First Grade Core Knowledge Addendum

Transcription

1 Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous practice where sight words were taught in isolation. Traditionally, sight words have been taught in whole word recognition with no sound-spelling instruction. The charts attached to this addendum illustrate how each of the Dolch words are presented within the prescribed program. In CLKA the Dolch Sight Words have taken on new designations, Tricky Words or Decodable Words. The document outlines the scaffolding of these words grades K-1. We suggest sight word instruction occur in relation to the curriculum s prescribed timeline. However, if the teacher chooses to introduce sight words as a word study lesson they must be taught through the lens of the sound-spelling correspondence. This should occur during the Introducing the Spelling or Tricky Words sections of the Skills Lessons. If the teacher chooses to teach a word(s) out of curriculum sequence the teacher should utilize Tricky Word instructional strategies and/or Introducing Sound instruction strategies found in the teacher s guides.

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3 Writing The Core Knowledge Language Arts (CKLA) Program embeds writing throughout the Skills and Listening and Learning Strand. In the Skills Strand, teachers are expected to follow the programs sequenced handwriting, spelling and grammar requirements. In terms of writing opportunities aligned to the Common Core Standards for opinion (W.1.1), informative (W.1.2) and narrative (W.1.3) genres, students engage in both independent and shared writing opportunities through Skills Strand Lessons and Listening and Learning Strand Extensions (B section). In order to extend First Grade writing, a review of the Listening and Learning Strand was conducted. The finding highlighted the incorporation of writing throughout extension lessons (B-sections of lessons). Yet, in order to further enhance students writing opportunities, followup activities are provided. The chart outlines the domain, extension lesson with embedded writing, lesson objectives, summary of the activity and suggested follow-up writing activities. Please note, the follow-up writing activities are to be done in addition to the identified extension lesson. Instructional time, within and outside the Listening and Learning strand, should be used to complete the follow-up writing activity. All follow-up writing activities are aligned to one of the following standards: STD. W.1.1 Write an opinion piece in which they name the book they are writing about, state an opinion, and provide some sense of closure. STD. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. STD. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

4 Assessment and Progress Monitoring Dibels- Dibels mclass will be administered as a beginning of year benchmark (BOY), midyear benchmark (MOY), and end of the year benchmark (EOY) for students in grade one. The data extrapolated from these assessments will be used for small group instruction during GRAIR time, pull-out instruction from Early Literacy Specialists, push-in instruction from Early Literacy Specialists and/or other service providers. In grade one Dibels assesses the following areas; o Beginning of Year (BOY)- Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF) o Middle of Year (MOY)- Nonsense Word Fluency (NWF) and DIBELS Oral Reading Fluency (DORF) o End of Year (EOY)- Nonsense Word Fluency (NWF) and DIBELS Oral Reading Fluency (DORF) Listening and Learning Strand Domain Assessmento Administered at the end of each Domain o Data recorded on the Tens Chart Excel Spreadsheet and sent to building principal and central office on requested date (Data chart is attached for your review) Skills Strand Assessments Unit Assessmento Administered at the end of each Unit o Data recorded on the Tens Chart Excel Spreadsheet and sent to building principal and central office on requested date (Data chart is attached for your review) Skills Strand Unit 1 Placement Assessments o Directions for administering the Placement Assessments begins on page o Placement Assessments are administered during Lessons o Scoring directions are provided at the end of each lesson. o Data recorded on the Grade 1 Placement Assessment Excel Spreadsheet and sent to building administrator and central office on requested date. All Skills Strand and Listening and Learning Strand Student Work o The Tens Conversion Chart should be used when scoring all Listening and Learning End of Domain Assessments and Skills Strand End of Unit and Performance Tasks (unit and other designated assessments). o The Tens Conversion Chart and interpretation guidelines are provided.

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6 Early Literacy Specialists Support Utilize DIBELS Beginning of Year (BOY) data to create Tier II and Tier III groups. Administer progress monitoring to restructure groups and target instruction. The Assessment and Remediation Guide should be used to create plans for instruction. A Lesson Plan Template is also included for use in planning lessons geared toward Tier II and Tier II students. Furthermore, a monthly report template is provided to organize, track, and report work with students. At a Glance Warm-up Explicit Instruction Guided Practice Independent Practice Purpose Prepare students for instruction and focus students on following directions Teacher directed time to prepare students to engage in instruction. Provides time to work with and apply the skill with teacher support Independent practice of the skill or progress monitoring.

