ACADEMIC CONTENT
Subject
Topic
FOUNDATIONS, Inc.
ACADEMIC CONTENT
Subject
Topic
F O U N D AT I O N S , I N C .
Claudia Weisburd, Ph.D.
Director of Special Projects
Sacha Adorno
Research Assistant
Rhonda H Lauer
Chief Executive Officer
Supported by a grant from the Charles Stewart Mott Foundation
Third printing
F O U N D AT I O N S
2 EXECUTIVE DRIVE
M O O R E S T O W N, N J 0 8 0 5 7
888 977-KIDS (5437)
A L L R I G H T S R E S E R V E D. T H I S D O C U M E N T A N D T H E I N F O R M AT I O N C O N TA I N E D W I T H I N
I T S H A L L N O T B E C O P I E D O R D I S S E M I N AT E D W I T H O U T P R I O R W R I T T E N P E R M I S S I O N
F R O M F O U N D AT I O N S, I N C . C O P Y R I G H T @ 2 0 0 4 F O U N D AT I O N S, I N C .
ACKNOWLEDGE
Numerous people
contributed thei
r time and expe
MENTS
rtise to the crea
tion of this Guid
e.
would like to tha
nk members of th
e Content Advis
knowledgeable a
ory Board for th
dvice, and crea
eir hard work,
ti
vity.
Thomasennia Am
os, Director, GE
AR UP, Philadelp
Elaine Culbertso
hia Education Fu
n, Director of S
nd, Philadelphia
econdary Curricu
, PA
lu
m, Wallingford-S
Wallingford, PA
warthmore Schoo
l District,
Olivia Cunningha
m, Dean of Stude
nts, Woodrow Wil
Concha Delgado
son Middle Schoo
Gaitan, specialist
l, Philadelphia,
in
ethnography and
PA
Kenny Holdsman,
im
m
igrant and comm
Managing Direc
un
it
y
literacy, Los Ang
tor, National S
ervice-Learning
eles, CA
Development, N
Partnership, Aca
ew York, NY
de
my for Education
Sylvia M. James
al
, QEM Network,
W
a
sh
in
gt
on
, DC
Leona Schauble
, Department of
T
ea
ch
ing and Learnin
Carmen Vega Riv
g, Vanderbilt Uni
era, Executive D
versity, Nashvill
ir
ec
to
r,
e, TN
Ea
st Harlem Tutor
Yong Zhao, Direc
ia
l
tor, Office of T
Program, New Yo
eaching and Tec
rk, NY
hnology, Michiga
Michigan State
n
S
tate College of
University, East
Education,
Lansing, MI
FOUNDATIONS
To ensure that th
e Guide would be
useful to people
were sent to aft
working daily wit
er-school educa
h children and yo
to
rs
a
cross the countr
uth, draft copies
invaluable, and
y
fo
r
feedback. Their
we are grateful
re
vi
fo
ews and insights
r their help. Tha
Blanchard; Phylli
nk you Veronica
were
s Brown; William
A
gu
il
a
r;
M
a
ry
E.
Be
C
hr
th
istian; Aaron M
Baker; Jerry
Hoffman; Vicki
. Domanksi; Kel
A. Hummer; Diane
ly
Ea
st
on
; Linda Hallstro
Krossin; Shareen
Mary Payer; Ma
m; Susan
e Lindquist; Ma
rilyn Rasmussen;
tt
he
w
M
iller; Adriana Bu
Georgette Real;
rgos Ojeda;
Linda Rowton; T
aina-Mia Rivera
; and Lori Talia
In addition, FO
ferro.
UNDATIONS wou
ld
li
ke
to extend appre
advice, and expe
ciation to the m
rtise, and who he
any individuals
lp
ed
m
a
who offered tim
ke
things happen:
Hayward; Ruth K
e,
Elizabeth Cho; V
rogh; Judy Nee;
ern Hagedorn; R
Sam Piha; Mered
osemary J.
ith Sofka; and N
ick Torres.
The authors wou
ld like also to ac
knowledge the gu
FOUNDATIONS,
idance and insp
whose unswerving
iration of Rhond
de
a Lauer at
dication to childr
family contribute
en
shines through al
d in countless w
l
sh
e does. All the FO
ays. We especiall
everything on tr
UNDATIONS
y thank Wendy Fr
ack.
awley whose stea
dy support work
kept
Finally, a very sp
ecial thanks to
An-Me Chung of
devotes to improv
the C.S. Mott Fo
ing the lives of
undation for th
ch
il
e vision and ener
dr
en
and young people
been possible wit
gy she
m
ost in need. Thi
hout her support
s publication wou
throughout the pr
ld not have
ocess.
ACADEMIC CONTENT
TA B L E O F C O N T E N T S
Preface
Teaching with AfterSchool Style
1
Introduction
You ARE a Teacher
3
PA R T I A c a d e m i c C o n t e n t
Introduction
Frameworks of Schooling
13
Chapter English Language Arts Curriculum Content
17
Chapter Mathematics Curriculum Content
51
Chapter Science Curriculum Content
87
PA R T I I H e l p i n g L e a r n i n g H a p p e n , A f t e r - S c h o o l S t y l e
Introduction
Linking Back to School
111
Chapter Learning in Action
115
Chapter Reading and Writing After School
135
Chapter Coaching English Language Learners
153
Chapter Homework and Help
169
PA R T I I I B e f o r e a n d A f t e r A f t e r - S c h o o l
Introduction
Planning to Make it Happen
187
Chapter Planning Tools for Teaching
197
Chapter What Happened? Tools for Showing Learning
215
Chapter Resources
235
Appendix
Glossary
247
References
252
ACADEMIC CONTENT
preface and
intRoductIoN
PREFACE
TEACHING WITH AFTER-SCHOOL STYLE
Teaching after school puts you at the center of an exciting changing and growing field In
these challenging times parents teachers community members and children and young
people themselves are concerned about the long outofschool hours each day week and
year In the past children and youth went home to play went to after school jobs or just
‘hung out’ in relatively safe environments With shifts in life styles environments and
economic conditions outofschool time poses new difficulties
Safety is a major concern for children who need direct supervision More independent
young people need constructive opportunities for growth and development Over the
decades afterschool programs developed to provide safe spaces for play sports and
recreation More recently they have grown into centers of enrichment offering clubs
and workshops ranging from dance drama and drumming to computers career planning
and college preparation Current changes in the education field are prompting additional
considerations of the role of after school time
Although afterschool is shaped by conditions outside of school – home economy community
— it is also shaped by conditions inside school As a society we look to schools to teach our
young people the skills information and orientations they need to be responsible adults who
can take advantage of life choices and opportunities Children need to read and write and do
math They need to collect information think about it share it with others explain decisions
and show what they know And they need social basics like working with others and
following through on responsibilities Schools are finding it ever more difficult to fulfill these
needs alone As a result afterschool is seen increasingly as a partner in children’s academic
learning The role of the afterschool adult is shifting accordingly moving beyond the
essential roles of caring supervisor and mentor and into the role of afterschool teacher
This manual responds to the expanding need for afterschool to support academic learning
However just as afterschool is not the same as school neither are the approaches and
methods of teaching the same as in school Afterschool offers unique opportunities for
learning in its own ‘afterschool style’ Use this manual to see how
For two excellent resources to support the youth development goals of after-school, see the Community Network for
Youth Development Guide from the Community Network for Youth Development, and the Fund for the City of New
York Institute for Youth Development.
