Session 2: The First 60 Days of Instruction: Examining Critical Lesson Types that Build Across Grades Sequence of Sessions Overarching Objectives of this July 2013 Network Team Institute 1. Participants will be able to accurately identify the instructional and support materials (e.g., cards, posters) required for Skills strand implementation and will demonstrate use of support materials in ways that coincide with instructional lessons/pacing. 2. Participants will be able to articulate the assessment procedures and tools available in the CKLA Skills strand and will apply this knowledge to case studies, demonstrating initial placements consistent with the guidance given in CKLA and use of CKLA ongoing assessments to support a flexible grouping approach. 3. Participants will be able to demonstrate how CKLA Skills strand materials can be used to support a differentiated approach to Tier 1 instruction and will be able to describe how CKLA Skills materials could be incorporated into a multi-tiered approach to K–2 ELA instruction. 4. Participants will be able to identify the student learning goals that will be covered grade-by-grade (K–2) in the first 60 days of instruction and the lesson types that will support this learning. High-Level Purpose of this Session Participants will consider the general pacing and scope and sequence of lesson types for the Skills strand across the year. Participants will focus deeply on two to three key lesson types and will gain experience in dissecting the lesson for planning purposes, practicing key instructional strategies used within varied lesson types, and will consider how adjustments may be made within lessons to support various learners. Principals will take a similarly ‘deep dive’ into the lessons with a grade level team, with the purpose of gaining a strong working knowledge of the program, which is necessary for their support as instructional leaders. Related Learning Experiences 1. This training is the second in a series of trainings on the use of CKLA–NY. It provides background knowledge that will be relevant to upcoming trainings on implementing additional lessons from 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: 1. Gain familiarity with the scope and sequence of the skills strand and lesson types that are critical across all grades. 2. Gain knowledge of how to dissect the lessons within the Teachers’ Guide for planning and implementation purposes and will gain skill in implementing key lesson types. Session Overview Section Time Overview Prepared Resources 25 Section 1: Examining a Basic minutes Code Lesson and Creating a Checklist Instructors will model dissection of a Basic Code lesson identifying critical behaviors for implementation. PPT: Section 2: Examining a Tricky Word Lesson and Creating a Checklist Instructors will guide PPT: dissection of a Tricky Word 1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonTy lesson identifying critical pes.pptx behaviors for implementation. Handouts: 1. BlankChecklist_TrickyWordLesson 2. Checklist_TrickyWordLesson 3. GradeK_TrickyWord 45 minutes 1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonTy pes.pptx Handouts: 1. CondensedLessonTypes 2. BlankChecklist_BasicCodeLesson 3. Checklist_BasicCodeLesson 4. GradeK_BasicCode 5. Grade1_BasicCode 6. Grade1_BasicCodeReader 7. Grade1_BasicCodeWkbkpages 8. Grade2_BasicCode&CloseReadLesson Facilitator Preparation 4. Grade1_TrickyWord 5. Grade2_TrickyWord Section 3: Examining Advanced Code: Alternative Spelling and Tricky Spelling Lessons and Creating Checklists 90 minutes Participants will dissect an PPT: Advanced Code lesson 1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonTy identifying critical pes.pptx behaviors for implementation. Handouts: 1. BlankChecklistTricky.SpellAlt 2. Checklist_TrickySpellAlt 3. GradeK_TrickySpelling 4. GradeK_TrickySpellingReader 5. GradeK_TrickySpellingWkbk 6. GradeK_SpellingAlternatives 7. Grade1_TrickySpelling 8. Grade2_TrickySpelling 9. Grade2_SpellingAlternative 10. Grade1_VowelDigraphs_Lesson 11. BlankChecklist_VowelDigraphs 12. Checklist_VowelDigraphs 13. Basic&AdvancedDescriptions 14. VowelDigraphDescription Section 4: Your Turn: Grade Specific Lesson 30 minutes Participants will dissect a grade specific lesson identifying critical behaviors for implementation. Materials used include: 1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeyLessonT ypes.pptx Handouts: 1. BlankChecklist_DemoStory 2. Checklist_DemoStory 3. GradeK_DemonstrationStory 4. GradeK_FastFredDemoStory 5. BlankChecklist_ReadingTime 6. Checklist_ReadingTime 7. Grade1_ReadingTime_Lesson 8. Grade1_ReadingTime_TwoDogs 9. Grade1_TwoDogs_Wkbkpages 10. 