Getting Ready to Teach the New York State

Common Core-aligned K-2 ELA Curriculum

IntroductionJuly 2013

Curriculum Options

DISTRICT DECISION

Align Alternatively

AdaptAdopt

Timeline for ModulesContent Area

Grade Band By July 31

By September

By December

ByApril 2014

Math P-5 1/2 All

6-8, 10 1/3 2/3 All

9 All

11,12 1/3 2/3 All

ELA P-2 2/3 All

3-5 All

6-8 1/2 All

9-12 1/4 1/2 3/4 All

EngageNY.org 3

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 3rd grade

MESSAGE

Upgrade your current practice – not surrendering

all you’ve been doing

Essentials for PK-2 Literacy Instruction

Decoding Fluency Syntax

Vocabulary Background Knowledge

Engagement and Choice

9

Core Knowledge Language Arts (CKLA) PK- 2 Curriculum Program

Foundational Skills

Listening and Learning Shared

Interactive Reading

Guided Reading & Accountable Independent

Reading (GRAIR)

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 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-2Balance 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