© 2015 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

Core Knowledge Language Arts (CKLA) Fidelity of Implementation

The Listening and Learning Strand Handouts

Core Knowledge Language Arts (CKLA-NY) Webinar Series

© 2015 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

Table of Contents

a. Focus of Inquiry: Adherence

b. Focus of Inquiry: Exposure/Dosage

c. Focus of Inquiry: Quality

d. CKLA K–2 Pacing Calendar

e. Sequence of Domains Chart

f. Chinese New Year Lesson Plan

• Introducing the Read-Aloud

• Presenting the Read-Aloud

• Discussing the Read-Aloud

g. New York CCSS Instructional Practice Guide

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Observing Quality Instruction: CKLA Listening and Learning Strand

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Focus of Inquiry: Adherence (Following the structure and pacing)

Criteria Comments

Pacing

Is the pacing calendar consistent with the scope and sequence (Please note that pacing can vary slightly, but it should be clear how all domains will be covered by the end of the year)

Does the lesson reflect that the pacing calendar is being followed?

Are domains occurring in sequence?

Is 60 minutes allotted each day to L&L?

Materials

Is the Flip Book for the domain accessible and visible to children? Is it managed well during the read aloud?

Are the Image Cards for the domain being used (are they placed near the Flip Book/evidence of their use)?

Is there evidence of student work from the domain? (extension activities will often involve student created graphic organizers, timelines, representations of content)

Is there evidence of shared writing efforts (teacher writing/brainstorm writing/etc.)?

Do centers reflect the domain content?

Do centers or visuals in the room incorporate the domain’s content/vocabulary? (Core vocabulary in the Introduction of Domain Anthology or Supplemental Guide)?

Are materials well organized so that previous domains are put away/stored and student materials are easily accessible?

Assessments

Is there evidence of a system in place to collect individual domain assessments and/or tens recording chart?

Are there records of mid-domain (Pausing Points) and end of domain assessments being administered to each student?

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Observing Quality Instruction: CKLA Listening and Learning Strand

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Focus of Inquiry: Exposure/Dosage (The amount and type of instruction provided is consistent with the program’s design)

Criteria Comments

Introducing the Read-Aloud

Does every lesson begin with a brief discussion of previously learned knowledge? (Note that the emphasis should be on content covered through the program, less on children’s own life experiences).

Is the purpose for listening clearly stated?

Presenting the Read-Aloud

Does the presentation of the read aloud reflect familiarity with the text (clear, steady pace; difficult words pronounced easily and correctly, evidence that the teacher knows what is coming up in the read aloud)?

Does the teacher employ the guided listening supports?

Is the text read in full (even if, in addition, the teacher recaps aspects of the text when children need it)?

Can all students see the images (Flip Book or projection)?

Discussing the Read-Aloud

Are there at least 3-5 comprehension questions asked of a variety of children immediately after reading?

Is there a time for partner or small group discussion of the text?

Is word work completed? (Extended/explicit vocabulary work with listed vocabulary words).

Extension Activity

Is an extension activity completed immediately after the Discussion/Word Work or later (within the same day)?

Was there at least 15-20 minutes left in the 60 minute block to allow for Extensions? (If not, was it a factor in the teacher’s control: too much extraneous information added; off topic/off-lesson instruction; isolated issue?)

Is the extension activity completed as designed?

If not, does the extension activity keep the same intent/learning goal as the original activity?

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Observing Quality Instruction: CKLA Listening and Learning Strand

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Focus of Inquiry: Quality (blending of the program’s content/lessons with high quality teaching techniques)

Note: The best indicators of quality of Implementation can be taken from existing frameworks of high quality teaching. Teachers should be able to show evidence of these generally high quality instructional indicators while maintaining Adherence/Exposure, as described above. The key ideas presented below are based on the K-2 New York CCSS Instructional Practice Evidence Guide.

Criteria Comments

Focus on the text:

Is the majority of the lesson spent reading, speaking, listening, and/or writing about texts?

