CKLA 2nd Edition Initial Training, Module 3

Amplify.

CKLA 2nd Edition

Initial Training, Module 3LAUSD Grade 3 Teachers

Name: _______________________________________

Objectives

• Explain how assessments are embedded throughout Amplify CKLA.

• Identify 2-3 implementation “takeaways” in Amplify Language Studio lessonmodels.

Agenda

Module 3

• Welcome

• Optional program components

• Assessments

BOY benchmark assessment

• Language Studio

Lesson model

Guided planning

• Closing

Directions to access 'Training Resources' on the Amplify 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 ‘LAUSD.’

6. Click ‘Foundation sessions.’

7. Click ‘Module 3.’

8. Choose 'Grade 3' from the drop down menu.

Module 1• Amplify CKLA program design• Amplify CKLA materials• Lesson components, part 1

Module 2• Lesson components, part 2• Core quest unit

Module 3• Optional program components• Amplify CKLA assessments• Language Studio (ELD support)

Module 4• Yearlong planning• Unit and lesson planning• Lesson rehearsal

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Assessments

Directions: Brainstorm a list of assessments you currently use for the long, medium and short cycles within a grade.

Long Cycle (across marking periods, semesters, etc.)

Medium Cycle (between units)

Short Cycle (within and between lessons)

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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 Assessment

• Middle of the Year Assessment

• End of the Year Assessment

• Unit Assessments • Formative Assessments(identified in the lesson)

• Checks for Understanding(identified in the lesson)

Purpose: Purpose: Purpose:

Remediation and Enrichment Remediation and Enrichment Remediation and Enrichment

• Assessment and Remediation Guide (ARG)

• mCLASS intervention

• Pausing Points • Sidebar supports

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Pages 54–55

• Display the Vocabulary Cards for pupil and iris.

• Have students find pupil and iris in the glossary, and read the definitions

together as a class.

• Note for students that pupil, pupils, iris, and irises are all used in this chapter.

• Ask students to read pages 54–55 to themselves to find the answer to the

question: “Why does the pupil in your eye get bigger and smaller?”

Challenge

Ask students to think of questions about vision that this chapter does not address.

54

Hello, I am Dr� Kwan Si-Yu� Are you ready to learn all about eyes?

Good!

The human eye has several parts� I’d like to start by showing you two parts you can see easily�

In the images on the right, you can see what eyes look like up close� The pupil is the black part in the center of the eye� The iris is the colorful part of the eye that surrounds the pupil�

The iris can be different colors� Some of you may have green eyes or brown eyes� When we say that a person has green eyes or brown eyes, it’s his or her irises we are talking about�

The pupil is not as colorful as the iris� It is always black, but it changes shape� When it is dark, the pupil gets bigger to let more light in� When it is very bright and sunny, the pupil shrinks to let less light in� How much light will be let into the inside of your eye depends on the shape of the pupil�

55

The top picture shows a large pupil, which is letting more light in. The bottom picture shows a small pupil, which is letting less light in.

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

Assessments: Amending instruction resources

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PRESENTING THE READING: “EYES AND VISION” (20 MIN.)

Pages 52–53

• Read the title of today’s chapter together as a class, “Eyes and Vision.”

• Display the Vocabulary Card for vision.

• Have students find vision in the glossary, and read the definition together

as a class.

• Ask students to read pages 52–53 to themselves to fill in the blank in the

following sentence: “Dr. Welbody brought in Dr. Kwan Si-Yu because Dr.

Welbody is not an on vision.”

• When students have finished reading, reread the sentence and have students

answer. (expert)

• Have students look at the image and read the caption on page 53.

Support

Be sure to call students’ attention to and discuss the

images accompanying the text, as they often reinforce

understanding of the text. Make sure students also

read each caption.

Support

Encourage students to find answers to the discussion questions throughout the

reading, with a partner, before sharing as a group.