1
USING THIS GUIDE
Academic Content, After-School Style: A Notebook and Guide provides tools for merging academic
learning with afterschool programming Read take notes jot ideas and talk with others to:
Know what you bring to after-school teaching and learning.
Use the Introduction You ARE a Teacher to think about the knowledge and skill you bring to after
school teaching and become more aware of cultivating habits and skills at the roots of learning
Know what kinds of information children are learning in school, what
they are expected to know, and ways you can connect academic content
with after-school activities and projects.
Part I, Academic Content outlines standards and content in the major academic areas of English
Language Arts math and science Idea prompts show how you can bring content into afterschool
and sample project planning notes show how to move from idea to action
Actively and deliberately support content-based learning.
P R E FA C E
Part II, Helping Learning Happen, After-School Style focuses more closely on techniques Chapter provides a look at projectbased learning Chapter offers strategies for building reading and literacy
skills and Chapter offers more detail for supporting English language learners Chapter links back
to schooling around homework and academic help
Plan for making the most of after-school time.
Part III, Before and After After-School provides tools and resources for developing the academic
components of projects and programs Chapter addresses planning with sample worksheets for
setting contentbased objectives and highlighting deliberate learning Chapter offers a range of tools
to help assess learning Chapter provides extensive lists of resources for lessons activity and project
plans curriculum and further indepth information
This is not a textbook It is a thinking tool to get you going A guide Across the pages you’ll
find places to stop and think take notes and make lists Mark up the text! Check things off
make lists highlight ideas you can use At the end you’ll have a notebook that will be your
own guide for giving academic content that afterschool style
2
INTRODUCTION
YOU ARE A TEACHER
LEARNING AFTER SCHOOL
Children and young people learn all the time They learn from friends families and adults in
their lives They learn from their surroundings: their neighborhoods streets stores and
countryside They learn from seeing people at work and from their own work and play
Powerful media are powerful teachers: TV music movies books newspapers and magazines
Children learn from just moving around a school building and interacting with rules teachers
equipment and peers They learn going to a ballgame taking a walk in the woods and opening
a bank account This is ‘informal learning’ It just happens in the course of life
As an afterschool provider you are a model and an important part of the network of informal
learning From living your life you know that informal learning is very valuable You know how
much you have learned from relationships at work and during your free time
KNOWLEDGE: NOT JUST IN SCHOOL
Knowledge comes via many routes formally (through institutions like schools and religious
organizations) and informally (family friends media etc) Afterschool draws on and mixes
knowledge from many sources
Sources of Knowledge and Learning
OR
• Children learn informally (it
‘just happens’), and formally
ME
D
MU IA: T
SIC
V
, BO , MOV
IE
OK
S, A S,
RT
(it’s taught deliberately).
• Knowledge comes from many
sources that overlap and differ
in importance at different times.
• Different cultures, too, have
different beliefs about which
type and source of knowledge
is most important, and when.
S
E
GA
SP
ZA IRIT
U
TI
ON AL
T
S,
BE RAD
LIE ITI
FS ON
, A S,
T
N
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ND
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VA
R
NVI
L
NI
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S
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IT R
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,A H
AY IT
PL D W
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OR E
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S
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N E
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A T
W E
S M
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SCHOOL: FORMAL AND
INFORMAL KNOWLEDGE
C
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O T
C C
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3
Beyond informal learning
To move from informal learning to being an afterschool teacher you move from letting
learning just happen to consciously shaping learning You become more thoughtful about what
you want children to learn more aware of the environment you create and more deliberate in
what you do You choose which experiences to provide decide what to emphasize think about
what children and young people gain from activities and plan how to help them learn You
may decide for example that your middle school group would be more motivated to focus on
schoolwork if they knew more about high school so you plan a trip to a local high school
You’ve taken the first step in being an afterschool teacher (see ‘Visit’ Step )
Shaping deliberate learning
As an afterschool teacher you are not
expected to teach in the same way or use
the same methods as a dayschool teacher
The High School Visit
Step 1
From informal learning to teaching
Yet the goals are similar: we all want
I N T R O D U C T I O N
children and young people to develop into
You work with th and th graders and you
caring responsible capable adults who can
know that success in high school will have a big
direct their own lives and contribute to their
impact on their lives
communities We want them to have
choices about what they do and to make
You want them to see what high school is like
good choices Success in school is critical; as
so you plan a trip to a local high school
an afterschool teacher you can contribute
to school success
In school teachers specialize in particular subjects and methods geared for each grade level
They work with lesson plans following a curriculum that lays out the content to teach the
order to teach it and techniques to use Experts have established standards that spell out
what students are expected to learn in each subject at each grade State and local assessments
measure how well students have learned the curriculum content and how far they have
progressed toward reaching the standards
In afterschool you have the opportunity to help children learn schoolday content and
improve academic skills Methods will be different however because conditions are so
different Schedules are more flexible than in school ‘Subjects’ can blend so you can design
fun and engaging projects and activities that also support learning and skill development You
can introduce children to new experiences build selfconfidence and develop decision
making communication and work skills all of which support schoolday learning and
personal growth simultaneously
4
A key to enriching learning is having a clear sense of what you want children and young people
to get from an activity then planning to make it happen Consider the high school visit example
It is very good to visit the school It is even better if you think about what you want the visit to
teach and how This is taking the next teaching step: planning deliberate learning (see ‘Visit’ Step )
Going further: linking to academic content
As an afterschool teacher you can also reinforce specifically academic skills and knowledge
to help children and youth succeed in school Reading is one academic area all afterschool
teachers can help strengthen even without being trained reading teachers and even if
English is not your native language
Most teachers can also strengthen communication skills especially speaking writing asking
questions expressing thoughts and making presentations in English You also can build skills
of investigation information gathering and analyzing information to reach conclusions and
form opinions These all contribute to meeting academic standards Some academic content
I N T R O D U C T I O N
requires more specialized knowledge and is better left to subjectmatter specialists and day
school teachers But even the more specialized content learning can get a boost after school
An essential step toward supporting
academic content learning after school is
having a sense of the curriculum and
The High School Visit
Step 2
Shaping deliberate learning
standards in school Chapters to summarize curriculum content and
You know you want to orient young people to
standards in English math and science
high school so you plan a visit They will learn
These chapters also offer ideas of how to
from the visit (informally) but you can also
reinforce academic content learning
plan deliberate learning What do you want
‘afterschool style’ You may feel more
them to see? What do they want to know
able to do some of these things than
about? Facilities? Challenges? Social scenes?
