Session 2: A Broad Overview: How CKLA Relates to the
Three Pillar Model of Language Arts Instruction
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute

The purpose of this May 2013 Pilot Training/Network Team Institute is to provide a general understanding of CKLA–NY program, how it
fits towards the comprehensive view of language arts, as discussed by the State, (i.e., the Three Pillar Model), and to provide a good
understanding of the design principles driving the structure of the Listening and Learning and Skills strands of materials. This training
will also serve as the primary training for participants in the use of the Listening and Learning strand.
High-Level Purpose of this Session

This session will make an explicit link between the CKLA program, the Three Pillar Model, and the CCLS standards. This session will serve
as a general orientation to the CKLA program, allowing participants to envision the materials and progression of listening, speaking,
reading and writing support provided through the program across K-2. This session will provide participants an opportunity to preview
sample materials and make connections between these materials, the standards and six shifts.
Related Learning Experiences

This training is the first in a series of trainings on the use of CKLA–NY. It provides background knowledge that will be relevant to
upcoming trainings on implementing the Skills strand to occur at a future date.
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, participants will be able to:
1. Name the two strands of CKLA and connect these strands to the Three Pillar
Model.
2. Identify how CKLA supports writing and the writing process.
3. Make connections between the grade level standards for Reading and Word
Recognition and the Skills strand.
4. Articulate connections between the grade level standards for Writing and the Skills
strand.
5. Articulate how the Listening and Learning strand addresses the six shifts.
Participants will demonstrate knowledge and skills related to
the learning objectives through completed activities and insession discussions.
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator
Preparation
CKLA: A
Comprehensive
Reading Program
Pillar 1: The Skills
Strand : Supports
Foundational
Reading Skills and
Writing
5 min
Introduction
NTI_May2013_Day1_Session2_ABroadOverview_PPT.ppt
Slide 2
25
minutes
Participants consider: NTI_May2013_Day1_Session2_ABroadOverview_PPT.ppt
Post Reading Trajectory
How do we create a
Slides 3 to 11
posters in 4 areas of the
systematic, explicit, and
room to allow for 4
NTI_May2013_Day1_Session2_ABroadOverview_Materials.zip
intense focus on
groups to participate in
Handouts:
foundational skills?
the upcoming Carousel
1. CKLA Reading Trajectory
Walk.
(2_Session2_ReadingTrajectoryPosters.pdf)
2. Grade 1 Unit 1 Reader Sample
(3_Session2_G1U1Reader_OntheBus_samplestory_twoperv2.p
df)
3. Grade 1 Unit 1 Teacher Guide Sample
(4_Session2_G1U1TeacherGuide_OntheBus_lesson30.pdf)
Understanding
Children’s
Experience-What
Will Children
Write?
25
minutes
Participants will take NTI_May2013_Day1_Session2_ABroadOverview_PPT.ppt
an in-depth look at the Slides 12 to 17
writing process within
NTI_May2013_Day1_Session2_ABroadOverview_Materials.zip
an exemplar grade to
show how CKLA lessons Handouts:
4. CKLA Writing Trajectory (5_Session2_WritingTrajectoryKare sequenced to
support the writing
2.pdf)
process in a consistent
5. Grade 1 Unit 7 Skills Writing Sample
manner across the
(6_Session2_G1U7_SkillsWriting_PersonalNarrative_fromweb.
grades.
pdf)
Section
Time
Overview
Prepared Resources
Facilitator
Preparation
Pillar 2: The
Listening and
Learning Strand:
Support to
Language and
Knowledge
Development
through Shared
Interactive
Reading
30
minutes
Participants consider:
How does the Listening
and Learning read
aloud support children
in accessing complex
text by the end of
second grade?
