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Amplify.
CKLA 2nd Edition 1-Day
Initial Training for Teachers
Gr
ades K-2
Name:
_______________________________________
Agenda
Objectives
• Welcome
• The Two Strand Approach
• CKLA Materials
• Skills Strand
o Design Principles
o Unit Introduction
o Lesson Components
o CKLA
Approach to Spelling and Tricky Words
• Knowledge Strand
o Design Principles
o Unit Introduction
o Lesson Components
• Writing
• Assessments
• Product Enhancements
• Q&A
• Closing
• Choose one CKLA design principle that has the greatest impact on student achievement.
• Identify 2-3 "look fors" in Skills and Knowledge lesson videos.
• Teach key lesson routines with 80 percent accuracy based on the observation "look fors"
in a grade-appropriate lesson.
• List 2-3 CKLA Skills and Knowledge routines that are new to your teaching practices.
Directions to access 'Training Resources' on the CKLA
Professional Learning Site:
1.
Go to ckla.amplify.com/professionallearning.
2.
Click ‘Login with Amplify.’
3.
Type your username and password and click ‘Log in.’
4.
Click ‘Training resources.’
5.
Click ‘Amplify CKLA: 2nd Edition Foundation Sessions.’
6.
Click ‘1-Day Initial Training.’
7.
Choose your grade-level from the drop down menu.
- 3 -
The Two Strand Approach
Directions: Record all the items you can remember.
Fill in the Blank
Directions: Use the correct word from the word bank to complete the sentence.
memory cognitive working overload
_________________________ __________________________ can only store 3-5 bits of information
for about 10 seconds.
This game caused _________________________ __________________________ because I was
trying to store too much information in my working memory at one time.
- 4 -
CKLA Materials Note Catcher
Material
Purpose
Knowledge Strand
Teacher Guide (
Grades K-2)
Flip Books (
Grades K-2)
Image Cards (
Grades K-2)
Student Activity Book (
Grades K-2)
Skills Strand
Teacher Guide (Grades K-2)
Student Reader (Grades K-2)
Picture Reader (Grade K)
Student Activity Book (Grades K-2)
Big Books (Grades K-1)
Large Letter Cards (Grades K-1)
Sound Cards and Sound Card Posters (Grade K)
Chaining Folders (Grade K)
Small Letter Cards (Grade K)
- 5 -
Material
Purpose
Consonant/Vowel Code Flipbooks and Spelling
Cards (Grades 1-2)
Individual Code Charts (Grades 1-2)
Timeline Card Set (Grade 2)
CKLA Resource Site
Login Information Grade-Level
Materials
Professional
Learning Tab
CKLA Hub Other Resources
- 6 -
CKLA Design Principles: Skills Strand
1. Teaches the distinction between sounds and spellings using most frequent or least
ambiguous sounds first.
CKLA begins phonics instruction by starting with the sounds first then attaching those sounds to
spellings. CKLA’s synthetic phonics approach begins by teaching the most common or least
ambiguous spelling for a sound (basic code spelling); later it teaches spelling alternatives for
sounds that can be spelled in different ways. The system is kept simple at first and complexity is
added bit-by-bit as students gain confidence and automatize their reading and writing skills. In
CKLA, all 150 spellings for the 44 sounds in English will be taught in an intentionally sequenced
progression from Kindergarten through Grade 2. In Grade 3, foundational skills continue to be
reinforced, with a new emphasis on word morphology.
2. Systematic practice and reinforcement of code-related skills is necessary for building
automaticity.
Collectively, research points to practice experiences that are successful (thus motivating), that
allow for the building of automaticity within basic foundational skills (thus intense and consistent),
and that build capacity to extend skills into varied contexts as critical to build automaticity with the
code. Typically, practice experiences in reading do not sufficiently integrate these three
parameters of practice and tend to emphasize one over the other. However, the CKLA phonics
program was designed with the cognitive science of practice in mind; it explicitly weaves in all
three dimensions of systematic practice across lessons, units, and grades. In K-2, the program
teaches children 150 spellings for the 44 sounds of English. It introduces an average of 5-10 sound-
spelling relationships within each unit of instruction; each unit lasts approximately 2-3 weeks. The
program provides daily lessons in phonics. The lesson formats vary, but in every lesson, there is
practice in the basic sound-spelling relationship(s) of focus, which includes a fairly intensive set of
activities to further practice these relationships (e.g. approximately 15 minutes daily of writing,
spelling and word-level reading and word sorting, using sound-spellings that were just taught).
Then, each day, children are given the chance for extended practice through independent and/or
small group reading or writing activities. These opportunities for extended practice reflect
naturalistic activities where children are building other skills, such as grammatical skills related to
sentence activities, genre writing, or reading and reading comprehension. For example, children