others Focus on what you can do
knowing that no one can do it all (even
Depending on the focus you may arrange for:
schoolday certified teachers usually
• A talk with students
specialize in only one area!) and knowing
• A talk with teachers
that your efforts are critically important
• A tour of the building
• Shadowing a student for a day
• Sitting in on a class
• Going to a sports event
5
The High School Visit
Just as schools bring together many subject area
teachers to make an overall program you too
Step 3
can reach out to others to add their knowledge
Going further: linking to
and skills to your program Specialized institutions
academic content
such as art or science museums guest presenters
and handson workshops can powerfully build and
You know that information gathering asking
reinforce academic learning Parents and community
questions and presenting information are
members likely have much to offer Some may be
important academic skills
retired teachers or specialists who can contribute
in their area of expertise Others may have skills
Before going to the high school you work
talents hobbies language or cultural knowledge
with students to:
or technical abilities you can draw upon
• Survey the group to identify priorities for
the visit
Field trips projects committees and daily
• Generate a list of questions to ask students
activities can all be planned and organized to
• Generate a list of questions to ask teachers
include academic content and reinforce school
• Create a checklist for judging the facility
I N T R O D U C T I O N
day learning If you know children are studying
oceans for example you can plan a trip to an
After your visit you:
aquarium or set up a fish tank Preceding and
• Write individual reviews of the school
following field trips or guest presentations with
• Create a survey to assess opinions
about the different parts of the visit
discussions surveys and reviews can build
specific standardsbased reading writing and
• Summarize the overall view of the
communication skills Consider the high school
visit If you know that information gathering
and data presentation are important academic
skills you can build the visit into a project that
includes those activities (see ‘Visit’ Step )
AS A TEACHER YOU:
THINK about who children are and what they need
PLAN what you are going to do
GET the materials resources and help you need
LOOK AT what children are learning from what you do
CHANGE IMPROVE and FRESHEN UP what you do to make
it work for the group and for yourself
6
group in a group review
W H AT K I N D O F T E A C H E R A R E Y O U ?
Try the exercises on the next few pages to think about what you bring to afterschool
teaching
YoUr resoUrces
W h a t k n o w l e d g e a n d s k i l l s d o y o u b r i n g t o a f t e r- s c h o o l t e a c h i n g ?
L i s t y o u r a r e a s o f k n o w l e d g e a n d e x p e r i e n c e.
Interests and hobbies
I N T R O D U C T I O N
Work experience and skills
Language cultural and community knowledge
Check what life experiences you can draw on to help you work with
c h i l d r e n , y o u n g p e o p l e, a n d p a r e n t s .
Experience living with:
Experience as a:
Family
Parent guardian
Roommates
Grandparent
Partners
Child stepchild adopted child
Spouse
Son daughter
Children
Volunteer or staff working
Friends
with children or adults
Other
Employee
Manager
Community volunteer or worker
School worker teacher assistant
Other
7
Who do you know with skills or knowledge they might share with children and
youth?
Who?
What?
What community resources do you know about that you can tap into?
T h i n k a b o u t p e o p l e a n d p l a c e s, l i k e m e c h a n i c s, b u i l d e r s, b a n k e r s , d o c t o r s ,
lawyers, libraries, museums, dancers, musicians, artists, and elders.
PERSONAL STYLE
I N T R O D U C T I O N
A l o n g w i t h y o u r k n o w l e d g e, s k i l l s , a n d e x p e r i e n c e, t h i n k a b o u t y o u r
p e r s o n a l i t y, l i k e s, a n d d i s l i k e s . T h i s h e l p s y o u s e e t h e k i n d s o f a c t i v i t i e s
and projects you might like best. It can also show where you may want to
ask others for help or suggestions.
I have:
Patience
a little
1
a lot
2
3
4
5
Help!
Sense of humor
1
2
3
4
5
Can you:
• Find some volunteers?
Noise tolerance
1
2
3
4
5
• Have the children or
young people help?
Energy
1
2
3
4
5
• Organize things
differently?
Creativity imagination
1
2
3
4
5
• Find some readymade
materials?
Flexibility
1
2
3
4
5
1
2
3
4
5
Enthusiasm for
diverse cultures
Other Characteristics:
8
• Ask a coworker?
I l i k e ____________ w i t h c h i l d r e n a n d y o u t h
a lot
playing games
1
2
3
4
5
reading
1
2
3
4
5
doing homework
1
2
3
4
5
doing sports
1
2
3
4
5
doing crafts or cooking
1
2
3
4
5
organizing projects
1
2
3
4
5
watching movies or plays
1
2
3
4
5
taking trips
1
2
3
4
5
talking
1
2
3
4
5
doing drawing painting art
1
2
3
4
5
doing performances
1
2
3
4
5
I N T R O D U C T I O N
a little
What kind of teacher are you? Look back at your responses.
What do you think?
If I could teach children or help children learn just three things they would be:
The resources I most want to use are:
If I could get someone else to do something in this program it would be:
It would be great if I could get extra help with:
9
SUPPORTING BACKGROUND
Success in school requires that children and young people learn academic information and skills
In addition to ‘book knowledge’ however many less obvious background skills and habits feed
into academic success These are things like keeping to schedules doing work neatly and on time
and showing respect for oneself and others Others are skills like decisionmaking working
together communicating clearly and seeking and using help Afterschool activities and projects
provide an excellent opportunity to cultivate these roots of school – and life – success
When you plan your program and organize activities think about what you want children and
youth to learn – this is planning deliberate learning by setting goals and objectives Include
background skills and habits in your objectives Develop programs projects and activities to help
children and youth grow stronger in the areas they need Use the following ‘thinkthroughs’ to
better understand important background skills How can you help cultivate them?
I N T R O D U C T I O N
WHat AnD hoW impoRtant ?
Rate these background skills from 1 to 3, with 1 as most important and 3 as least.
Check or note the ones you think YOU can help develop and support during afterschool time.
Importance
(rate 1-3)
Understanding directions
Being on time
Meeting deadlines and due dates
Wo r k h a b i t s
Working neatly
Following through on responsibilities
Planning work time
Other
Speaking clearly
Talking to a group
Leading a group discussion
Communication
skills
Expressing opinions
Expressing disagreement w/out fighting
Clear handwriting
Knowing more than one language
Other
10
What you can
help develop
Importance
(rate 1-3)
What you can
help develop
Working in groups or teams
Working with different cultures
or backgrounds
Wo r k i n g w i t h
others
Being responsible to others
Connecting with the community
Asking for help
Leading a group or team
Offering and receiving criticism
Other
Concentrating working alone
Planning time
Wo r k i n g
independently
Asking for and using help
Finding information in different ways
Selfevaluation
I N T R O D U C T I O N
Other
Collecting information
Weighing information and
Decision
making
forming opinions
Expressing opinions
Thinking about consequences
Evaluating results and outcomes
Other
Asking questions
Explaining thinking
Creativity
&
thinking
Planning activities and projects
Showing independence
Expressing ideas in different ways
Selfevaluation
Other
Sense of identity
Self &
Sense of ability to make a future
future
Hope in the future
Other
Which 5 do you think are MOST important?
