2nd Edition 1-Day Initial Training for Teachers

Amplify.

CKLA 2nd Edition 1-Day Initial Training for TeachersGrades K-2

Name: _______________________________________

Agenda

Objectives

• Welcome• The Two Strand Approach• CKLA Materials• Skills Strand

o Design Principles

o Unit Introductiono Lesson Componentso CKLA Approach to Spelling and Tricky Words

• Knowledge Strando Design Principleso Unit Introduction

o Lesson Components• Writing

• Assessments

• Product Enhancements

• Q&A

• Closing

• Choose one CKLA design principle that has the greatest impact on student achievement.

• Identify 2-3 "look fors" in Skills and Knowledge lesson videos.

• Teach key lesson routines with 80 percent accuracy based on the observation "look fors"in a grade-appropriate lesson.

• List 2-3 CKLA Skills and Knowledge routines that are new to your teaching practices.

Directions to access 'Training Resources' on the CKLA Professional Learning Site:

1. Go to ckla.amplify.com/professionallearning.

2. Click ‘Login with Amplify.’

3. Type your username and password and click ‘Log in.’

4. Click ‘Training resources.’

5. Click ‘Amplify CKLA: 2nd Edition Foundation Sessions.’

6. Click ‘1-Day Initial Training.’

7. Choose your grade-level from the drop down menu.

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The Two Strand Approach

Directions: Record all the items you can remember.

Fill in the Blank

Directions: Use the correct word from the word bank to complete the sentence.

memory cognitive working overload

_________________________ __________________________ can only store 3-5 bits of information

for about 10 seconds.

This game caused _________________________ __________________________ because I was

trying to store too much information in my working memory at one time.

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CKLA Materials Note Catcher

Material Purpose

Knowledge Strand

Teacher Guide (Grades K-2)

Flip Books (Grades K-2)

Image Cards (Grades K-2)

Student Activity Book (Grades K-2)

Skills Strand

Teacher Guide (Grades K-2)

Student Reader (Grades K-2)

Picture Reader (Grade K)

Student Activity Book (Grades K-2)

Big Books (Grades K-1)

Large Letter Cards (Grades K-1)

Sound Cards and Sound Card Posters (Grade K)

Chaining Folders (Grade K)

Small Letter Cards (Grade K)

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Material Purpose

Consonant/Vowel Code Flipbooks and Spelling Cards (Grades 1-2)

Individual Code Charts (Grades 1-2)

Timeline Card Set (Grade 2)

CKLA Resource Site

Login Information Grade-Level Materials

Professional Learning Tab

CKLA Hub Other Resources

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CKLA Design Principles: Skills Strand

1. Teaches the distinction between sounds and spellings using most frequent or leastambiguous sounds first.

CKLA begins phonics instruction by starting with the sounds first then attaching those sounds to spellings. CKLA’s synthetic phonics approach begins by teaching the most common or least ambiguous spelling for a sound (basic code spelling); later it teaches spelling alternatives for sounds that can be spelled in different ways. The system is kept simple at first and complexity is added bit-by-bit as students gain confidence and automatize their reading and writing skills. In CKLA, all 150 spellings for the 44 sounds in English will be taught in an intentionally sequenced progression from Kindergarten through Grade 2. In Grade 3, foundational skills continue to be reinforced, with a new emphasis on word morphology.

2. Systematic practice and reinforcement of code-related skills is necessary for buildingautomaticity.

Collectively, research points to practice experiences that are successful (thus motivating), that allow for the building of automaticity within basic foundational skills (thus intense and consistent), and that build capacity to extend skills into varied contexts as critical to build automaticity with the code. Typically, practice experiences in reading do not sufficiently integrate these three parameters of practice and tend to emphasize one over the other. However, the CKLA phonics program was designed with the cognitive science of practice in mind; it explicitly weaves in all three dimensions of systematic practice across lessons, units, and grades. In K-2, the program teaches children 150 spellings for the 44 sounds of English. It introduces an average of 5-10 sound-spelling relationships within each unit of instruction; each unit lasts approximately 2-3 weeks. The program provides daily lessons in phonics. The lesson formats vary, but in every lesson, there is practice in the basic sound-spelling relationship(s) of focus, which includes a fairly intensive set of activities to further practice these relationships (e.g. approximately 15 minutes daily of writing, spelling and word-level reading and word sorting, using sound-spellings that were just taught). Then, each day, children are given the chance for extended practice through independent and/or small group reading or writing activities. These opportunities for extended practice reflect naturalistic activities where children are building other skills, such as grammatical skills related to sentence activities, genre writing, or reading and reading comprehension. For example, children may be responding to questions from texts, using words in sentence-level work, or applying their knowledge of sound-spelling correspondences with the plan, draft and edit processes of various writing genres that they are taught.

