Session 6: Implementation: Supporting All Learners in the Listening and Learning Strand.

Sequence of Sessions

Overarching Objectives of this May 2013 Network Team Institute?

  • The purpose of this May 2013 Pilot Training/Network Team Institute is to provide a general understanding of CKLA-NY program and it’s design, link CKLA-NY to the comprehensive model of language arts instruction, as discussed by the State, (i.e., the Three Pillar Model), and to support participants in beginning to use the Listening and Learning strand of materials.

High-Level Purpose of this Session

Participants will consider ways that Listening and Learning lessons can be made to work for all students in their classroom.

A Toolkit Framework will be presented to guide teachers in considering various types of instructional adjustments that can occur when conducting Listening and Learning lessons and exemplars of such adjustments will be shown through the Supplemental Guide (a teacher support within CKLA for supporting the needs of diverse students). With the expertise of Rebecca Freeman Field, a particular emphasis will be given to instructional adaptions that are beneficial for ELL students.

Related Learning Experiences

  • This training is the first in a series of trainings on the use of CKLA-NY. It provides background knowledge that will be relevant to upcoming trainings on implementing the Skills strand to occur at a future date.

Session Outcomes

What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?
  1. Participants will be able to articulate strategies that are critical to consider when making instructional adjustments for ELL students, in particular.
  2. Participants will be able to identify the purpose of the Supplemental Guide as a tool/resource within CKLA.
  3. Participants will apply aspects of the instructional Toolkit when practicing a sample Listening and Learning lesson.
/ Participants will demonstrate knowledge and skills related to the learning objectives through completed activities and in-session discussions.

Session Overview

Section / Time / Overview / Prepared Resources / Facilitator Preparation
A Framework for Instructional Adjustments within the Listening and Learning Strand / 15 minutes / Introduction to Rebecca and the guiding framework of the Instructional Toolkit. / Lesson 6: Quality Implementation - Supporting All Learners in the Listening and Learning Strand - PPT ;slides 2-9
Handouts:
Toolkit for High Quality Read-Alouds in the Listening and Learning Strand (21_session6_TOOLKIT Development Handout4.pdf)
Exemplifying the Instructional Toolkit / 30 minutes / Illustrate the ideas within the Toolkit using the Supplemental Guide / Lesson 6: Quality Implementation - Supporting All Learners in the Listening and Learning Strand - PPT ;slides 10-25
Handouts:
Activity with Five Senses & Lesson Samples (22_Session6_ActivitywithFiveSenses.pdf)
Apply the Instructional Toolkit / 15 minutes / Participants will work in pairs to apply strategies for instructional adjustments to the Kindergarten “Ray Charles” lesson. / Lesson 6: Quality Implementation - Supporting All Learners in the Listening and Learning Strand - PPT ;slides 26-28
Handouts:
Have them use this handout from Session 5 (on Day 1)
Ray Charles Lesson Sample (19_session5_RaycharlesTG.pdf)
Ray Charles Flip Book Sample (20_session5_RaycharlesFB.pdf)

Session Roadmap

Section1: A Framework for Instructional Adjustments within the Listening and Learning Strand / Time:15 minutes
In this section you will introduce the framework of the Instructional Toolkit. / Materials used include:
  • Powerpoint slides 1-9
  • Toolkit for High Quality Read-Alouds in the Listening and Learning Strand (21_session6_TOOLKIT Development Handout4.pdf)

Time / Slide #/ Pic of Slide / Script/ Activity directions (Please Note: Here we provide key ideas per slide. A full script is provided within the powerpoint slides. To see these, select the “Notes” view). / GROUP
15 minutes / Slide 2
/ Key Point:
  1. Introduction to day 2.
/ WG
Slide 3
/ Key Point:
  1. Our approach to questions

Slide 4
/ Key Points:
  1. The focus of this session is on ‘one lesson, many ways.’
  2. We want to focus, however, not on stylistic differences in implementation, but instructional differences. We want to consider the ways that you may shift the lessons to be most supportive of the individual needs of your students.

/ Slide 5
/ Key Point:
  1. Scaffolding is not about making something easier, but is about ensuring all children have the structure in place for learning.

Slide 6
/ Key Point:
  1. Supporting the individual needs of children is a dynamic and ongoing process of balancing support, feedback, and task demands.
/ I
/ Slide 7
/ Key Point:
  1. Notes from Rebecca Freeman Field regarding ELL students.
/ WG/SG
/ Slide 8
/ Key Points:
  1. Notes from Rebecca Freeman Field regarding ELL students.
  2. Sample case studies to consider in the context of this presentation.

