listening Standards K–5• Comprehension and Collaboration• Presentation of Knowledge and Ideas

Language Standards K–5• Conventions of Standard English• Knowledge of Language• Vocabulary Acquisition and Use

69


Creative Commons Licensing

Documents

Transcript of Creative Commons Licensing