Post on 22-Feb-2016
description
K-2 Listening & Learning Strand for Special Educators
• I can describe the focus & structure of the structure of the Listening & Learning Domains.
• I can begin to explore my role in differentiating this curriculum to meet the needs of my learners.
• I know or have a plan to get the resources I need, to begin work with my grade level to plan for a September implementation.
Housekeeping & Norms
• Stay with me!
• Use the Parking Lot
• Take the bull by the horns…
4-Part Processing Model
Regional “HUB” http://e2curriculumdomains.weebly.com
Additional Strand:Guided Accountable
Independent Reading
Strand (GAIR)(30 min/day)
A New Approach to ELA Instruction
Two State-Provided Strands:
9
Listening & Learning Strand
(45 min/day)
Skills Strand
(60 min/day)
Year-long Scope and Sequence
Nursery Rhymes and Fables Fables and Stories Fairy Tales and Tall Tales
The Five Senses The Human Body Early Asian CivilizationsStories Different Lands,
Similar StoriesThe Ancient Greek
Civilization
Plants Early World Civilizations Greek Myths
Farms Early American Civilizations The War of 1812
Native Americans Astronomy Cycles in Nature
Kings and Queens The History of the Earth Westward Expansion
Seasons and Weather Animals and Habitats Insects*Columbus and the Pilgrims Fairy Tales The U.S. Civil War*
Colonial Towns A New Nation: American Independence
The Human Body: Building Blocks and Nutrition*
Taking Care of the Earth Frontier Explorers* Immigration Fighting for a Cause*
Listening and Learning Implementation
11
• Teacher Anthology
• Large Flip Books • Image Cards • Student Activities
(in Anthology)
THE NEWS…
Draft vs. Revision: Listening & Learning
Removed:Crown
Curds and wheyDame
MasterHare
Tortoise
Supplemental Guide
Removed:Crown
Curds and wheyDame
MasterHare
Tortoise
Many of the same titles, but different authors!
Expanded Core Objectives & Simplified LA
Objectives
Expanded Protocols
Best Practices Less More
LESS whole-class, teacher-directed instruction (e.g., lecturing)
LESS student passivity: sitting, listening, receiving, and absorbing information
LESS presentational, one-way transmission of information from teacher to student
LESS prizing and rewarding of silence in the classroom LESS classroom time devoted to fill-in-the-blank
worksheets, dittos, workbooks, and other “seatwork” LESS attempts by teachers to thinly “cover” large
amounts of material in every subject area LESS rote memorization of facts and details LESS emphasis on the competition and grades in
school LESS tracking or leveling students into “ability groups” LESS use of pull-out special programs
• MORE active learning, with all the attendant noise and movement of students doing, talking, and collaborating
• MORE diverse roles for teachers, including coaching, demonstrating, and modeling
• MORE emphasis on higher-order thinking; learning a field’s key concepts and principles
• MORE deep study of a smaller number of topics, so that students internalize the field’s method of inquiry
• MORE reading of real texts: whole books, primary sources, and nonfiction materials
• MORE responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating
• MORE cooperative, collaborative activity; developing the classroom as an interdependent community
• MORE heterogeneous classrooms where individual needs are met through individualized activities, not segregation of bodies
• MORE delivery of special help to students in regular classrooms
EngageNY.org 30 Source: Today’s Standards for Teaching and Learning in America’s Schools: Third Edition. Daniels, et.al. Heinemann, 2005
Differentiated Instruction
EngageNY.org 31
is the proactive acceptance of and planning for student differences, including their
readiness interests learning profiles
Teachers can respond to student differences by differentiating
content process products
while always keeping in mind the guiding principles of
respectful tasks ongoing assessment and adjustment flexible groups
Instead of changing the text
• “Tiering” – engaging all students in appropriately challenging learning activities/tasks that are focused on the same knowledge, skills, and understandings.
• Changing the complexity of the work, not only the amount or pace of the work.
• Changing the complexity of the work, not the fundamental objectives.
EngageNY.org 32
Creating An Optimal Match
EngageNY.org 33
Too Difficult/Causes Frustration
Too Easy/Can Cause Boredom
Flow of Instruction
READINESS LEVEL
TASK
DIF
FICU
LTY
Using your “class” • Choose a grade level to focus on (K, 1, 2).• Read closely the lesson you are given. • Consider your “class” from our last Sandbox activity – choose
3 students to focus on as a group• Individually identify areas in the lesson where this student can
participate using strengths and may need support/scaffolding – each person should identify at least one place for each strength and need for support for each student
• Brainstorm with people in your group ways to support students and scaffold learning – may use supporting documents
• Record those ideas on the chart paper• BE CREATIVE! Think outside the box!
Work Time!
• Sit with others working with other “similar” students
• Focus on a Domain (1?) for your grade level(s)• Consider your each student’s strengths and
challenges (goals)• Review the lessons and seek opportunities for
inclusion and scaffolding• Be prepared to share your work with others at
the end of our session
Carousel Sharing
• What was your greatest experience today?• What new information will you take back to
your district and implement immediately?• What new information will you plan to use in
the future?• What questions do you have?• What support do you need and how do you
plan to get the support you need?