may be responding to questions from texts, using words in sentence-level work, or applying their
knowledge of sound-spelling correspondences with the plan, draft and edit processes of various
writing genres that they are taught.
One of the most unique aspects of extended practice afforded by CKLA are the
Student Readers
.
In K-2, children read chapter books that are 100% decodable because they correspond to the unit
of phonetic instruction in which they are placed. CKLA’s developers designed their own books
because they wanted to create texts that offered children extended reading practice that was both
mastery oriented and engaging. In other reading programs, it is common to use books that may be
engaging, but only loosely related to the phonetic code children know.
3.
Directly instructs in the oral language skills (blending & segmenting) that underlie and
parallel reading and writing skills.
Students need lots of practice to automatize their knowledge and use the sound-spelling
correspondences that they have learned to read and spell. Students must be able to hear, identify,
differentiate, and manipulate phonemes as a precursor to formal phonics instruction. Beginning in
Kindergarten, CKLA focuses on sounds, or phonemes, as the primary organizing principle of the
program, rather than spellings (or letters). Letter names are only avoided in the early Kindergarten
lessons; students will be introduced to sound-spelling correspondences as the program
progresses.
This is often referred to as the “sounds-first approach.” Students first familiarize themselves with
a particular sound through a variety of oral activities, before attaching that sound to a spelling. For
example, in first grade, students practice the /oi/ sound by repeating words that contain that
sound. The teacher then shows them how to spell /oi/ as ‘oi.’
Directions: In your own words, summarize your assigned design principle below. Jot notes on
how your principle promotes equity among students.
- 8 -
Skills Unit 1 Curriculum Map: Guiding Questions
What are the three most important things students will learn in this unit?
1.
2.
3.
What is one thing you are excited to teach in this unit?
- 9 -
LESSON
12
BASIC CODE
Introduce /oi/ › ‘oi’
PRIMARY FOCUS OF LESSON
Foundational Skills
Students will review the following sound/spellings: /a/ > ‘a’, /ae/ > ‘a_e’, /i/ > ‘i’,
/ie/ > ‘i_e, /u/ > ‘u_e’, /e/ > ‘e’, /ee/ > ‘ee’, /ou/ > ‘ou’, /oo/ > ‘oo’, /oo/ > ‘oo’.
[RF.1.3c]
Students will hear and say the /oi/ vowel sound at the beginning, middle, and end
of words.
[RF.1.2c]
Students will read and write one-syllable words spelled with the vowel digraph
/oi > 'oi'. [RF.1.3b; RL.1.1]
Reading
Students will read “The Bag of Coins” with purpose and understanding, and will
answer literal, inferential, and evaluative questions about key details in the text.
[RF.1.4a; RL.1.1; RL.1.3]
FORMATIVE ASSESSMENT
Observation Anecdotal Reading Record "The Bag of
Coins" (Group 1)
[RF.1.4a]
Observation Discussion Questions "The Bag of Coins"
[RL.1.3]
Activity Page 12.2 Story Questions “The Bag of Coins” (Group 2)
[RL.1.1]
- 10 -
LESSON AT A GLANCE
Grouping Time Materials
Foundational Skills
Warm-Up: Review Vowel Spellings
(Phonics)
Whole Group 10 min. ❏ Large Letter Cards: ‘e’, ‘a’, ‘i’, ‘u’, ‘ee’,
‘ou’, ‘oo’
Introduce the Sound /oi/
(Phonological Awareness)
Whole Group 5 min.
Introduce the Spelling /oi/ > 'oi'
(Phonics)
Whole Group 15 min. ❏ Vowel Code Flip Book
❏ Spelling Card for ‘oi’>/oi/ (oil)
❏ Individual Code Chart
❏ green markers
Practice /oi/ > 'oi' (Phonics) Whole Group 10 min. ❏ Activity Page 12.1
Reading
Introduce the Story Whole Group 5 min. ❏ Fables Big Book
Read “The Bag of Coins” Small Group/
Partner
15 min. ❏ Fables Reader
❏ Activity Page 12.2
Take-Home Material
Practice Pack ❏ Activity Page 12.3
- 11 -
Skills: Lesson Components
Warm-Up
(Video notes on the next page.)
Warm-Up Practice (10 minutes)
• Does the teacher complete the lesson component as intended (i.e., as a
phonemic awareness or phonics activity)?
• Does the teacher maintain a quick pace?
- 12 -
Video Notes
As you watch the Warm-Up video, please respond to the following questions:
1. How does this lesson component demonstrate that CKLA was built around a systematic
practice of code-related skills necessary for building automaticity?
2. What foundational skill(s) are the students practicing? Check the skill(s) below.
How do you know?
3. Does the teacher ensure sounds are consistently and accurately articulated?
4. What do you notice about the teacher’s pacing?
Skills: Lesson Components
Warm-Up
- 13 -
Skills: Lesson Components
Introducing the Sound and Spelling
- 14 -
Video Notes
As you watch the Introducing the Sound and Spelling video, please respond to the following
questions:
1. How does this lesson component demonstrate the CKLA "sounds first" approach?
3.
Why is correct sound pronunciation critical in this lesson component?
4. What materials do you see the teacher and students using?
Skills: Lesson Components
Introducing the Sound and Spelling
2. What foundational skill(s) are students practicing? Check the skill(s) below.
How do you know?
- 15 -
Skills: Lesson Components
Practice