52

Chapter Eyes and Vision7

For the past few days I have been talking to you about the body and its systems� Your teacher asked me if I could also tell you something about vision and hearing�

I told her I could� I know a little about vision and a little about hearing, but I am not an expert on either one� So, I told her I would bring in some friends of mine who know more about these subjects�

I have one of those friends with me today� His name is Dr� Kwan Si-Yu� He is a special kind of eye doctor called an optometrist� He can tell you all about the eyes and how they work�

53

Dr. Welbody introduces Dr. Kwan Si-Yu.

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

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Lesson 4: The Skeletal System: All About Bones, Part 2

Language Primary Focus: Students will spell words using spelling patterns and rules for

regular and irregular plural nouns. [L.3.2f]

Students will be able to identify correct use of prefixes dis– and mis–

correctly. [L.3.4b]

SPELLING: REGULAR AND IRREGULAR PLURAL NOUNS (15 MIN.)

• Review the spelling words that you introduced earlier this week using the

tables displayed on the board.

• Ask students to turn to Activity Page 3.3, which they completed at home

earlier in the week.

• Call on one student at a time to share a Blank Busters statement with the

class to see if students can fill in the blank with the correct spelling word form.

• Discuss the correct answer with the class and the correct spelling using the

tables of this week’s spelling words.

• Continue in this manner for the remaining time with other students’ Blank

Busters statements.

• Challenge Provide students with series of jumbled words that include extra

“decoy” letters. The first jumble has one extra letter, the second jumble has

two extra letters, etc. Make sure that students know how many extra “decoy”

letters each jumbled word has. Consider a maximum number of three

decoy letters.

MORPHOLOGY: PREFIXES DIS- AND MIS- (40 MIN.)

• Display the Prefix poster or project digital Projection DP.U3.L4.1.

) Projection DP.U3.L4.1

Prefix

A prefix is a syllable placed in front of a root word. Prefixes change the

meaning of the root word.

55m

Language Foundational

Literacy Skills

Entering/Emerging Provide these students

with correct spellings of regular and irregular

singular and plural nouns. When one partner is

challenging the other partner, he or she has the correct spellings and can

provide support.

Transitioning/Expanding Provide students with a

word list that includes words spelled both

incorrectly and correctly. Students work in pairs to categorize the words and

correct the words with spelling errors.

Bridging Encourage students to

work with a partner. One partner says, “I have two k-n-i-v-e-s,” spelling theword with the ‘f’ to ‘ves’

change. The partner identifies the word as

“knives” and then says another sentence with

another irregular plural.

Activity Page 3.3

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

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BOY Benchmark Assessment

Assessment Name Will this assessment be administered to all students? (Y/N)

Administration

(i.e. whole group, 1-on-1)

Students will…

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Language Studio: Overview

Categories of Skills

Directions: Read the descriptions of the categories below and jot your thoughts in response to the reflection question below.

Meaning Making: In Language Studio meaning making is the central purpose and ultimate goal of all the activities within a lesson. The ELD activities in Language Studio are crafted to help teachers guide students in constructing meaning through purposeful interaction with the text [Look Ahead; Rewind] and with each another. Students are exposed to intellectually motivating texts and tasks, along with strategies and support to ensure that they successfully engage with and work towards meeting the demands of the texts and tasks.

Language Development: A major focus of Language Studio is on learning and applying academic language. Students are explicitly taught the general academic (T2) as well as the domain-specific (T3) vocabulary necessary to engage with the text on a specific topic. Moreover, English learners practice choosing language resources and producing various text and grammatical structures.

Effective Expression: Language Studio provides ample opportunities and structure for English learners to communicate and collaborate in meaningful ways that require them to prepare for and participate in a range of academic work.

Content Knowledge: In Language Studio reciprocity is key. The units present content as students build literacy skills. Content is presented in a variety of ways, such as through interactive read-alouds, demonstrations, and discussions.

Foundational Skills: Developing foundational skills is crucial for achieving literacy. Foundational skills begin in Kindergarten with Phonological Awareness, Phonics and Word Recognition, Print Concepts, and Fluency. These skills are developed and built upon in the succeeding grade levels, which transition from basic code into advanced code and finally morphology. You will see Foundational Skills being supported in Integrated ELD in grades Kindergarten through fifth grade.

How will these categories of skills help support English Learners with CKLA instruction?

