NOW IT IS NO MORE JUST
READING AND WRITING….
Now we have these stories to
remember, poems to recite and plays
to perform???
Truth to tell, we did it all before….
REED
Study Day
CHANNUKA
2010
LITERATURE PROGRAM
+
Students with learning disabilities
+
teaching it
LD
7 wonders
Teaching abilities
and successes
A FEW WORDS ABOUT
THE COMPUTERIZED
BAGRUT…
…we may actually be
st
joining the 21 century!!!
‫בחינות הבגרות המתוקשבות‬
‫שבנדון נותנות מענה הולם‬
‫לתלמידים הזכאים להתאמות‬
‫האלה‪ :‬השמעת שאלון הבחינה‪,‬‬
‫הקלטת תשובות הנבחן‪ ,‬בחינה‬
‫בעל‪-‬פה‪ ,‬שאלון מוגדל או צירוף‬
‫שלהן‪.‬‬
‫במועדי קיץ תשע"א יפעיל‬
‫משרד החינוך בחינות בגרות‬
‫מתוקשבות באנגלית ‪-‬‬
‫מותאמות לנבחנים הזכאים‬
‫להתאמות בדרכי ההיבחנות‪.‬‬
‫הבחינות יתקיימו בשאלונים‪:‬‬
THE EXAM WILL BE FOR:
Eventually man power pressures
will be relieved.
More students will be more
independent.
Joint responsibility.
Grading of oral exam will be done.
Life long….. skills or at least for
the next few years.
CHALLENGING BECAUSE:
1.
2.
3.
4.
5.
Only one matkonet will be sent.
Teachers will have to learn the computer
skills and offer practice time.
It’s yet another new project.
Need enough computers.
Need critical mass.
HIGHLY RECOMMENDED:
Help will be available.
Guidance to the schools who choose to join.
Guidance from Matach and the LD
department.
Something new.
Participants will be very important in the
decision making process.
FOR MORE INFO:
Ask Avi, or ask me or …..
….and now back to where we
started from!
LD
7 wonders
Teaching abilities
and successes
Literature program and the necessity of
teaching literary pieces, connecting them to
HOTS and taking ownership using the seven
key components of :
Pre-reading
Basic understanding
Analysis and Interpretation
Post-reading
Bridging Text and Context
Reflection
Summative Assessment
GIVENS!!!
AND…
in the logs and on the test…
all there, lots of ways to do it….
GOOD READERS:
Make Connections
Visualize
Infer
Determine Importance
Synthesize
Then they remember!
PEOPLE WITH LEARNING DISABILITIES
Do not necessarily do those things when reading.
Need to remember that our seven key
components rely on those abilities.
Since they are not automatic when reading in
general and in English in particular- our
students… ( those with diagnosed learning
disabilities and many of our 4 pointers) need
activated assistance in those areas.
THE ADAPTED LITERATURE PROGRAM
Has lots of ways to do that, using diagrams, and
graphic organizers and ideas, and the like … for
example:
Unit Graphic Organizer or: UGO
Hand Organizer
THIS PROGRAM IS DIFFERENT BECAUSE:
We are asking ourselves, to teach our students
material to REMEMBER!!!!!
On the test, and the summative assessment
activities we will be asking the students to
remember!!!
To remember, there must ownership!
Ownership requires understanding.
Understanding requires varied ways for
accessing the information.
AND!
Being able to produce known knowledge
by….
…understanding what the requirement is.
…knowing how to organize the information.
…connecting directly to the question or the task.
REMEMBER:
WE :NEED to be flexible and creative and bridge
between the known and the less known and the
unknown
HOTS: need to be actively, explicitly and frequently
taught and reviewed – before, or during ………
while connecting to reality as well as the literature
Review, recycle and reenter…. EVERYTHING!
MAINTAIN ACCESSIBILITY SO….
the answers can be found
the terminology easily accessible
so the students can move
beyond the HOTS and into the mind
the heart
and the soul.
That is the magic of literature!!!
HIGH INTEREST HELPS!
