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 K2 ELA instruction.

4. Participants will be able to identify the student learning goals that will be covered grade-by-grade (K2) 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 CKLANY. 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

Facilitator Preparation

Section 1: Examining a Basic Code Lesson and Creating a Checklist

25 minutes

Instructors will model dissection of a Basic Code lesson identifying critical behaviors for implementation.

PPT:

1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonTypes.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

Section 2: Examining a Tricky Word Lesson and Creating a Checklist

45 minutes

Instructors will guide dissection of a Tricky Word lesson identifying critical behaviors for implementation.

PPT:

1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonTypes.pptx

Handouts:

1. BlankChecklist_TrickyWordLesson

2. Checklist_TrickyWordLesson

3. GradeK_TrickyWord

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 Advanced Code lesson identifying critical behaviors for implementation.

PPT:

1. 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

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_KeyLessonTypes.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. Grade1_ReadingLessonAnecdotal

11. BlankChecklist_CloseRead

12. Checklist_CloseRead

13. Grade2_BasicCode&CloseReadLesson

14. 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

1. Gain knowledge in how to dissect a Basic Code lesson for planning and implementation purposes

Materials used include:

1. NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes.pptx

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:

CondensedLessonTypes

Slide 4

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:

BlankChecklist_BasicCodeLesson

Slide 8

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