One of the most unique aspects of extended practice afforded by CKLA are the Student Readers. In K-2, children read chapter books that are 100% decodable because they correspond to the unit of phonetic instruction in which they are placed. CKLA’s developers designed their own books because they wanted to create texts that offered children extended reading practice that was both

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mastery oriented and engaging. In other reading programs, it is common to use books that may be engaging, but only loosely related to the phonetic code children know.

3. Directly instructs in the oral language skills (blending & segmenting) that underlie andparallel reading and writing skills.

Students need lots of practice to automatize their knowledge and use the sound-spelling correspondences that they have learned to read and spell. Students must be able to hear, identify, differentiate, and manipulate phonemes as a precursor to formal phonics instruction. Beginning in Kindergarten, CKLA focuses on sounds, or phonemes, as the primary organizing principle of the program, rather than spellings (or letters). Letter names are only avoided in the early Kindergarten lessons; students will be introduced to sound-spelling correspondences as the program progresses.

This is often referred to as the “sounds-first approach.” Students first familiarize themselves with a particular sound through a variety of oral activities, before attaching that sound to a spelling. For example, in first grade, students practice the /oi/ sound by repeating words that contain that sound. The teacher then shows them how to spell /oi/ as ‘oi.’

Directions: In your own words, summarize your assigned design principle below. Jot notes on how your principle promotes equity among students.

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Skills Unit 1 Curriculum Map: Guiding Questions

What are the three most important things students will learn in this unit?

1.

2.

3.

What is one thing you are excited to teach in this unit?

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LESSON

12BASIC CODE

Introduce /oi/ › ‘oi’PRIMARY FOCUS OF LESSON

Foundational SkillsStudents will review the following sound/spellings: /a/ > ‘a’, /ae/ > ‘a_e’, /i/ > ‘i’,

/ie/ > ‘i_e, /u/ > ‘u_e’, /e/ > ‘e’, /ee/ > ‘ee’, /ou/ > ‘ou’, /oo/ > ‘oo’, /oo/ > ‘oo’.

[RF.1.3c]

Students will hear and say the /oi/ vowel sound at the beginning, middle, and end

of words. [RF.1.2c]

Students will read and write one-syllable words spelled with the vowel digraph

/oi > 'oi'. [RF.1.3b; RL.1.1]

ReadingStudents will read “The Bag of Coins” with purpose and understanding, and will

answer literal, inferential, and evaluative questions about key details in the text.

[RF.1.4a; RL.1.1; RL.1.3]

FORMATIVE ASSESSMENT

Observation Anecdotal Reading Record "The Bag of Coins" (Group 1)[RF.1.4a]

Observation Discussion Questions "The Bag of Coins"[RL.1.3]

Activity Page 12.2 Story Questions “The Bag of Coins” (Group 2)[RL.1.1]

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LESSON AT A GLANCE

Grouping Time Materials

Foundational Skills

Warm-Up: Review Vowel Spellings(Phonics)

Whole Group 10 min. ❏ Large Letter Cards: ‘e’, ‘a’, ‘i’, ‘u’, ‘ee’, ‘ou’, ‘oo’

Introduce the Sound /oi/(Phonological Awareness)

Whole Group 5 min.

Introduce the Spelling /oi/ > 'oi'(Phonics)

Whole Group 15 min. ❏ Vowel Code Flip Book

❏ Spelling Card for ‘oi’>/oi/ (oil)

❏ Individual Code Chart

❏ green markers

Practice /oi/ > 'oi' (Phonics) Whole Group 10 min. ❏ Activity Page 12.1

Reading

Introduce the Story Whole Group 5 min. ❏ Fables Big Book

Read “The Bag of Coins” Small Group/Partner

15 min. ❏ Fables Reader

❏ Activity Page 12.2

Take-Home Material

Practice Pack ❏ Activity Page 12.3

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Skills: Lesson Components

Warm-Up

(Video notes on the next page.)