Encourages reading
Sparks interest, curiosity and thinking
Leads to enjoyment of the text and the task
Makes lots of things possible
Helps to achieve ownership and a sense of
success!!!
WE HAVE TO LIKE THE LITERATURE WE
ARE TEACHING.
IT ALSO HELPS IF WE ADMIRE THE
AUTHOR.
EXAMPLES:
Describe the relationship between Mr. Cattanzara and
George in the beginning of the story.
Need to know???
Need to remember???
Need to understand???
What does Mr. Cattanzara usually do after work?
HOTS
What did Mr. Cattanzara mean when he said to
George:
“Do not do what I did” ???
Thinking skill I chose:
Explain why:
What needs to be automatic knowledge?
HOTS
What can they think about, and figure out?
The more comfortable they feel, the better.
What is the question really asking?
Need to know:
a. Distinction between Mr. C and George
b. Same and different
c. What did Mr. C do and when?
and….
THE STUDENTS NEED TO FEEL COMFORTABLE
WITH ENOUGH HOTS IN CASE THEIR MEMORY
FAILS THEM AND THEY CANNOT REMEMBER
THE ONE THEY LEARNED.
In other words: they need to know the HOTS:
to know their meanings in Hebrew
to actively repeat
to connect to specific characters
to connect to actions
to connect to occurrences
to connect to sayings
to connect to experiences
WE HAVE TO FAMILIARIZE OURSELVES AND OUR
STUDENTS WITH:
models and examples, of test questions.
how to understand what the question is
asking
what the students need to know to answer
the questions
what they need to remember
what they need to understand…
CONTACT!
REMEMBER THE SECOND HALF ….
Thinking skill I chose:
Explain why?
LETS SAY…………..
Choose a HOTS: Inferring
Then forget what it is…..
Then waste time looking it up in the electronic
dictionary….
Get flustered and forget why they thought about that
in the first place.
Need another one that is automatically on hand….
Compare and contrast:
WHEN WE TEACH AND WORK WITH …
We must give possibilities of possibilities
Compare and contrast:
George and Mr. C
Mr. C the younger ( in his past) ‘what I did’, and
MR. C today, why???( remember???) Because
he is not happy with his life….. Why else??
THE IDEA IS NOT TO GIVE UP!!!
What else could it be???
Look at the list…..
Think, remember the story
the sequence
why Mr.C, said what he said… why would anyone
say that… now …… GO!
WE CAN DIRECT…..
Preparing the units for teaching the 7 Key
Components the learners must be what they
most often do not want to be: They MUST be
active learners…..
That perhaps is the biggest challenge
They can no longer be passive learners
accessing information.
They must become active learners, producers,
creators and connectors.
WE CAN GUIDE:
Production can be in writing ,in talking, in
drawing, in music, in dance, in film, a recording
on the cell phone.
Sometimes the biggest challenge for us is to
design can-do tasks: clear, defined, structured,
concise, encompassing tasks.
Sometimes, the task must be open to creativity.
Sometimes there will be energy.
Sometimes the energy will wane.
AND AS ALWAYS….………
This process requires endless patience,
organization, creativity, and a true connection
to the literary pieces
All answers are acceptable if they make sense.
SO ….. IN THAT WAY WE TAKE THE
Seven wonders of the literature program
The base-line issues of our students with
learning disabilities, attention issues, etc.
Your excellent teaching skills and experience
HELP OUR STUDENTS………….
Make Connections- with the text, the HOTS and
the characters and events.
Visualize- the words, the sights, the sounds the
characters and the feelings.
Infer: From words, images, characters,
comments, quotes
AND THE LAST BUT NOT LEAST!!!
Determine Importance- from the known to the
unknown, through understanding and
connecting
Synthesize- through honestly gained ownership
LANGSTON HUGHES…. MR. C . AND
THE MAGNIFICENTLY CLEVER GRACE PALEY
WROTE:
“I don't believe civilization can do a lot more
than educate a person's senses.”
so lets try to add our two cents….
THANKS
For listening to mine………