Are the texts written at or above the grade-band complexity level?

Do the texts exhibit exceptional craft and thought? Do texts provide useful information and include rich illustrations?

Text Dependent Questions and Tasks:

Do questions and tasks attend to the structure, concept, ideas, events, and details of the text?

Do students use details from the text to demonstrate understanding and support ideas about the text (oral or written)?

Do questions and tasks attend to academic language?

Are questions sequenced to guide students in delving deeper into text and graphics? To form inferences?

Student Engagement:

Does the teacher use strategies to keep students persevering?

Are there conditions for student conversation and activities where students are encouraged to talk about each other’s thinking? Does teacher encourage students to build on one another’s responses?

Does the teacher act on knowledge of students to promote independence?

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CKLA Kindergarten Suggested Pacing

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 81 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 161 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 241 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

D10

Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Week 31 Week 321 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 33 Week 34 Week 351 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Start Listening & Learning Domain Start Skills Unit

Unit 8 Unit 9 Unit 10

Unit 10

Unit 4

Unit 4 Unit 5 Unit 6

Unit 6 Unit 7 Unit 8

D6 D7: Kings and Queens D8: Seasons and Weather D9: Columbus and the Pilgrims

D10: Colonial Towns and Townspeople D11: Taking Care of the Earth D12: Presidents and American Symbols

D1: Nursery Rhymes and Fables D2: The Five Senses D3: Stories

D3 D4: Plants D5: Farms D6: Native Americans

Unit 1 Unit 2 Unit 3

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CKLA Grade 1 Suggested Pacing 

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 81 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 161 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

D3

Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 241 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Week 31 Week 321 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

U5

Week 33 Week 34 Week 351 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Start Listening & Learning Domain Start Skills Unit

Unit 6 Unit 7

Unit 7

Unit 3 Unit 4

Unit 4 Unit 5

D6: Astronomy D7: The History of the Earth D8: Animals and Habitats D9

D9: Fairy Tales D10 : A New Nation D11: Frontier Explorers

Unit 2

D1: Fables and Stories D2: The Human Body D3: Different Lands, Similar Stories

D4: Early World Civilization D5: Early American Civilizations D6

Unit 1 Unit 2

DRAFT August 18, 2014

page 7

CKLA Grade 2 Suggested Pacing

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 81 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 161 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 241 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Week 31 Week 321 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Week 33 Start Listening & Learning Domain Start Skills Unit1 2 3 4 5

Unit 3 Unit 4

D6 D7: Westward Expansion D8: Insects D9: U.S. Civil War

D1: Fairy Tales and Tall Tales D2: Early Asian Civilizations D3: The Ancient Greek Civilization

D3 D4: Greek Myths D5: The War of 1812 D6: Cycles in Nature

Unit 1 Unit 2

Unit 6

Unit 6

D12

D9 D10: Human Body: Building Blocks and Nutrition D11: Immigration

Unit 4 Unit 5

D12: Fighting for a Cause

DRAFT August 18, 2014

page 8

Sequence of Domains in the Core Knowledge Language Arts P–2 Listening and Learning Strand

Preschool Kindergarten Grade 1 Grade 2

1. All About Me 1. Nursery Rhymes and Fables

1. Fables and Stories 1. Fairy Tales and Tall Tales

2. Families 2. The Five Senses 2. The Human Body 2. Early Asian Civilizations

3. Animals 3. Stories 3. Different Lands, Similar Stories

3. The Ancient Greek Civilization

4. Plants 4. Plants 4. Early World Civilizations

4. Greek Myths

5. Habitats 5. Farms 5. Early American Civilizations

5. The War of 1812

Dispersed throughout the year:

6. Native Americans 6. Astronomy 6. Cycles in Nature

• Classic Tales 7. Kings and Queens 7. The History of the Earth

7. Westward Expansion

• Important People in American History

8. Seasons and Weather 8. Animals and Habitats 8. Insects

9. Columbus and the Pilgrims

9. Fairy Tales 9. The U.S. Civil War

10. Colonial Towns and Townspeople

10. A New Nation 10. Human Body: Building Blocks and Nutrition

11. Taking Care of the Earth

11. Frontier Explorers 11. Immigration

12. Presidents and American Symbols

12. Fighting for a Cause

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Early Asian Civilizations 14 | Chinese New Year 167

© 2013 Core Knowledge Foundation

Lesson Objectives

Core Content Objectives

Students will:

Locate Asia and China on a map or globe

Describe the Chinese New Year

Language Arts Objectives

The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain.

Students will:

Interpret information from a Celebrations Venn diagram and connect it to information learned in “Chinese New Year” (RI.2.7)

Compare and contrast in writing Diwali and Chinese New Year (RI.2.9)

With assistance, categorize and organize facts and information from “Chinese New Year” in a Venn diagram (W.2.8)

Use word parts to determine the meaning of words ending in the suffi x –uos in “Chinese New Year” (L.2.4c)

Prior to listening to “Chinese New Year,” identify orally what they know and have learned about early Chinese civilization

Prior to listening to “Chinese New Year,” orally predict how Chinese New Year is similar to or different from New Year’s Day in the United States, and then compare the actual outcomes to predictions

Chinese New YearChinese New Year 14

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168 Early Asian Civilizations 14 | Chinese New Year

© 2013 Core Knowledge Foundation

Core Vocabulary

adhering, v. Following or holding ontoExample: Adhering to old routines can be diffi cult when moving to a new place. Variation(s): adhere, adheres, adhered

banished, v. Sent or drove away Example: The good king banished the wicked pirate for stealing his ships. Variation(s): banish, banishes, banishing

grudges, n. Bad feelings held against one or more persons Example: Even though her brothers apologized, Andrea was still holding grudges instead of forgiving them. Variation(s): grudge

prosperous, adj. Having good fortune or successExample: Everyone in the neighborhood wished the new store owners a prosperous start. Variation(s): none

At a Glance Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

map from Map Quest extension;

world map or globe10

Making Predictions About the

Read-Aloud

Purpose for Listening

Presenting the Read-Aloud Chinese New Year 15

Discussing the Read-Aloud

Comprehension Questions 10

Word Work: Prosperouschart paper, chalkboard, or

whiteboard 5

Complete Remainder of the Lesson Later in the Day

Extensions

Vocabulary Instructional Activity:

Traditionsdrawing paper, drawing tools

20Celebrations Venn Diagram

Instructional Master 14B-1 (optional)

chart paper, chalkboard, or whiteboard

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Early Asian Civilizations 14A | Chinese New Year 169

© 2013 Core Knowledge Foundation

Introducing the Read-Aloud 10 minutes

What Have We Already Learned?

Have students locate China on the class map, a world map, or a globe. Have each student share one thing s/he learned about early Chinese civilization and contributions from ancient China.

Making Predictions About the Read-Aloud

Share the title of the read-aloud, and ask students to predict how the Chinese New Year is similar to or different from New Year’s Day in the United States.

Purpose for Listening

Tell students to listen carefully to see if their predictions are correct.

Chinese New YearChinese New Year 14A

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170 Early Asian Civilizations 14A | Chinese New Year

© 2013 Core Knowledge Foundation

Presenting the Read-Aloud 15 minutes

Chinese New Year

Show image 14A-1: Fireworks 1

Weeeeeeeeeeeeeeeeeeeeeeee! Pop! Weeeeeeeeeeeeeeeeeeee!

Pop!

The air crackles as fi ery bursts of color illuminate the night sky.

