Mais conteúdo relacionado Semelhante a beginning K (20) beginning K1. D I G G I N G D E E P E R
SKILLS STRAND--
KINDERGARTEN
2. AGENDA
• 1. Burning Questions
• 2. Review of lesson types
• 3. Lesson Models (videos)
• 4. Practice—Role Play
• 5. E-Learning
• 6. Data Analysis
• 7. Action Plan
4. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Lesson Types
EngageNY.org 4
5. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
The Basic Code Lesson
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.
EngageNY.org 5
6. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
The Basic Code Lesson
A basic code lesson is dedicated to a single
sound and will usually contain the following
elements:
(Warm-up/review)
Introduction of Sound (orally)
Oral Language Exercises
Teacher Modeling
Worksheet
(Additional reading and writing activities)
EngageNY.org 6
7. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Not a Smorgasbord
• The Basic Code Lesson is not meant to be
done in bits and pieces, or selectively.
• It has a sequence, with one part leaning on the
previous part.
• It will be less effective if subdivided.
• Same is true of other lessons.
• Please try to do all the exercises, but with
fewer examples if necessary.
EngageNY.org 7
8. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Warm Up
Key Instructional
Techniques
• This is an oral task, no
letters.
• There are very specific
gestures used for
blending 3, 4, 5 syllable
words. These should be
taught explicitly.
• Very specific examples
are used.
EngageNY.org 8
9. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Introducing the Sound
Key Instructional
Techniques
• This is an oral task, no
letters.
• A focus on articulation
is explicitly taught as a
technique to support
learning of the sound.
EngageNY.org 9
10. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Introducing the Spelling
Key Instructional
Techniques
• What are the key ways
the teacher interacts
with the materials
(organization, technique
s, non verbal modeling)?
• What are the key ways
the teacher interacts
with the students to
support learning?
EngageNY.org 10
11. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Your Turn
• Examine the Basic Code
checklist
• Watch the Basic Code
demonstration
Note specific behaviors that
are evidence of the checklist
items
Consider as a table: Are
there additional behaviors
that are done that you feel
are „critical‟ to a high
quality/high fidelity lesson?
What are these?
EngageNY.org 11
12. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Differentiation
• Ideas for differentiating the whole group code
lessons???
• Number of examples
• Repetition
• Level of explicitness
• Additional visuals
• Level of engagement
EngageNY.org 12
13. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
TRICKY WORD LESSON
EngageNY.org 13
14. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
The Tricky Word Lesson
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.
EngageNY.org 14
15. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Sight Words
• Sight word is an ambiguous term; it can mean
two things:
1. A high frequency word students need to see a lot
and learn to recognize speedily.
2. A word that does not “play by the rules”—that is
not spelled or pronounced as you would expect.
EngageNY.org 15
16. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Tricky Words High Frequency Words
EngageNY.org 16
17. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Which Words Receive Special
Attention in CKLA?
• Regular high frequency words (e.g., in, on,
this, at) do not require special treatment;
students can read these words via blending.
• High frequency words that also qualify as
tricky words (e.g., I, a, of, one, was, two) do
need special attention.
EngageNY.org 17
18. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Note on Tricky Words
• The trickiness of a word is relative to which
spellings have been taught.
• The more spelling patterns the students know,
the fewer words need to be described as
tricky.
EngageNY.org 18
19. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Note on Tricky Words
• 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.
• Other tricky words are never absorbed into the
spelling patterns. Examples: one, of, two,
could.
EngageNY.org 19
20. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Teaching Tricky Words
• Most words are not 100% tricky; they have
tricky parts.
• 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!)
EngageNY.org 20
21. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Tricky Words
Across the Grades
• Tricky Word lessons
Approximately 15
lessons in
kindergarten
Approximately 10
lessons in 1st grade
Approximately 11
lessons in 2nd grade
EngageNY.org 21
22. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
EngageNY.org 22
23. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Differentiation
• Ideas for differentiating the whole group code
lessons???
• Number of examples
• Repetition
• Level of explicitness
• Additional visuals
• Level of engagement
EngageNY.org 23
24. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
The Tricky Spelling Lesson
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.
EngageNY.org 24
25. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Tricky Spellings
• For example, „a‟ can be pronounced as:
/a/ (cat),
/ae/ (paper),
/o/ (father), or
/ə/ (about).
• Tricky spellings present a challenge when
students are asked to read unfamiliar words
since it is possible to sound out and
pronounce a tricky spelling multiple ways.
EngageNY.org 25
26. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Advanced Code: Tricky Spellings
“A Tricky Spelling Is Like a Tug of War
Between Two Sounds”
EngageNY.org 26
/oe/ /ou/
27. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
The Tricky Spelling Lesson
• The teacher calls explicit attention to many
examples of words in which the same spelling
is pronounced different ways.
• Students are taught to try each pronunciation
that they have learned for a spelling until they
recognize a particular pronunciation as a
familiar word that makes sense in the context.
• Some tricky spellings are taught in Grade 1,
with many more taught in Grade 2.
EngageNY.org 27
28. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Your Turn
• E-Learning
• Choose a lesson type in which you would like
additional time
Read and review
Practice with Partner
Reflect and consider changes for next time
Share out
EngageNY.org 28
29. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Planning With Data in Mind
• Review Instructional Pathway
• Practice with sample data set
• Action Plan that applies to your
classroom/school—allows for differentiation
EngageNY.org 29
30. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
EngageNY.org 30
31. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
EngageNY.org 31
32. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Practice Data Set
• Kindergarten data
• Grouping Scenarios
• Action Plan
EngageNY.org 32
33. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
What‟s Next?
Key Information to
Share with Colleagues
Action Steps How will you know this
is working?
EngageNY.org 33
34. ©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
•THANK YOU,
THANK YOU,
THANK YOU!!!
EngageNY.org 34
Notas do Editor Introduce myselfWhy Kindergarten is separate Key Points:Some lesson types repeat across grades and are critical. A cornerstone of all lesson types is the basic code. Will be taught approximately 40 times in kindergarten, less in first grade. Only in review in second grade, but it has many critical parts that become the basis for alter lesson types. Want to review it.You saw this in May or over this past year, but we want to look at it from the lens of “what are the critical parts and how did we use the lesson?” Key Points:A basic code lesson is dedicated to a single sound and will usually contain the following elements:(Warm-up/review)Introduction of Sound (orally)Oral Language ExercisesTeacher ModelingWorksheet (Additional reading and writing activities) Key Points:Review previously taught tricky words from first grade units 1–3.New tricky word lessons start in unit 4. Key Points:Starts end of unit 3–unit 4.Tricky spelling is when a spelling can be sounded different ways: snow vs. how.