Warm-Up Practice (10 minutes)

• Does the teacher complete the lesson component as intended (i.e., as aphonemic awareness or phonics activity)?

• Does the teacher maintain a quick pace?

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Video Notes As you watch the Warm-Up video, please respond to the following questions:

1. How does this lesson component demonstrate that CKLA was built around a systematicpractice of code-related skills necessary for building automaticity?

2. What foundational skill(s) are the students practicing? Check the skill(s) below.

How do you know?

3. Does the teacher ensure sounds are consistently and accurately articulated?

4. What do you notice about the teacher’s pacing?

Skills: Lesson Components Warm-Up

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Introducing the Sound and Spelling

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Video Notes As you watch the Introducing the Sound and Spelling video, please respond to the following questions:

1. How does this lesson component demonstrate the CKLA "sounds first" approach?

3. Why is correct sound pronunciation critical in this lesson component?

4. What materials do you see the teacher and students using?

Skills: Lesson Components Introducing the Sound and Spelling

2. What foundational skill(s) are students practicing? Check the skill(s) below.

How do you know?

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Skills: Lesson Components Practice

In the box ore six words. Print them on the lines where they fit best.

Lcoin boil

\/

point oil

soilj

coil

Introduce the Sound & Spelling Practice (10 minutes)

• Does the teacher use the correct sound pronunciation?

• Does the teacher introduce the sound first and thenattach the sound to a spelling?


Reading

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Reading

Video Notes As you watch the Reading video, please respond to the following questions:

1. How does this lesson component align with the design principle that states: Systematic practice and reinforcement of code-related skills are necessary to building automaticity?

2. What foundational skill(s) are students practicing? Check the skill(s) below.

How do you know?

4. What materials do you see the teacher and students using?

3. How does the teacher set students up for success with the chapter?

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Dolch Sight Word List and CKLA Tricky Words

Kindergarten

Unit Dolch Words decodable at end of unit Dolch Words taught as Tricky Words Tricky Words taught not on Dolch List

1 -- -- --

2 -- -- --

3 am, at, did, got, it one, two, three --

4 an, and, can, get, had, him, hot, if, its, in, on, not, sit, ten

the, a, and --

5 ask, big, but, cut, let, ran, red, run, six, us, up, yes

blue, yellow, look --

6 as, best, fast, has, help, his, is, jump, just, must, stop, went

I, are, little --

7 bring, long, much, sing, that, them, then, this, wish, with

down, out, of --

8 black, off, pick, shall, tell, well, will funny, all, from, was --

9 -- when, why, to, where, no, what, so, which, once, said, were, here, there

word, says

10 ate, came, five, gave, green, keep, like, make, made, ride, see, sleep, take, those, three, use

he, she, we, be, me, they, their, my, by, you, your

--

By the end of Kindergarten, children can read 109 of the 220 Dolch Words (either because they are decodable or have been taught as Tricky Words.)

First Grade


1 am, an, and, ask, at, ate, best, big, black, bring, but, came, can, cut, did, fast, five, gave, get, got, green, had, has, help, here, him, his, hot, if, in, is, it, its, jump, just, let, long, much, must, off, on, not, pick, ran, red, run, shall, sing, sit, six, stop, tell, ten, that, them, then, this, up, us, went, will, well, wish, with, yes

(Review of Kindergarten words) one, two, three, the, a, and, blue, yellow, look, I, are, little, down, out, of, funny, all, from, was, when, why, to, where, no, what, so, which, once, said, were, here, there, my, by, is, who, some

word, says

2 ate, came, five, gave, green, keep, like, make, made, ride, see, sleep, take, those, three, use