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9 Lesson Plan Template Learning Focus: Skills Strand Unit: At A Glance Teaching Materials Warm-up Objective: Warm-Up Lesson: Explicit Instruction Objective: Explicit Instruction Lesson: Guided Practice Objective: Lesson to Work with Apply Skills: Independent Practice Objective: Independent Practice Lesson:

10 Portfolios- Completed coversheet Writing assignments from each New York State Writing Standard Dibels Beginning of Year, Mid -Year, and End of Year Dibels student summary Dibels Probe Detail for red students only

11 GRAIR- (Guided Reading/Accountable Independent Reading) GRAIR allows additional literacy time to increase the volume of reading through a variety of independent and developmentally appropriate small group activities. Guided Reading and Accountable Independent Reading (GRAIR) can provide the opportunity and space for all of this. Students can read texts of their choice and get the small group time with their teacher and peers that will encourage them to stretch to higher levels. Learning is further reinforced, differentiated and strengthened in this GRAIR block. Students get the practice and materials they need to progress as readers moving at varied speeds. (Liben and Liben, 2012) In this strand, which allows for additional literacy time within the school day, teachers can touch base with their students in developmentally appropriate groupings. During this period, teachers can have additional time to work with struggling readers to reinforce and cement learning that many in the class may already have mastered. They can touch base with accelerated readers to encourage continued progress. Whenever students are away from their teacher, they can engage with texts of their choosing, whether those are old favorites, materials from other parts of the day, or the classroom or school library collections. It is critical to notice that this GRAIR block functions within and adjacent to the learning experiences provided by a foundational skills program as well as a rich read aloud progression carefully crafted to build student background knowledge and academic language. Please do not forget to utilize Waterford during GRAIR time. There are seven ways to implement GRAIR into the classroom 1. Small Group Instruction a. Formative assessments b. Additional support for any area of reading, particularly decoding and fluency in grades K 2 c. Reinforce and deepen comprehension instruction d. Targeted instruction vocabulary and syntax e. Materials Your Reading Libraries 2. Provide Opportunities for Interests a. Students choose texts for independent reading based on interests, regardless of reading level b. Materials leveled libraries, classroom libraries, etc. c. Teacher conferences with students during small group time to check for understanding students are accountable for learning d. Journal activities, presentation of information

12 e. Opportunity for Speaking & Listening and creative presentation tasks for students 3. Build Background Knowledge a. Think in sets Multi-media, related materials b. Examples: c. Video booth, with questions about content d. Related Readings scavenger hunt for vocabulary words or information e. Connected to CK Listening & Learning topics 4. Target Vocabulary and Syntax a. Unlimited number of vocabulary activities related to words from complex text b. Examine and manipulate juicy sentences from the text c. sentence strips and word games d. Materials: words and phrases come from L&L Supplemental Guide, Skills Assessment & Remediation Guide 5. Target Fluency a. Listening Center (pre-record complex text for students to follow along) b. CK Readers c. Listening and Learning; Supplemental Guide d. Poems or controlled texts (recording station) e. CK Readers, independent reading, fluency packet f. Work with teacher during small group time 6. Target Decoding a. Flash cards manipulate word families b. Read and identify words in context of high interest controlled text (highlight/underline) c. Variety of other word work/games d. Materials: variety of materials from CK Skills Assessment & Remediation Guide 7. Literacy Centers and Activities that have been successful in the past a. Use Waterford as a learning center

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15 Daily Plan- 120 minute block Monday Tuesday Wednesday Thursday Friday 60 minutes Skills Strand Unit work 60 minutes Skills Strand Unit work 60 minutes Skills Strand Unit work 60 minutes Skills Strand Unit work 60 minutes Skills Strand Unit work 60 minutes Listening and Learning Strand: 40 minutes Section A of the Lesson (read aloud) 20 minutes GRAIR) 20 minutes GRAIR 20 minutes Listening and Learning Strand: 60 minutes Listening and Learning Strand: 40 minutes Section A of the Lesson (read aloud) 20 minutes GRAIR) 20 minutes GRAIR 20 minutes Listening and Learning Strand: 60 minutes Listening and Learning Strand: 40 minutes Section A of the Lesson (read aloud) 20 minutes GRAIR) 20 minutes of explicit writing instruction 20 minutes of explicit writing instruction