K-2 Listening & Learning Strand for Special Educators

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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. - PowerPoint PPT Presentation

Transcript of K-2 Listening & Learning Strand for Special Educators

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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 & NormsStay with me!

Use the Parking Lot

Take the bull by the horns

4-Part Processing ModelExplain model & discuss implications for both oral and written text - receptive and expressiveWhat does this mean to your teaching?

Materials are posted on: www.engageny.orgRegional HUB http://e2curriculumdomains.weebly.comAdditional Strand:

Guided Accountable Independent Reading Strand (GAIR)(30 min/day)A New Approach to ELA InstructionTwo State-Provided Strands:

9

Listening & Learning Strand(45 min/day)Skills Strand(60 min/day)TIME:

SAY:Lets start with the New York Language Arts general approach to pedagogy. There are Two Essential Keys to Literacy: One without the other is ineffective: students must be able to read or decode the written symbols (letters) AND they must understand and make sense of what they decode.The New York Language Arts program addresses both keys in two separate instructional strands, each of which represent 1 hour of instruction daily.The Skills Strand teaches the mechanics of reading students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the letter-sound correspondences in the English language and are able to decode just about any written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand.Remember that full literacy requires not just decoding skills but also knowledge of words, concepts, persons, places, and ideas that writers tend to take for granted and not explain. To achieve reading comprehension, a person needs to be able to decode the words on the page and then make sense of those words. The first task is made possible by decoding skills and the second by language comprehension ability.Thus, the Listening and Learning Strand consists of a series of read-alouds organized by topics/domains, many of which are informational in nature. The goal in L & L is for students to acquire language competence through listening, specifically building a rich vocabulary, as well as acquire specific knowledge in history and science by being exposed to carefully selected, sequenced and coherent read-alouds.Reading comprehension depends crucially on both decoding skills and language comprehension ability; Again each strand of the program represents about one hour of instructional time. Thus, the program is designed to be implemented in a two hour language arts block common to the early grades of school.

TRANSITION: Lets take a high-level look at each of these strands. Throughout the week, we will be taking a deeper dive to learn more about each component.

2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/Slide 9Year-long Scope and Sequence Nursery Rhymes and FablesFables and StoriesFairy Tales and Tall TalesThe Five SensesThe Human BodyEarly Asian CivilizationsStoriesDifferent Lands,Similar StoriesThe Ancient Greek CivilizationPlantsEarly World CivilizationsGreek MythsFarmsEarly American CivilizationsThe War of 1812Native AmericansAstronomyCycles in NatureKings and QueensThe History of the EarthWestward ExpansionSeasons and WeatherAnimals and HabitatsInsects*Columbus and the PilgrimsFairy TalesThe U.S. Civil War*Colonial TownsA New Nation: American Independence The Human Body: Building Blocks and Nutrition*Taking Care of the EarthFrontier Explorers*ImmigrationFighting for a Cause*TIME:

SAY:The year-long scope and sequence of NYLA domains includes a diverse selection of topics for each grade level. In accordance with the Common Core Learning Standards:by reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.Notice that there are fiction & nonfiction domains in each grade level.These domain units stay on topic for 2 to 4 weeks to systematically build content knowledge and provide repeated exposure to related academic and domain-specific vocabulary.

Reference handout 2-Recommended-Domain-Sequence.

2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/Slide Listening and Learning Implementation11

Teacher Anthology

Large Flip Books Image Cards

Student Activities (in Anthology)2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/TIME:

SAY:The components of the Listening and Learning strand include:The Teacher Anthology (a teacher guide that contains the read-alouds)A Flip Book that contains the imagesAnd a student workbookSlide 11The news

Draft vs. Revision: Listening & Learning

Removed:CrownCurds and wheyDameMasterHareTortoise

Supplemental Guide

Removed:CrownCurds and wheyDameMasterHareTortoise

Many of the same titles, but different authors!

Expanded Core Objectives & Simplified LA Objectives

Expanded Protocols

29Best Practices LessMoreLESS whole-class, teacher-directed instruction (e.g., lecturing)LESS student passivity: sitting, listening, receiving, and absorbing informationLESS presentational, one-way transmission of information from teacher to studentLESS prizing and rewarding of silence in the classroomLESS classroom time devoted to ll-in-the-blank worksheets, dittos, workbooks, and other seatworkLESS attempts by teachers to thinly cover large amounts of material in every subject areaLESS rote memorization of facts and detailsLESS emphasis on the competition and grades in schoolLESS tracking or leveling students into ability groupsLESS use of pull-out special programsMORE active learning, with all the attendant noise and movement of students doing, talking, and collaboratingMORE diverse roles for teachers, including coaching, demonstrating, and modelingMORE emphasis on higher-order thinking; learning a elds key concepts and principlesMORE deep study of a smaller number of topics, so that students internalize the elds method of inquiryMORE reading of real texts: whole books, primary sources, and nonction materialsMORE responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluatingMORE cooperative, collaborative activity; developing the classroom as an interdependent communityMORE heterogeneous classrooms where individual needs are met through individualized activities, not segregation of bodiesMORE delivery of special help to students in regular classrooms

EngageNY.org30 Source: Todays Standards for Teaching and Learning in Americas Schools: Third Edition. Daniels, et.al. Heinemann, 200530GREAT information; tough to read. If you really want people to read and digest, consider using two slides.Differentiated InstructionEngageNY.org31is the proactive acceptance of and planning for student differences, including theirreadiness interests learning profilesTeachers can respond to student differences by differentiatingcontent process productswhile always keeping in mind the guiding principles of respectful tasks ongoing assessment and adjustment flexible groups 31Instead of changing the textTiering 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.org3232Creating An Optimal MatchEngageNY.org33Too Difficult/Causes FrustrationToo Easy/Can Cause BoredomFlow of InstructionREADINESS LEVELTASK DIFFICULTY33

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 groupIndividually 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 studentBrainstorm with people in your group ways to support students and scaffold learning may use supporting documents Record those ideas on the chart paperBE CREATIVE! Think outside the box!37

Work Time!Sit with others working with other similar studentsFocus on a Domain (1?) for your grade level(s)Consider your each students strengths and challenges (goals)Review the lessons and seek opportunities for inclusion and scaffoldingBe prepared to share your work with others at the end of our sessionCarousel SharingWhat 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