Core Knowledge Language
Arts
Getting Ready for Skills
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Online Parking Lot
Please go to engageny.org/maynti and select
“Online Parking Lot” for any NYSED-related
questions.
Thank You!
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Agenda
• Overview of critical materials and routines that
need to be in place prior to the school year to
support implementation of CKLA
• What key adjustments can be made to the use
of existing materials, routines, and classroom
setup to support high-quality implementation
of the Skills strand
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Overview of Skills Materials
Teacher Guides
Student Workbooks
Assessment &
Remediation Guides
Student Decodable
Readers
Chaining Boards
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Teacher Materials
•
•
•
•
•
•
Teacher Anthology
Big Books
Blending Picture Cards
Sound Posters and Sound Cards
Large Letter Cards
Timeline Posters and Cards
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K
Teacher Guide
•


Rug area
Small group instruction area
Tips

The purpose of the Teacher
Guide is to provide lesson
plans for Skills strand
lessons.
Beginning in Unit 1
Where

•
Outlines lessons for each unit
To guide your lesson presentation
When

•
2
How

•
1



Become familiar with unit
objectives.
Preview each unit for materials
needed to prepare for lessons.
Read Unit Introduction and Unit
Appendices.
Use “At a Glance” chart to plan.
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K
1
Big Books
•
How

•
When



•
During Demonstration Story
lessons
5 titles in kindergarten
3 titles in grade 1
Where

•
Teacher will model best reading
practices for students.
Rug area (on an easel)
Tips
o
The purpose of the Big Books
is for the teacher to model
reading for students.
Students have matching student
readers for most units.
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K
Blending Picture Cards
•
How


•
When

•

•
Used for various activities in
kindergarten
Where

The purpose of the Blending
Picture Cards is to support
blending activities by using
images to serve as a visual
cue for blending a word.
One set per teacher
Supports blending on one side
and matching segmented word on
other side
Rug area
Small group instruction area
Tips

The names consist of 2–3 sounds
and are suitable for early blending
practice.
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K
Sound Posters & Cards
•
How

•
When


•
The purpose of the Sound
Posters & Sound Cards is to •
provide a visual reminder of
the code knowledge students
have been taught.
Posters are mounted when a
sound is taught for the first time;
sound cards are added as each
spelling and alternative spelling is
taught.
Begins in Kindergarten Unit 3,
Lesson 5
10 vowel posters, 25 consonant
posters
Where
o
Around the room
Tips


Create a sound wall.
Display vowel sound cards
separately from consonant sound
cards.
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K
1
Large Card Letters
•
How


•
When


•
•
Warm-up activities
Large card chaining activities
Where

The Large Card Letters are
used for teaching and
reviewing sounds and
spellings and chaining
activities.
Teacher leads student through
sounds and spellings review.
Students use cards to engage in
spelling/chaining activities.
Rug area
Tips



Prepare for chaining activities in
advance.
Note that vowel cards are shaded.
Line drawn at bottom at of card
indicates directionality.
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2
Timeline Posters and Cards
•
How

•
When

•

The purpose of the Timeline
Posters and Cards is to help
students understand the
content of context of CKLA
stories in Grade 2.
Reading time
Where

•
The cards feature an image and a
sentence depicting an event from
the Student Reader.
Rug area
Around the room
Tips

Use the Timeline Posters during
unit
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How Will You Manage
Student Materials?
•
•
•
•
Workbooks
Readers
Student chaining folders
Individual reading baggies (GRAIR)
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K
Student Workbooks
•
Keep in individual student desk or
in workbook bins for each table.
Tips

The purpose of the Student
Workbook is provide practice
and reinforcement for
students after a lesson.
After each lesson, during
“Pausing Points,” centers
Where
o
•
One copy per student, per unit
When

•
2
How

•
1


Workbook copies and answer key
are located in the Teacher Guide.
Enlarge or project a copy of the
worksheet to model for students.
Keep laminated copies of
worksheets for “Pausing Point
Activities” and centers.
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K
Student Readers
•

Demonstration story lessons
Partner reading, close reading,
read-aloud lessons
Where


The purpose of the Student
Readers is to provide practice
on recently taught spellings
•
through 100% decodable text.
One per student, per unit beginning
with Kindergarten Unit 6.
When

•
2
How

•
1

Rug area: whole group
At desks: partner read
Keep previous readers in the
classroom library or in student
book baggies.
Tips

New spellings in each unit are
printed in bold throughout reader.
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Chaining Folders &
Small Letter Cards
•
How


•


•
Introduced in Kindergarten Unit 5
Used for chaining activities
Where

The purpose of the Student
Chaining Folder & Small
Letter Cards is to allow
students to practice sound
spellings taught.
One per student
Teacher calls out chains; students
control cards to make words
When

•
K
At desks
Small group instruction area
Tips



Set up letter cards in advance.
To scaffold student chaining,
chain along in a pocket chart.
Store cards in folder. Exchange
cards as needed per lesson.
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Code Flip Books &
Large Letter Cards
•