(Review of Kindergarten words) he, she, be, me, we, they, their, you, your

--

3 draw, found, good, look, our, out, round, saw, soon, too

have, down, could, would, because should

4 after, better, far, for, her, into, myself, never, or, seven, start, under, upon

today tomorrow, yesterday

5 write how picture, stagecoach

6 drink, thank, think, white -- cow

7 goes, may, play, say -- Hidalgo, gracias, Carlos, Gomez, Mexico, talk

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Second Grade


1 am, an, and, ask, at, ate, best, big, black, bring, but, came, can, cut, did, fast, five, gave, get, got, green, had, has, help, here, him, his, hot, if, in, is, it, its, jump, just, let, long, much, must, off, on, not, pick, ran, red, run, shall, sing, sit, six, stop, tell, ten, that, them, then, this, up, us, went, white, will, well, wish, with, write, yes

(Review of K/1 words) a, be, could, do, down, from, he, how, me, of, once, one, said, she, the, there, to, two, was, we, what, where, why, would

word, says, should

2 ate, came, five, gave, green, keep, like, make, made, ride, see, sleep, take, those, three, use, draw, found, good, look, our, out, round, saw, soon, too, far, are, start, or, for, four, before, better, over, after, never, together, under, her

(Review of K/1 words) all, are, by, my, go, no, have, so, I, their, they, were, who, you, your, some

street

3 go, goes, both, cold, hold, open, over, own, no, so, may, play, say, saw

-- minute

4 hurt, by (becomes decodable), my (becomes decodable), why (becomes decodable), myself, fly, light, right, show, down, own, brown, grow, know, now, yellow, how (becomes decodable), draw, saw, been, funny, many, only, live

walk building, grownup, people, statue

5 about, again, around, away, because, said -- against, alphabet, break, bridge, castle, death, edge, eyes, father, kingdom, schwa, sword, water, wizard

6 know, laugh new Americans, Andrew, bomb, broad, early, Europe, Fort McHenry, Great Britain, imagine, native, New Orleans, shoe, signature, soldier, special, war, Washington, whose

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Knowledge Unit 1 Curriculum Map: Guiding Questions

What is the main goal of this unit?

What is one thing you are excited to teach in this unit?

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Full Knowledge Lesson (10 minutes)

• How does the teacher engage students throughout the Read-Aloud?

• Does the teacher read the text as written in the Teacher Guide?

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Knowledge Unit Introduction

Knowledge Lesson Structure

Component Segments Notes

Introducing the Read-Aloud

What have we already learned?

Where are we?

Read-Aloud

Purpose for Listening

Read-Aloud Text

Comprehension Questions

Word Work

Application Application Activity

Knowledge: Lesson ComponentsFull Lesson

Video Notes As you watch the Knowledge lesson video, please respond to the following questions:

1. How does the structure of the lesson promote student comprehension of the text?

2. What engagement techniques does the teacher use?

How does the Application Activity allow students to apply and extend their learning from the Read-Aloud?

3.

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Writing: Grade K

Writing Across a Unit

Writing exists in both the Skills and Knowledge Strands in Grade K. Read below to see the types of writing students will encounter in Grade K, Skills Unit 3 and Knowledge Unit 3.

Unit Skills Knowledge

3 Writing:

In this unit, handwriting is integrated with the introduction of basic code sounds and their letter symbols. Students are also learning that letter symbols can be combined to form words, and that the letters in a word are written from left to right. Students practice writing CVC words connected with daily phonics instruction.

Writing in the Stories Unit:

Students focus on retelling literary text, including story elements and sequencing events. Students participate in a shared writing activity to retell a story using images as a guide and complete graphic organizers in other shared activities. Sentence frames are used to help students write opinions about what makes a hero and about their favorite character. Pausing Points and Culminating Activities include opportunities for student writing.

How does the writing in the Skills and Knowledge Strands connect to one another?

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We are now going to dive deeper into the writing in the Knowledge Strand to see how CKLA scaffolds writing instruction over the course of the unit to ensure student success with the final performance task.

On the next pages you will see excerpts from Grade K, Knowledge Unit 3. These excerpts will be from the Teacher Guide, as well as the Student Activity Book. Work with a partner to review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Knowledge Unit Introduction

What types of writing will students experience during this unit?

(Continued on next page.)

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Teacher Guide excerpt – Knowledge Unit 3, Lesson 1


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i'tiBtiiiii§i!94+iHMff i·i}ldU·l·iiiii·iHIUI • Have students look at the first picture on completed Activity Page 1.1.

• Have students choose a word to orally fill in the blank in this sentence. "The

acorn fell __ Chicken Little's head." (on)

• Tell students to look at the second picture in the sequence. Chicken Little is

talking to the other animals. Tell students to fill in the blank in this sentence.

