Overwhelm the Problem: Understanding Comprehensive Language Arts Instruction in the Era of the Common Core (The Three Pillar Model)
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute
· The purpose of this May 2013 Pilot Training/Network Team Institute is to provide a general understanding of CKLA-NY program and it’s design, link CKLA-NY to the comprehensive model of language arts instruction, as discussed by the State, (i.e., the Three Pillar Model), and to support participants in beginning to use the Listening and Learning strand of materials.
High-Level Purpose of this Session
· David Liben discusses the context for the curricular change to P-2 ELA instruction and presents an organizing framework- the Three Pillar Model- for a comprehensive language arts approach which is consistent with the best knowledge we have from research and the intent behind the CCLS standards.
Related Learning Experiences
· This training is the first in a series of trainings on the use of CKLA-NY. It provides background knowledge that will be relevant to upcoming trainings on implementing 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?1. Participants will be able to articulate key reasons that language arts curricula must shift within the CCLS context. (i.e., will articulate what is meant by “overwhelm” the problem).
2. Participants will be able to identify the Three Pillars of a comprehensive ELA program.
3. Participants will be able to accurately identify the purpose of each Pillar in terms of young children’s language arts development. / Participants will demonstrate knowledge and skills related to the learning objectives through completed activities and in-session discussions.
Session Overview
Section / Time / Overview / Prepared Resources / Facilitator PreparationSession 1: Overwhelm the Problem (Liben). / 9:30-10:15 / David Liben discusses the context for the curricular change to P-2 ELA instruction and presents an organizing framework- the Three Pillar Model- for a comprehensive language arts approach which is consistent with the best knowledge we have from research and the intent behind the CCLS standards. / There will be video available of his presentation for turnkey purposes.
Session Roadmap
Section: 1 The Three Pillar ModelOverwhelm The Problem / Time: 45 minutes
In this section, participants will consider New York’s vision for comprehensive language arts instruction in P-2. / Slides from David Liben as well as footage of his presentation will be available for turnkey purposes. The slides below represent slides that may be used to organize the excerpts of video of David Liben
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
Slide 5 / Key point:
1. Introduction to David Liben.
(Note, slides 1-4 reflected administrative protocols for the NTI sessions but are not necessary for turnkey).
Slide 6 / Key Point:
1. David Liben discusses critical components in Foundational Skills instruction.
Slide 7 / Key Point:
1. David Liben discusses the importance of shared interactive read alouds as a standard practice in the P-2 classroom.
Slide 8 / Key Point:
1. David Liben discusses the need and purpose of guided reading and its importance to a comprehensive approach.
2. David discusses how this model continues to prioritize guided reading, but shifts its role and goals within the classrooms implementing the NY curricula.
Use the following icons in the script to indicate different learning modes.
Video / Reflect on a prompt / Active learning / Turn and talkTurnkey Materials Provided
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Additional Suggested Resources
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