Session 6 Facilitator’s Guide:
Providing Tailored Instruction with the Assessment
and Remediation Guide
Goals and Outcomes
Overarching Objectives of the March 2015 Network Team Institute
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Participants will be able to connect principles of Universal Designs for Learning (UDL) with meeting the needs of diverse
learners within CKLA.
Participants will be able to identify ways in which questions asked during read-alouds can be tailored to support the
diverse needs of students.
Participants will be able to identify a range of techniques that can support diverse learners during Skills lessons.
Participants will be able to identify key principles of flexible grouping that can be used to inform ongoing discussions and
decisions around small group instruction in the Skills strand.
Participants will be able to identify how the Assessment and Remediation Guide can provide tailored instruction during
small group instruction (within Skills lessons) and GRAIR.
High-Level Purpose of this Session
This session is designed to support participants with developing familiarity with the key features of this online resource and how it
can be used to differentiate Skills instruction. Participants will learn various models of use of the A&R Guide, beginning with how
this resource can support adapting a specific lesson, how this resource can support small group time within the 60 minute skills
block, and how it can be used to provide extra support within a Center or GRAIR block.
Learning Experiences
This training assumes general prior knowledge about K-2 CKLA. For schools, teachers, or administrators who are interested in
knowing more about Core Knowledge, there are prior training modules posted on EngageNY.org that provide this general support
(Professional Development Turnkey Kit: Grades P-2 ELA for Teachers & Principals - Module 1a:
https://www.engageny.org/resource/professional-development-turnkey-kit-grades-p-2-ela-teachers-principals-module-1a).
Session Outcomes
What do we want participants to be able to do as a result of
this session?
Participants will be able to describe how the Assessment and
Remediation Guide can provide tailored instruction during small
group instruction (within Skills lessons) and GRAIR.
How will we know that they are able to do this?
Questions posed during Gallery Walk and Findings through a
Case Study.
Session Overview
Section
Time
Section 1
Structure and
Contents of the A&R
Guides
45 min.
Section 2
45 min.
Planning Targeted
Instruction with the
A&R Guide
Overview
Prepared Resources
Participants review the tools and
key features of the A&R Guide
and examine these components
through a gallery walk.
A&R Guide posters for
gallery walk
Participants use the A&R Guide
to develop a targeted lesson for a
student described in a case study.
Case study
Facilitator’s
Preparation
Session Roadmap
Section 1: Structure and Contents of the Assessment and Remediation Guide
Time
Slide #/Pic of Slide
Script/Activity directions
Time: 45 min
Grouping
Slide 1
Slide 2
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Slide 3
Key Point:
Share session objective.
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Slide 4
Key Points:
 As you can see here, these A&R Guides
look just like the Teacher’s Guides (TG),
they are color coded by grade. The A&R
Guide, however, is not a TG replica.
 There is a guide for each grade level for
grades K-2 and a guide for each unit in
grades K and 1. In grade 2 there is one
guide that includes a comprehensive
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review of phonics
The guide can be used in tandem with the
Skills Strand Guide or as a substitute for
students requiring specific support.
It is designed for 1:1 or small group
settings.
Slide 5
Key Points:
• Resources from the Assessment and
Remediation Guide can help to support
scaffolds and adaptations to differentiate
Skills lessons.
• Activities can be planned using the A&R
guide to support individualized tailored
lessons, targeted small group instruction,
or reinforcement of skills activities used
in centers during GRAIR.
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Slide 6
Key Points:
 The A&R Guides are an online only
resource. These resource guides consist
of both assessment and remediation
materials that go beyond the Pausing
Point materials typically included at the
end of each Skills unit.
 These materials can be printed as needed
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and used for reteaching and/or as
additional practice for students
experiencing difficulty.
To access the guides from the Core
Knowledge website, visit
http://www.coreknowledge.org/ckla-files.
There you will be prompted to sign up for
the CKLA Free download manager.
