Getting Ready to Teach the New York State Common Core-aligned K-2 ELA Curriculum Introduction July 2013

Curriculum Options DISTRICT DECISION Align Alternatively Adapt Adopt

Timeline for Modules Content Area Grade BandBy July 31 By September By December By April 2014 Math P-51/2All 6-8, 101/32/3All 9 11,121/32/3All ELA P-22/3All 3-5All 6-81/2All 9-121/41/23/4All EngageNY.org3

Learning Targets I can name and describe the three strands of the K-2 ELA Curriculum I can arrange my room to support implementation I can navigate the Teacher Guides to teach lessons

Learning Targets I can access online supports for teaching the curriculum I can explain how student assessment data guides instruction in the Core Knowledge program I can implement the curriculum this September

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Notes from Network Team Trainings GOAL for Pre-K – Grade 2 Get students ready to read to learn by 3 rd grade MESSAGE Upgrade your current practice – not surrendering all you’ve been doing

Essentials for PK-2 Literacy Instruction DecodingFluencySyntax Vocabulary Background Knowledge Engagement and Choice

Core Knowledge Language Arts (CKLA) PK- 2 Curriculum Program Foundational Skills Listening and Learning Shared Interactive Reading Guided Reading & Accountable Independent Reading (GRAIR) 9 With Supplemental Support Manual

Components of Comprehensive Literacy Program Core Knowledge Language Arts New York Edition Program for CCSS Grades P-2 Foundational 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 and Accountable 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 Source: Liben, D. (2012) Liben White Paper - On Merging the CCSS with Existing Literacy PracticesLiben White Paper - On Merging the CCSS with Existing Literacy Practices

Scheduling Implications 60 minutes daily for Skills 60 minutes daily for Listening & Learning Additional minutes for GRAIR Large majority of time outside of math will be on literacy Time remains for teaching classics and favorites

Six Shifts for ELA PK-2 Balance of Informational and Literary Texts Knowledge in the Disciplines Staircase of Complexity Text Based Answers Writing from Sources Academic Vocabulary 12 Students hear a balance of informational and fictional texts READ ALOUD Students build coherent domain-specific knowledge through texts READ ALOUD Students gain exposure to complex language and ideas through texts READ ALOUD Oral conversations around a common text that has been READ ALOUD Drawing and dictating, and short written works with increasing details based on texts READ ALOUD Oral exposure to academic and domain-specific vocabulary through texts READ ALOUD PLUS Foundational Skills and Guided Reading