L


\/





Introduce the Sound & Spelling Practice (10 minutes)
• Does the teacher use the correct sound pronunciation?
• Does the teacher introduce the sound first and then
attach the sound to a spelling?
Skills: Lesson Components
Reading
- 18 -
- 19 -
Skills: Lesson Components
Reading
Video Notes
As you watch the Reading video, please respond to the following questions:
1. How does this lesson component align with the design principle that states: Systematic
practice and reinforcement of code-related skills are necessary to building automaticity?
2. What foundational skill(s) are students practicing? Check the skill(s) below.
How do you know?
4. What materials do you see the teacher and students using?
3. How does the teacher set students up for success with the chapter?
- 20 -
- 20 -
Dolch Sight Word List and CKLA Tricky Words
Kindergarten
Unit Dolch Words decodable at end of unit Dolch Words taught as Tricky Words Tricky Words taught not on Dolch List
1
--
--
--
2
--
--
--
3 am, at, did, got, it one, two, three
--
4
an, and, can, get, had, him, hot, if, its, in,
on, not, sit, ten
the, a, and
--
5
ask, big, but, cut, let, ran, red, run, six,
us, up, yes
blue, yellow, look
--
6
as, best, fast, has, help, his, is, jump,
just, must, stop, went
I, are, little
--
7
bring, long, much, sing, that,
them, then, this, wish, with
down, out, of
--
8 black, off, pick, shall, tell, well, will funny, all, from, was
--
9
--
when, why, to, where, no, what, so,
which, once, said, were, here, there
word, says
10
ate, came, five, gave, green, keep,
like, make, made, ride, see, sleep,
take, those, three, use
he, she, we, be, me, they, their, my, by,
you, your
--
By the end of Kindergarten, children can read 109 of the 220 Dolch Words (either because they are decodable or have been taught as Tricky Words.)
First Grade
Unit Dolch Words decodable at end of unit Dolch Words taught as Tricky Words
Tricky Words taught not on Dolch List
1
am, an, and, ask, at, ate, best, big,
black, bring, but, came, can, cut, did,
fast, five, gave, get, got, green, had,
has, help, here, him, his, hot, if, in, is,
it, its, jump, just, let, long, much,
must, off, on, not, pick, ran, red, run,
shall, sing, sit, six, stop, tell, ten,
that, them, then, this, up, us, went,
will, well, wish, with, yes
(Review of Kindergarten words) one,
two, three, the, a, and, blue, yellow,
look, I, are, little, down, out, of,
funny, all, from, was, when, why, to,
where, no, what, so, which, once,
said, were, here, there, my, by, is,
who, some
word, says
2
ate, came, five, gave, green,
keep, like, make, made, ride, see,
sleep, take, those, three, use
(Review of Kindergarten words) he,
she, be, me, we, they, their, you, your
--
3
draw, found, good, look, our, out,
round, saw, soon, too
have, down, could, would, because should
4
after, better, far, for, her, into, myself,
never, or, seven, start, under, upon
today tomorrow, yesterday
5 write how picture, stagecoach
6 drink, thank, think, white
--
cow
7 goes, may, play, say
--
Hidalgo, gracias, Carlos, Gomez,
Mexico, talk
- 22 -
Second Grade
Unit Dolch Words decodable at end of unit Dolch Words taught as Tricky Words Tricky Words taught not on Dolch List
1
am, an, and, ask, at, ate, best, big, black,
bring, but, came, can, cut, did, fast, five,
gave, get, got, green, had, has, help, here,
him, his, hot, if, in, is, it, its, jump, just, let,
long, much, must, off, on, not, pick, ran,
red, run, shall, sing, sit, six, stop, tell, ten,
that, them, then, this, up, us, went, white,
will, well, wish, with, write, yes
(Review of K/1 words) a, be, could, do,
down, from, he, how, me, of, once,
one, said, she, the, there, to, two, was,
we, what, where, why, would
word, says, should
2
ate, came, five, gave, green, keep, like,