11. 12. 13. 14. Grade1_ReadingLessonAnecdotal BlankChecklist_CloseRead Checklist_CloseRead Grade2_BasicCode&CloseReadLesson Grade2_TheMilk_CloseReadLesson Session Roadmap Section 1: Examining a Basic Code Lesson and Creating a Checklist Time: 25 minutes [30 minutes] In this section, you will… Materials used include: 1. Gain knowledge in how to dissect a Basic Code 1. NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes.pptx lesson for planning and implementation purposes Handouts: 1. CondensedLessonTypes 2. BlankChecklist_BasicCodeLesson 3. Checklist_BasicCodeLesson 4. GradeK_BasicCode 5. Grade1_BasicCode 6. Grade1_BasicCodeReader 7. Grade1_BasicCodeWkbkpages 8. Grade2_Basic Code&CloseReadLesson Time Slide #/ Pic of Slide Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). GROUP Slide 3 Key Points: 1. Some lesson types repeat across grades and are critical. 2. A cornerstone of all lesson types is the basic code. 3. Will be taught approximately 40 times in K, less in 1st. Only in review in 2nd, but it has many critical parts that become the basis for alter lesson types. Handout: Slide 4 CondensedLessonTypes Key Point: 1. The purpose of this lesson type is to teach students to hear a particular sound, and to write a “picture” of that sound using the most common (or least ambiguous) spelling for the sound. Slide 5 Key Points: 1. A basic code lesson is dedicated to a single sound and will usually contain the following elements: a. (Warm-up/review). b. Introduction of Sound (orally). c. Oral Language Exercises. d. Teacher Modeling. e. Worksheet. f. (Additional reading and writing activities). Slide 6 Key Points: 1. The Basic Code Lesson is not meant to be done in bits and pieces, or selectively. 2. It has a sequence, with one part leaning on the previous part. 3. It will be less effective if subdivided. 4. Same is true of other lessons. 5. Please try to do all the exercises, but with fewer examples if necessary. Slide 7 Key Points: 1. We will build a process of examining lessons to create a checklist to focus planning and practice. 2. Administrators can use this to guide their observations 3. This “thin slice” examination will help teachers focus attention on most important instructional behaviors as they learn this new program. Handouts: Slide 8 BlankChecklist_BasicCodeLesson Key Points: 1. Our sample checklist includes key ideas, but you may expand on this list. 2. The list should include critical instructional features 3. The list should include key quality behaviors 4. We will analyze and “chart” the lesson to see what is critical Handout: Checklist_BasicCodeLesson Slide 9 Key Points: 1. This is an oral task, no letters 2. There are very specific gestures used for blending 3, 4, 5 syllable words. These should be taught explicitly 3. Very specific examples are used. 4. Saying the sounds as if you were the student will help you internalize the lesson as you plan and chart Slide 10 Key Points: 1. The critical aspects of the lesson guided the questions we ask here. 2. The questions are designed to probe the most important instructional features? 3. The lessons make obvious the most important instructional features by: a. the precision with which they discuss them, b. the depth of detail provided, and c. the extent to which these features repeat across lessons. Slide 11 Key Points: 1. This is an oral task, no letters 2. A focus on articulation is explicitly taught as a technique to support learning of the sound Slide 12 Key Points: 1. Note here that we pulled from the lesson language, but we also brought in knowledge we know is important. 2. You may also bring in expertise to these checklists. 3. Some of this may evolve as you work with the program and some will be there as you dig deeply into the lesson content. Slide 13 Key Points: 1. What are the key ways the teacher interacts with the materials (organization, techniques, nonverbal modeling)? 2. What are the key ways the teacher interacts with the students to support learning? 