"'A piece of it fell_ my poor head,' said Chicken Little:· (on)

• Ask students what the word on means in those two sentences. (It tells where

something is.)

• Have students work in pairs to orally create a sentence that uses the

preposition on. Have pairs share their sentences with the whole class. Provide

support to students who have difficulty creating a complete sentence.

• Ask students what the opposite of on is. (off)

• Have students work in pairs to orally create a sentence that uses the

preposition off. Have the pairs share their sentences with the whole class.

Provide support to students who have difficulty creating a complete sentence.

, ..._ ,,. ,,. ,,,. ____ ,, ..._ ,,. , , ..._ ,,. ,,. ,,,.--•Endoflesson,,.,,. ,,,. ____ ,, ..._ ,,. ,,. ,,,._..._ ,,. ,,. ,,,. ____ ,

Take-Home Material

llUOti!&ii&ii • Send home Activity Page 1.2.


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What writing skills are taught in this lesson?

How does this lesson help build toward student success with the formal writing piece for the unit?


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Student Activity Book – Knowledge Unit 3, Lesson 2 (Be sure to read the directions on the side!)


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Students are asked to complete this Activity Book page in Lesson 2. How does Lesson 2 build on Lesson 1?

How do these graphic organizers help build toward student understanding of the literary genre, which is the focus for this unit?

What did you learn about CKLA’s approach to formal writing after reviewing these organizers?


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In Knowledge Unit 3, Lessons 3 and 4 students continue to practice sequencing events. Then, in Knowledge Unit 3, Lesson 5 students analyze actions of a character. In Knowledge Unit 3, Lesson 6 students write their opinion about a hero. In Knowledge Unit 3, Lesson 7, students analyze the actions of a character. Finally, in Knowledge Unit 3, Lesson 8, students state an opinion about and describe the main character. Here is the Student Activity Book page from Lesson 9:


How does this graphic or ganizer help build toward student success with understanding the literary genre?

How do lessons 1-8 scaffold towards student success with this graphic organizer?

What did you learn about CKLA’s approach to formal writing after reviewing these lessons?

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Writing: Grade 1


Writing exists in both the Skills and Knowledge Strands in Grade 1. Read below to see the types of writing students will encounter in Grade 1, Skills Unit 3 and Knowledge Unit 3.


3 Formal Writing: Narrative Students are introduced to the writing process when they plan, draft, and edit a narrative. They draw on the knowledge they gained about literary texts from previous Knowledge units, such as Fables and Stories , and use the same story map to plan their writing. Students use the four-step writing process to plan, draft, edit, and publish a book report.

Writing in the Different Lands, Similar Stories unit

Students focus on retelling narrative text with a focus on story elements, including characters, setting, plot, and conflict. Students participate in a shared writing activity to complete graphic organizers, with a focus on Venn diagrams to compare and contrast stories. Other writing activities include drawing the Read-Aloud. Pausing Points and Culminating Activities include additional opportunities for student writing.


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We are now going to dive deeper into the writing in the Skills Strand to see how CKLA scaffolds writing instruction over the course of the unit to ensure student success with the final performance task.

On the next pages you will see excerpts from Grade 1, Skills Unit 3. These excerpts will be from the Teacher Guide, as well as the Student Activity Book. Work with a partner to review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Skills Unit Introduction

What is the formal writing piece for this unit?


Teacher Guide Excerpt – Skills Unit 3, Lesson 2


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• Explain that this chart shows three steps that good writers use when they

write. Authors of their favorite books use these steps to help create

their stories.

• Point to the plan step on the chart. Ask students what the person in the

picture is doing. (thinking)

• Explain that before you begin writing, you have to think about the topic

you want to write about and brainstorm, or come up with, ideas. This is

called planning.

• Point to the draft step on the chart. Ask students what this picture shows.

(paper and pencil)

• Explain that the next part of the writing process is to start organizing and

writing down ideas on paper in complete sentences. This is called drafting, or

writing a draft.

• Point to the edit step on the chart. Ask students what this picture shows.

(paper and eraser)

Note: The word edit is a multisyllable word with decodable chunks. Students

have not yet learned how to decode multisyllable words, but will learn to do

so in the next unit.