make, made, ride, see, sleep, take,
those, three, use, draw, found, good,
look, our, out, round, saw, soon, too, far,
are, start, or, for, four, before, better,
over, after, never, together, under, her
(Review of K/1 words) all, are, by,
my, go, no, have, so, I, their, they,
were, who, you, your, some
street
3
go, goes, both, cold, hold, open, over,
own, no, so, may, play, say, saw
--
minute
4
hurt, by (becomes decodable), my
(becomes decodable), why (becomes
decodable), myself, fly, light, right, show,
down, own, brown, grow, know, now,
yellow, how (becomes decodable), draw,
saw, been, funny, many, only, live
walk building, grownup, people, statue
5
about, again, around, away, because, said
--
against, alphabet, break, bridge,
castle, death, edge, eyes, father,
kingdom, schwa, sword, water, wizard
6
know, laugh new
Americans, Andrew, bomb, broad, early,
Europe, Fort McHenry, Great Britain,
imagine, native, New Orleans, shoe,
signature, soldier, special, war,
Washington, whose
- 23 -
Knowledge Unit 1 Curriculum Map: Guiding Questions
What is the main goal of this unit?
What is one thing you are excited to teach in this unit?
- 24 -
Full Knowledge Lesson (10 minutes)
• How does the teacher engage students throughout the Read-Aloud?
• Does the teacher read the text as written in the Teacher Guide?
- 25 -
Knowledge Unit Introduction
Knowledge Lesson Structure
Component
Segments
Notes
Introducing the
Read-Aloud
What have we
already learned?
Where are we?
Read-Aloud
Purpose for Listening
Read-Aloud Text
Comprehension
Questions
Word Work
Application Application Activity
Knowledge: Lesson Components
Full Lesson
Video Notes
As you watch the Knowledge lesson video, please respond to the following questions:
1. How does the structure of the lesson promote student comprehension of the text?
2. What engagement techniques does the teacher use?
How does the
Application Activity
allow students to apply and extend their learning from
the
Read-Aloud
?
3.
- 26 -
Writing: Grade K
Writing Across a Unit
Writing exists in both the Skills and Knowledge Strands in Grade K. Read below to see the types
of writing students will encounter in Grade K, Skills Unit 3 and Knowledge Unit 3.
Unit Skills Knowledge
3
Writing:
In this unit, handwriting is integrated with
the introduction of basic code sounds and
their letter symbols. Students are also
learning that letter symbols can be
combined to form words, and that the
letters in a word are written from left to
right. Students practice writing CVC words
connected with daily phonics instruction.
Writing in the Stories Unit:
Students focus on retelling literary text,
including story elements and sequencing
events. Students participate in a shared
writing activity to retell a story using
images as a guide and complete graphic
organizers in other shared activities.
Sentence frames are used to help students
write opinions about what makes a hero
and about their favorite character. Pausing
Points and Culminating Activities include
opportunities for student writing.
How does the writing in the Skills and Knowledge Strands connect to one another?
- 27 -
We are now going to dive deeper into the writing in the Knowledge Strand to see how CKLA
scaffolds writing instruction over the course of the unit to ensure student success with the final
performance task.
On the next pages you will see excerpts from Grade K, Knowledge Unit 3. These excerpts will be
from the
Teacher Guide
, as well as the
Student Activity Book
. Work with a partner to review these
samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.
Knowledge Unit Introduction
What types of writing will students experience during this unit?
(Continued on next page.)
- 28 -
Teacher Guide excerpt – Knowledge Unit 3, Lesson 1
(Continued on next page.)
- 29 -