3. Notice what is important about the way the teacher interacts with the material, with the students. 4. Consider how precise the directions and language used are. Slide 14 Key Points: 1. Participants will use the basic code checklist created to watch a demonstration “basic code” lesson. 2. Participants will note evidence (or lack of) on their checklists 3. Participants consider as a table additional behaviors or instructional features they should see in a high-quality lesson. Handouts: Basic&AdvancedDescription BlankChecklist_BasicCodeLesson GradeK_BasicCode Grade1_BasicCode Grade1_BasicCodeReader Grade1_BasicCodeWkbkpages Grade2_BasicCode&CloseReadLesson Slide 15 Key Points: 1. Select someone from the table to be a spokesperson 2. Note one additional behavior, not on our checklist, that you may want to add as a critical instructional feature 3. Keep it to a single sentence 4. The spokesperson points to the next table Section 2: Examining a Tricky Word Lesson Time: 30 minutes and Creating a Checklist [30 minutes] In this section, you will… Materials used include: 2. Gain knowledge in how to dissect a Tricky Word PPT: lesson for planning and implementation purposes NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes Handouts: BlankChecklist_TrickyWordLesson Checklist_TrickyWordLesson GradeK_TrickyWord Grade1_TrickyWord Grade2_TrickyWord Time Slide #/ Pic of Slide Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). GROUP Slide 17 Key Points: 1. The purpose of this lesson type is to introduce a word that is needed for instruction but contains spellings that have not yet been taught. Slide 18 Key Points: 1. Sight word is an ambiguous term; it can mean two things: 2. A high-frequency word students need to see a lot and learn to recognize speedily. 3. A word that does not “play by the rules” — that is not spelled or pronounced as you would expect. Slide 19 Key Points: 1. Some site words are high-frequency words that CAN be decoded (right side of Venn diagram) 2. Some site words are high frequency words that CANNOT be decoded (Center/Overlap of Venn Diagram) 3. Tricky words are words that cannot be decoded based on what has been taught regardless of whether they are high-frequency or not (Left side of Venn diagram) Slide 20 Key Points: 1. Regular high-frequency words like in, on, this, & at do not require special treatment; students can read these words via blending 2. High-frequency words that also qualify as tricky words (I, a, of, one, was, two) do need special attention. Slide 21 Key Points: 1. The trickiness of a word is relative to which spellings have been taught. 2. The more spelling patterns the students know, the fewer words need to be described as tricky. Slide 22 Key Points: 1. Some words are taught initially as tricky words but, later on, students learn they are part of a spelling pattern. Examples: he, she, we, be, me; no & so; my & by. 2. Other tricky words are never absorbed into the spelling patterns: Examples: one, of, two, could. Slide 23 Key Points: 1. Most words are not 100% tricky; they have tricky parts. 2. Strategy: Instead of teaching the whole word as something tricky that needs to be memorized as a whole, draw attention to regular parts and tricky parts within the word. (Break it down!) Slide 24 Key Points: 1. Participants will examine a lesson at their grade level to create a checklist that included questions to probe critical instructional features 2. They should ask, “What are the key ways the teacher should interact with the materials (e.g., teaching techniques, specific language)?” and 3. “What are the key ways the teacher should interact with the students to support learning?” Handouts: Slide 25 BlankChecklist_TrickyWordLesson GradeK_TrickyWord Grade1_TrickyWord Grade2_TrickyWord Key Points 1. Participants will review a completed Tricky Word Lesson Checklist and compare it to their own. 2. Participants should consider ways your list may differ/be similar. 3. Tell participants to use this to expand/add to/refine your list. 4. Have participants change at least one thing. Handout: Slide 26 Checklist_TrickyWordLesson Key Points: 1. [Trainer should conduct a demonstration Tricky Word Lesson] 2. Participants should use their checklist to evaluate the demonstration. 