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Grade 3 | Unit 1

ContentsCLASSIC TALES: THE WIND IN THE WILLOWS

Introduction 1

Cursive Program 8

Lesson 1 The River Bank, Part I 20

Speaking and Listening (45 min.)

• Introducing the Read-Aloud

• Presenting the Read-Aloud

• Discussing the Read-Aloud

• Word Work: Meandered

Reading (20 min.)

• Character Analysis

Foundational Skills (25 min.)

• Short Vowel Review

• Baseball Game

Reading (30 min.)

• Introducing the Reading

• Reading: Practice Story: “The Beginning”

Lesson 2 The River Bank, Part II 46





• Word Work: Dejected

Writing (25 min.)

• Perspective


• Short and Long Vowel Review

• Dictation

Reading (25 min.)

• Practice Story: “The Thief”

Lesson 3 The Open Road 68





• Word Work: State

Reading (20 min.)

• Sequencing the Plot

• Themes Chart


• Long Vowel Review

• Baseball Game

Reading (30 min.)


• Practice Story: “All’s Well That Ends Well”

Lesson 4 The Wild Wood 92





• Word Work: Postpone

Writing (20 min.)

• Alternate Ending


• Long Vowel Review

• Dictation

Reading (30 min.)


• Practice Story: “The Hungry Troll”

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Grade 3 | Unit 1

ContentsCLASSIC TALES: THE WIND IN THE WILLOWS

Alignment Chart 31

Lesson 1 Mole at Home 36

Building Background (10 min.)

• What Is an Adventure?

Read About It (20 min.)

• Mole Cleans House

Lesson 2 Messing about in Boats 42

Listen Closely (15 min.)

• Mole and Rat Go out in a Boat

Talk Time (15min.)

• Your Opinion about Mole and Rat

Lesson 3 Mole and Rat 50

Talk Time (15 min.)

• Describe Characters: Mole and Rat

Write About It (15 min.)

• My Favorite Character

Lesson 4 Focus on Plot 56

Talk Time (15 min.)

• Retell the Story


• Summarize the Story

Lesson 5 The River 62

Read About It (20 min.)

• The River


• Characterization

Lesson 6 Rat and Mole’s Adventure 68

Talk Time (30 min.)

• Rat and Mole’s Adventure

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Language Studio: Standards

What standards are taught during Unit 1?

Which standards are addressed most during Unit 1?

What is the primary focus objective(s) of Unit 1, Lesson 1?

What CA ELD standards align to this/these primary focus objective(s)?

What are the expectations for mastery of this standard at the emerging, expanding and bridging proficiency levels?

How will you use this information to guide your instruction in Unit 1? Lesson 1?

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Language Studio: Materials

Material Notes

Teacher guide

Student activity book

Digital materials

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Language Studio: Lesson components

Lesson components Notes

Rewind

Look ahead

Hands-On

Focus on Text

On Stage

Read-Aloud

Time to Write

Spotlight on Sentences

Time to Talk

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Language Studio: Lesson ComponentsLesson One

Lesson Component Purpose Timing Materials

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The Wind in the Willows Unit 1

LESSON

Mole at HomePRIMARY FOCUS OF LESSON

Interacting in Meaningful WaysStudents will demonstrate an understanding of the idea of an adventure and

learn about the key themes of The Wind in the Willows using an anticipation

guide. [ELD.PI.3.1]

Students will listen to an excerpt from Chapter 1 and demonstrate

comprehension by asking and answering questions about the text. [ELD.PI.3.5]

FORMATIVE ASSESSMENT

Activity Page 1.1 Adventure Anticipation Guide [ELD.PI.3.1]

1

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Lesson 1 Mole At Home

LESSON AT A GLANCE

Time Materials

Building Background

What Is an Adventure? 10 min. ❏ Activity Page 1.1

Read About It

Mole Cleans House 20 min. ❏ Activity Page 1.2

ADVANCE PREPARATION

◦ Display sentence starters on board:

First, Mole ___.

Then, Mole ___.