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

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

  





      
Take-Home Material


(Continued on next page.)
- 30 -
What writing skills are taught in this lesson?
How does this lesson help build toward student success with the formal writing piece for the unit?
(Continued on next page.)
- 31 -
Student Activity Book – Knowledge Unit 3, Lesson 2 (Be sure to read the directions on the side!)
(Continued on next page.)
- 32 -
Students are asked to complete this Activity Book page in Lesson 2. How does Lesson 2 build
on Lesson 1?
How do these graphic organizers help build toward student understanding of the literary
genre, which is the focus for this unit?
What did you learn about CKLA’s approach to formal writing after reviewing these organizers?
(Continued on next page.)
- 33 -
In Knowledge Unit 3, Lessons 3 and 4 students continue to practice sequencing events. Then, in
Knowledge Unit 3, Lesson 5 students analyze actions of a character. In Knowledge Unit 3, Lesson
6 students write their opinion about a hero. In Knowledge Unit 3, Lesson 7, students analyze the
actions of a character. Finally, in Knowledge Unit 3, Lesson 8, students state an opinion about
and describe the main character. Here is the Student Activity Book page from Lesson 9:
(Continued on next page.)
How does this graphic or
ganizer help build toward student success with understanding the literary
genre?
How do lessons 1-8 scaffold towards student success with this graphic organizer?
What did you learn about CKLA’s approach to formal writing after reviewing these lessons?
- 35 -
Writing: Grade 1
Writing Across a Unit
Writing exists in both the Skills and Knowledge Strands in Grade 1. Read below to see the types of
writing students will encounter in Grade 1, Skills Unit 3 and Knowledge Unit 3.
Unit Skills Knowledge
3
Formal Writing: Narrative
Students are introduced to the writing
process when they plan, draft, and edit a
narrative. They draw on the knowledge they
gained about literary texts from previous
Knowledge units, such as Fables and
Stories , and use the same story map to
plan their writing. Students use the four-
step writing process to plan, draft, edit, and
publish a book report.
Writing in the Different Lands, Similar
Stories unit
Students focus on retelling narrative text
with a focus on story elements, including
characters, setting, plot, and conflict.
Students participate in a shared writing
activity to complete graphic organizers,
with a focus on Venn diagrams to compare
and contrast stories. Other writing
activities include drawing the Read-Aloud.
Pausing Points and Culminating Activities
include additional opportunities for student
writing.
How does the writing in the Skills and Knowledge Strands connect to one another?
- 36 -
We are now going to dive deeper into the writing in the Skills Strand to see how CKLA scaffolds
writing instruction over the course of the unit to ensure student success with the final performance
task.
On the next pages you will see excerpts from Grade 1, Skills Unit 3. These excerpts will be from the
Teacher Guide
, as well as the
Student Activity Book
. Work with a partner to review these samples
to get a feel for how writing in CKLA is gradually released to students throughout a unit.
Skills Unit Introduction
What is the formal writing piece for this unit?
(Continued on next page.)
Teacher Guide Excerpt – Skills Unit 3, Lesson 2
(Continued on next page.)
- 38 -















