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My students were looking on the front of their knowledge workbooks to see what we will learn about next. They have also told me they are discussing the stories at home with their families.

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How do we make this easy for a sub to follow when we are absent?

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It is difficult for students who are not at grade level to read out of the Reader. I have been taking those students back to the table with me and reading the story to them during that time, but that doesn't give them a chance to actually read text at their level.

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I don't feel like I am explaining the "power bar" on the card correctly. I do read what the book tells me to about it.

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My students are enjoying the Knowledge stories of Fairy Tales and Tall Tales. They also seem to like and do well with partner reading out of their Readers.

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Skills 2 Lesson 9

and Knowledge Lesson 8 Casey Jones

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Is there a reason that students cannot do centers during a break in the Skills lessons when we split up into 2 groups as long as the lesson reconvenes after a few rotations? It seems like this would be a good point in the lesson to do some centers. I'm primarily asking because I have noticed less attentiveness in the afternoons from my students ever since we have started whole group teaching in the mornings. This class, in particular, struggles with staying focused.

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My students enjoyed drawing the different systems in their My Body Systems journal.

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Skills 2 Lesson 7

Knowledge 2 Lesson 6

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Why does CKLA not have any books for the teachers to read. I think the knowledge portion would be better if it came in story form not just a card to look at.

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My students have enjoyed the Knowledge about the Human Body.

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The students liked watching the video of the knowledge lesson. It would be even better if it was more video like.

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My kids like the chaining charts.

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My students can't sit through an entire Knowledge lesson in the same spot so I have found it advantageous to go through half of the images digitally while students are at their seats, and then I finish the lesson with them at the carpet. This has worked better for me.

I also do the chaining charts with students sitting around the outside of the rug in a circle. This way, I can easily see how each child is doing. The para in my room pulls some of my struggling students to the back table to do the chaining charts while I am working with the rest of the class. This has worked so much better than having the struggling students work whole group because they are more attentive during the activity, and can work at a bit slower pace.

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I know, per our training, that the purpose of the knowledge section is to build background knowledge for future years. It seems strange to me though that there are so few teacher read-alouds in book form for the students to view. Is this a part of literacy that teachers should add on their own sometime during the day? Likewise, when do the students focus more on literacy skills such as characters, problems, solutions, etc.? Is that in different units or a different grade level?

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CKLA is making the struggling students feel success when we break out into small groups.

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Skills 5, lesson 8 and Knowledge 2, lesson 7