Sparks fl y. Red. Green. Yellow. Blue. Eyes are glued to the night

sky above, as fi reworks splinter the darkness. 2 It is the beginning

of the Chinese New Year. 3

Show image 14A-2: Calendar and moon cycle

In the United States, we celebrate New Year’s Day on the same

day every year. Who knows what day that is? 4 That’s right. It’s on

the fi rst day of January. But in China, the calendar is based on the

cycles of the moon. Because of this, the Chinese New Year does

not always fall on the same day every year on the calendar we use

in the United States. The New Year in China begins with a new

moon and the start date ranges from the end of January to the

middle of February. 5 Unlike New Year’s celebrations in the United

States, Chinese New Year’s celebrations last for two whole weeks!

The celebration of the Chinese New Year, the longest and most

important of all Chinese festivals, can be traced all the way back

to the time of Confucius. For centuries, Chinese people have

cleaned their houses from top to bottom in the days before the

festival, bought new clothes, prepared special foods, and wished

each other good fortune at the beginning of each new calendar

year. These customs are continued even today.

Show image 14A-3: Fireworks, food, red decorations, and red envelopes

The celebration begins with fi reworks displays on New Year’s

Eve, which are believed to scare away evil spirits and are followed

by other age-old traditions: children are allowed to stay up late on

New Year’s Eve, adhering to 6 a traditional belief that each extra

1 What do you see in this picture?

2 How many of you have seen

fi reworks splinter, or split, the

darkness?

3 Have you ever watched fi reworks as

a part of a New Year’s celebration?

4 [Pause for student responses.]

5 What do you see when there is a

new moon? [Students who studied

Astronomy in Grade 1 of the Core

Knowledge Language Arts program

may remember that the moon

only appears to change shape

depending on how sunlight hits

the moon during its orbit. When

the moon is between the sun and

the earth, it is called a new moon.

We can’t actually see it, because

no light is refl ecting off the moon

toward us.]

6 or following

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Early Asian Civilizations 14A | Chinese New Year 171

© 2013 Core Knowledge Foundation

wakeful hour will add years onto their parents’ lives. Feasting on

fi sh, pork, poultry, tangerines, oranges, dumplings, and special

cakes, families gather to wish each other good luck. 7

Luck and good fortune are common themes for the Chinese

New Year. The color red, thought to be a sign of good fortune

and happiness, is the color chosen to wear during the festivities.

Homes are decorated with red paper cut into designs, and happy

wishes written on red paper are also hung throughout the house. 8

Children and unmarried adults often receive red envelopes 9 with

money tucked inside; the people who receive these envelopes are

also supposed to receive good fortune in the New Year.

Show image 14A-4: Chinese dragons dancing in the street

Dragons are another good luck symbol in Chinese culture.

During New Year’s celebrations, people dress up in dragon

costumes and parade and dance in the streets. Red is often the

most popular color for dragons, making them especially lucky! 10

The main focus of the two weeks of New Year celebrations is to

prepare for a prosperous year ahead. 11 People believe that evil

spirits are scared off by fi reworks and banished 12 from homes,

as every inch of every room is scrubbed clean. New clothes and

haircuts give people a sense of fresh, new beginnings. People

forgive one another for past grudges, agreeing to put their

disagreements behind them. 13 Some people visit temples to

give thanks and pray for good times ahead. Friends and families

everywhere enjoy relaxing together.

Show image 14A-5: Birthday cake

At the end of the fi rst week, on the seventh day of celebrations,

everyone has a birthday! The Chinese celebrate everyone’s

birthday on that day rather than on the day on which each

person was born. In China, time is measured differently than it is

in the United States. Their traditional calendar is called a lunar

calendar.14 A lunar calendar is based on the cycles of the moon.

The New Year begins with the appearance of a new moon.

7 Is any of this similar to your New

Year’s celebration?

8 What happy wishes would you

write down and share with your

family?

9 [Point to them in the image.]

10 Why do you think that red is the

most popular color for dragons?

11 Prosperous means to have good

fortune or enough money for the

things you need. So people are

preparing for a year of fi nancial

success.

12 or driven away

14 What does lunar mean?

13 Grudges are bad feelings held

against others.

