K-2 Listening & Learning Strand for Special Educators

1. K-2 Listening & Learning Strand for Special Educators

2. 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.

3. Housekeeping & Norms • Stay with me! • Use the Parking Lot • Take the bull by the horns…

5. 4-Part Processing Model

7. Materials are posted on: www.engageny.org

8. Regional “HUB”http://e2curriculumdomains.weebly.com

9. A New Approach to ELA Instruction • Additional Strand: Two State-Provided Strands: Guided Accountable Independent Reading Strand (GAIR) (30 min/day) Skills Strand (60 min/day) Listening & Learning Strand (45 min/day)

10. Year-long Scope and Sequence

11. Listening and Learning Implementation • Teacher • Anthology • Large Flip Books • Image Cards • Student Activities • (in Anthology)

12. The news…

13. Draft vs. Revision: Listening & Learning

14. Removed: Crown Curds and whey Dame Master Hare Tortoise

17. Supplemental Guide

19. Removed: Crown Curds and whey Dame Master Hare Tortoise

22. Many of the same titles, but different authors!

24. Expanded Core Objectives & Simplified LA Objectives

26. Expanded Protocols

30. Best Practices Source: Today’s Standards for Teaching and Learning in America’s Schools: Third Edition. Daniels, et.al. Heinemann, 2005 EngageNY.org

31. Differentiated Instruction is the proactive acceptance of and planning for student differences, including their readiness interestslearning profiles Teachers can respond to student differences by differentiating content process products while always keeping in mind the guiding principles of respectful tasksongoing assessment and adjustmentflexible groups EngageNY.org

32. 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

33. Creating An Optimal Match Too Difficult/ Causes Frustration TASK DIFFICULTY Flow of Instruction Too Easy/ Can Cause Boredom READINESS LEVEL EngageNY.org

37. 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!

39. 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

40. 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?