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Start Lesson

Lesson 1: Mole at Home

Building Background Primary Focus: Students will demonstrate an understanding of the idea of an

adventure and learn about the key theme of The Wind in the Willows using an

anticipation guide. [ELD.PI.3.1]

ELD Standards

Interacting in Meaningful WaysPI.1 Exchanging information and ideas

Emerging

Contribute to conversations and express ideas by asking and answering yes no and wh– questions and responding using short phrases.

Expanding

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn taking rules, asking relevant questions, affirming others, and adding relevant information.

Bridging

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

WHAT IS AN ADVENTURE? (10 MIN.)

• Ask students to think about stories they have read, or movies they have seen,

in which the main characters are animals, not people. Ask a few students to

share examples.

• Facilitate a discussion about animals as characters, asking, Do animals talk

in real life? Do you enjoy stories about animals who talk? Besides talking, what

other human characteristics did the animals have?

• Tell students that today they will start reading selections from a book called

The Wind in the Willows, a story about animals that talk and act like people.

• Explain that The Wind in the Willows is the title of a well-known children’s book

written by a man named Kenneth Grahame. The book was originally published

in Britain in 1908. Students will see language that is a little bit different than

American English.

• Explain that characters are the people, or animals, in a story.

• Tell students the characters in this book are Mole and Rat. Ask students, What

kinds of animals do you think they are?

10m

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• Tell students that the animals in the book have many adventures.

• Write the word adventure on the board. Say the word and have students repeat.

◦ Ask, What is an adventure?

» an exciting experience, a trip

◦ Have you had any adventures? What did you do on your adventure?

• Direct students to Activity Page 1.1.

• Explain that before they begin reading, students will express their own

opinions about what it means to have an adventure.

• Have students complete items 1 and 2 individually.

• After students have completed the yes/no section of Activity Page 1.1, ask

students who responded Yes to the first statement to raise their hands.

• Prompt student volunteers to explain why they responded yes.

◦ Encourage students to expand on answers by asking questions that begin,

“Tell me more about . . . ” and “What do you mean by . . . ”

• Repeat this process with students who responded no to the first statements.

• Repeat this process for the second statement.

• Tell students to keep these ideas about adventures in mind as they read The

Wind in the Willows.

• Pair students and have them brainstorm answers to question 3 and complete

that part of the Anticipation Guide.

• Direct students to questions 4 and 5 of Activity Page 1.1.

• Have students answer these questions individually.

• Give students the choice of drawing or writing their responses.

• When complete, have students share their Anticipation Guide with a partner or

the whole class.

Support

Read statements 1 and 2 aloud and tell students there are no right or wrong responses; however, they will be asked to explain their opinions.

Support

Encourage students to use words that came up as volunteers shared their responses to statements 1 and 2.

Exchanging information and ideas [ELD.PI.3.1]

Emerging—Provide 1:1 support as needed to complete the Anticipation Guide.

Expanding—If students choose to draw their responses to questions 4 and 5, review their drawing and prompt a discussion to elicit more information and ideas about their response.

Bridging—Have students exchange Anticipation Guides with a partner and discuss how their responses are similar and different. Remind students to affirm their partner’s ideas before adding their own.

Activity Page 1.1

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Lesson 1: Mole at Home

Read About ItPrimary Focus: Students will listen to an excerpt from Chapter 1 and demonstrate

comprehension by asking and answering questions about the text. [ELD.PI.3.5]

ELD Standards

Interacting in Meaningful WaysPI.5 Listening actively

Emerging

Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions with prompting and substantial support.

Expanding

Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with occasional prompting and moderate support.

Bridging

Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with minimal prompting and light support.

MOLE CLEANS HOUSE (20 MIN.)

• Direct students to Activity Page 1.2.

• Have students follow along as you read the paragraph aloud.

• Explain the the vocabulary word whitewash.

• Explain that whitewash is a mixture of white paint and water. It is used to make

things like walls or a house look clean.

The Mole had been working very hard all the morning spring-cleaning his

little home: first with brooms, then with dusters; then on ladders and steps

and chairs, with a brush and a pail of whitewash. He did this until he had

dust in his throat and eyes, and splashes of whitewash all over his black fur.