Note: 







Narratives
 




(Continued on next page.)
- 39 -
(Continued on next page.)
- 40 -
What writing skills are taught in this lesson?
(Continued on next page.)
- 41 -



















 







Take- Home Material




(Continued on next page.)
- 42 -
(Continued on next page.)
What writing skills are taught in this lesson?
How does this lesson help build toward student success with the formal writing piece for the unit?
- 43 -
Student Activity Book – Skills Unit 3, Lesson 3
(Continued on next page.)
- 44 -
Students are asked to co mplete this Activity Book page in Lesson 2. How does Lesson 2 build
on Lesson 1?
How do these graphic organizers help build toward student success with the formal writing
piece for the unit?
What did you learn about CKLA’s approach to formal writing after reviewing these organizers?
(Continued on next page.)
- 45 -
In Skills Unit 3, Lesson 4 students edit their draft. Then, if we skip ahead to Skills Unit 3,
Lesson 6 students complete a plan and draft a book report, using the following Student
Activity Book pages:
(Continued on next page.)
- 46 -

 
6 • 3
Ac Page
Name:




0



] Once


� -----------------------




£ -----------------------


-----------------------

1

u

a
(Continued on next page.)
- 47 -
In Skills Unit 3, Lesson 7 students edit their draft. Then, in Skills Unit 3, Lesson 8 students
write a final copy.
How does these graphic o
rganizers help build toward student success with the formal writing piece
for the unit?
How do lessons 2-8 scaffold towards student success with the book report?
What did you learn about CKLA’s approach to formal writing after reviewing these lessons?
- 48 -
Writing: Grade 2
Writing Across a Unit
Writing exists in both the Skills and Knowledge Strands in Grade 2. Read below to see the types
of writing students will encounter in Grade 2, Skills Unit 3 and Knowledge Unit 3.
Unit
Skills Knowledge
3
Formal Writing: Personal Narrative
Students plan, draft, edit and revise a
personal narrative about an event that
actually happened to them.
Informal:
shared writing, responses to text,
graphic organizers, Pausing Points
The Ancient Greek Civilization Formal
Writing: Narrative
Students plan, draft and edit a fictional
narrative about someone living in the time
of ancient Greece.
Informal:
opinion,
notes,
graphic
organizers,
responses
to
text,
Pausing
Points,
Culminating
Activities
How does the writing in the Skills and Knowledge Strands connect to one another?
- 49 -
We are now going to dive deeper into the writing in the Skills Strand to see how CKLA scaffolds
writing instruction over the course of the unit to ensure student success with the final performance
task.
On the next pages you will see excerpts from Grade 2, Skills Unit 3. These excerpts will be from the
Teacher Guide
, as well as the
Student Activity Book
. Work with a partner to review these samples
to get a feel for how writing in CKLA is gradually released to students throughout a unit.
Skills Unit Introduction
What is the formal writing piece for this unit?
(Continued on next page.)
- 50 -
Teacher Guide Excerpt – Skills Unit 3, Lesson 21
(Continued on next page.)
- 51 -



Who? What? When?
Where?Why?
8 




 