11
backgroUnd coNditIoNs,
A f t e r- s c h o o l t i m e i s a n o p p o r t u n i t y t o l e a r n b y d o i n g. C o l u m n 1 l i s t s
background skills and habits especially important for school success.
C o l u m n 2 l i s t s w a y s t h e y c a n b e c u l t i v a t e d t h r o u g h a f t e r- s c h o o l a c t i v i t i e s
and projects.
Which techniques or activities in Column 2 cultivate the background skills
in Column 1? Put the number of the technique in Column 2 next to the
s k i l l s i n C o l u m n 1 . Yo u c a n p u t m o r e t h a n o n e n u m b e r n e x t t o e a c h s k i l l ,
a n d y o u c a n u s e e a c h t e c h n i q u e m o r e t h a n o n c e. M a n y t e c h n i q u e s t e a c h
m o r e t h a n o n e t h i n g , a n d t h e r e a r e m a n y w a y s t o l e a r n ! Ta l k a b o u t a n s w e r s
with others.
I N T R O D U C T I O N
Column Column Background Skills
Cultivation Techniques
Understand spoken
Ask for opinions about books movies or activities
presentations in English
____
Form groups of youth from different backgrounds
Summarize main points
____
Develop and do servicelearning projects
Make presentations to a group
____
Read aloud and ask questions about the story
Express thoughts clearly
____
Seek various ways to approach
tasks or problems
characters and setting
Create committees for various tasks and projects
____
Ask and answer
Create activity centers for individual and
smallgroup work
questions clearly
____
Watch a movie and present a review
Work in diverse group
____
Form groups with mixed skill levels
Work individually
____
Schedule guest speakers and follow with discussion
Seek and use information
____
Create a schedule post it and stick to it
Plan time
____
Create projects that require informationgathering
Followthrough on a task
____
Conduct a survey project to identify issues important
Work in teams
____
Meet deadlines
____
to youth
Discuss current events
Talk about homework assignments
Schedule performances of stories skits plays or raps
12
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PART
INTRODUCTION
FRAMEWORKS OF SCHOOLING
Curriculum content tests assessments standards What do these mean? To make the most
of afterschool time you need to understand inschool time
Schools play a major role in shaping our children into future adults citizens and community
members In school children learn academic information and skills build social knowledge
and skills and develop orientations toward education their futures and their place in the
world Achievement in school opens and closes doors and is a major determinant of success in
life Mastery of academic content and skills is essential The chapters in Part I introduce you
to what is taught in the major subject areas in kindergarten through high school across the
United States As you read what curriculum covers think about how the content shows up in
reallife applications Each chapter introduces ideas for bringing academic content to after
school life Take notes and come up with your own ideas!
CONTENT AND CURRICULUM
‘Academic content’ typically refers to what we think of as ‘subjects’ and related skills The
content taught in school is based in bodies of knowledge that develop and change
Information taught today is different in many ways from information taught years ago
Methods of schooling are also different Change comes as a result of new knowledge (in
sciences for example) from changing social and cultural beliefs (for example about race and
the roles of women) and from changes in educational and political philosophies (what is
most important to teach the best ways to teach it etc)
Content changes and curriculum changes Periodically experts in education and in the
subjects reexamine educational structures content and methods States and districts may
adjust calendars and policies such as the age when schooling starts the length of the school
day and year and groupings into elementary middle and high school grades Content is
revisited to mesh teaching priorities with current subjectmatter knowledge knowledge of
children’s development and social needs National subjectarea organizations define content
to be covered and professionals shape the content into curriculum — the information
knowledge and skills to be taught at each grade States districts and schools then select
curricula to adopt Curriculum usually refers to the bigger idea of ‘a course of study’ For
teaching purposes curriculum is turned into daily or weekly lesson plans covering smaller
units of subject matter along with materials and methods
13
S TA N D A R D S A N D T E S T I N G
We all have a common sense idea of what schools should teach We know children need to
PA R T 1 I N T R O D U C T I O N
learn to read and write and do math We also have a sense that as a democracy we should be
teaching children to be good citizens But what specifically should children be learning
when? And what about all the things that will help children become productive citizens with
the opportunities and capabilities of making smart choices for happiness and success? School
boards elected and appointed officials school leaders professional curriculum writers and
other specialists grapple with these questions
States establish the overall content to be taught in schools Most states today have
established formal content standards of what students are expected to know and be able to
do at each grade and in each content area Curriculum is designed and selected to help teach
the content in a way that enables students to reach the standards The goal of having
standards and curriculum that match (or align) is to make education more consistent across
states districts and schools It also gives educators a uniform yardstick for measuring
whether students are learning the content and skills at the target level Even states without
formally adopted standards however teach the basic subject areas of math English science
and social studies along with other subjects depending on local conditions and priorities
Today ‘standards’ and ‘standardsbased school reform’ are controversial topics One issue is
defining what the standards should be both in terms of content (what should be taught) and
in terms of level (what should be known at what stage) Another issue is how to measure
performance and achievement against standards whether by testing or other means Tests
designed to measure student achievement against standards are used to make critical
decisions about students’ futures (such as promotion to the next grade graduation and
college options) school funding and in some cases about teacher pay or retention Parents
teachers administrators school boards subject area specialists and researchers debate the
issues — whether given standards are too high too low or just right how standards and
testing should shape classroom teaching whether standards raise achievement and how
achievement should be defined Regardless of one’s position on the matter however
standards are a central part of children’s education as is testing against those standards
Testing occurs on many levels: classroom district state and national Classroom tests usually are
designed to measure students’ acquisition of inclass or curriculum material They test how much
a student has learned of what the teacher taught in class Typically this is the basis of class grades
14
States and districts use standardized tests to measure student achievement against standards
Students are tested to see how far they have progressed in reaching the standards and results
PA R T 1 I N T R O D U C T I O N
can be compared across schools districts and nationally For example a test might measure a
student’s reading level against the target reading level for that grade Results of tests that
measure performance against standards have significant consequences for students schools
and districts ‘Highstakes testing’ refers to tests with impacts on promotion graduation
college and special program admissions scholarships and school or district funding or
accreditation Currently in the United States highstakes testing is increasingly important
and children and young people must be prepared to meet the challenge
ACADEMIC CONTENT AND AFTER-SCHOOL
Afterschool can support children’s school success by reinforcing schoolday content and
