1. D I G G I N G D E E P E R
SKILLS STRAND--
KINDERGARTEN

2. AGENDA
• 1. Burning Questions
• 2. Review of lesson types
• 3. Lesson Models (videos)
• 4. Practice—Role Play
• 5. E-Learning
• 6. Data Analysis
• 7. Action Plan

3. BURNING QUESTIONS
Open to Questions…

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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 Exercises
Teacher Modeling
Worksheet
(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 Up
Key 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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Introducing the Sound
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.
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Introducing the Spelling
Key Instructional
Techniques
• What are the key ways
the teacher interacts
with the materials
(organization, technique
s, non verbal modeling)?
• What are the key ways
the teacher interacts
with the students to
support learning?
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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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Differentiation
• Ideas for differentiating the whole group code
lessons???
• Number of examples
• Repetition
• Level of explicitness
• Additional visuals
• Level of engagement
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TRICKY WORD LESSON
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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
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Differentiation
• Ideas for differentiating the whole group code
lessons???
• Number of examples
• Repetition
• Level of explicitness
• Additional visuals
• Level of engagement
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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.
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Advanced Code: Tricky Spellings
“A Tricky Spelling Is Like a Tug of War
Between Two Sounds”
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/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.
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Your Turn
• E-Learning
• Choose a lesson type in which you would like
additional time
 Read and review
 Practice with Partner
 Reflect and consider changes for next time
 Share out
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Planning With Data in Mind
• Review Instructional Pathway
• Practice with sample data set
• Action Plan that applies to your
classroom/school—allows for differentiation
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Practice Data Set
• Kindergarten data
• Grouping Scenarios
• Action Plan
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What‟s Next?
Key Information to
Share with Colleagues
Action Steps How will you know this
is working?
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•THANK YOU,
THANK YOU,
THANK YOU!!!
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