(Continued on next page.)
- 52 -
 
8 
 

 






 
















(Continued on next page.)
- 53 -
What writing skills are taught in this lesson?
How does this lesson help build toward student success with the formal writing piece for the unit?
(Continued on next page.)
- 54 -
Student Activity Book – Skills Unit 3, Lesson 22
(Continued on next page.)
- 55 -
Students are asked to complete this Activity Boo
k page in Lesson 22. How does Lesson 22 build
on Lesson 21?
How does these graphic organizers help build tow
ard student success with the formal writing piece
for the unit?
What did you learn about CKLA’s approach to for
mal writing after reviewing these organizers?
(Continued o
n next page.)
- 56 -
In Skills Unit 3, Lesson 23 students draft their personal narrative. Then, in Skills Unit 3,
Lesson 24 students edit and revise their personal narrative.
How does these graphic organizers help build to
ward student success with the formal writing piece
for the unit?
How do lessons 2-8 scaffold towards student success with the book report?
What did you learn about CKLA’s approach to formal writing after reviewing these lessons?
- 57 -
Amplify CKLA Assessments
Long Cycle
(across marking periods, semesters,
etc.)
Medium Cycle
(between units)
Short Cycle
(within and between lessons)
• Beginning of the Year (Skills)
• Middle of the Year (Skills)
• End of the Year Assessment
(Skills)
• Skills Unit Assessment
• Knowledge Unit Assessments
• Formative Assessments
(identified in the lesson)
• Check for Understandings
(identified in the lesson)
Purpose: Purpose: Purpose:
Remediation and Enrichment Remediation and Enrichment Remediation and Enrichment
• Assessment and Remediation
Guide
• Pausing Point (Skills)
• Culminating Activities
(Knowledge)
• Sidebar supports
• Additional support activities
(Skills)
• Pausing Point (Knowledge)
- 58 -
Amplify.
CKLA Assessment Overview
Strand Assessment Purpose How Data is Used
Knowledge
Formative
Assessment
Identified at the beginning of the lesson,
used to determine individual student and
class progress towards mastery of
identified primary focus objective(s).
• Informs future whole group instruction
Checks for
Understanding
Monitors individual student and class
progress towards mastery of primary focus
objectives.
• Informs in-the-moment and future whole
group instruction
Exit Pass
Completed at the end of a lesson, used to
determine individual student and class
progress towards mastery of identified
primary focus objective(s).
• Informs future whole group instruction
Pausing Point
Assess all students’ mastery of literacy
skills, knowledge, and vocabulary covered
in the first half of a unit.
• Informs teacher choice of Pausing Point
Activities
• Can be used as a grade
Unit Assessment
Assess all students’ mastery of literacy
skills, knowledge, and vocabulary covered
in a unit.
• Informs teacher choice of Culminating
Activities
• Can be used as a grade
- 59 -
Amplify.
Strand
Assessment
Purpose
How Data is Used
Skills
Formative
Assessment
Identified at the beginning of the lesson,
used to determine individual student and
class progress towards mastery of
identified primary focus objective(s).
• Informs future whole group instruction
Checks for
Understanding
Monitors individual student and class
progress towards mastery primary focus
objectives.
• Informs in-the-moment and future whole
group instruction
• Informs small group instruction
Unit Assessments
Assess all students’ mastery of
foundational literacy skills that have been
explicitly taught in a unit.
• Informs teacher choice of Pausing Point
Activities
• Informs small group instruction
• Can be used as a grade
BOY Assessment
Assess all students for grade level
readiness for CKLA.
• Identifies gaps in student
learning/understanding
• Provides guidance for student groupings
• Informs small group instruction
MOY Assessment
Assess all students on grade level content
taught to mid-year.
• Identifies gaps in student
learning/understanding
• Informs small group instruction
EOY Assessment
Assess all students on grade level content
taught throughout the entire year.
• Identifies gaps in student
learning/understanding
- 60 -
Amplify.
Supporting All Learners: Skills Strand
Support sidebars
provide ideas to
support all learners
in understanding
challenging concepts