NTI_May2013_Day1_Session2_ABroadOverview_PPT.ppt
Slides 18 to 37
Activity:
Two-minute domino
brainstorm
NTI_May2013_Day1_Session2_ABroadOverview_Materials.zip
The URL to directly access the ELA materials is
http://www.engageny.org/english-language-arts
Handouts:
6. Common Core K–5 ELA Anchors Unpacked
(7_Session2_AllAnchors.pdf)
7. Learning to Read: The 6 Shifts for K–2
(8_Session2_6Shifts4K2.pdf)
8. Annotated Lesson Worksheet (9_Session2_Annotated Lesson
WORKSHEET G2_D2_Anth_NYSEDreview.pdf)
9. Annotated Lesson Key (10_Session2_Annotated Lesson KEY
G2_D2_Anth_NYSEDreview_twoper.pdf
Session Roadmap
Section 1: CKLA: A Comprehensive Reading
Program
Time: 5 minutes
[5 minutes] In this section, you will…
Materials used include:
1. Be introduced to CKLA as a reading comprehensive
program.
2. Offer objectives for this session of training.
Time
5
minutes
Slide #/ Pic of Slide
Script/ Activity directions (Please note: Here we provide key
ideas per slide. A full script is provided within the PowerPoint
slides in the “Notes” view).
GROUP
Slide 2
Key Points:
Session 2: A Broad Overview: How CKLA Relates to the Three Pillar Model
1. This session will make an explicit link between the CKLA program, the Three
Pillar Model, and the CCLS.
2. This session will serve as a general orientation to the CKLA program, allowing
participants to envision the materials and progression of listening, speaking,
reading and writing support provided through the program across K-2.
3. This session will provide participants an opportunity to preview sample
materials and make connections between these materials, the standards, and
six shifts.
WG
Section 2: Pillar 1: The Skills Strand : Supports
Foundational Reading Skills and Writing
Time: 25 minutes
[25 minutes] In this section, you will…
Materials used include:
1. Be able to name the two strands of CKLA and connect
these strands to the Three Pillar Model.
2. Identify how CKLA supports writing and the writing
process.
3. Be able to make connections between the grade level
standards for Reading and Word Recognition and the
Skills strand.
4. Be able to articulate connections between the grade level
standards for Writing and the Skills strand.
5. Be able to articulate how the Listening and Learning
strand addresses the six shifts.
Time
25
minutes



CKLA Reading Trajectory (2_Session2_ReadingTrajectoryPosters.pdf)
Grade 1 Unit 1 Reader Sample
(3_Session2_G1U1Reader_OntheBus_samplestory_twoperv2.pdf)
Grade 1 Unit 1 Teacher Guide Sample
(4_Session2_G1U1TeacherGuide_OntheBus_lesson30.pdf)
Slide #/ Pic of Slide
Script/ Activity directions (Please note: Here we provide key
ideas per slide. A full script is provided within the PowerPoint
slides in the “Notes” view).
GROUP
Slide 3
Key Point:
1. Reading is a combination of decoding ability and listening comprehension.
These are built through the first two pillars and practiced in guided
accountable independent reading.
WG
Slide 4
Key Points:
1. Activity for participants to consider the complexity of decoding.
2. Explicit instruction in the code is necessary for automatic and effortless
decoding
Slide 5
Key Points:
1. There are 270+ pieces of “code” that make up written English language.
2. These include various letters, sounds, spellings, and rules of directionality and
grammar.
Slide 6
Key Point:
1. Overview of the components of the Skills strand, which includes the teacher
guide, the student workbook and readers, a chaining folder and cards, and an
Assessment and Remediation Guide
Slide 7
Key Point:
(Participants will access the Skills materials via EngageNY,)
1. The URL to directly access the ELA materials is
http://www.engageny.org/english-language-arts
Slide 8
Key Point:
1. Students will read a variety of texts that represent increasing complexity, rich
content, diverse characters, and continuing story lines.