helping children and youth reach academic standards This does not mean that teaching
occurs in the same way as schoolday teaching But it does mean planning afterschool time
to more deliberately support academic content learning One of the strengths of afterschool
is that children and young people can learn schoolbased content through many different
paths and interests and in many different ways However a first step toward bolstering
academic content in afterschool is developing a good sense of what children and young
people should be learning at different stages in their schooling
The following chapters outline academic standards and curriculum content in the major
academic subject areas of English math and science for grades K and high school
Within each grade group refer to the Quick Look section for a general understanding of
expectations and to the Close Look for greater detail
While academic subjects are treated separately in school (especially in upper grades) they
often blend naturally in afterschool projects and activities The way subjects blend in real life
creates almost endless opportunities to tailor activities to different subject areas Consider the
following example You’ll see that themes that organize afterschool projects or activities can
be focused to reinforce almost any school subject area
15
A f t e r- S c h o o l – S u b j e c t A r e a L i n k s
Afterschool projects and activities often are organized around themes Tweak them to
connect with school subject areas
PA R T 1 I N T R O D U C T I O N
Theme
Pets,
School subject
After-school topic or activity focus
Math
Describe and group animals and pets by color weight and size
Language arts
Write animal books and stories
Science
Observe and chart differences between humans and animals and
between animals and insects
animals
Social studies &
Identify neighborhood pets and pests Map pets and pests in the
Geography
neighborhood Map animals around the world
Arts
Draw and act out animals and pets
Math
Create calendars produce weather reports and forecasts
(predictions)
Language arts
Write stories read books watch and talk about videos
Science
Observe and make an illustrated calendar of people plant and
animal adaptations to weather and climate Show patterns of
Seasons
wind rain snow sun and stars on the calendar
Social studies &
Map and find pictures of weather and climate around the world
Geography
Collect pictures take walks to look at human shelters for
different climates
Arts
Dance to seasonal music from around the world
In the content chapters that follow you’ll find curriculum content presented along with
ideas for ‘Bringing Content to Life’ Project starters lists suggested questions and phrases
and other tips will help you see that ‘academic content’ is the stuff of life – fun stuff
16
CHAPTER 1
CurrICuluM CoNTEnt
E L A F RO M K I N D E R G A RT E N TO H I G H S C H O O L
From day one of life children learn language They listen for a couple of years then talk They
grow and discover that words express their needs wants and ideas better than grunts and
whimpers do They find that meaning in speech comes also from tone voice and rhythm and
they learn to listen – and express themselves – more finely Later they learn that writing represents
speech and thought and that it can communicate everything from dusty facts to powerful
feelings In school ‘language arts’ takes the unique marvel of human communication to new levels
In English Language Arts (usually called ‘English’ in upper grades and ‘English Language Arts’
or ‘ELA’ in lower) children learn to read for pleasure for information gathering to learn new
things and to take tests They learn to write in different ways for different purposes from
note taking to essays to research papers They learn to speak to explain describe persuade
spark emotions and express complex thoughts and feelings They learn to listen carefully
lightly or critically as needed
Language skills are fundamental to school success Virtually every subject requires reading
listening and speaking and most require writing as well Without solid language skills a child
will be handicapped throughout school For this reason it is especially important to pay
attention to the needs of English language learners (see Chapter )
Language arts are taught following different curricula in different areas Specifics vary state
by state by districts within states and even between schools within districts Regardless of
the specific curriculum and methods however general standards cover the four basic areas of
reading writing speaking and listening
17
Reading
Reading as a school subject starts with learning about the idea of reading as communication
and the howto mechanics Some teachers and programs emphasize phonics – systems of
E L A
sounds building into words (how we ‘sound words out’) and words building into sentences
and paragraphs Others place more emphasis on whole language starting with overall
C U R R I C U L U M
meaning then moving down to the level of sentences words letters and sounds Most
combine the two because effective reading draws upon many strategies simultaneously
Reading in school introduces a wide range of reading materials and develops children’s abilities to
understand analyze and talk about them Students read fiction and nonfiction novels short
stories poetry drama and articles They read to get information and learn And they read to
discover new worlds stretch their imaginations and better understand themselves and their lives
Reading is the fundamental skill and reading comprehension is tested regularly at all levels
Writing
Writing is a technical physical skill – making marks into something others can read And it’s a
communication skill – writing what you want others to hear and understand Both skills are
learned simultaneously Physical skills take priority in the early years Children spend a year or
more learning to shape marks into letters line them up left to right and squeeze them
between lines Later emphasis shifts to communicating ideas and thoughts Grammar and
structures are taught to help make communication clear Different forms of writing are
taught to serve different purposes and vocabulary is developed to provide finer tools Young
people learn to edit their work to improve their communication They learn to analyze the
writing of others and to use writing well in daily life applications such as resumes job and
college applications and presentations
Speaking and Listening
Speaking and listening seem like naturals that don’t need to be taught but these fundamental
skills are skills to be developed Children and youth learn to express their thoughts ideas and
opinions clearly so that others can understand (We’re all familiar with the frustrations that
go along with “What I’m trying to say is…” or “What I meant is…”) They learn to speak in
front of groups to speak appropriately in different situations and to give and receive
criticism They also learn to listen It is obvious why listening well is important in school
Students need to listen to what is being said they need to pick out what is important and
they need to understand and process what they hear
18
ELA IN AND AFTER SCHOOL
This chapter provides a close look at ELA standards and curriculum taught in school based on
C U R R I C U L U M
general standards across the United States Contact your school or local school district for the
specific standards and curricula in your area For more detail visit wwwncteorg/standards
(National Council of Teachers of English) or wwwmcrelorg (Midcontinent Research for
Education and Learning)
E L A
As an afterschool teacher the chance to reinforce and support language arts is wide open
Use the ideas in this chapter Find more information and ideas in Chapter Reading and
Writing After School If you work with children who are learning the English language itself
(they are not native speakers or do not speak English at home) see Chapter Coaching
English Language Learners In Chapter Homework and Help you’ll find additional pointers
for building language and literacy skills
GoIng fOR StAndards
These general standards apply across the grades. Check which you think
y o u ’ l l b e a b l e t o r e i n f o r c e i n a f t e r- s c h o o l p r o j e c t s a n d a c t i v i t i e s .