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172 Early Asian Civilizations 14A | Chinese New Year

© 2013 Core Knowledge Foundation

Show image 14A-6: Twelve animal signs of Chinese New Year

Each new year is named for a particular animal—rat, ox, tiger,

rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and

boar (or pig). According to Chinese legend, when the Buddha

was dying, he called all the animals in the kingdom to his side. 15

Only twelve animals came. As a reward for their loyalty to him, the

Buddha named a year after each of these twelve animals. 16

Show image 14A-7: Street celebration with dragon

On the fi fteenth day of the Chinese New Year, when the moon

is full, the lucky dragon leads parades all across China. 17 Up to

fi fty people fi t inside large cloth dragons, stretching the length of

a city block, bobbing and weaving their way through the streets.

Cloth lions, also symbolizing power and luck, nod their papier-

mâché heads in time to the drumming and music. 18 Vendors sell

dumplings—sticky rice balls stuffed with sweet and salty fi llings—

to the throngs 19 of people in the streets.

The fi fteenth day of the Chinese New Year is the day of the

Lantern Festival, when thousands of colorful lanterns, large and

small, cover the marketplace. Some people spend an entire year

designing lanterns for competitions held that day. Others write

riddles and post them on their lanterns for a popular guessing

game. When the light of the lanterns mingles with the light of the

moon on this fi nal day of celebrations, there is joy and hope for the

year ahead.

15 Who was the Buddha?

16 So each New Year marks the start of

the next animal year. Once we reach

the end of the list, the year of the

boar (or pig), the cycle begins all

over again with the year of the rat.

17 What do we see when the moon

is full?

18 What two animals symbolize luck

to the Chinese people?

19 or crowds

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Early Asian Civilizations 14A | Chinese New Year 173

© 2013 Core Knowledge Foundation

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Evaluative Were your predictions correct about the similarities and differences between Chinese New Year and New Year’s Day as it is celebrated in the United States? (Answers may vary.)

2. Inferential What do people celebrate and hope for during Chinese New Year celebrations? (prosperity, good fortune, luck)

3. Inferential What symbols of good luck are displayed during the Chinese New Year? (the color red and dragons; Red is used to decorate homes and streets; people wear red clothing; people parade the streets in dragon costumes.)

4. Inferential How do people prepare for the Chinese New Year? (They clean their homes, buy new clothes and get new haircuts, prepare special foods, set off fi reworks which they believe will banish evil spirits, and forget grudges; they also allow children to stay up late, adhering to a traditional belief that each extra wakeful hour will add years onto their parents’ lives.)

5. Evaluative What differences are there between the Chinese New Year celebration and New Year’s in the United States? (New Year’s in the United States happens on the same day every year, January 1, and lasts for one day. The Chinese New Year begins with a new moon in either January or February and lasts two weeks. They are celebrated with different activities.)

6. Literal When do the Chinese usually celebrate their birthdays? (on the seventh day of the Chinese New Year and not on the day they were born)

7. Inferential What is the Chinese lunar calendar? (a calendar based on the cycles of the moon with names for each new year) What is each new year named after? (one of the twelve animals that, according to a Buddhist legend, came to visit the Buddha when he was dying: rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and pig/boar)

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© 2013 Core Knowledge Foundation

[Please continue to model the Think Pair Share process for students, as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

8. Inferential Think Pair Share: What activities did you hear about that are parts of the Chinese New Year celebration? (Answers may vary.)

9. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]

Word Work: Prosperous 5 minutes

1. In the read-aloud you heard, “The main focus of the two-weeks of [Chinese] New Year celebrations is to prepare for a prosperous year ahead.”