Slide 9
Key Point:
1. This activity will orient participants to the sequenced “trajectory” of what
students will read across the grades through CKLA Skills lessons Session2ReadingTrajectoryK-2
I
Handout:
 CKLA Reading Trajectory (2_Session2_ReadingTrajectoryPosters.pdf
Slide 10
Key Point:
1. Through this activity, participants will see the connection between the Skills
lessons and the text of the associated student readers.
Handouts:
 Grade 1 Unit 1 Reader Sample
(3_Session2_G1U1Reader_OntheBus_samplestory_twoperv2.pdf)
 Grade 1 Unit 1 Teacher Guide Sample
(4_Session2_G1U1TeacherGuide_OntheBus_lesson30.pdf)
Slide 11
Key Point:
1. This reflection opportunity will allow participants to process what they have
heard and seen to this point in the training
I
Section 3: Understanding Children’s Experience-What will Time: 25 minutes
children write?
[25 minutes] In this section, you will…
1. Identify how CKLA supports writing and the writing process.
Time
25
minutes
Materials used include:


CKLA Writing Trajectory (5_Session2_WritingTrajectoryK-2.pdf)
Grade 1 Unit 7 Skills Writing Sample
(6_Session2_G1U7_SkillsWriting_PersonalNarrative_fromweb.pdf
Slide #/ Pic of Slide
Script/ Activity directions (Please note: Here we provide key ideas
GROUP
per slide. A full script is provided within the PowerPoint slides in the
“Notes” view).
Slide 12
Key Point:
1. In this section of the presentation, participants will review a scope and sequence
of writing skills taught through the CKLA program
Handout:
 CKLA Writing Trajectory (5_Session2_WritingTrajectoryK-2.pdf)
WG
Slide 13
Key Point:
1. Participants will review student work for evidence of explicitly taught elements of
writing including grammar, spelling, handwriting, and content.
Slide 14
Key Point:
1. Each writing genre is explicitly taught using a consistent series of lessons that
provides support and predictability for students
Slide 15
Key Point:
1. The following writing genres are explicitly taught in CKLA: descriptive writing,
fictional narrative, personal narrative, friendly letter, opinion piece, persuasive
writing, “what if…” writing, taking notes, and report writing.
Slide 16
Key Points:
1. Through this activity, participants will get a close look at the sequence of 6 lessons
used to teach each writing genre.
2. The Personal Narrative genre will be used for the activity
Handout:
 Grade 1 Unit 7 Skills Writing Sample
(6_Session2_G1U7_SkillsWriting_PersonalNarrative_fromweb.pdf)
I
Slide 17
Key Point:
1. Participants will see workbook pages that demonstrate increasingly detailed
opportunities for students to write in response to or using evidence from the
students’ reader text.
Section 4: Pillar 2 : The Listening and Learning Strand:
Supporting Language and Knowledge through Shared
Interactive Reading
Time: 30 minutes
[30 minutes] In this section, you will…
Materials used include:
1. Consider: How does the Listening and Learning read aloud
support children in accessing complex text by the end of second
grade?





Time
Slide #/ Pic of Slide
Common Core K–5 ELA Anchors Unpacked
(7_Session2_AllAnchors.pdf)
Learning to Read: The 6 Shifts for K–2 (8_Session2_6Shifts4K2.pdf)
Annotated Lesson Worksheet (9_Session2_Annotated Lesson
WORKSHEET G2_D2_Anth_NYSEDreview.pdf)
Annotated Lesson Key (10_Session2_Annotated Lesson KEY
G2_D2_Anth_NYSEDreview_twoper.pdf
Flip Chart and Markers
Script/ Activity directions (Please note: Here we provide key ideas
per slide. A full script is provided within the PowerPoint slides in the
“Notes” view).
GROUP
30
minutes
Slide 18
Key Points:
1. This sub-section will address support in the Listening and Learning strand for
language and knowledge development.
2. PREPARE teachers to consider: How does the Listening and Learning read aloud
support children in accessing complex text by the end of second grade?
WG
Slide 19
Key Points:
1. Participants will consider what the CCLS mean for reading and writing in the early
grades.
