The document discusses significant changes in teaching literacy to students with disabilities. In the past, teachers lacked access to published curricula and standards but now must teach to state core standards. It emphasizes using shared reading and guided reading routines to actively engage students in learning literacy concepts and applying comprehension strategies. Teachers are challenged to design lessons targeting both IEP goals and state alternate standards.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled EnvironmentsNathifaLennon
This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
In this training, participants were learning more about planning with Purpose, a dimension of our instructional framework (5 Dimensions of Teaching and Learning). In this training, we were learning to plan for Purpose including standards, a unit/learning goal, learning targets, success criteria, task alignment with the targets, and identifying evidence for meeting the learning targets.
NSI 2012: Planning for Success with Success PlannerNaviance
This presentation teaches participants how Minneapolis Public Schools utilized the Success Planner tool to implement their My Life Plan Graduation Requirement. This session is appropriate for any school staff or administrator looking to implement developmental guidance in a systematic college and career readiness program.
Danielle Jastrow, District Coordinator, Achieve! Minneapolis and Minneapolis Public Schools (Minnesota)
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled EnvironmentsNathifaLennon
This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
In this training, participants were learning more about planning with Purpose, a dimension of our instructional framework (5 Dimensions of Teaching and Learning). In this training, we were learning to plan for Purpose including standards, a unit/learning goal, learning targets, success criteria, task alignment with the targets, and identifying evidence for meeting the learning targets.
NSI 2012: Planning for Success with Success PlannerNaviance
This presentation teaches participants how Minneapolis Public Schools utilized the Success Planner tool to implement their My Life Plan Graduation Requirement. This session is appropriate for any school staff or administrator looking to implement developmental guidance in a systematic college and career readiness program.
Danielle Jastrow, District Coordinator, Achieve! Minneapolis and Minneapolis Public Schools (Minnesota)
This presentation focuses on the impact of PALS reading intervention in a dual language 1st grade classroom as part of a Response to Intervention (RtI) implementation process
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. 4/19/2012
Then and Now! Back Then…
Reading & Literacy Lessons for
• When did you start working with students with
Students with Significant Cognitive significant disabilities?
Disabilities • What “happened” in your classroom?
• Did you have access to any
published curricula?
National Paraeducator Conference
Austin, Texas March 2012
• Did you have a copy of your
State CORE Curriculum?
• What about “accountability”?
4/19/2012 4/19/2012
1 2
Paraeducators!! To meet the
Now…Times have changed changes
• What are current “expectations” for teachers of
students with significant cognitive disabilities?
• Do you have access to published curricula? • Engage students in active
• What about the Core Standards? participation and learning
– Does your state have alternative
Core standards?
– Do you know about them? • Maximize teaching & support
– Use them? time
• What “accountability” is in place?
– Building, District?
– State, Federal? • Minimize “down time”
4/19/2012 4/19/2012
3 4
1
2. 4/19/2012
Teachers: Creating/Designing Lessons
Rise to the Occassion!! • Use your planning time wisely
– Use lesson planning templates
– Identify learning targets based on students’ IEPs and on the
Alternate Core Curriculum
• Plan ahead! • Create and use “student procedures”
– Have materials & supports ready – What students do & how they do it
• Take advantage of support opportunities – What staff does to support student procedures
• Student Engaged Time • Create and use “instructional routines
• What teacher/staff does and how
– Actively responding or participating he/she does it
in activity, lesson, learning • Create and use “staff procedures”
– What teacher/staff does and how
he/she does it
• Use these procedures & routines
4/19/2012 across any, most subject area!
5 6
The Challenge of Literacy
Literacy Lessons for SWSD
Instruction for SWSD
• Special educators are required to teach based on • Read with a purpose!
standards while implementing IEPs
• Must meet the grade-level or Alernative CORE Standards
• Identify Instructional Targets based on students’
IEP and on the Alternate CORE
• Translating the standards into measurable, meaningful
objectives for individual students. – Alternate Assessment goals
• Find supports, materials, coordinate efforts – Other IEP goals
• In order to accomplish this task, goals & standards MUST
be transferred into a plan for instruction!
(Smith, DeMarco, Worley 2009)
4/19/2012
7 8
2
3. 4/19/2012
Do you know how to find your What are Utah’s Extended CORE
State’s Alternate CORE Curriculum? Standards in Language Arts (LA)?
• Elementary
• Go to your state’s Department of Education – Oral Language
“home” page – Concepts of Print
• Use key words to search – Phonological, Phonemic Awareness
– Alternative Academic Standards – Phonics & Spelling
– Extended Curriculum Standards – Comprehension
• Includes summarize, make predictions,
identify characters and events, sequence,
main topic, summarize key ideas
– Writing
4/19/2012 4/19/2012
9 10
What are Utah’s Extended CORE What are Utah’s Extended CORE
Standards in Language Arts (LA)? Standards in Language Arts (LA)?
• Grades 7 & 8 • Grades 9 & 10
– Vocabulary – Vocabulary
– Comprehension • Suffix & prefix
• Text features – Text features
• Bolded words, headings • Bolded, headings
• Retell & summarize – Retell, summarize
– Writing – Writing
• Retell, summarize, write a narrative, • Connect to self (1 connection),
revise and edit write a narrative or autobiography,
– Inquiry revise & edit
• Decide a topic, ask questions, – Inquiry
stay on topic, learn turn taking
4/19/2012 4/19/2012
11 12
3
4. 4/19/2012
What are Extended CORE Where are Alternate Standards Going???!!