• Explain that the last part of the process is to reread the draft. fix any

mistakes. and/or think of better ways to say and write your ideas. This is

called editing.

• Review the three steps of the writing process one more time by pointing to

each icon and asking students to name each step.

Narratives

• Tell students that today you will work as a class to use the first step of the

writing process-plan-to think about the story they read yesterday and

retell it together, in a type of writing called a narrative.

• Explain that a narrative tells events of a story in order. It includes details

about what happened in the story.


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• In the "What?" section. remind students that the plot of a story can be

divided into a beginning, middle, and end. Ask students to tell you what

happened in the beginning of the story and then model writing this using

the "Once, there were ... " sentence starter. Model writing the following short

notes. elaborating more fully as you talk through each point:

• frogs

• asked gods to send king

• King Log

• Continue discussing and writing about the middle and the end of the story,

using the "Next in the tale ..... and "At the end of the tale ..... sentence

starters. Write short notes. not complete sentences. Emphasize that it is very

important to write what happened in the correct order.

• Tell students that in the next lesson, they will use the story map to help

them rewrite the story. Save the completed story map for use in the

next lesson.

(D Activity Page 2.1: Story Map

Collect Activity Page 2.1 to review and monitor students' progress. Save the

completed paper for use in the next lesson.

Take-Home Material

IGiU�i!·iiSH·l1•Bt�i9liHW • Have students take home Activity Page 2.2 so they can read "King Log and

King Crane" and discuss it with a family member.

Activity Page 2.2


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Student Activity Book – Skills Unit 3, Lesson 3


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Students are asked to co mplete this Activity Book page in Lesson 2. How does Lesson 2 build on Lesson 1?

How do these graphic organizers help build toward student success with the formal writing piece for the unit?

What did you learn about CKLA’s approach to formal writing after reviewing these organizers?


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In Skills Unit 3, Lesson 4 students edit their draft. Then, if we skip ahead to Skills Unit 3, Lesson 6 students complete a plan and draft a book report, using the following Student Activity Book pages:


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NAME: _________________ _

DATE: _________________ _ 6 • 3 Activity Page

Name: ------------------====================---

In the tale, "The Two Dogs,"

� 0

� � ------------------

] Once -�Q)

.c: .....

... � -----------------------� � a.E � Q) £ -----------------------Q)

� �C:� ::l -----------------------.....

1/)

� 1 viC:,Q .....

u

-�a


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In Skills Unit 3, Lesson 7 students edit their draft. Then, in Skills Unit 3, Lesson 8 students write a final copy.

How does these graphic o rganizers help build toward student success with the formal writing piece for the unit?

How do lessons 2-8 scaffold towards student success with the book report?


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Writing: Grade 2


Writing exists in both the Skills and Knowledge Strands in Grade 2. Read below to see the types of writing students will encounter in Grade 2, Skills Unit 3 and Knowledge Unit 3.


3 Formal Writing: Personal Narrative

Students plan, draft, edit and revise a personal narrative about an event that actually happened to them. Informal: shared writing, responses to text, graphic organizers, Pausing Points

The Ancient Greek Civilization Formal Writing: Narrative

Students plan, draft and edit a fictional narrative about someone living in the time of ancient Greece.

Informal: opinion, notes, graphic organizers, responses to text, Pausing Points, Culminating Activities


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We are now going to dive deeper into the writing in the Skills Strand to see how CKLA scaffolds writing instruction over the course of the unit to ensure student success with the final performance task.

On the next pages you will see excerpts from Grade 2, Skills Unit 3. These excerpts will be from the Teacher Guide, as well as the Student Activity Book. Work with a partner to review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Skills Unit Introduction

What is the formal writing piece for this unit?


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Teacher Guide Excerpt – Skills Unit 3, Lesson 21


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The Five "W" Questions

• Display the Five Ws graphic you prepared in advance. Ask students to turn to

the last page of their Activity Book where the same chart is included. Explain

that good stories answer these five "W" questions: Who? What? When?

Where?Why?

8 Digital Component 21.2

• Take a few moments to explain each of the five "W" questions:

• Who? Who are the characters in the story?

