Core Knowledge Language Arts:Differentiating Skills Instruction

Assessment & Remediation Guide

Presented byBethAnn Smith,ELA Instructional CoachEd Smith Pre-K - 8

Opening ActivityComplete the following analogy:“Teaching students to read is like _______.”

◦white water rafting◦mountain climbing◦scuba diving◦other (insert your own idea here!)

Jot your response on a post-it and list at least three ways you could compare teaching reading to the activity you selected.

Introductions

Share out with your table about the different activities you chose to complete the sentence stem – “Teaching students to read is like

______.”

Decide on one to present to the group. Create a poster that shows your completed sentence, lists at least three comparisons, and includes a visual.

A little transparency about today’s session…

Objectives

Teachers will learn the tools and resources available in the ARG and be able to identify possible applications to support differentiated instruction and interventions.

Teachers will analyze the differences between the different remediation lessons supported by the ARG and the students that would be best served by each type of lesson.

Teachers will use data and the ARG tools to create an intervention lesson for a student or group of students with similar needs at a specific grade-level.

CKLA:Comprehensive Literacy Instruction

Listening & Learning Skills

Background Knowledge Listening

Academic & Domain Vocabulary

Phonological Awareness

Oral Language Development Decoding

Listening & Written Comprehension

Spelling

Handwriting

Fluency

Comprehension

Vocabulary

Grammar & Morphology

Writing (skills, process & research)

Hourglass Depiction of the Relationship Between Awareness in Oral Language and Written Syllable

Decoding

Contributed by Carol Tolman, http://www.readingrockets.org/article/six-syllable-types

CKLA Skills Benchmarks & AssessmentsK 1st 2nd

Unit 1:Blending PretestWriting Strokes PretestUnit 1 Assessment – • Copying Shapes• Directionality• Counting Words in

Sentences

Unit 1: BOY Benchmarks• Word Recognition• Story Reading• Pseudoword

Reading• Code Knowledge

Diagnostic• Letter Name Test:

Optional

Unit 1:BOY Benchmarks• Story Reading• Word ReadingSpelling AssessmentUnit 1 Assessment – • Dictation

Identification• Skills Assessment

Unit 2:Unit 2 Assessment – • Writing Strokes• Blending Letter Name: OptionalLetter Sound: Optional

Unit 2:Unit 2 Assessment –• Word Recognition • Comprehension• Grammar

Unit 2:Spelling Assessments (every 5th lesson)Unit 2 Assessment –• Dictation

Identification • Comprehension• Words Correct Per

Minute

Unit 3:Unit 3 Assessment – • Word Recognition

(Part A)• Word Reading (Part

B)

Unit 3:Spelling Assessments (every 5th lesson)Unit 3 Assessment• Word Recognition• Comprehension

Unit 3:Spelling Assessments (every 5th lesson)Midpoint Decoding AssessUnit 3 Assessment –• Dictation

Identification • Comprehension• Grammar

CKLA Remediation/Extension Supports

Supplemental Materials at the end of lessons◦Newly decodable words◦Additional word chains◦Phrases and sentences

Pausing Point ActivitiesAssessment & Remediation Guide

(ARG)◦Progress Monitoring & Assessment◦Remediation/Supplemental Instructional

Support

CKLA: Assessment & Remediation Guide

K 1st 2nd

Phonemic Awareness

Phonics Grades K-2 Phonics Review

Directionality Fluency Fluency

Phonics Comprehension Comprehension

Fluency

Comprehension

K & 1st Grade: There is an ARG for each Skills Unit. Activities in the ARG align to the topics and skills introduced and practiced in the units.

2nd & 3rd Grade: There is one ARG for the entire year of instruction.

Teachers should refer to the ARG that addresses the earliest remediation need of a student. ARG can also be used as a source for extension activities.

ARG! Where is the ARG?!

Log in Scroll down to select

a grade-levelScroll down to

“Assessment and Remediation Guide”

Download/Save to your computer

http://ckla.amplify.com

Introducing…the ARGRead the Introduction to the ARGK& 1st all the pages at the beginning

with Roman numerals.2nd pg. 1-6

Complete a 3-2-13 important/big ideas (right there)2 new understandings (author & me)1 question (beyond the text)

Prepare to share out with an elbow partner.

A Guided Tour of the ARG

Summary of Progress Monitoring Assessments

ARG Table of Contents

Steps for/Determining Student Need Chart

A Guided Tour of the ARG

Lesson Templates

Dimensions of Difficulty (after sample lesson in K; before sample in 1st)

Sample Lesson(s)(K - Explicit Only)

A Guided Tour of the ARG

Exercises & Practice Activity

Progress Monitoring Tools

Forming a PlanIdentify a focus for potential Assessment or

Progress Monitoring.◦ What has already been taught (or is assumed was

taught)? ◦ What will you assess to determine gaps that exist?

• Consider what data you have already collected around this skill and what additional data you might need to collect.

• Identify a PM tool from the ARG to assist with your focus.

Resources: Deep Dive

Review all of the activities in the section of the ARG related to your focus skill.

Consider how each exercise can be used to support differentiated instruction:◦ Teacher-led small group◦ Independent student center/review◦ Partner seat/center work

Consider what students in your class might benefit from each activity.

Assessing Progress & RTI

LogisticsHow do I determine which students should

receive remediation/extension lessons from ARG? (What is my system for ongoing Progress Monitoring?)

When during the day do I conduct PM or use material from ARG?

Morning Meeting Whole Group Small-Group AIS/Pull-Out

Who is using ARG resources with students? Classroom Teacher TA, Special Ed Teacher, ENL Teacher, AIS Teacher Volunteer

A Versatile Tool:ARG Models of Support

Guided Reinforcement (15-20 minutes – focused single skill); primarily for on-grade-level students who just need to bone up on a specific skill.

Explicit Re-teaching (30 minute lesson – reteach multiple skills that are linked);

Comprehensive Re-teaching (45 minute lesson, double-dose, total reteach of a specific lesson in a new way) CAN BE USED in replacement of primary instruction; good for IEPs

Planning a Lesson from the ARGForm groups of 2-4 with others who

share a similar focus for progress monitoring and remediation (i.e. phonemic awareness, fluency, comprehension, etc…)

Work together to draft one of each lesson type that you could use in your class.

ReflectionWhat is a goal that you have?What are some strategies that

you’ve considered?What do you want to be sure that

you do very well? What did you learn today that

you might share with others?