Standards in Language Arts (LA)?
• Grades 11 & 12 • National Alternate Standards (Essential Elements)
– Vocabulary being developed right now!!
– Text features • Leading to National Alternate Assessment!!
4/19/2012 4/19/2012
13 14
Two Powerful Strategies/Routines
What is shared reading?
to Teach Literacy Concepts
• Small group with adult reading out loud with
beginning readers
• Shared Reading • Teaching concepts and strategies that students
need to learn if they are going to become readers
• The GOAL: is for students to gradually take on
more responsibility while reading by turning
pages, saying repeated lines, asking questions,
• Guided Reading commenting. It is NOT about answering “wh”
questions. It is about understanding what reading
is all about!
4/19/2012 4/19/2012
15 16
4
5. 4/19/2012
Instructional Targets
What is shared reading con’d
for Shared Reading
• It’s about building background knowledge, • Turn the pages at the right time
important language skills (e.g. vocabulary, • Say the words in your head
syntax), print awareness and letter knowledge • Learn how the words are written on a page
• Talk about the pictures
• Based on rich interactions with students and • Point to the words while I say them
explanations of what is happening in the text
• Act out some of the pages (props)
• Show me your favorite part
• Different from guided reading, you are interacting
with the student on almost every page • Show me a part you don’t like
4/19/2012 4/19/2012
17 18
Instructional Targets con’d Instructional Targets con’d
• Listen for when it’s your turn to read (repeated
lines on a nursery rhyme) • Talk about words that rhyme or
• Talk about things you know sound the same
• Show me something want to learn more about
• Be an author and add some pages • Talk about words that start
with the same letter
• Pick a part you want to share with a friend
• Pick pictures in the book and talk about them
(velcro props/pictures)
• Pick out words to clap
4/19/2012 4/19/2012
19 20
5
6. 4/19/2012
Specific tasks for the teacher
Specific tasks con’d
during shared reading include:
• Make reading an enjoyable activity so that • Support participation through the use of props and
students will want to do it again and again puppets and through the use of repeated lines on
• Model how to make sense of books ACC systems
• Model concepts about print (e.g. page turning, left • Expose students to a variety of different
to right, top to bottom, speech-word match, simple texts, such as, storybooks,
punctuation) informational text, poetry,
• Relate to students’ experiences to the text jokes/riddles. Talk about different
features of the texts
• Attribute, meaning to the students’ attempts in
order to support meaning and making • Promote interactions
4/19/2012 4/19/2012
21 22
Before Reading Follow-up/ending
• Introduce a book to build active background • After reading, it’s important to go back to the
knowledge and to set a purpose purpose you’ve set
• The main goal is the help students understand
• Relate to students’ personal how they achieved the purpose
experiences you set while they were
reading!
4/19/2012 4/19/2012
23 24
6
7. 4/19/2012
What are some shared reading
activities?
• Big books, predictable books, books with simple,
clear text and pictures, social stories
• tarheelreaders.org
http://schools.nyc.gov/Offices/District
75/Department/Literacy/AdaptedBooks
4/19/2012 4/19/2012
25 26
Shared Reading Lesson Plan
Template
4/19/2012 4/19/2012
27 28
7
8. 4/19/2012
GUIDED READING
4/19/2012 4/19/2012
29 30
Guided Reading
• Guided reading is an opportunity for students to
learn and use strategies for comprehension in
small or large groups
• The teacher “guides” students to
use strategies to make sense of
text
4/19/2012 4/19/2012
31 32
8
9. 4/19/2012
“Routine” for Guided Reading
Lesson
• Students focus on:
– The meaning of the story • Before Reading
– Sequencing story events
– Character development
• During Reading
– Application of various strategies
to problem solve when questions
arise • After Reading
4/19/2012 4/19/2012
33 34
Before Reading:
• Introduce the book
During Reading:
• Vocabulary Review • Reading individually or simultaneous oral reading
• Picture walk (not choral reading) or teacher read
• Connect student’s prior knowledge
• Target the skill/strategy that is the • Teacher guides the use, points
focus for the lesson out applications of identified
– Story sequence/retelling strategies
– Identifying sight words, vocabulary,
unknown words
– Main character, traits
– Main events, ideas
4/19/2012 4/19/2012
35 36
9
10. 4/19/2012
After Reading:
• Discussing reading process & problem solving strategies
• Comprehension questions GUIDED READING LESSON
– Cloze
– Sentence strips
PLAN TEMPLATE
– pics
• Sequencing & Retelling
– story boards
– Sentence strips
• Main character, traits
– Compare to self, to text, to other story
characters, to world
– Graphic organizers
• Main idea, topic
– Graphic organizers
4/19/2012
37 38
4/19/2012
GRAPHIC ORGANIZERS
4/19/2012 4/19/2012
39 40
10
13. 4/19/2012
Resources for books:
• School media center
• Grade level reading lists
• “Leveled” readers
4/19/2012 4/19/2012
49 50
Summary:
• Reading & Literacy for SWSD should be based on
State (or National) Standards!
• Find out what your state’s standards are and how
to locate them!
• Shared reading: Students actively participate to
understand the purpose of reading
• Guided reading: Students actively participate to
apply strategies for comprehending text
4/19/2012 4/19/2012
51 52
13