• What? What is the plot of the story? (the beginning, middle. and end)

• When? When did the story take place? (e.g., early morning, during the

winter, last year, or in 2016) (thus identifies the setting)

• Where? Where does the story take place? (this further identifies the

setting)

• Why? Why did the main character do whatever it was that he or she did?

• Tell students these are good questions to ask themselves as they are

planning and drafting a personal narrative or any other story.


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Elements of a Personal Narrative

8 Digital Component 21.3

• Display the blank planning template you prepared in advance. Remind

students this is the same page they used when discussing elements of fiction

and planning fictional stories. Explain they are going to use it to learn about

the elements of a personal narrative by using this template to analyze "The

Big Storm."

• Work with students to complete the template for "The Big Storm." When

discussing characters, be sure to point out that one of the main characters in

a personal narrative is always the narrator.

• Explain that the narrator is the person who tells the story. Tell students that

the narrator is the "I" character in the personal narrative. (In this narrative,

we do not know the narrator's name, or even whether the narrator is a boy or

a girl.)

• When you have completed the template as a group, go back to see if you

have identified the elements of the story that answer each of the five "W"

questions (Who? What? When? Where? Why?).

INi'dll)4iiiHl}81 • Have students take out Activity Pages 21.3 and 21.4.

• Tell students to read the second personal narrative "Cupcakes with Mom"

with a partner. When they are finished reading, they should complete Activity

Page 21.4.

• You may want to leave the completed template and the Five Ws graphic on

display for students to reference while they are working.

• Encourage students to bring home Activity Pages 21.3 and 21.4 to complete

at home if they do not finish in class.

Activity Pages 21.3, 21.4


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Student Activity Book – Skills Unit 3, Lesson 22


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Students are asked to complete this Activity Boo k page in Lesson 22. How does Lesson 22 build on Lesson 21?

How does these graphic organizers help build tow ard student success with the formal writing piece for the unit?

What did you learn about CKLA’s approach to for mal writing after reviewing these organizers?

(Continued o n next page.)

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In Skills Unit 3, Lesson 23 students draft their personal narrative. Then, in Skills Unit 3, Lesson 24 students edit and revise their personal narrative.

How does these graphic organizers help build to ward student success with the formal writing piece for the unit?

How do lessons 2-8 scaffold towards student success with the book report?


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Amplify CKLA Assessments

Long Cycle

(across marking periods, semesters, etc.)

Medium Cycle

(between units)

Short Cycle

(within and between lessons)

• Beginning of the Year (Skills)

• Middle of the Year (Skills)

• End of the Year Assessment(Skills)

• Skills Unit Assessment

• Knowledge Unit Assessments

• Formative Assessments(identified in the lesson)

• Check for Understandings(identified in the lesson)

Purpose: Purpose: Purpose:

Remediation and Enrichment Remediation and Enrichment Remediation and Enrichment

• Assessment and RemediationGuide

• Pausing Point (Skills)

• Culminating Activities(Knowledge)

• Sidebar supports

• Additional support activities(Skills)

• Pausing Point (Knowledge)

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Amplify. CKLA Assessment Overview

Strand Assessment Purpose How Data is Used

Knowledge Formative Assessment

Identified at the beginning of the lesson, used to determine individual student and class progress towards mastery of identified primary focus objective(s).

• Informs future whole group instruction

Checks for Understanding

Monitors individual student and class progress towards mastery of primary focus objectives.

• Informs in-the-moment and future wholegroup instruction

Exit Pass Completed at the end of a lesson, used to determine individual student and class progress towards mastery of identified primary focus objective(s).


Pausing Point Assess all students’ mastery of literacy skills, knowledge, and vocabulary covered in the first half of a unit.

• Informs teacher choice of Pausing PointActivities

• Can be used as a grade

Unit Assessment Assess all students’ mastery of literacy skills, knowledge, and vocabulary covered in a unit.

• Informs teacher choice of CulminatingActivities


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Amplify. Strand Assessment Purpose How Data is Used

Skills Formative Assessment

Identified at the beginning of the lesson, used to determine individual student and class progress towards mastery of identified primary focus objective(s).


Checks for Understanding

Monitors individual student and class progress towards mastery primary focus objectives.

• Informs in-the-moment and future wholegroup instruction

• Informs small group instruction

Unit Assessments Assess all students’ mastery of foundational literacy skills that have been explicitly taught in a unit.