2. Say the word prosperous with me.

3. Prosperous means having good fortune or success.

4. Juan’s new construction business had a prosperous fi rst year.

5. Have you ever had a prosperous year, week, or day? Try to use the word prosperous when you tell about it, and describe why it was prosperous. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I once had a prosperous because . . . ”]

6. What’s the word we’ve been talking about? What part of speech is the word prosperous?

page 17

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDE

This guide provides concrete examples of what the Core Actions for implementing the Common Core State Standards (CCSS) for English Language Arts and Literacy in grades K-2 look like in daily planning and practice. It is designed as a developmental tool for teachers and those who support teachers and can be used to observe a lesson and provide feedback or to guide lesson planning and reflection. For all uses, refer to the CCSS for English Language Arts and Literacy (corestandards.org/ELA-Literacy).

The Shifts required by the Common Core State Standards for English Language Arts and Literacy are1: 1. Balancing Informational and Literary Text2. Building Knowledge in the Disciplines3. Staircase of Complexity

A. A majority of the lesson is spent reading, speaking, listening, and/or writing about a text(s).

B. The text(s) are at or above the complexity level expected for the grade and time in the school year.2

C. The text(s) exhibit exceptional craft and thought and/or provide useful information; where appropriate, the texts are richly illustrated.

There is no text under consideration in this lesson.

The lesson is focused on a text or multiple texts.

The text(s) are below both the quantitative and qualitative complexity expected for the grade and time in the school year.

The text(s) are at or above both the qualitative

and quantitative complexity expected for

the grade and time in the school year.

The quality of the text(s) is low – they are poorly written and do not provide useful information.

The quality of the text(s) is high – they are well written and/

or provide useful information.

The Core Actions should be evident in planning and observable in instruction. For each lesson, artifacts or observables might include: lesson plan, text(s) and materials, tasks, teacher instruction, student discussion and behavior, and student work. This guide includes two independent sections: Reading Comprehension and Reading Foundational Skills. Use the appropriate section based on the lesson being taught; it is not expected that both a reading foundational skills lesson and a reading comprehension lesson would be observable during each ELA or Literacy lesson. When observing only a portion of either type of lesson, some indicators may be appropriately left blank.

Notes:

EVIDENCE OBSERVED OR GATHEREDINDICATORS

CORE ACTION 1: Focus each lesson on a high quality text (or multiple texts).

ELA/LENGLISH

LANGUAGE ARTS /

LITERACY

K-2GRADES K-2

DDAILY

Date: Class:

Teacher: Unit or Lesson:

Standards Addressed:

RCREADING

COMPREHENSION

1 Refer to Common Core Shifts at a Glance (achievethecore.org/ELALitShifts) for additional information about the Shifts required by the CCSS.2 Refer to achievethecore.org/ela-literacy-common-core/text-complexity/ for text complexity resources.

Published 9.30.2013. Send feedback to info@studentsachieve.net 1Find additional resources at achievethecore.org

4. Text-Based Answers5. Writing From Sources6. Academic Vocabulary

CORE ACTION 2: Employ questions and tasks that are text dependent and text specific.

2

RCREADING

COMPREHENSION

A. The teacher uses strategies to keep all students persevering with challenging tasks.

B. The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking.

C. The teacher acts on knowledge of individual students to promote progress toward independence in grade-level literacy tasks.

INDICATORS

CORE ACTION 3: Provide all students with opportunities to engage in the work of the lesson.

The teacher does not provide students opportunity and very few students demonstrate this behavior.

The teacher provides students opportunity consistently and all students demonstrate this behavior.

ILLUSTRATIVE STUDENT BEHAVIOR

EVIDENCE OBSERVED OR GATHERED

Students persist in efforts to seek evidence for their responses by returning to the text or recalling portions of the text read aloud.

Students build on each other’s observations or insights about the text when discussing or collaborating.

When possible, students demonstrate independence in completing literacy tasks.

Notes:

RCREADING

COMPREHENSION

Published 9.30.2013. Send feedback to info@studentsachieve.net

A. Questions and tasks address the text by attending to its particular structure, concepts, ideas, events and details.

B. Questions and tasks require students to use details from text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and spoken responses.