From the Engageny website you would
click the common core icon; you’ll see a
list of grade levels. Click on the grade
level of interest.
You will be brought to a grade level
landing page. Scroll down to the bottom
where the materials are located. For
Kindergarten and first grade, the A&R
Guides are housed next to the materials
for each unit. Find the individual skills
units, and click on the A&R Guide for the
unit.
In second grade the link is located before
all of the skills unit material. It contains
the whole guide and is located in one
place.
Key Points
Use these hyperlinks to access the specific
Assessment and Remediation Guide Unit you
need (i.e., when assessment data and
instructional performance signal a need for
remediation).
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Slide 8
Key Points:
 The Assessment and Remediation Guide
is a large resource and is different for
each grade.
 Learning about the structure and
resources will help to find and implement
the activities to effectively meet the needs
of students at a targeted level.
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Slide 9
Key Points:
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• The Assessment and Remediation Guides
look different for each one of the grades.
• Differences in the skills addressed at each
grade level reflect the priorities for
remediation accordingly.
• In Kindergarten, phonological
awareness covers awareness of
environmental sounds through
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manipulating three to five
phonemes.
Understanding directionality is only
in Unit 1, and the writing sections
address letter formation for
handwriting.
In all grades, the phonics sections
address reading and spelling words
with the sound-spellings in the
code taught up to that point.
Fluency and Comprehension
sections address reading
connected text with ease,
expression, purpose, and
understanding. In Grade 1 grammar
concepts are included in this
section.
Grade 2 is a comprehensive review
of phonics taught in grades K-2—
what Core Knowledge calls the
Basic Code and the Advanced Code
of the sounds and spellings in the
English Language.
Key Points:
• The Kindergarten and Grade 1 A&R
Guides directly parallel the sequence of
instruction from the Teacher Guides.
• Note: There are no A&R guides for the
final unit because of overlap of the last
unit in one grade and the first unit in next.
• The Skills units in K and 1 build
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incrementally, meaning that mastery of
the skills taught in earlier units is
assumed and therefore a prerequisite for
success in later units. Work at any given
step of the sequence assumes Code
Knowledge leading up to that point.
During a lesson, or over the course of a
few lessons, if you notice that students
are struggling with a specific instructional
task like chaining, or if the results from
the placement or unit assessments
suggest that there is a specific area of
need, the A&R Guide is designed to help
you figure out how to support children,
but you will NOT find a matching specific
Lesson 7 for Unit 3. Rather it is organized
by the matching content area and the
learning goals for this unit.
You will go to the section of the A&R
Guide that matches the SKILLS children
need support on.
For children with global difficulties, you
want to work to pay specific attention to
the areas of need that you may want to
zoom in on at any particular point.
Key Points:
 The Grade 2 A&R Guide is one complete
resource for phonics instruction only.
 The Guide is intended for use with
students who have mastered some or
most of the letter-sound correspondences
in the English Language, but who are not
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yet fluent readers because they lack
specific decoding skills and/or have not
had sufficient practice in reading
decodable text.
It is designed for targeted remediation of
specific gaps of code knowledge.
Students who are significantly below
grade level will need intensive instruction
utilizing resources from previous grade
levels.
Use the sequence of skill instruction as
presented in the Table of contents as the
order in which specific gaps should be
addressed for students who have multiple
gaps.
The lessons in the Grade 2 Guide build
incrementally as well, meaning that the
mastery of the skills taught in earlier
lessons is assumed and therefore a
prerequisite for success in future lessons.
Key Points:
The A&R Guide is a comprehensive guide
that includes:
1. Sample Lessons
2. Word /Chaining Lists
3. Activities for Reteaching
4. Games for Reinforcement
5. Progress Monitoring Assessments
6. Resources
Transition: Let’s look at samples of each of
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these features now.
shutterstock_503822 (Copyright: Lisa F. Young)
Slide 13
Key Points:
• The A&R Guide offers the guidance to
helping you determine a student’s level of
instructional need.