3. Participants should take special care to determine if the items on their list are “observable.” Slide 27 Key Point: 1. Tricky word lessons will be encountered approximately: a. 15 times in K b. 10 times in G1 c. 11 Times in G2 Section 3: Examining Advanced Code: Alternative Spelling and Tricky Spelling Lessons and Creating Checklists Time: 30 minutes [30 minutes] In this section, you will… 3. Gain knowledge in how to dissect an Advanced Code lesson for planning and implementation purposes Materials used include: 1. PPT: NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes.pptx Handouts: 1. BlankChecklistTricky.SpellAlt 2. Checklist_TrickySpellAlt 3. GradeK_TrickySpelling 4. GradeK_TrickySpellingReader 5. GradeK_TrickySpellingWkbk 6. GradeK_SpellingAlternatives 7. Grade1_TrickySpelling 8. Grade2_TrickySpelling 9. Grade2_SpellingAlternative 10. Grade1_VowelDigraphs_Lesson 11. BlankChecklist_VowelDigraphs 12. Checklist_VowelDigraphs 13. Basic&AdvancedDescriptions 14. VowelDigraphDescription Time Slide #/ Pic of Slide Slide 29 Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). Key Point: 1. The purpose of this lesson type is to introduce one or more additional spellings for a sound, beyond the basic code spelling students have already learned. Slide 30 Key Points: 1. The basic code spelling for the /ae/ sound is a__e 2. This spelling is taught at the end of Kindergarten and again in Grade 1. 3. This spelling is reviewed in Grade 2 Slide 31 Key Points: 1. 2. 3. 4. 5. There are other “alternatives” for spelling /ae/. It can be spelled “a” as in “baby.” It can be spelled “ai” as in “paint.” It can be spelled “ay” as in “hay.” These spelling alternatives are taught in Grades 1 and 2. GROUP Slide 32 Key Point: 1. In Grade 2 we also teach some additional alternative spellings: a. “eigh” as in “freight.” b. “ey” as in “greyhounds.” c. “ea” as in “steak.” Slide 33 Key Points: 1. Alternative Spellings are part of the Advanced Code 2. In introducing: Just as we can draw a picture of a flower two ways, so we can draw a picture of a sound two ways. Slide 34 Key Points: 1. Spelling alternatives are taught using the following process: a. Introduce the sound orally. b. Remind the students they’ve already learned one way to spell this sound (the basic code spelling). c. Remind them of other spellings they may have learned (if applicable). d. Introduce new spellings with example words. e. Have students complete a word sort. Slide 35 Key Points: 1. Word sorts are a key aspect of the program, especially for teaching spelling alternatives. 2. When teaching spelling alternatives, the words in the sort will all contain the target sound (e.g., /ae/), but they have it written with different spellings (e.g. wait, say, cake). 3. Students sort the words by spelling. Slide 36 Key Points: 1. When there are only 2 or 3 spelling alternatives for a sound, we usually use the short treatment. 2. When there are 4 or more spelling alternatives, we usually use the long treatment. Slide 37 Key Points: 1. Short treatment of spelling alternatives typically lasts one day and follows the following process: a. Introduce the sound. b. Introduce the new spellings. c. Do a word sort where words containing the sound are sorted by spelling. d. New spelling or spellings begin to appear in readers and on worksheets. e. Wall display optional. Slide 38 Key Points: 1. Long treatment of spelling alternatives, used when there are 4+ spelling alternatives for a sound. 2. Typically stretches over several lessons and follows the following process: a. Begins with an oral language activity and set up of a “Spelling Tree.” b. Ends with a Spelling Chart or other culminating activity. c. Has a wall display. Slide 39 Key Points: 1. Step 1: Spelling Tree displays are used so students can see the relationships between the spellings (i.e., that they all address the same sound) and sample words that use each spelling 2. To create the tree: a. Add selected words from board sort to a “spelling tree” for the sound (e.g., /ae/) on classroom wall or board. b. Continue to add words to the spelling tree during next several days of work on the sound (and possibly beyond). c. Spelling Tree is a focal point of successive lessons. Slide 40 Key Point: 1. Here is a sample spelling tree. Slide 41 Key Points: 1. Step 2 in the long treatment for the spelling is a series of word sorts. 