Slide 9
/ Keypoint:
  1. The Toolkit discusses 4 primary ways that teachers can adjust instruction during the L&L lessons to support all learners.
Handouts:
Toolkit for High Quality Read-Alouds in the Listening and Learning Strand (21_session6_TOOLKIT Development Handout4.pdf)
Section2: Exemplifying the Instructional Toolkit / Time: 30 minutes(
In this section, you willsee how the instructional adjustments discussed in the Toolkit can be applied to a Listening and Learning lesson. These exemplars draw upon the work of the Supplemental Guide, which is a CKLA resource that will be available online in fall of 2013. / Materials included:
  • Slides 10-25
  • Activity with Five Senses & Lesson Samples (22_Session6_ActivitywithFiveSenses.pdf)

Time / Slide #/ Pic of Slide / Script/ Activity directions (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides. To see these, select the “Notes” view). / GROUP
30
minutes / Slide 10
/ Key Point:
  1. Adjusting modes of participations helps children show what they know in a variety of ways.

/ Slide 11
/ Key Points:
  1. Both the Anthology and the Supplemental Guide follow a similar structure.
  2. Thus the content and the goals of instruction are quite similar.
  3. The difference highlights the type of instructional shifts we are discussing.
  4. Participants will consider evidence of varied modalities used in checking children’s comprehension.
Handout: Activity with Five Senses & Lesson Samples (22_Session6_ActivitywithFiveSenses.pdf) / SG
Slide 12
/ Key Point:
  1. Two key adjustments that were made within the supplemental Guide to support the use of a variety of modes of participation.
/ WG
/ Slide 13
/ Key Point:
  1. Take the instructional adjustment, modes of participation, and consider how this adjustment is critical to ELL students.

Slide 14
/ Key Point:
  1. Adjusting support to verbal expression helps children take advantage of discussion opportunities during a lesson.

/ Slide 15
/ Key Point:
  1. The supplemental guide gives more explicit instruction around verbal expression.
  2. Participants consider this support in excerpts from lessons in the Anthology and the Supplemental Guide.

Slide 16
/ Key Point:
  1. Three key adjustments evident within the Supplemental Guide that reflect adjustments intended to enhance the support to verbal expression.

/ Slide 17
/ Key Point:
  1. Take the instructional adjustment, support to verbal expression, and consider how this adjustment is critical to ELL students.

Slide 18
/ Key Point:
  1. Adjusting supports to attention helps children stay focused and active throughout the read aloud.

/ Slide 19
/ Key Point:
  1. Consider how both the Anthology and the Supplemental Guide support attention, but in different ways.

Slide 20
/ Key Point:
  1. Three key adjustments evident within the Supplemental Guide that reflect adjustments intended to enhance the support to verbal expression

Slide 21
/ Key Point:
  1. Continued.

/ Slide 22
/ Key Point:
  1. The URL to directly access the ELA materials is

Slide 23
/ Key Point:
  1. Adjusting timing and specificity of feedback requires paying attention to the flow of the lesson and when you may check in with students.

Slide 24
/ Key Point:
  1. Three key adjustments evident within the Supplemental Guide that reflect adjustments intended to enhance the support to specificity and timing of feedback.

/ Slide 25
/ Key Points:
  1. Each read-aloud closes with a text-based discussion of the read-aloud.
  2. Comprehension questions are provided to guide the discussion and ensure a logical progression from literal to inferential questions.

Section 3: Applying the Instructional Toolkit / Time: 15 minutes (
In this section, you will support participants’ working in pairs to apply strategies to the Kindergarten “Ray Charles” lesson. / Materials included:
  • Slides 26-28
  • Have them use this handout from Session 5 (on Day 1)
  • Ray Charles Lesson Sample (19_session5_RaycharlesTG.pdf)
  • Ray Charles Flip Book Sample (20_session5_RaycharlesFB.pdf)

Time / Slide #/ Pic of Slide / Script/ Activity directions (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides. To see these, select the “Notes” view). / GROUP
15
Minutes
/ Slide 26
/ Key Points:
  1. Consider the Toolkit handout and ways you may adjust the lesson on Ray Charles.

Slide 27
/ Key Points:
  1. Directions to try it out.
/ SG
/ Slide 28
/ Key Points:
  1. Reflection.
/ WG

Use the following icons in the script to indicate different learning modes.

Video / Reflect on a prompt / Active learning / Turn and talk

Turnkey Materials Provided

Additional Suggested Resources