Read a variety of materials (stories magazine articles nonfiction
books poetry forms letters etc)
Read materials from different cultures
Read for different purposes (seek information enjoyment learn about
others understand oneself etc)
Summarize analyze and interpret readings
Write in a variety of forms (journals stories letters plays poems)
Collect information and report on it by using different techniques
Speak in a variety of settings and situations
Use speaking to persuade inform and entertain
Listen to and understand oral communications
Summarize analyze and interpret oral communications
View analyze interpret and discuss film and different kinds of performances
19
ENGLISH LANGUAGE ARTS CURRICULUM CONTENT
KINDERGARTEN THROUGH SECOND GRADE
QUICK LOOK
By grade 2 (about 8 years old), children should be able to:
√ Print their names addresses and phone numbers
√ Write in full sentences with basic punctuation and grammar
√ Use capital letters correctly (names beginning of sentences etc)
√ Read and write numbers – √ Read picture books easy chapter books poems and short stories
√ Find information in written materials
√ Correct their writing
√ Sound out words and figure out meanings from context
CLOSE LOOK
In kindergarten through grade 2, children are learning:
READING
Understanding letters, sounds, words, and sentences, including to:
• Read all the letters of the alphabet in capital and
small letters (upper and lower case print)
• Match letters and sounds
• Find and name letters within words
• Hold books correctly and follow sentences
• Read easy words and words on signs
• Sound out words
• Create rhyming words by changing beginning or ending sounds and letters
• Read some ‘sight words’
• Read pattern books picture books and easy readers on their own and with friends
• Summarize a text’s main idea and tell about the main characters
20
WRITING AND GRAMMAR
C U R R I C U L U M
Beginning writing, including to:
• Print upper and lower case letters
• Write their names and names of family and friends
• Write left to right
• Write numbers to • Write stories with adult help
E L A
• Begin independent story writing
• Use beginning grammar and punctuation
(commas periods capitals) correctly
K-2
• Use descriptive words
SPEAKING AND LISTENING
Listening, audience, and speaking skills, including to:
• Participate in discussions
• Take turns
• Express complete thoughts feelings opinions and decisions
• Ask questions appropriately
• Give and follow simple directions and explanations
• Pronounce common words correctly
MEDIA AND TECHNOLOGY
Recognizing types of media and their uses, including to:
• Identify types of media such as newspaper
television radio and Internet
• Identify types of media content such as sports programming
entertainment advertising and news
21
B R I N G I N G C O N T E N T TO L I F E G R A D E S K T H RO U G H 2
WORLDS OF WORDS
E L A
Help children see words everywhere: in the room on shelves and toy bins in books and
C U R R I C U L U M
magazines on posters and signs in the street in newspapers – everywhere Give them
materials to read and comfortable spaces to read them in: spaces to be alone with a friend
or in groups Give them tools to make words themselves: pencils paper crayons chalk
paint markers – even yarn clay or shaving cream!
K-2
LItEracY ON hand
Have
Books
Magazines
Newspapers
Pens pencils
Magic markers crayons
Paper scrap paper
Notebooks
Scissors staplers tape
Yarn thread clay
Calendars
Flyers posters signs
Tape recorder taped stories
Camera
Computer or keyboards
Typewriters
VCR videos
Other
22
Get/get more
SO MANY BOOKS...
How to Choose?
Ask friends children teachers and parents for
• Children’s interests
recommendations The school or library may be able to
• Relevance to children’s
provide lists and the Internet provides an endless
supply of lists that fit any interest
C U R R I C U L U M
There’s no such thing as too many books
experience cultures and ages
• Connection to school learning
One approach to the mass of books is putting books
• Variety of styles and topics
out according to themes You can change themes
• Illustrations
monthly keeping the book supply fresh
• Level of difficulty and language
E L A
• Diversity of people and places
K-2
The following are drawn from lists published by The
New York Public Library and the American Library
Association
Read aloud kindergarten
Abiyoyo Pete Seeger (F P)
Aunt Harriet’s Underground Railroad in the Sky Faith
Ringgold (F)
Bedtime for Frances Russell Hoban (F)
Brown Bear, Brown Bear, What Do You See? Bill
Martin (F)
Independence Boost
• Provide free reading time
• Provide time and space
for reading alone and in pairs
• Allow children to select
their own materials and
Chicka, Chicka, Boom Boom John Archambault (F)
to reread them as much
Leo the Late Bloomer Robert Krauss (F)
as they like
Life Doesn’t Frighten Me Maya Angelou (P)
The Runaway Bunny Margaret Wise Brown (F)
Strega Nona Tommy de Paola (F)
• Allow children to
‘pretend’ read
• Try readalongs with books
and stories on tape
Independent reading kindergarten
Barney’s Horse Syd Hoff (F)
Click, Clack, Moo: Cows That Type Doreen Cronin (F)
Mouse Paint Ellen Walsh (F)
Time, Weather, Colours Jan Pienkowski (NF)
The Very Hungry Caterpillar Eric Carle (F)
23
Read aloud grades 1 and 2
Are You My Mother PD Eastman (F)
The Bathwater Gang Jerry Spinelli (F)
E L A
Little Bear Else Minarik (F)
Mufaro’s Beautiful Daughters John Steptoe (F)
C U R R I C U L U M
Group Reading
Stellaluna Jannell Cannon (F)
The Stinky Sneakers Contest Julie Peters (F)
• First talk about what the book is
about Look at the cover and
Stuart Little E B White (F)
pictures together to get ideas
Independent reading grades 1 and 2
• Point to sentences as you read
(‘track’ the lines)
Butterfly Boy Laurence Yep (F)
K-2
• Pause and let children fill in words
Charlotte’s Web E B White (F)
Cloudy With a Chance of Meatballs Judi Barrett (F)
Ask questions like What
Monsters for Hire Trevor Wilson (F)
happened? What’s going to
Moon Bear Frank Asch (F)
happen next? Why?
• Take turns Read a line or two then
Noisy Nora Rosemary Wells (F)
let a child (or children) read a line
F=FICTION NF=NON-FICTION P=POETRY
• Try giving a fidgety child a stuffed
animal or toy to hold while
listening or talking
Magazines and newspapers
• Notice if you’re losing the audience
~ AppleSeeds
You may need a different book
~ Ask
• Let children pick out books to read
~ Click
as a group
~ Highlights for Children
• Reread favorites!!
~ Ranger Rick
~ Skipping Stones
~ Spider
~ Stone Soup
~ U.S. Kids
Getting Unstuck
• If a beginner stumbles while reading aloud be patient Give him or
her a chance to pause and think
• Depending on the reader give a soundout hint
• Before a child gets too stuck encourage him or her to skip the word
and keep reading They can go back to the word later if needed
24
WRITING
Children starting kindergarten may write only by
• Menus
marking a page Provide lots of opportunity for children
• Signs
to use pencils crayons paint and markers This builds
• Forms
small muscles and gives practice in the eyehand
• Prescriptions
coordination needed for writing
• Instructions
C U R R I C U L U M
Play Writing
By the end of kindergarten children typically have the
• Skits
muscle control and coordination to write letters legibly
• Charades
and form words and phrases By the end of second
• Flyers
grade most children can write recognizable sentences
• Programs
and paragraphs
• Recipes
E L A
• Maps
K-2
• Prices
Encourage writing Writing flows naturally from a great
• Cards
deal of children’s play and from art Keep it going
• Invitations
• Scorecards
Finding WRitIng
What activities can you add more writing to?