2. Students sort words with a subset of taught spellings of the sound and add words to the spelling tree. Slide 42 Key Point: 1. Step 3 in the long treatment for the spelling is a culminating activity that includes all of the spellings introduced for the sound. Slide 43 Key Points: 1. On creative way to sort is a “brick” sort, with words posted on tissue boxes. 2. Another way to sort is with cards in a pocket chart. 3. It is helpful for the sorts if students can write the words on the cards for additional practice writing and spelling the sound. Slide 44 Key Point: 1. Here is an example of a word wall with alternative spellings for /ie/. Slide 45 Key Point: 1. The purpose of a Tricky Spelling Lesson is to explicitly call students’ attention to a spelling that can be pronounced and read more than one way. Slide 46 Key Point: 1. Tricky spellings present a challenge for students when reading unfamiliar words because they can be pronounced in multiple ways. Slide 47 Key Points: 1. The analogy of a tug-o-war can help children understand the idea of tricky spellings. 2. Consider the sound made by “ow” in the words “snow” and “how.” Both are spelled the same, but they sound different. Slide 48 Key Points: 1. Within each Tricky Spelling Lesson the teacher will follow the same procedure to call students’ attention to the different pronunciations of spellings using many word examples. 2. Children are taught to try different pronunciations until they can recognize a pronunciation in a word that sounds familiar and within context. Slide 49 Key Points: 1. Using the same process that we have been using throughout the day, participants will create a checklist for either a spelling alternative lesson or a tricky spelling lesson 2. Participants will compare and contrast their checklists. Handouts: Slide 50 BlankChecklistTricky.SpellAlt GradeK_TrickySpelling GradeK_TrickySpellingReader GradeK_TrickySpellingWkbk GradeK_SpellingAlternatives Grade1_TrickySpelling Grade2_TrickySpelling Grade2_SpellingAlternative Basic&AdvancedDescriptions Grade1_VowelDigraphs_Lesson BlankChecklist_VowelDigraphs VowelDigraphsDescription Key Points: 1. Participants will compare their checklists to one provided by the instructor. 2. Participants will make changes to enhance their checklist based on the one provided. Handouts: Checklist_TrickySpellAlt Checklist_VowelDigraphs Slide 51 Key Points: 1. The instructor will present a demonstration Spelling Alternatives lesson. 2. Participants will use their checklists to look for critical elements and behaviors during the lesson. Section 4: Your Turn: Grade Specific Lesson Time: 30 minutes [30 minutes] In this section, you will… Materials used include: 4. Gain knowledge in how to dissect a grade specific 1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeyLessonTypes lesson of a type that has not yet been covered: a. Kindergarten – Demonstration Reading Handouts: 1. BlankChecklist_DemoStory Lesson 2. Checklist_DemoStory b. Grade 1 – Reading(Time)Lesson 3. GradeK_DemonstrationStory c. Grade 2 – Close Reading Lesson 4. GradeK_FastFredDemoStory 5. BlankChecklist_ReadingTime 6. Checklist_ReadingTime 7. Grade1_ReadingTime_Lesson 8. Grade1_ReadingLessonAnecdotal 9. Grade1_ReadingTime_TwoDogs 10. Grade1_TwoDogs_Wkbkpages 11. BlankChecklist_CloseRead 12. Checklist_CloseRead 13. Grade2CloseRead_BasicCodeLesson 14. Grade2_TheMilk_CloseReadLesson Time Slide #/ Pic of Slide Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). GROUP Slide 53 Key Point: 1. Using the same process that we have been using throughout the day, participants will create a checklist for a new lesson type at their grade level: a. Kindergarten – Demonstration Reading Lesson b. First Grade – Reading (Time) Lesson c. Second Grade – Close Read Lesson Handouts: BlankChecklist_DemoStory Checklist_DemoStory GradeK_DemonstrationStory GradeK_FastFredDemoStory BlankChecklist_ReadingTime Checklist_ReadingTime Grade1_ReadingTime_Lesson Grade1_ReadingLessonAnecdotal Grade1_ReadingTime_TwoDogs Grade1_TwoDogs_Wkbkpages BlankChecklist_CloseRead Checklist_CloseRead Grade2CloseRead_BasicCodeLesson Grade2_TheMilk_CloseReadLesson Use the following icons in the script to indicate different learning modes. Video Reflect on a prompt Active learning Turnkey Materials Provided: See handouts for lesson type checklists (blank for use during activity; completed to be reflected on after the activity). Additional Suggested Resources Turn and talk