The First 60 Days of Instruction: Examining Critical Lesson Types that

Build Across Grades

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http://todaysmeet.com/812Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier

Lesson Types

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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.

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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 ExercisesTeacher ModelingWorksheet (Additional reading and writing activities)

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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.

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Warm UpKey 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.

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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.

Introducing the Sound

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Mirrors• Used during basic code lessons in Kindergarten (optional tool

in 1st grade)• Students can use their mirrors to observe the shape of their

mouths as they say the sound– Is mouth open or closed?– What are my lips doing?– Echo words

Key Instructional Techniques

• What are the key ways the teacher interacts with the materials (organization, techniques, non verbal modeling)?

• What are the key ways the teacher interacts with the students to support learning?

Introducing the Spelling

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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?

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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.

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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.

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Tricky Words High Frequency Words

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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.

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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.

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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.

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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!)

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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

Your Turn• Examine the Tricky Word

checklist• Watch the Tricky Word

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?

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The Spelling Alternatives Lesson

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.

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/ae/

plane

Sound

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Basic Code Spelling(taught at end of

kindergarten and in grade 1; reviewed in grade 2)

/ae/

haypaintbaby

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Spelling Alternatives

Taught in Grade 1 & 2

/ae/

greyhoundsfreight

Spelling Alternatives

Taught in Grade 2

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steak

Advanced Code: Alternative Spellings

Flower Power

Just as we can draw a picture of a flower two ways, so we can draw a picture of a sound two ways.

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How Spelling Alternatives Are Taught

• Introduce the sound orally.• Remind the students they’ve already learned one

way to spell this sound (the basic code spelling).• Remind them of other spellings they may have

learned (if applicable). • Introduce new spellings with example words.• Have students complete a word sort.

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Word Sorts

• Word sorts are a key aspect of the program, especially for teaching spelling alternatives.

• 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).

• Students sort the words by spelling.

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Short Treatment vs. Long Treatment

• When there are only 2 or 3 spelling alternatives for a sound, we usually use the short treatment.

• When there are 4 or more spelling alternatives, we usually use the long treatment.

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Short Treatment

• Typically lasts one day• Introduce the sound• Introduce the new spellings• Do a word sort where words containing the

sound are sorted by spelling• New spelling or spellings begin to appear in

readers and on worksheets• Wall display optional

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Long Treatment

• Used when there are 4+ spelling alternatives for a sound

• Stretches over several lessons• Begins with an oral language activity and set

up of a Spelling Tree• Ends with a Spelling Chart or other

culminating activity• Has a wall display

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Set up a Spelling Tree

• Add selected words from board sort to a Spelling Tree for /ae/ on classroom wall or board.

• Continue to add words to the Spelling Tree during next several days of work on /ae/ (and possibly beyond).

• The Spelling Tree is a focal point of successive lessons.

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Long Treatment

Step 1: Spelling Tree Word Wall

for /ae/

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Long Treatment Step 2: Series of Word Sorts

• Over next few days, the spelling alternatives are introduced.

• Students do a series of word sorts with subsets of the spelling alternatives.

• e.g., ‘ai’ vs. ‘ay’• e.g., ‘a’ vs. ‘a_e’• Add words kids like to Spelling Tree as you go.

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Long Treatment Step 3: Culminating Activity

• Usually involves the whole set of spellings introduced for this sound.

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Other Sorts of Sorts

• Brick sort: attach words to Kleenex boxes; students sort the words by spelling

• Also: card sort, pocket chart sort

• But: it’s helpful if they can write the words

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A Word Wall with /ie/ Words

Sorted by Spelling

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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.

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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.

Advanced Code: Tricky Spellings“A Tricky Spelling Is Like a Tug of War

Between Two Sounds”

/oe/ /ou/

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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.

Your Turn• Examine the Spelling

Alternative/Tricky Spelling checklist

• Watch the Tricky Word 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?

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Spelling Alternatives Lesson

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http://vimeo.com/53912312

How Does CKLA–NY Support the

Writing Process?

A Familiar Approach

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Three-Step Writing Process• Various text types are

taught across the grades.• For any one text type (e.g.,

fictional narrative), the writing process for that text type occurs over consecutive lessons.

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Planning• Introduction of text

type.• Connection to previous

text types.• Teacher models

planning of piece with class.

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Planning: Fictional NarrativesAs a class:• Review of story

elements;• Brainstorm ideas; and• Observe teacher

modeling.

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Drafting: Fictional NarrativeAs a class:• review of what was

done in planning stage; • students share ideas

verbally; and• teacher serves as scribe

writing down the student’s ideas.

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Plan and Draft a Fictional Narrative Independently

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Students:• Apply what they’ve learned.• Write another version of the story on their own.• Are reminded of the three- step writing process.• Can refer to brainstorming ideas.• Use Story Elements template for planning• Receive teacher support if they are not ready to

write independently

Editing• Students volunteer to have

their piece edited by the class.

