Second Grade Core Knowledge Addendum

Sight Words

Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are

taught throughout the program in a sequence of instruction, unlike previous practice

where sight words were taught in isolation. Traditionally, sight words have been taught in

whole word recognition with no sound-spelling instruction.

The charts attached to this addendum illustrate how each of the Dolch words are presented

within the prescribed program. In CLKA the Dolch Sight Words have taken on new

designations, Tricky Words or Decodable Words. The document outlines the scaffolding of

these words grades K-1.

We suggest sight word instruction occur in relation to the curriculum’s prescribed timeline.

However, if the teacher chooses to introduce sight words as a word study lesson they must

be taught through the lens of the sound-spelling correspondence. This should occur during

the “Introducing the Spelling” or “Tricky Words” sections of the Skills Lessons. If the

teacher chooses to teach a word(s) out of curriculum sequence the teacher should utilize

Tricky Word instructional strategies and/or Introducing Sound instruction strategies found

in the teacher’s guides.

Writing

The Core Knowledge Language Arts (CKLA) Program embeds writing throughout the Skills and

Listening and Learning Strand. In the Skills Strand, teachers are expected to follow the

programs sequenced handwriting, spelling and grammar requirements. In terms of writing

opportunities aligned to the Common Core Standards for opinion (W.2.1), informative (W.2.2)

and narrative (W.2.3) genres, students engage in both independent and shared writing

opportunities through Skills Strand Lessons and Listening and Learning Strand Extensions (B

section).

In order to extend Second Grade writing, a review of the Listening and Learning Strand was

conducted. The findings highlighted the incorporation of writing throughout extension lessons

(B-sections of lessons). In order to further enhance students’ writing opportunities, there are

follow-up activities provided. The chart outlines the domain, extension lesson with embedded

writing, lesson objectives, summary of the activity and suggested follow-up writing activities.

Please note, the follow-up writing activities are to be done in addition to the identified

extension lesson. Instructional time, within and outside the Listening and Learning strand,

should be used to complete the follow-up writing activity.

All follow-up writing activities are aligned to one of the following standards:

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,

supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and

reasons, and provide a concluding statement or section.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Assessment and Progress Monitoring

iReady- iReady will be administered as a beginning of year benchmark (BOY), mid-year

benchmark (MOY), and end of the year benchmark (EOY) for students in grade two. The

data extrapolated from these assessments will be used for small group instruction

during GRAIR time, pull-out instruction from Early Literacy Specialists, push-in

instruction from Early Literacy Specialists and/or other service providers. In grade two

iReady assesses the following areas;

o Phonemic Awareness

o Phonics

o High Frequency Words

o Vocabulary

Listening and Learning Strand Domain Assessment-

o Administered at the end of each Domain

o Data recorded on the Tens Chart Excel Spreadsheet and sent to building

principal and central office on requested date .(Data chart is attached for

your review)

Skills Strand Assessments Unit Assessment-

o Administered at the end of each Unit

o Data recorded on the Tens Chart Excel Spreadsheet and sent to building

principal and central office on requested date .(Data chart is attached for

your review)

Skills Strand Unit 1 Placement Assessments

o Directions for administering the Placement Assessments begins on page 44-

65.

o Placement Assessments are administered during Lessons 6-10.

o Scoring directions are provided at the end of each lesson.

o Data recorded on the Grade 2 Placement Assessment Excel Spreadsheet and

sent to building administrator and central office on requested date.

All Skills Strand and Listening and Learning Strand Student Work

o The Tens Conversion Chart should be used when scoring all Listening and

Learning End of Domain Assessments and Skills Strand End of Unit and

Performance Tasks (unit and other designated assessments).

o The Tens Conversion Chart and interpretation guidelines are provided.

Early Literacy Specialists Support

Utilize DIBELS Beginning of Year (BOY) data to create Tier II and Tier III groups. Administer

progress monitoring to restructure groups and target instruction

The Assessment and Remediation Guide should be used to create learning opportunities and

utilize the attached lesson plan examples as a resource in planning for instruction. The

Assessment and Remediation Guide for grade 2 is a support resource for the skills that have not

been mastered in grades K-2 in the areas of Phonics and Fluency. A Lesson Plan Template is

also included in this section for use in planning lessons geared toward Tier II and Tier III

students. Furthermore, a monthly report template is provided to organize, track, and report

work with students.

At a Glance Purpose

Warm-up Prepare students for instruction and focus students on following directions

Explicit Instruction Teacher directed time to prepare students to engage in instruction.

