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Creative Commons Licensing

Creative Commons Licensing. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:

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Creative Commons Licensing

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  1. Creative Commons Licensing • You are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the work • Under the following conditions: • Attribution — You must attribute the work in the following manner: • This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. • Noncommercial — You may not use this work for commercial purposes. • Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. • With the understanding that: • For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: • http://creativecommons.org/licenses/by-nc-sa/3.0/

  2. Making the Most ofListening and Learning Welcome Back! We’ll get started in just a moment… Supporting your Implementation and Extensions

  3. Introductions

  4. Reframing

  5. Goals • Develop an understanding of the considerations that were made in the development of Listening and Learning Strand. • Learn strategies and meaningful extensions for successful implementation of Listening and Learning.

  6. Objectives • By the end of this session, you should be able to: • explain how teaching contentis teaching reading; • explain the usefulness and limitations of teaching reading strategies; • identify the filters used to determine the coherentsequence of domains; • distinguish a domain from a theme or concept.

  7. Itinerary • watch a video about the relationship between content and reading; • read an articleand identify implications regarding the use/limits of reading strategies; • hear the filters that determine the intended sequence of domains; • compare and contrast domain-based learning from other organizing structures.

  8. Pre-Assessment • Complete the Pre-Assessment. • You will have 8 minutes. • We will share the answers in the post-assessment tomorrow.

  9. Teaching Content is Teaching Reading What shift tells us that knowledge matters and that we can focus early on helping students learn knowledge in the disciplines?

  10. Teaching Content IS TeachingReading, video Professor Daniel Willingham, U. Va. Internet link: Teaching Content is Teaching Reading

  11. The Matthew Effect • The rich get richer; the poor languish. • Those who are exposed to content that builds background knowledge & complex domain-specific vocabulary will simply be better readers.

  12. But What about Reading Strategies? • Read the article by cognitive scientist, Dan Willingham titled: “The Usefulness of Brief Instruction in Reading Strategies,”(pp. 7-15). • Discuss/record the key ideas, implications, and what each implication might look/sound like,(p.5-6). • Be prepared to share.

  13. Summarizing Statements Suppose a parent asks: “Why are you teaching science and historyinstead of reading?” • On a notes page, write an “elevator statement” that would help her understand. • Turn & share with a partner at your table.

  14. BREAK

  15. Coherence Knowledge Builds on Knowledge

  16. Year-long Scope and Sequence

  17. Kindergarten Domains • Nursery Rhymes & Fables • Five Senses • Stories • Plants* • Farms* • Native Americans* • Kings and Queens* • Seasons and Weather • Columbus and the Pilgrims* • Colonial Towns and Townspeople • Taking Care of the Earth • Presidents and American Symbols

  18. Let’s cover “Kings and Queens” before we cover Columbus

  19. Let’s cover “Native Americans” before we cover Columbus Let’s cover “Plants” and “Farms” to better understand Native Americans.

  20. Filters • Follow chronological order or geographic history • Integrate geography and maps with history • Address pre-requisite understanding/vocabulary before concepts that contain them • Move from micro to macro or macro to micro as appropriate (i.e., consider how to move from specific instances to general concepts or vice versa) Micro to Macro Macro to Micro

  21. What is a Domain? How do Domain-based English Language Arts Units differ from Traditional Interdisciplinary Units?

  22. Unit Examination Examine the two units: • What do you notice? • How are they similar? • How are they different? Pages 16-17

  23. Domains of Learning Human Body

  24. Related Set of Language and Vocabulary Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary

  25. Related Sub-Topics Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary Introduction to Body Systems Science Biographies Germs, Diseases, Preventing Illness

  26. Subtopic Vocab is Shared and/or Specific Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary Introduction to Body Systems Science Biographies Germs, Diseases, Preventing Illness Topic Vocabulary Enzyme Oxygen Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Small Pox (Edward Jenner)

  27. Sub-Topics are Related and Build Coherently Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary Introduction to Body Systems Science Biographies Germs, Diseases, Preventing Illness Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Small Pox (Edward Jenner) Topic Vocabulary Enzyme Oxygen

  28. Builds Cumulatively Across Grades Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary K Body Parts Five Senses Taking care: Hygiene, Diet, Exercise 1 Intro to Body Systems Taking Care: Germs, Disease, Illness 2-3 Digestive and Excretory Systems Taking Care: Nutrition Muscular, Skeletal, and Nervous Systems 4-5 Circulatory System Respiratory System Endocrine System