Spring was moving in the air above and the earth below, and around him

and his dark and lowly little house. Any wonder he suddenly flung down

his brush on the floor, said “Bother!” and “O blow!” and also “Hang spring-

cleaning!” and bolted out of the house without even waiting to put on

his coat.

20m

Activity Page 1.2

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Check for Understanding

• What is Mole doing at the beginning of the paragraph?

» He is cleaning.

• What is Mole doing at the end of the paragraph?

» He runs outside.

• What season is it?

» spring

End Lesson

Support

Reread sentences from the story. Explain to students that “Bother!” and “O blow!” are British sayings. They are similar to expressions such as, “Oh snap!” or “Forget this!” Ask students to tell you what Mole is doing as he cleans his house. Invite students to act out the sentences.

Listening actively [ELD.PI.3.5]

Emerging—Give students 1:1 support. Direct students to the sentence starters written on the board.

Expanding—Provide light support and use the sentence frames as needed.

Bridging—Ask students to explain what Mole does in the paragraph.

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NAME:

DATE:ACTIVITY PAGE

Core Knowledge Language Arts | Grade 3 Language Studio Activity Book | Unit 1

1.1UNIT 1: CLASSIC TALES

Adventure Anticipation GuideDirections: Circle Yes or No for the following statements about an adventure.

1. Adventures are always fun! Yes No

2. You have to leave home to have an adventure. Yes No

3. Write some words that describe adventures.

4. Have you ever had an adventure? Write or draw a picture about it.

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Unit 1 | Language Studio Activity Book Grade 3 | Core Knowledge Language Arts

5. If you could have an adventure now, what would it be? Write or draw apicture about it.

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NAME:

DATE:ACTIVITY PAGE

Core Knowledge Language Arts | Grade 3 Language Studio Activity Book | Unit 1

1.2 UNIT 1: CLASSIC TALES

Mole Cleans House

The Wind in the Willows

The Mole had been working very hard all the morning spring-cleaning his little home: first with brooms, then with dusters; then on ladders and steps and chairs, with a brush and a pail of whitewash. He did this until he had dust in his throat and eyes, and splashes of whitewash all over his black fur. Spring was moving in the air above and the earth below, and around him and his dark and lowly little house. Any wonder he suddenly flung down his brush on the floor, said “Bother!” and “O blow!” and also “Hang spring-cleaning!” and bolted out of the house without even waiting to put on his coat.

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Language Studio Weekly Planner

Monday Tuesday Wednesday Thursday Friday

CKLA lesson

(primary/core lesson)

#: 1

Title: The River Bank, Part 1

#: 2

Title: The River Bank, Part 2

#: 3

Title: The Open Road

#: 4

Title: The Wild Wood

#: 5

Title: Mr. Badger

Language Studio lesson

#: 1

Title: Mole at Home

#: 2

Title: Messing about in Boats

#: 3

Title: Mole and Rat

#: 4

Title: Focus on Plot

#: 5

Title: The River

LS lesson component 1

Type: Build Background

Timing: 10 min

Schedule: Before CKLA

lesson

Type: Listen Closely

Timing: 15 min


lesson

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Type: Read About It

Timing: 20 min


lesson

Type: Talk Time

Timing: 15 min

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mCLASS intervention with small groups

Universal Access:Use the image cards durng the CKLA read aloud.

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Language Studio Weekly Planner

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Choose one Language Studio lesson component, from Unit 1, lesson 1, to practice with your class.

Reflect: Did your instruction align with the Primary Focus Objective(s)/ ELD standards for each lesson component?

For the next module...

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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/home

Monday through Friday, 7am to 7pm ET

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

Strengthening Professional Development Opportunities:

Instructional Leaders

• 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)

3-5 Teachers• Enhancing Planning & Practice, 3-5 Teachers (½ Day)• Small Group Instruction, 3-5 Teachers (½ Day)• Writing, 3-5 Teachers (½ Day)

K-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

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CKLA 2nd Edition Initial Training, Module 3

Documents

Transcript of CKLA 2nd Edition Initial Training, Module 3