• Peers offer suggestions.• Teacher conferences with

student.• Student self-assesses using

checklist specific to text type.

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Editing• Students are taught how to

edit.• Editing is practiced as a

class.• Mr. Mowse asks for help.• Students contribute to

make his piece better.• Students are taught editing

conventions.

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Five Features of Teaching Writing in CKLA

1. Carefully sequenced progression of skills that are scaffolded, modeled, and taught in steps.

2. Opportunities for instruction in group or partner setting prior to independent application.

3. Instruction is consistent, building automaticity.4. Each lesson builds on previously taught skills.5. Oral activities take place before written activities.

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Standards Activity

• Look at your grade level’s writing standards– Note the expectations of students at your level– What specific genres are students required to

produce?– What did you do in your classroom to help your

students meet those requirements this year?• Discuss with your table & share out with the

group

CKLA, Writing, and the Common Core StandardsExamining Alignment

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Kindergarten

• Dictation• Tracing, Copying• Shared writing (class charts, class stories and letters, class books,

timelines, etc.)

• Free writing• Drawing• Labeling

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I Do: What Standards are Addressed?

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Grade One

• Drawing with Sentence Writing• Word and Sentence Dictation• Instructional Writing (How to write instructions)

• Descriptive Writing (How to write descriptions)

• Fictional Narrative • Personal Narrative• Friendly letter• Opinion Paragraph/Persuasive Writing

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We Do: What Writing Standards Are Addressed?

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Grade Two• Drawing and describing or labeling• Writing prompts• Fictional narrative• Narrative book report• Personal narratives• Friendly letter• Instructional writing• Descriptive paragraphs • Persuasive writing• Note-taking

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You Do: What Standards are Addressed?

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Lesson Review Activity• Choose a grade level (K, 1, 2)

– Read through the lesson at that grade level– Work to answer the following questions

• What types of lessons are included?• What do you need to prepare in advance?• What do the students already need to know?• What is the objective of the lesson and how will you know that they met

the objective?• How are you going to help your struggling students?• What can you do to challenge the higher students?• Record your responses on chart paper.

– Choose one person from your group to share about your lesson.

• Discuss with your group how the K, 1 & 2 lessons you hear about are aligned.

The CKLA Instructional Path

The CKLA Instructional Path

• Data-based

• Explicit and Systematic

• Individualized Support through Teacher Interactions, Small Groups, Centers

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Sample Instructional Path

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“Road Blocks”

• Discuss with your group any road blocks that may make it difficult for you/your school to implement the skills strand.

• Record your “Road Blocks” onto a post it note.

“If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it.”Michael Jordan

Questions?

Role PlayActivity

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Preparing Your Team for Role Play

• Form groups of 4 that include one teacher, plus 3 members (observers) of a single grade level.

• As a group, select one of the lesson types we have previously discussed to use for role play:– Basic code– Tricky Word– Advanced Code: Spelling Alternative– Advanced Code: Tricky Spelling

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Round 1

• One teacher will demonstrate the “introduction” of the lesson.

• Led by the observers, follow the “Conversation Protocol.”

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Three Part Conversation Protocol

1. Teacher: Identify 1–2 behavioral/objective elements of the lesson implementation that demonstrate high-quality/fidelity implementation as defined by the checklist.

2. Observer #1: Pose a question to the “teacher” about an area of the lesson implementation that was missing or confusing.

3. Observer #2: State an idea for refining, adding to, or building upon the lesson implementation.

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Round 2

• A different teacher will demonstrate the “Introduce” part of the lesson.

• Led by the Observer, follow the “Conversation Protocol.”

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Three Part Conversation Protocol1. Teacher Observer #1: Pose a question to the

“teacher” about an area of the lesson implementation that was missing or confusing.

2. Observer #1 Observer #2: State an idea for refining, adding to, or building upon the lesson implementation.

3. Observer #2 Teacher: Identify 1–2 behavioral/objective elements of the lesson implementation that demonstrate high-quality/fidelity implementation as defined by the checklist.

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Round 3

• A different teacher will demonstrate the “Practice / Support” part of the lesson.

• Led by the Observer, follow the “Conversation Protocol.”

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Three Part Conversation Protocol

1. Teacher Observer #1 Observer #2: State an idea for refining, adding to, or building upon the lesson implementation.

2. Observer #1 Observer #2 Teacher: Identify 1–2 behavioral/objective elements of the lesson implementation that demonstrate high-quality/fidelity implementation as defined by the checklist.

3. Observer #2 Teacher Observer #1: Pose a question to the “teacher” about an area of the lesson implementation that was missing or confusing.