Guided Practice Provides time to work with and apply the skill with teacher support

Independent Practice Independent practice of the skill or progress monitoring.

Lesson Plan Template

Learning Focus: Skills Strand Unit:

At A Glance Teaching Materials

Warm-up Objective: Warm-Up Lesson:

Explicit Instruction Objective: Explicit Instruction Lesson:

Guided Practice Objective: Lesson to Work with Apply Skills:

Independent Practice

Objective: Independent Practice Lesson:

Portfolios-

Completed coversheet

Writing assignments from each New York State Writing

Standard

iReady Scores: Beginning of Year, Mid -Year, and End of Year

iReady-End of Year Student Summary/Profile

GRAIR- (Guided Reading/Accountable Independent Reading)

GRAIR allows additional literacy time to increase the volume of reading through a variety of

independent and developmentally appropriate small group activities. Guided Reading and

Accountable Independent Reading (GRAIR) can provide the opportunity and space for all of this.

Students can read texts of their choice and get the small group time with their teacher and

peers that will encourage them to stretch to higher levels. Learning is further reinforced,

differentiated and strengthened in this GRAIR block. Students get the practice and materials

they need to progress as readers moving at varied speeds. (Liben and Liben, 2012)

In this strand, which allows for additional literacy time within the school day, teachers can

touch base with their students in developmentally appropriate groupings. During this period,

teachers can have additional time to work with struggling readers to reinforce and cement

learning that many in the class may already have mastered. They can touch base with

accelerated readers to encourage continued progress. Whenever students are away from their

teacher, they can engage with texts of their choosing, whether those are old favorites,

materials from other parts of the day, or the classroom or school library collections.

It is critical to notice that this GRAIR block functions within and adjacent to the learning

experiences provided by a foundational skills program as well as a rich read aloud progression

carefully crafted to build student background knowledge and academic language.

Please do not forget to utilize Waterford during GRAIR time.

There are seven ways to implement GRAIR into the classroom

1. Small Group Instruction

a. Formative assessments

b. Additional support for any area of reading, particularly decoding and fluency in

grades K – 2

c. Reinforce and deepen comprehension instruction

d. Targeted instruction – vocabulary and syntax

e. Materials – Your Reading Libraries

2. Provide Opportunities for Interests

a. Students choose texts for independent reading based on interests, regardless of

reading level

b. Materials – leveled libraries, classroom libraries, etc.

c. Teacher conferences with students during small group time to check for

understanding – students are accountable for learning

d. Journal activities, presentation of information

e. Opportunity for Speaking & Listening and creative presentation tasks for

students

3. Build Background Knowledge

a. Think in “sets” – Multi-media, related materials

b. Examples:

c. Video booth, with questions about content

d. Related Readings – scavenger hunt for vocabulary words or information

e. Connected to CK Listening & Learning topics

4. Target Vocabulary and Syntax

a. Unlimited number of vocabulary activities related to words from complex text

b. Examine and manipulate “juicy” sentences from the text

c. sentence strips and word games

d. Materials: words and phrases come from L&L Supplemental Guide, Skills

Assessment & Remediation Guide

5. Target Fluency

a. Listening Center (pre-record complex text for students to follow along)

b. CK Readers

c. Listening and Learning; Supplemental Guide

d. Poems or controlled texts (recording station)

e. CK Readers, independent reading, fluency packet

f. Work with teacher during small group time

6. Target Decoding

a. Flash cards – manipulate word families

b. Read and identify words in context of high interest controlled text

(highlight/underline)

c. Variety of other word work/games

d. Materials: variety of materials from CK Skills Assessment & Remediation Guide

7. Literacy Centers and Activities that have been successful in the past

a. Use Waterford as a learning center

Daily Plan- 120 Minute Block

Monday Tuesday Wednesday Thursday Friday

60 minutes Skills Strand Unit work

60 minutes Skills Strand Unit work

60 minutes Skills Strand Unit work

60 minutes Skills Strand Unit work

60 minutes Skills Strand Unit work

60 minutes Listening and Learning Strand: 40 minutes

Section A of the Lesson (read aloud)

20 minutes

GRAIR)

20 minutes GRAIR 20 minutes Listening and Learning Strand:

60 minutes Listening and Learning Strand: 40 minutes

Section A of the Lesson (read aloud)

20 minutes GRAIR)

20 minutes GRAIR 20 minutes Listening and Learning Strand:

60 minutes Listening and Learning Strand: 40 minutes

Section A of the Lesson (read aloud)

20 minutes GRAIR)

20 minutes of explicit writing instruction

20 minutes of explicit writing instruction