• Informs teacher choice of Pausing PointActivities



BOY Assessment Assess all students for grade level readiness for CKLA.

• Identifies gaps in studentlearning/understanding

• Provides guidance for student groupings


MOY Assessment Assess all students on grade level content taught to mid-year.



EOY Assessment Assess all students on grade level content taught throughout the entire year.


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Amplify. Supporting All Learners: Skills Strand

Support sidebars provide ideas to support all learners in understanding challenging concepts from the lesson.

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Amplify.

Supports are provided for English Learners for students considered Entering/Emerging, Transitioning/Expanding and Bridging.

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Amplify.

Challenge sidebars provide ideas to engage students in more rigorous thinking, when appropriate.

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Amplify.

Additional Support activities exist at the end of each lesson to provide additional practice opportunities for students who have not mastered the lesson objectives (see next page).

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Amplify.

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Amplify. Supporting All Learners: Knowledge Strand

The Knowledge Strand also contains Support, Challenge, and English Learner sidebars. The Knowledge Strand does not contain Additional Activities for students.

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CKLA Elevator Speech

________________________________________________________

(Who)

________________________________________________________

(What)

________________________________________________________

(When)

________________________________________________________

(What)

________________________________________________________

(Why)

Example: Teachers use the CKLA curriculum in their daily instruction to teach foundational skills, reading, writing and grammar, because the curriculum is based on the science of reading and the teachers add in the art!

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• Enhancing Observations for Instructional Leaders, K-5 (½ Day)

K-2 Teachers• Enhancing Planning & Practice, K-2 Teachers (½ Day)

• Small Group Instruction, K-2 Teachers (½ Day)• Writing, K-2 Teachers (½ Day)

L-5 Teachers• Enhancing Planning & Practice, 3-5 Teachers (½ Day)

• Small Group Instruction, 3-5 Teachers (½ Day)• Writing, 3-5 Teachers (½ Day)

M-5 Teachers

• Enhancing Planning & Instruction for English Language Learners, K-5 Teachers (½ Day)

• Enhancing Planning & Instruction for Students with Special Needs, K-5 Teachers (½ Day)

Session Survey

https://www.surveymonkey.com/r/CKLAInitialTraining

Amplify Educational Support Team

Today’s Presenter: _________________________________________________________

Email: ____________________________________________________________________

Technical Support: [email protected]

Pedagogical Support: [email protected]

Phone: Call toll-free at (800 823-1969

Monday through Friday, 7am to 7pm ET

Live Chat! On ckla.amplify.com

Monday through Friday, 7am to 7pm ET

Facebook! Search "Amplify Core Knowledge Language Arts" and "Science of Reading"

Strengthening Professional Development Opportunities:

Instructional Leaders

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AppendixKnowledge Lessons: Important Points to Remember

Introducing the Read-Aloud

• This lesson component sets students up for success by activating students’background knowledge, as well as provide any essential backgroundinformation and vocabulary needed to comprehend the text.

Read-Aloud• Read the text as written and quickly paced to keep students’ attention.

• Use a variety of quick discussion techniques for the comprehension questions that areembedded within the lesson.

• Add costumes, artifacts, and digital media to bring Read-Alouds to life!

• The goal is to expose students to new content. Students are not expected to fully mastercontent after hearing one text, rather, they will build an understanding through multipletexts.

Comprehension Questions• Intended to aid students in their comprehension of the key components of the text.

• Use a variety of student engagement strategies to increase student-to-student discourseduring the discussion, such as Think-Pair-Share, small group discussion, kinestheticresponses, and Socratic Seminar.

• Includes a variety of literal, inferential, and evaluative questions.

Word Work• An opportunity for students to practice the correct use of a key vocabulary word.

• Students experience a gradual release where they learn the meaning of a word and hear itused in a sentence before practicing independently.

• An opportunity for your students to stand up and move around the room.

Application Activity• The Application Activity allows students synthesize, extend, and apply what they learned

during the Read-Aloud and comprehension discussion.

• Various activities that include writing, drawing, and acting.

• Application Activities often build off one another. (i.e., Students may add to a journal formultiple Application Activities.)

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Documents

2nd Edition 1-Day Initial Training for Teachers