Session 5: Supporting Diverse Learners
Sequence of Sessions
This training is designed to support high-quality implementation of CKLA. The focus will be on understanding ways CKLA materials can accommodate diverse learners,
with an emphasis on strategies, tools and resources for ELLs and children with high-incidence disabilities (e.g., language-related disabilities). All participants will
become grounded (or re-grounded) in UDL as a framework for considering accommodations to CKLA lessons. All participants will become grounded (or re-grounded) in
UDL as a framework for considering accommodations to CKLA lessons. Teachers, teacher ambassadors, and Network Team members will examine case studies and
videos for patterns of lesson accommodations and will gain hands on practice in planning for lesson accommodations, using resources within CKLA (e.g., the A&R guide)
as well as introduce tools that can be integrated. Principals will also examine case studies and videos with a focus on recognizing “non-negotiable” of lesson
implementation, as well as recognizing allowable accommodations.
Overarching Objectives of this May 2014 Network Team Institute:
PRINCIPALS
1. Participants will be able to connect principles of universal design for learning (UDL) with meeting the needs of diverse learners within CKLA.
2. Participants will be able to identify lesson “allowable” lesson accommodations within case studies and videos.
3. Participants will gain experience reviewing lesson plans and coaching or providing feedback regarding the accommodations.
TEACHERS
4. Participants will be able to connect principles of universal design for learning (UDL) with meeting the needs of diverse learners within CKLA.
5. Participants will be able to identify supplemental resources (the A&R guide, the Supplemental Guide) that can be used to support lesson
accommodations.
6. Participants will be identify and apply specific accommodations that can be made to support student learning, in response to case studies.
High-Level Purpose of this Session:
PRINCIPALS
Principals will come out for the first half of this session for an open Q&A in a pull-out session. During this time teachers will examine case studies and
creating their lesson plans that reflect accommodations. Principals will return and teachers/groups of teachers will pair with a principal to discuss lesson
plans, present accommodations, and hear observations, questions or feedback of the principal.
TEACHERS
This session is designed to enable educators to apply best practices and concepts of universal design for learning to differentiate instruction to meet
specific needs.
Related Learning Experiences
This training assumes general prior knowledge about 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 (see .
http://www.engageny.org/resource/professional-development-turnkey-kit-ela-p-2-overview for modules of training, on-demand webinars, etc.). It is
recommended that anyone new to Core Knowledge look over the material on the program prior to attending this training.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
In this session principals and teachers will:
1. Participants will be able to identify specific lessons/activities that can be
used to best meet an identified need.
Session Overview
Section
Present
Time
Overview
Planning Instruction
● Using A&R guide in tandem with
skills (planning targeted
instruction/differentiation)
● uses: progress monitoring;
reinforcement, reteaching, and
centers
● grouping--WHEN (PP/ GRAIR) and
WHO
Prepared Resources
1.
Facilitator Preparation
Participants will plan of small group
instruction using their data from either the
skills units or progress monitoring, or from
a case study scenario of what to do for a
newly arrived ELL.
Practice
Using daily observations of performance,
and integrating assessment with
Instruction, and providing targeted
remediation as quickly as possible will help
most struggling students become
successful at mastering skills. The A & R
guide will help guide teachers to create
targeted instruction to satisfy the specific
needs of students while in small groups.
Debrief
1.
1.
Session Roadmap
Section 1: Practice
Time: __
Planning Instruction
Materials used
(in slides)
●
●
●
Time
Using A&R guide in tandem with skills (planning targeted instruction/differentiation)
uses: progress monitoring; reinforcement, reteaching, and centers
grouping--WHEN (PP/ GRAIR) and WHO
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
Slide 1
Slide 2
Key Point:
Our objectives for this session include;
• working collaboratively to examine case studies of students based on sample
data from End-of-Year assessments
• Understand how remediation lessons are developed from the Assessment and
Remediation Guide to address the specific needs of students
• and have the opportunity to build lessons based on the case studies you hear
about today or for data that you brought
Slide 3
Key Points:
• We will follow a pathway as an orientation of how to use the Assessment and
Remediation Guide. Our first step is to walkthrough an end-of- year
assessment packet for a kindergarten student named Evan, and then for a first
grade student named Ella.
• For each student you will see the process of gathering, scoring and analyzing
the results from the EOY assessments, to determine their specific instructional
needs, build an instructional plan and see what a lesson tailored lesson from
the A & R guide would look like.
• Finally, we will dig into the A & R guide to create instructional plans and
aligned lessons for Evan or Ella or for a student from your own data
Slide 4
Slide 5
Key Points:
• Materials for the assessments including testing instructions, the testing sheets,
answer keys, scoring analysis and classroom summary sheets are located in the
teacher’s guides.
• The student assessments may be included in the teacher’s guides, or the TG
will direct you to location of the student assessments in the student workbook
along with individual summary score sheets
• Extra worksheets are included in the student workbook for students to practice
skills while the teacher is administering assessments to students one-on-one
Slide 6
Key Points:

The End- of -Year Assessments have many different components. It is best to locate
them ahead of time and become familiar with them in order to preplan
administration.
Slide 7
Key Points:
• For Kindergarten, the Unit 8 Student Performance Task Assessment is a
comprehensive multipart assessment of all letter-sound correspondences,
tricky words, and letter names taught in the CKLA program
• The results of this assessment will help to determine which students need
additional review and reinforcement and/or differentiated instruction
Slide 8
Key Points:
• CKLA provides an individual summary score sheet to record the results of all of
the assessments for the EOY assessments located in K Skills Unit 8. It can help
the teacher tailor instruction for the student.
• Class summary charts are provided to help compile class data. These lists will
help see at a glance who can be grouped together based on similar needs in
instruction.
Slide 9
Key Points:
• Here are the individual end-of-the year results for Evan, a kindergarten student
who is below level in some of the key assessments for the end-of the year
• The results for each assessment will determine a specific assessment path to
follow
Slide 10
Key Points:
• The word recognition assessment is the first part of the K end of year
assessments
• The test has 20 words. Students who score 90% or more have strong word
skills
• Students, such as Evan who score less than 18 correct have difficulty and need
further assessment
• The next test is psuedoword assessment
Slide 11
Key Points:
• The 30 word psuedoword assessment is administered one-on-one
• Scores 27 or above indicate strong word attack skills. Lower than 27 require a
code knowledge diagnostic
• A detailed record sheet identifies specific detailed errors.
Slide 12
Key Points:
• The Code Knowledge Diagnostic Assessment pinpoints specific letter-sound
correspondences that students have not yet mastered
• In this assessment administered one-on-one, students are asked to identify 35
sounds.
• Scores of 22 or less on rows 1-5 and/or scores on rows 1-7 suggest weak
letter/sound knowledge.
• A detailed record sheet identifies specific detailed errors.
Slide 13
Key Points:
• CKLA provides detailed scoring and analysis guidance to help the teacher with
making decisions about Evan’s level of instructional need.
• For Evan, remedial instruction should focus on targeted instruction of the
specific letter-sound correspondences that he did not know on the Code
Knowledge Diagnostic Assessment, using selected materials from Units 3-7 of
the Assessment and Remediation Guide
Slide 14
Key Points:
• The Lowercase letter name assessment and the tricky word assessments are
administered to all students.
• The results of both assessments can provide more specific guidance on what to
reteach.
Slide 15
Key Points:

At your table, with a partner, discuss what Evan will need in the way of reteaching.
What should his instructional plan look like?
Slide 16
Key Points:
• Pulling it together, this is what he needs in specifics.
Slide 17
Slide 18
Key Points:
• Using the summary sheets, you can see exactly what Evan will need to be
retaught.
• The Code Diagnostic Assessment Remediation sheet is a Cross Reference chart
that will help to locate the specific units and lessons where the and organize
instructional activities by unit objectives
Slide 19
Key Points:
• The Assessment and Remediation Guide will include a flow chart to help guide
the teacher to create specific targeted instruction for each of the assessments
administered, and will direct the instructional planning from specific parts of
the A & R guide.
Slide 20
Key Points:


Slide 21
The K Unit 8 Instructional Flowchart will help to guide instructional planning, aligning
the results of the Psuedoword recognition assessment with the exact location of the
phonological awareness and phonics sections in the Units and sections of the A & R
guide.
There are two more sections we would look at.
Key Points:

Here, the Instructional flowchart will direct you to plan instruction from Units 3-7 of
the A & R Guide.
Slide 22
Key Points:
• Return to Evan’s Summary Score Sheet. Using Evan’s data from his
assessments and looking at his specific errors, what level of instruction would
you categorize Evan at?
• Definitions of each of these levels of instructional need were covered in
Session 4.
Slide 23
Key Points:
• Evan will need to receive explicit reteaching for the specific sounds, letters and
words he missed on the assessments.
• One letter-sound correspondence will be taught at a time in sequential order,
until Evan can decode and read lists of words that include the targeted lettersound correspondence with 90% accuracy.
Slide 24
Key Points:
• The Lesson Template provides a detailed model of the sequence of
instructional steps to be followed when reteaching a particular skill
Slide 25
Key Points:
• A sample remedial lesson is provided to illustrate how specific skill work,
activities, and progress monitoring can be applied to the template
• All of the items need to plan are included in the A & R guide
• We will come back to lesson planning
Slide 26
Slide 27
Key Points:
• The assessments for both first and second grade have three parts including
silent reading comprehension, fluency, and word reading in isolation.
Slide 28
Key Points:

Slide 29
Key Points:

Slide 30
The End-of-Year assessments, including the instructions for administration, answer
keys, scoring and analysis and class summary charts are located in the Teacher’s guide
for first grade. The student copies of the assessments and an E-O-Y student summary
sheet are located in each student’s individual workbook.
The First grade EOY assessments begin with all student receiving a story and
comprehension questions to do independently. If the students get more than 2
answers wrong, they will be assessed for fluency or word recognition
Key Points:

The second step in the EOY assessments in students who show some difficulty with
comprehension. A reading record is taken for fluency.
Slide 31
Key Points:
• The word reading in isolation assessment, Ella read 45 out of 60 words
correctly. This puts her at 75% accuracy. Just a little below the 80%
benchmark.
Slide 32
Key Points:
• A scoring sheet is provided to help determine which phonemes the student
missed
• This remediation guide will help organize the results for each individual
student to tailor instruction for specific needs and help to group students with
similar needs
Slide 33
Slide 34
Key Points:

At your table, with a partner, discuss what Ella will need to focus on. What should her
instructional plan look like?
Slide 35
Key Points:
• A scoring sheet is provided to help determine which phonemes the student
missed
• This remediation guide will help organize the results for each individual
student to tailor instruction for specific needs and help to group students with
similar needs
Slide 36
Key Points:
• Ella scored within the 50th percentile for her fluency, and slightly below the
80% benchmark for her grade on word reading. Although these scores indicate
an adequate preparedness to move onto second grade, helping Ella to improve
before she leaves first grade will off set any summer slide back she may
experience
Slide 37
Key Points:
• Return to Ella’s Summary Score Sheet. Using Ella’s data from her assessments
and looking at her specific errors, what level of instruction would you
categorize Ella at?
Slide 38
Key Points:

Slide 39
To help Ella in a dual instructional focus, the comprehensive lesson structure will
cover what is needed.
Key Points:

This lesson has time built in to focus on the reteaching of sounds Ella missed in the
word reading assessment and the time to practice fluency.
Slide 40
Slide 41
Key Points:
While our Case Studies of Evan and Ella gave us a specific entry way into the A & R
guide through data from EOY assessments, the A & R guide is set up to be used as a
resource when the teacher has observed that the student has been struggling during
instruction, or as evidenced from the scores on unit assessments or progress
monitoring activities in the A & R guide
Slide 42
Key Points:
• The steps for navigating- when you aren’t beginning with EOY data necessarily
but starting with a sense of student need or some other data, you can go right
to the A&G guide to begin problem solving and planning.
Slide 43
Key Points:
• 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 and assist in planning for instruction to level of instructional need
Slide 44
Key Point:
• The A & R Guide will instruct you to use the skills scope and sequence for the
grade you are working with to locate the earliest point of weakness within the
units of instruction
Slide 45
Key Points:
• As we demonstrated with the Evan and Ella case studies, the results of the
assessments will determine the level of instructional need.
• You will need to determine if the student is basically on pace, but just needs
reinforcement for a few gaps in code knowledge, or if they need to be explicitly
retaught in a specific literacy component, and if they require instruction in
multiple literacy areas.
Slide 46
Key Points:
• Choose aligned exercises that will guide students through warm-ups, guided
and independent portions of each structured lesson.
Slide 47
Key Points:
• Following the exercises section 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
Slide 48
Key Points:
• The second grade differs from the kindergarten and first grade A & R guides in
that it is a comprehensive phonics based guide and includes letter-sound
correspondences and words taught over the course of K-2nd grade.
Slide 49
Key Points
• Use these hyperlinks to access the specific Assessment and Remediation Guide
Unit you need
Slide 50
Key Point
• If you brought your own data to try to work through the case study protocol
(of analyzing and creating a differentiated lesson). CKF staff will be on hand to
advise around the data they bring (versus that available within the case studies
created by CKF), as well as to help participants work through ideas and/or
roadblocks to their differentiation.
Slide 51
Key Points:
• Remember if you have not already done so, please place a dot on the
consensogram where you feel you are in terms of 3 areas; your level of
proficiency to navigate the A & R guide, the ability determine your student’s
level of instructional need, and confidence in being able to plan lessons from
the A & R lessons that will meet the specific instructional needs of your
students.
Slide 52
Key Points:
• Take some time to reflect about the process of navigating the A & R guide.
What were the most challenging parts? How well do you feel you would be
able to do these tasks on your own? What questions do you still have?
Slide 53
Key Points:
• Look at the consensogram and comment on understandings having deepened
(based on how dots have moved).
Slide 54
Key Points:
• To learn more about the Assessment and Remediation Guide, refer to Session
4 where you will find the link to an Office Hour Recording on the Core
Knowledge website
• If you need more practice on how to determine a student’s instructional need
or how to create lessons using the A & R guide, review slides within this
session
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
Additional Suggested Resources
Active learning
Turn and talk