25
ProJect aNd ActIvItY StArtErs
E L A
noTEs
C L A S S AT L A S Have children find where their families are
from show it on a map and talk about it Help children use books
C U R R I C U L U M
and other sources to find out about people food geography
weather plants and animals Produce a book with writings (dictated
or written by children themselves) illustrations and maps
Academic content: writing speaking reading social studies
R E A L C O M I C S Write stories in a series of pictures then have
K-2
children read/tell the story to the group or a partner Write key
words to go with the pictures and have children read each other’s
books Talk about stories that were funny sad interesting etc and
have children present another child’s book to the group
Academic content: writing reading speaking listening
C A L E N D A R S Create an illustrated calendar of holidays
birthdays and program events Add illustrations of seasons
weather and other topics
Academic content: writing reading math science
S H O W T I M E Create plays songs and dances from favorite books
Have children select a book or story and write and produce their
skits props and costumes
Academic content: reading writing speaking listening
W O R L D W O R D S Label objects in the room in English and one
or two other languages Draw on children’s backgrounds to select the
language labels Parents may be able to help
Academic content: reading writing social studies
OTHER IDEAS
26
WORDS IN PIC
TURES
A C T IV IT Y: Ea
ch child will make
an illustrated di
ctionary
C O N T EN T O BJ
EC T IV ES :
Writing:
Reading:
Write letters of
the alphabet in
upper and lower
Match letter soun
cases
ds with a word
Review the struct
ure of a book
C O N T EN T T EA
C H IN G S T R A T
EG Y
Review:
Read an alphabe
t book and sing
the alphabet son
Each child identi
g
fies the first le
tt
er
of
hi
s
or her name
and finds three
words that start
Introduce: Talk
with the same le
tter
about making ow
n alphabet book
Identify the part
s to make: cove
Do:
r, inside, back
In groups or indi
vidually:
Write each letter
and select a wor
d
Illustrate each
letter/word
Make cover with
title, author na
me, picture
Make back with
‘about this book
’
M A T ER IA LS :
Construction pa
C O M PR EH EN S IO
per, pencils, cra
N C H EC K :
yons, hole punch
, stapler or ribb
on for binding
Exchange books,
children pick a le
tter and word to
Ask for new/diff
read from frien
erent words tha
ds’ book
t begin with the
letter
FO LL O W -U P N
O T ES :
Did this work? Pr
How to improve
oblems?
it?
ENGLISH LANGUAGE ARTS CURRICULUM CONTENT
THIRD THROUGH FIFTH GRADE
QUICK LOOK
By grade 5 (about 11 years old), children should be able to:
√ Read and write for many purposes
√ Use correct grammar syntax and punctuation
√ Read more complex materials
√ Write in paragraphs
√ Use media for information gathering
√ Define words using different clues and strategies
√ Use cursive (script) writing
√ Distinguish fact from opinion
CLOSE LOOK
In grades 3 through 5, children are learning:
READING
Reading more fluently and for different purposes, identifying fact and opinion,
understanding plot, and recognizing different genres, including to:
• Use clues in the text to predict what will happen
• Reread and check back to better understand meaning
• Connect reading to personal experience knowledge events and other readings
• Summarize a reading
• Distinguish between fact and opinion imaginary and true
• Discuss ideas and meanings expressed in different ways
• Recognize different genres or types of material such as short stories poetry and drama
• Recognize the basic elements of plot: problem conflict resolution and cause and effect
• Recognize techniques such as flashback dialogue imagery and metaphor
• Sound out new words
• Use context prefixes and suffixes to figure out the meanings of unfamiliar words
• Look up words in reference materials (dictionary encyclopedia Internet etc)
• Access information in the library
28
WRITING AND GRAMMAR
C U R R I C U L U M
Developing physical writing skills, and using writing processes and techniques, including to:
• Write a draft then edit and rewrite
• Use standard grammar punctuation capitalization and spelling
• Write for different situations using appropriate language
• Gather and use information from many sources
• List and cite references
E L A
• Write in paragraphs
• Use descriptive language to convey images and emotions
• Use cursive writing
3-5
SPEAKING AND LISTENING
Understanding speech and listening in different contexts and situations, including to:
• Identify and discuss how meanings change over time such as slang (eg ‘cool’ ‘bad’ ‘hot’)
and cultural changes
• Identify pronounce and use English words adopted from other languages
• Identify and use formal and informal speech
MEDIA AND MEANING
Using different media and understanding media
On Hand for Literacy
messages, including to:
• Reference books dictionary
thesaurus encyclopedia atlas
• Compare information from different media
(television film radio print Internet)
• Identify different roles and processes in media
production
• Distinguish between advertising fact fiction
news and story
• Use the Internet
• Pens pencils crayons colored
pencils markers
• Tape stapler glue
• Lined unlined graph and
construction paper
• Index cards
• Posters
• Tape recorder
• Computers
• Maps globe
29
B R I N G I N G C O N T E N T TO L I F E G R A D E S 3 T H RO U G H 5
TA L K I N G L A N G U A G E A R T S
E L A
Encourage children to think and talk about their worlds: family friends pets things they do
C U R R I C U L U M
and events around them Use words they are learning in English classes and encourage
children to use them as well
When talking about...
you can ask...
(vocabulary underlined)
3-5
Was it fact or opinion?
What was true or fiction?
What is the plot? Summarize it.
Books comics moviesTV
pictures video games
Describe the characters.
What genre is this: mystery, poetry, non-fiction,
fiction, history, short story, comedy, tragedy?
Did they use flashback or dialogue?
Who is the narrator?
What is the setting? Where does it take place?
Describe it, him, or her.
Family friends teachers
Use descriptive words (adjectives).
places pets and things
What facts do you know about…?
What do you think about…?
What is your opinion?
Is there a rhythm you can tap out?
Songs raps poems
What is the story? Summarize it.
Who is talking? Who is the narrator?
What is the setting? Describe it.