• There are three levels of instructional
need defined by the Guides.
• The first is Guided Reinforcement, which
is a fifteen minute lesson to help students
strengthen a skill that has already been
taught, but with which the child requires
extra practice.
• The second level of instructional need is
Explicit Reteaching, which provides
students with 25 minutes of practice on
any skill.
• The third level is Comprehensive
Reteaching, which is a 45 minute lesson
used when a student is one grade below
level, and requires reteaching in more
than one skill.
• All three levels are defined in the Guides
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for particular skills and samples of
lessons are provided alongside lesson
templates to guide your planning and
building of lessons that fit the specific
needs of individual students or small
groups.
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Key Points:
 The A&R Guides include words lists
and chaining lists that teachers can
build into a lesson for students to use
in order to practice mastery of lettersound correspondences identified as
weaknesses.
 These lists include words that are
aligned to the specific letter-sound
correspondences taught up to the
specified unit.
 Examples of using these lists include:
o Teachers might copy a word list
and attach it to a pocket chart.
Students can then work with a
partner while one reads the
words from the chain and the
other student builds the word
with letter cards in the pocket
chart.
o Teachers might use the lists at
writing centers specifically for
“chain and copy” exercises.
Students form pairs and they
take turns as one student reads
a words in a chain and the other
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student writes the words on
paper—switching to complete a
new chain.
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Key Points:
• The A&R guide includes activities to be
used for reteaching.
• The expectation is to have these activities
facilitated by the teacher.
• Some activities are familiar to the
students from the Teacher Guides; others
have been adapted or are new.
• These activities are engaging and the
purpose of these is to strengthen and
support instruction and to have a backand-forth exchange between student and
teacher.
• For example, there are worksheets for
some activities to support the structure of
the lesson and the teacher is intended to
work alongside the students, providing inthe-moment guidance and feedback for
remediation. This is what will help to
increase a student’s level of success with
the focus skill.
• Some activities are carried over from the
Teacher Guides (e.g., Chaining), some are
adapted (e.g., applying the Baseball Game
to varied content), and some are new to
allow for fresh instruction (e.g., working
with Sound Boxes).
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Slide 16
Key Points:
 Skills-aligned games are included to
provide engaging and differentiated
opportunities for students to practice
targeted skills in small group
instruction or during center work.
 Teachers will need to make/prepare
these games in advance. Templates
and instructions are provided for each
suggested game.
 These are referred to during the
Pausing Point sections of the Teacher
Guides and/or A&R Guides.
Slide 17
Key Points:
 Placement and Student Performance
Assessments are provided in the
Teacher Guides. To supplement these,
the A&R Guide provides Progress
Monitoring Assessments specific to
each skill you may be targeting for
remediation.
 These assessments can be used
diagnostically to inform instruction
and systematically to contribute to a
record of student progress.
Slide 18
Key Points:
 There are also additional resources
included in the Assessment and
Remediation Guide.
 These include articles that provide the
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rationale for how we teach CKLA
Skills, which are also included in the
appendices in the back of the
Teacher’s Guides.
However, other resources won’t be
found in the Teacher Guides, but can
be a huge support for instruction;
these include:
o an Articulation Chart to help you
guide students in becoming
aware of what their lips, tongue
and voice boxes are doing when
they say sounds,
o a Figuring Out Words Chart with
some decoding strategies that
can be posted,
o a Comprehension Master
Thinking with Reading Chart
with before/during/after reading
strategies, and
o a Concepts of Print Checklist
that can be used when
assessing students in this area.
Activity:
TRAINERS NOTE: sections from the A&R
Guides should be displayed in the room for
participants to examine samples for the
applicable grades.
SG & I
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Frame Gallery Walk:
 The A&R Guide for each grade features
different components.
 Around the room we have placed a Gallery
Walk A&R Guide components posted in
specific grade levels.
 You will also see A&R Guide aligned
activities displayed.