  29. Domains Support a Variety of Concepts Change / Transformation Human Body Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Domain Vocabulary Systems Cause & Effect Introduction to Body Systems Science Biographies Germs, Diseases, Preventing Illness Topic Vocabulary Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Small Pox (Edward Jenner)

  30. Domain-based Unit A unit of study which: • Is narrow enough to stay on topic for 2-3 weeks so FAMILIARITY builds, yet broad enough to build CUMULATIVELY across grades • Has related SUB-TOPICS • Is connected by a related set of domain-specific VOCABULARY

  31. A DOMAIN-based Unit Columbus & the Pilgrims • FAMILIARITY with Columbus builds. • There is a BUILDING of and REPETITION of VOCABULARY. • Content knowledge is CUMULATIVE across grades. • We can reinforce concepts, like discovery, in the context of domain-based units!

  32. A THEME-based Unit Famous Explorers • FAMILIARITY with Columbus doesn’t build. • There is no BUILDING of and REPETITION of DOMAIN-SPECIFIC VOCABULARY. • Content knowledge is CUMULATIVE across grades, but not coherent.

  33. A CONCEPT-based Unit Discovery • FAMILIARITY with Columbus does not build. • There is no BUILDING of and REPETITION of DOMAIN-SPECIFIC VOCABULARY. • Content knowledge is CUMULATIVE across grades but not coherent.

  34. Columbus Domain

  35. NY Common Core Learning Standards Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. (K-5 Staying on Topic, p. 43 of the CCLS).

  36. NY Common Core Learning Standards ELA vocabulary standards call for students to develop understanding of words and phrases, their relationships, and their nuances and to acquire new vocabulary, particularly general academic and domain-specific wordsand phrases. ELA standards call for a balance of fiction and nonfiction text taught during the language arts block, so that by 4th grade, 50% of the texts students are reading are informational/explanatory texts and 50% are fiction.

  37. Debrief: Unit Examination How were these units similar? How were they different? • Which unit is the domain-based unit? • How do you know?

  38. What do you know about Domains? • Take a moment to jot down what you know about Domain-based units. • Complete each of the four sections: • Write a brief definition • List 3+ vocabulary words associated with the term “domain-based units” • Provide a brief example • Give a brief non-example

  39. Extension Questions • What are the 3 most important things to remember about domain-based units? • What is something that you may struggle with when implementing domain-based units? • How can this struggle be managed? What do you know about Domains?

  40. Partner Debrief • Share your diagram with a partner. • Compare responses. • Add to your diagram.

  41. Looking Ahead • Tomorrow’s Focus: • Listening and Learning Read-alouds • Selecting • Presenting • Discussing • Extending • Remember to Bring: • Participant Handouts • Participant Slides or Thumb drives

  42. Day 2: Self-Assessment & Evaluation • Complete the Self- • Assessment & Evaluation

  43. Making the Most ofListening and Learning Supporting your Implementation and Extensions

  44. Community Builder:Find Someone Who…

  45. Review & Framing

  46. Goals • Understand the considerations that were made in the development of Listening and Learning Strand; • Learn strategies for successful implementation of Listening and Learning and read-alouds; • Learn ways to develop related, meaningful extensions that build knowledge, language, and vocabulary.

  47. Objectives By the end of this session, you should be able to: • distinguish conducting a read-aloud from reading out loud; • describe criteria by which to select a text for read-alouds; • describe the steps for conducting an effective read-aloud…

  48. Objectives Continued… • By the end of this session, you should be able to: • explain the benefits of identifying and adhering to collaborative conversation goals; • identify strategies to include non-responders in collaborative conversations; • describe the purpose of extension activities that follow a read-aloud; • distinguish meaningful extension activities from those which are merely engaging.

  49. Itinerary • Discussion: What Read-Alouds Are and Why They are Important for Your Students • Activity: Apply Critical Attributes to Select Good Texts for Read-Alouds • Video: Tips for Presenting Read-Alouds • Learn: Ways to Facilitate Collaborative Conversations about Texts Read Aloud • Video: Avoiding the Trap of Meaningless Extension Activities • Post-Test: Summary & Closure

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