2. Differentiation is made between the anchor standards and the individual grade
level standards
3. Activity: Participants will brainstorm: What are some words that come to mind
when you think of the Common Core Anchor Standards for Writing?
4. Allow participants to answer and record on flip chart paper as they write in
‘WORDLE’ format
SG
Handouts:
 Common Core K–5 ELA Anchors Unpacked (7_Session2_AllAnchors.pdf)
Slide 20
Key Points:
1. This slide provides a visual of the most frequent words in the Reading
Informational Text anchor standards.
2. Larger words are used most frequently.
WG
Slide 21
Key Point:
1. The most frequent phrase in the kindergarten reading standards is “With
Prompting and Support” as indicated by “WPS.”
Slide 22
Key Point:
1. Grade 1 reading standards for Informational Texts focus on identifying key details
and asking and answering questions.
Slide 23
Key Point:
1. Grade 2 standards demonstrate more independence, but identifying key points and
describing the content are prominent, rather than the anchor expectations of
“evidence”
Slide 24
Key Point:
1. The anchor standards for writing focus on information, analysis, research, and
support.
Slide 25
Key Points:
1. As with reading, a key component of writing in kindergarten is “with prompting
and support.”
2. Drawing and dictating are also key elements of the writing standards for
kindergarten
Slide 26
Key Points:
1. “With prompting and support” continues to be a key element of grade 1 writing.
2. More attention to the structure of writing is apparent in grade 1.
Slide 27
Key Point:
1. Writing becomes more independent in grade 2, and specific elements of structure
(introduction, events, and conclusion) are now apparent.
Slide 28
Key Point:
1. A quote from Liben & Liben, 2013 reiterates the need to consider read-alouds as a
primary vehicle for addressing standards and text complexity in the early grades.
Slide 29
Key Point:
1. Overview of the components of the Listening and Learning strand, which include
the teacher anthology, flip book, image cards and supplemental guide for
kindergarten.
Slide 30
Key Point:
1. The URL to directly access the ELA materials is http://www.engageny.org/englishlanguage-arts.
Slide 31
Key Points:
1. The next 5 slides document the elements of a Listening and Learning lesson.
2. The introduction at the start of each read-aloud lesson includes a review of prior
knowledge, based on what has previously been read to students, an opportunity to
make predictions about the story or the information presented in the read-aloud,
and a specific purpose for listening to prepare students for the reading.
Handouts:
 Annotated Lesson Worksheet (9_Session2_Annotated Lesson WORKSHEET
G2_D2_Anth_NYSEDreview.pdf)
 Annotated Lesson Key (10_Session2_Annotated Lesson KEY
G2_D2_Anth_NYSEDreview_twoper.pdf
Slide 32
Key Points:
1. Story text is included in the lesson.
2. Images from story appear as thumbnails in margin.
3. Guided Listening Supports, also located in the margins include questions to assess
comprehension and engage students and comments to provide clarification and or
draw students’ attention to some element of the image.
Slide 33
Key Points:
1. Each read-aloud closes with a text-based discussion of the read-aloud.
2. Comprehension questions are provided to guide the discussion and ensure a
logical progression from literal to inferential questions.
Slide 34
Key Point:
1. Each read-aloud also includes explicit work on one of the core vocabulary words
identified for the domain topic.
Slide 35
Key Point:
1. Each lesson concludes with several options for extension activities that will
provide students with the opportunity to demonstrate their understanding of the
domain concepts and use of the core vocabulary.
Slide 36
Key Point:
1. In the early grades the Common Core Shifts can be addressed through high-quality
read-alouds.
WG
Slide 37
Key Point:
1. Through this activity, participants will identify the six shifts in an annotated
Listening and Learning Lesson to see the connection between read-alouds and the
six shifts.
I
Handout:
Learning to Read: The 6 Shifts for K–2 (8_Session2_6Shifts4K2.pdf)
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