 I will be available for questions during the
gallery walk.
 We will reunite as a whole group for Q&A.
Activity:
 Participants will participate in a gallery
walk where they will observe key features
of the Assessment and Remediation
Guide at the grade level they teach (or if
they are a coach or administrator, they
will review several grade levels). Each
display will include examples of key
structural components (labeled) as well as
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examples and activities related to each
implementation model. As participants
review the samples, they should note any
questions that they have and/or ideas for
how to best use the A&R Guides.
 As participants walk around room,
facilitators will be available to answer
questions.
Debrief:
 Participants share examples of how they
can use the A&R Guide.
 Participants will also have an opportunity
to ask any questions that they may still
have.
Shutterstock_80225563
Section 2: Planning Targeted Instruction
Time: 45 min
Time
Slide #/Pic of Slide
Slide 22
Script/Activity directions
Grouping
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Slide 23
Key Points:
 There are different points of entry that
may have brought you to the Assessment
and Remediation Guide.
 Through observation of student
performance during instructional tasks,
from the results of assessments
administered from placement tests,
pretests, end of unit assessments.
 When you receive new students and you
need to establish a baseline, or to
progress monitor students.
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shutterstock_123013096 (Copyright: Samuel
Borges Photography)
Slide 24
Key Points:
(summarize Kayla’s story)
 Kayla completed the Kindergarten, Unit
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6 End of Unit Assessments
Walk through process of using student
data (in this case Kayla’s):
o as a point of entry to the ARG
o to identify lesson activities to
provide targeted instruction.
shutterstock_76837645 (Copyright: In Green)
Slide 25
Key Points:
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 Determine Kayla’s level of instructional
need
 Plan instruction using the lesson
structures accordingly. Prepare
associated materials from the
appropriate section(s) of the A&R
Guide.
 Teach remediation lesson
 Use progress monitoring assessments
to inform decisions about Kayla’s
progress and/or ongoing remediation
needs.
shutterstock_131357114 (Copyright: auremar)
Slide 26
Key Points:
Based on the instructional needs of your
students, the A&R Guide will provide a path
for how to plan remediation.
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Slide 27
Key Points:
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 The Cross Reference Charts and
Determining Students Needs Charts will
help to establish areas of weakness within
the instructional components (phonics,
fluency and comprehension, or grammar,
confirm the earliest point of weakness.
 The charts provide a pathway to assist in
planning the level of instructional need.
Slide 28
Key Points:
 Interpretation guidelines are included with
the administration of assessments.
 These guidelines are provided in the
Teacher’s Guide for a thorough analysis
of the assessment data, which will guide
how to place students in the curriculum.
 This particular interpretation guide is for
the first grade placement assessments.
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This analysis should be completed for
each student well before the end of Unit 1
instruction.
This analysis will then inform decisions as
to whether students are ready to continue
with Unit 2 instruction or whether other
instruction is needed to ensure mastery of
skills taught in earlier grades.
It provides how to match scores students
received with the level of preparedness
for the grade skills instruction. A group
number 1-3 is assigned.
Grouping in the CKLA program should not
be confused with leveled reading groups.
These groups are for students with similar
skill deficiencies.
If the placement tests indicate that a
student is not ready for grade level
instruction, it is imperative that the
student be regrouped to get Skills
instruction that matches his or her ability.
Within the description suggestions are
made for the provisions to be made for
the student including reference to the
A&R Guide.
Key Points:
 Within the A&R Guide, there are three
levels of instruction that are identified.
 These match the group number in which
the student is placed during the data
interpretation process, which will
determine the level of intensity and
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attention that best matches students'
needs.
These levels of instruction are;
o Guided Reinforcement
o Explicit reteaching and
o Comprehensive reteaching
Have participants look at packet with
sample of each. Ask them to take 2
minutes to silently review and then cue
them to talk with a partner about they
noticed about these 3 different lesson
plans.
Key Question: What lesson plan best lend
themselves to the needs of the groups?