•
As new sounds are introduced
during instruction
Where

The purpose of the Code Flip
Book and Cards is to provide
students with a visual guide
of sounds and spellings
taught.
Set of two Flip Books (one for
vowels, one for consonants)
Contains both basic and
alternative spellings
When

•
2
How

•
1
Rug area (on an easel)
Small group instruction area
Tips


Keep letter cards with Flip Books.
Use Velcro tabs or putty to affix
cards to their sound page.
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1
Individual Code Charts
•
How


•


•
Reviewing
Writing
Where

The purpose of the Individual
Code Charts is to provide aid
to students to use when
writing and spelling.
One per student
Lists all of the sounds and
spellings students will learn that
year
When

•
2
Student desks
Small group instruction area
Tips

Keep one in class, send one home
for review.
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Room Setup
Using the Building
Your Room handout,
draw your classroom
as it was setup last
year, noting:


how wall space was
used.
various zones of the
room such as centers,
rug area, desks, etc.
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Getting Ready for the Skills
Strand: Building Your Room
Zone 1: Around The Room
Zone 2: Whole Group/Rug Area
Zone 3: Small Group Instruction
Zone 4: Skills Centers
Zone 5: Student Communities/Independent Work
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Taking Notes
Use the Zone Notes
handout to take notes
as we review each
zone.
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Around the Room
• Looking at the wall space in your classroom,
what will you need to make room for?

Sound Wall (using phoneme cards, K)
• Consonant Sounds
• Vowel Sounds

Word Walls (consider arranging by sound)
• Tricky Word Wall
• Decodable Word Wall



Spelling Trees (1,2)
Student Work
Listening & Learning Concept Wall/Vocabulary
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Sound Wall
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Tricky Word Wall
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Zone 2: Whole Group/Rug
Area
• Area to conduct whole group instruction
• Anchored by a rug large enough to
accommodate whole class
• Projection system in view
• Headed by teacher modeling area
• Stands for flip charts, books, and chart paper
• Teacher materials organized and accessible
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Materials
Bin
Materials
Bin
Rug
Pocket
Chart/Easel
Sound Wall/Spelling Trees
Teacher
Flip Book
Stand
SMART Board
Listening & Learning
Flip Books
Big
Books
Library
Word Wall
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Materials
Bin
Teacher
Flip Book
Stand
SMART Board
Materials
Bin
Pocket
Chart/Easel
Sound Wall/Spelling Trees
Rug
Library
Word Wall
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Materials
Bin
Large
Letter Cards
Materials
Bin
Timeline
Rug
Cards &
Posters
Pocket
Chart/Easel
Sound Wall/Spelling Trees
Teacher
Flip Book
Stand
SMART Board
Sound
Blending
Cards
Library
Word Wall
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Materials
Bin
Teacher
Flip Book
Stand
SMART Board
Materials
Bin
Student Readers
Pocket
Chart/Easel
Sound Wall/Spelling Trees
Rug
Library
Word Wall
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Zone 3:Small Group
Instruction
• Reinforcing the learning
• Assessment & Remediation
• Guided Reading
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Teacher’s Bookcase
A&R
Guide
and
Activities
Class
Data
Binder
GRAIR
Materials
Student
Portfolios
Teacher
a
Pausing Point Activities
Students
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Zone 4: Skills Centers
• Dependent upon classroom space, separate
centers can be set up using separate desks or
bins with activities in baggies or folders.
• Centers•
•
•
•
•
Writing Strokes/handwriting
Tracing-tray tracing, tracing and copying, tracing lines
Coloring- color strips, Pausing point activities
Listening (with CD player, headphones and CD’s)
Blending and Segmenting- (Pocket chart chaining)
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Pausing
Point
Activities
Writing Center
Listening & Learning Bulletin Board
Listening Center
Activities to
Support
Learning
Pocket Chart
Anchor Charts
Fine Motor Center
Centers Bins
Pocket Chart
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Word Wall
Anchor Charts
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Writing Center
Listening & Learning Bulletin Board
Listening Center
Pocket Chart
Anchor Charts
Fine Motor Center
Centers Bins
Pocket Chart
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Word Wall
Anchor Charts
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Writing Center
Listening & Learning Bulletin Board
Listening Center
Pocket Chart
Chaining
Pocket Chart
Writing
Strokes
Practice
Anchor Charts
Fine Motor Center
Centers Bins
Pocket Chart
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Word Wall
Anchor Charts
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Writing Center
Listening & Learning Bulletin Board
Listening Center
Pocket Chart
Anchor Charts
Fine Motor Center
Centers Bins
Pocket Chart
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Word Wall
Anchor Charts
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SMART Board
Student Readers
Student Chaining Folders
Student Workbooks
Student Code Sheets
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Part 1: Revisit & Reorganize
Using the second
Building Your Room
handout and your
Zone Notes, revisit
your classroom
drawing and
reorganize for CKLA
implementation.
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Part 2: Planning for Success
Using your new room
drawing and Zone
Notes, create a list of
action items for each
zone of your
classroom on the
Zone Notes
Classroom Reflection
form.
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