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

Materials are posted on: www.engageny.org

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?