(Again, the A&R Guide provides lesson
formats and sample lessons for each of
the instructional levels.)
Key Points:
 Guided reinforcement should be used
when students demonstrate incomplete
mastery of specific skills. Think of it as
patching a hole, wherein a relatively short
sequence of specific instructional
attention will allow students to keep on
pace with their peers. It will require
additional guided practice, during
temporary individual or small group time,
on an as needed basis. Guided
Reinforcement should be used when
students demonstrate incomplete mastery
of specific skills.
 Remediation requires a relatively short
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sequence of specific instruction in
addition to the core classroom literacy
instruction which will allow students to
keep on pace with their peers.
This level of need tends to be met by
differentiated classroom instruction or
remediation may be provided during
temporary individual or small group time.
Appropriate for:
o On grade-level students with
instructional gaps
o Short lesson sequences focusing
on particular skills
o Can be used for reteaching a skill
o Can be done within a classroom
during small group time
Key Points:
 Explicit reteaching should be used when
students require explicit instruction in a
component area of literacy (i.e.,
phonological awareness, phonics,
comprehension, fluency, or writing).
 Either initial explicit instruction was
missed or did not suffice to produce
student understanding.
 Most aspects of literacy development are
on pace, but specific component areas
require more than additional guided
practice.
 It will require committed time for explicit
instruction with individuals or small
groups.
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This level of need tends to be met by
intervention instruction.
Appropriate for:
• Below grade-level students
• Students needing consistent extra help
• Students who need some intervention
to stay on track
• Best done as intervention instruction
• Placement Assessment: Groups 2-3
Key Points:
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 Comprehensive reteaching should be
used when students require explicit
instruction across multiple component
areas of literacy (i.e., phonological
awareness, phonics, comprehension,
fluency, or writing).
 These students tend to have instructional
needs preventing them from keeping up
with the lesson sequence in the Teacher
Guides.
 Significant adaptations or alterations to
the instructional plan are needed.
 It will require significant committed time
for comprehensive instruction with
individuals or small groups.
 This level of need tends to be met by
intense intervention or individualized
education plans serviced through Special
Education.
 Students who are significantly below
grade level will most likely need to
continue with instruction from
subsequent units of the Assessment and
Remediation Guide as they continue to
work toward grade level benchmarks.
Appropriate for:
• Students with IEPs
• Students needing a consistent double
dose of reading instruction
• Students at least one grade level
behind
• Can be used by push-in and pull-out
teachers
• Can be used as a substitute for the
Teacher’s Guide lesson
• Placement Assessment: Group 3
Slide 33
Key Points:
Choose aligned exercises that will guide
students through warm-ups, guided, and
independent portions of each structured
lesson.
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Slide 34
Key Point:
The different lesson structures lend
themselves to be incorporated in different
sections of the day.
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Slide 35
Key Points:
Following the Exercises section in the
Guides, there is a Progress Monitoring
section. Time is allotted at the end of
reteaching (in both explicit and
comprehension lesson templates) to allow
for independent practice or progress
monitoring.
SG
Slide 36
Key Point:
Participants will complete an activity to apply
what they have learned about the A&R Guide
so far.
SG
Slide 37
Frame the Activity:
Participants will select the handout for one
grade level and use the provided data and
activities from the A&R Guide to complete
the case study.
Shutterstock_76837645 (Copyright: In Green)
Shutterstock_77120314 (Copyright: Monkey
Business Images)
Shutterstock_58262836 (Copyright:
Pressmaster)
Slide 38
Activity:
Participants will select a case study (relevant
to their grade level), download the A&R
Guide from EngageNY and identify what
lessons and resources they could pull from
the guide to design instruction.
SG & I
Slide 39
Debrief: Participants will share
successes/challenges with completing this
process.
Turnkey Materials Provided:
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Session 6 Providing Tailored Instruction with the Assessment and Remediation Guide PPT
Session 6 Handouts (see Session Overview)