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
Explain model & discuss implications for both oral and written text - receptive and expressive
What does this mean to your teaching?

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

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

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

10. 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 Civilizations
Stories
Different Lands,
Similar Stories
The 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*
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.

11. Listening and Learning Implementation
Teacher
Anthology
Large Flip Books
Image Cards
Student Activities
(in Anthology)
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 images
And a student workbook
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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 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
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 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
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?