from the lesson.
- 61 -
Amplify.
Supports are provided for English Learners
for students considered Entering/Emerging,
Transitioning/Expanding and Bridging.
- 62 -
Amplify.
Challenge sidebars
provide ideas to
engage students in
more rigorous
thinking, when
appropriate.
- 63 -
Amplify.
Additional Support
activities exist at the
end of each lesson to
provide additional
practice opportunities
for students who have
not mastered the
lesson objectives
(see next page).
- 64 -
Amplify.
- 65 -
Amplify.
Supporting All Learners: Knowledge Strand
The Knowledge Strand also contains Support, Challenge, and
English Learner sidebars. The Knowledge Strand does not contain
Additional Activities for students.
- 66 -
CKLA Elevator Speech
________________________________________________________
(Who)
________________________________________________________
(What)
________________________________________________________
(When)
________________________________________________________
(What)
________________________________________________________
(Why)
Example:
Teachers
use the CKLA curriculum in their daily instruction to teach foundational
skills, reading, writing and grammar, because the curriculum is based on the science of reading
and the teachers add in the art!
- 67 -
• Enhancing Observations for Instructional Leaders, K-5 (½ Day)
K-
2 Teachers
• Enhancing Planning & Practice, K-2 Teachers (½ Day)
• Small Group Instruction, K-2 Teachers (½ Day)
• Writing, K-2 Teachers (½ Day)
L-
5 Teachers
• Enhancing Planning & Practice, 3-5 Teachers (½ Day)
• Small Group Instruction, 3-5 Teachers (½ Day)
• Writing, 3-5 Teachers (½ Day)
M-
5 Teachers
• Enhancing Planning & Instruction for English Language Learners, K-5 Teachers (½ Day)
• Enhancing Planning & Instruction for Students with Special Needs, K-5 Teachers (½ Day)
Session Survey
https://www.surveymonkey.com/r/CKLAInitialTraining
Amplify Educational Support Team
Today’s Presenter:
_________________________________________________________
Email:
____________________________________________________________________
Technical Support: help@amplify.com
Pedagogical Support: edsupport@amplify.com
Phone:
Call toll-free at (800 823-1969
Monday through Friday, 7am to 7pm ET
Live Chat! On ckla.amplify.com
Monday through Friday, 7am to 7pm ET
Facebook! Search "Amplify Core Knowledge Language Arts" and "Science of Reading"
Strengthening Professional Development Opportunities:
Instructional Leaders
- 68 -
Appendix
Knowledge Lessons: Important Points to Remember
Introducing the Read-Aloud
• This lesson component sets students up for success by activating students’
background knowledge, as well as provide any essential background
information and vocabulary needed to comprehend the text.
Read-Aloud
• Read the text as written and quickly paced to keep students’ attention.
• Use a variety of quick discussion techniques for the comprehension questions that are
embedded within the lesson.
• Add costumes, artifacts, and digital media to bring Read-Alouds to life!
• The goal is to expose students to new content. Students are not expected to fully master
content after hearing one text, rather, they will build an understanding through multiple
texts.
Comprehension Questions
• Intended to aid students in their comprehension of the key components of the text.
• Use a variety of student engagement strategies to increase student-to-student discourse
during the discussion, such as Think-Pair-Share, small group discussion, kinesthetic
responses, and Socratic Seminar.
• Includes a variety of literal, inferential, and evaluative questions.
Word Work
• An opportunity for students to practice the correct use of a key vocabulary word.
• Students experience a gradual release where they learn the meaning of a word and hear it
used in a sentence before practicing independently.
• An opportunity for your students to stand up and move around the room.
Application Activity
• The Application Activity allows students synthesize, extend, and apply what they learned
during the Read-Aloud and comprehension discussion.
• Various activities that include writing, drawing, and acting.
• Application Activities often build off one another. (i.e., Students may add to a journal for
multiple Application Activities.)
- 69 -
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