C. Questions and tasks attend to the academic language (i.e., vocabulary and syntax) in the text.

D. Questions are sequenced to guide students in delving deeper into text and graphics. These inferences should relate to key ideas of the text.

Questions and tasks do not refer directly to the text and instead elicit opinion answers.

Questions and tasks repeatedly return students to the text to

build understanding.

Questions and tasks can be answered without reference to evidence from the text.

Questions and tasks require students to cite evidence from the text.

Questions and tasks do not explicitly attend to academic language or focus exclusively on domain-specific vocabulary.

Questions and tasks intentionally support students

in developing facility with academic language.

Notes:

EVIDENCE OBSERVED OR GATHEREDINDICATORS

Questions do not follow a clear sequence or are all at the same level of depth.

Questions are sequenced to support and challenge

students in deep examination of the text.

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDEELA/L K-2 D

Find additional resources at achievethecore.org

page 19

Instruction and materials fail to provide sufficient opportunity for students of all abilities to practice newly acquired foundational skills.

Instruction and materials provide ample opportunity to practice newly acquired

foundational skills for the range of students in the

classroom.

A. The foundational skills being taught are aligned to the standards for this grade.

B. Instruction and materials address foundational skills by attending to phonological awareness, concepts of print, letter recognition, phonetic patterns and word structure. (Note: not all elements will be addressed in each lesson.)

C. The teacher focuses the majority of student reading time on reading, listening to, speaking or writing about text.

D. Instruction and materials provide ample opportunity for students of all abilities to practice newly acquired foundational skills.

E. Whenever possible, instruction and materials connect acquisition of foundation skills to making meaning from reading.

F. Instruction and materials are responsive to students’ understanding of the skills being taught through careful monitoring of student progress.

Foundational skills are unconnected to the standards for the grade.

Foundational skills addressed fully align

with the standards for the grade.

Instruction and materials are disjointed and fail to comprehensively address the foundational skills.

Instruction and materials coherently address the

foundational skills.

There is no text under consideration in this lesson.

The lesson is focused on a text.

Notes:

EVIDENCE OBSERVED OR GATHEREDINDICATORS

Instruction and materials do not connect foundational skills to making meaning from reading.

Instruction and materials connect

foundational skills to making meaning

from reading.

3

Instruction and materials do not monitor or adapt to student progress.

Instruction and materials monitor and

respond flexibly to student progress.

RFREADING

FOUNDATIONAL SKILLS

CORE ACTION 4: Ensure that instruction and materials explicitly and systematically provide all students with the opportunity to master foundational skills.

Published 9.30.2013. Send feedback to info@studentsachieve.net

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDEELA/L K-2 D

Find additional resources at achievethecore.org

page 20

A. The teacher uses strategies to keep all students persevering with challenging tasks.

B. The teacher orchestrates conversations and plans tasks in which students talk about each other’s thinking.

ILLUSTRATIVE STUDENT BEHAVIOR

INDICATORS

CORE ACTION 5: Provide all students with opportunities to engage in the work of the lesson.

EVIDENCE OBSERVED OR GATHERED

Even after reaching a point of frustration, students persist in efforts to achieve foundational reading skills.

When discussing and practicing foundational skills, students actively respond to teacher prompts and build on each other’s contributions.

Notes:

4

RFREADING

FOUNDATIONAL SKILLS

Published 9.30.2013. Send feedback to info@studentsachieve.net

This tool is for use by teachers, those providing support to teachers, and others working to implement the CCSS for English Language Arts and Literacy – it is not designed for use in evaluation. The guide is intended for use in conjunction with the CCSS Instructional Practice Guide: Supplement for Reflection Over the Course of the Year. Both tools are available at achievethecore.org/instructional-practice.

To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.

NEW YORK CCSS INSTRUCTIONAL PRACTICE GUIDEELA/L K-2 D

Find additional resources at achievethecore.org

The teacher does not provide students opportunity and very few students demonstrate this behavior.

The teacher provides students opportunity consistently and all students demonstrate this behavior.

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