30
MORE BOOKS
C U R R I C U L U M
Provide all kinds of reading materials Many cities and towns have depots of used books
available free or at very low cost and libraries often have sales Take advantage of these
opportunities to build and renew your library
Ask children parents and teachers for recommendations and work to make your collection
reflective of children’s interests diverse cultures the local environment and school curricula
E L A
Children at this age like finding out how things work Listen and watch to pick up on
children’s interests and provide lots of nonfiction You may want to put books out by theme
Try to find out what themes are being used in school then select a range of books that are
3-5
related to those themes
The following are from lists published by The New York Public Library and the American
Library Association
Read aloud
Amos Fortune Free Man Elizabeth Yates (F)
Catwings Ursula K LeGuin (F)
Read Aloud
• There is no age limit for
Every Living Thing (short stories) Cynthia Rylant (F)
hearing books read aloud
Freedom Train: The Story of Harriet Tubman Dorothy
Adults youth and children
Sterling (NF)
enjoy listening to stories
Letting Swift River Go Jane Yolen (F)
and books especially when
The Lion the Witch and the Wardrobe CS Lewis (F)
they’re read dramatically
Matilda Roald Dahl (F)
• Try reading an exciting chapter
Nate the Great series Marjorie Weinman Sharmat (F)
book aloud over the course of
Neeny Coming Neeny Going Karen English (F)
days or weeks
Ramona series Beverly Cleary (F)
• End the reading sessions at
Sadako and the Thousand Paper Cranes Eleanor Coerr (F)
the most dramatic moments
Time Cat Lloyd Alexander (F)
ask what children think will
The Whipping Boy Sid Fleischman (F)
happen next and tell them
they’ll find out the next day
Independent reading
Circle Of Gold Candy Dawson Boyd (F)
Honey I Love Eloise Greenfield (F)
Dear Benjamin Banneker Andrea Davis Pinkney (NF)
The 18th Emergency Betsy Cromer Byars (F)
The Flunking of Joshua T. Bates Susan Richards Shreve (F)
31
Fortune Tellers Lloyd Alexander (F)
A Gift for Mama Esther Hautzig (F)
The Great Brain John D Fitzgerald (F)
E L A
Home Run: The Story of Babe Ruth Robert Burleigh (B)
A Light in the Attic Shel Silverstein (P)
C U R R I C U L U M
She’s Wearing a Dead Bird on Her Head! Kathryn Lasky (F)
Tar Beach Faith Ringgold (F)
A Visit to William Blake’s Inn: Poems for Innocent and Experienced Travelers Nancy Willar (P)
The Woman Who Outshone the Sun Rosalma Zubizarreta (F)
F=FICTION • NF=NONFICTION • P=POETRY • B=BIO/AUTOBIOGRAPHY
3-5
More Reading
Magazines and newspapers
• Encourage reading for fun and sharing
~ Ask
Don’t kill it with constant correction
~ Kids Discover
~ Highlights for Children
• Encourage partner reading
~ Junior Baseball
• Read aloud exciting books that are more
~ Ranger Rick
advanced than what children can read
~ Cricket
independently
• Talk about how books relate to reallife
experiences
• Play word games
• Try readalongs with books on tape
bOOK List
Books and reading materials to get
32
PROJECTS
C U R R I C U L U M
Projects bring all the language arts together in reallife applications They cross subject areas
and involve children of all levels Once you develop projects they often can be adapted for a
range of ages (See Chapter for more detail on developing projects)
D A I LY N E W S A N D W E AT H E R Form committees to collect and
E L A
ProJect aNd ActIvItY StArtErs
noTEs
3-5
report daily news from the group school and neighborhood and to report
and predict weather Keep a group calendar of schedules and events
Academic content: speaking writing listening math science social studies
STO R I ES I N T H E RO U N D Try some of the many variations on group
story building Pick a word and have a child start a story based on it After a
few moments clap The next child continues the story Or have a child pick
the word or be the ‘clapper’ Children can each write words on slips of paper
put them in the middle and have one picked for the starter You can read a
starter line with the next child adding a line then the next and so on
Academic content: speaking listening writing
C O O K B O O K S Talk about favorite foods cooking and recipes Go to the
library for cookbooks ask children to bring recipes from home cook from
recipes make cookbooks with text and illustrations
Academic content: writing reading research
W O R D G A M E S Dozens of commercial and doityourself word games
help build language skills including Scrabble (and Junior Scrabble) Boggle
Jeopardy Pictionary Ghost and Hangman
Academic content: reading writing
P E R S O N A L D I C T I O N A R I E S Use small address or phone books for
children to make their own dictionaries of words they like words they have
trouble spelling words they want to remember etc
Academic content: vocabulary building spelling
33
FUNDRAISER
er
market fundrais
A C T IV IT Y: Flea
Children will:
oses
r different purp
fo
g
n
ti
ri
w
e
ic
Pract
Writing:
orm for ideas
Learn to brainst
ideas to a group
in
a
pl
ex
d
n
a
t
Presen
Speaking:
s
rn about market
ea
L
s:
ie
ud
st
l
Socia
track of money
ep
ke
to
ys
a
w
op
Devel
Math:
EC T IV ES :
C O N T EN T O BJ
EG Y
C H IN G S T R A T
C O N T EN T T EA
Review:
Introduce:
Do:
markets around
markets,
Talk about flea
the world
flea market idea
l
a
er
n
ge
,
et
rk
a
m
Reasons for flea
possible
sell
or flea market if
et
rk
a
list of items to
m
l
m
ca
or
lo
st
in
a
Visit
br
r:
de
on lea
der’ and discussi
ded
Designate ‘recor
and supplies nee
ls
a
ri
te
a
m
st
li
d
Brainstorm an
gns,
nments
e handout and si
m
List tasks, assig
co
el
w
a
ke
a
m
to write labels,
ts
Form committees
aders and paren
le
y
it
un
m
m
co
r
s fo
write invitation
t kinds of flyers
en
er
ff
di
ke
a
m
Form groups to
g track of money
in
ep
ke
r
fo
s
rm
Make fo
M A T ER IA LS :
Sup
h flea markets,
experiences wit
arket (tables,
plies for flea m
C O M PR EH EN S IO
N C H EC K S
change boxes, et
c.)
recorders
on leaders and
si
us
sc
di
t
en
er
Select diff
work
Check committee
rtfolios
produced for po
ls
a
ri
te
a
m
y
op
C
FO LL O W -U P
Did this work?
How can it be be
tter?
ENGLISH LANGUAGE ARTS CURRICULUM CONTENT
SIXTH THROUGH EIGHTH GRADE
QUICK LOOK
By grade 8 (about 13 years old), young people should be able to:
√ Read more complex young adult level material
√ Read for different purposes including skimming highlighting and close reading
√ Read and write for functional purposes such as completing forms and applications
√ Use research materials and methods and make presentations
√ Present references and citations
√ Identify and use different literary forms and techniques
√ Use standard grammar
√ Identify and analyze media messages and recognize opinion bias and hidden messages
CLOSE LOOK
In grades 6 through 8, young people are learning:
READING
Understanding longer, more complex, and more varied types of materials,
and using reading techniques, including to:
• Collect information from different sources within deadlines
• Cite references following correct format
• Read and identify different kinds of writing
• Summarize main points present facts and opinions explain imaginary elements
• Identify and explain surface and hidden meaning in texts
• Use reading strategies including prereading rereading checking comprehension using
prior knowledge using reference materials and asking peers and teachers for help
• Break words into parts (such as prefix suffix or root word) to find the meaning
• Read and follow multistep directions
• Recognize and explain opinion and bias
35
WRITING AND GRAMMAR
Developing ease with the writing process and writing for different audiences, including to:
E L A
• Use techniques such as brainstorming prewriting drafting editing revising and rewriting
• Use techniques of developing plot point of view voice and setting
C U R R I C U L U M
• Write strong closing paragraphs
• Edit for content structure grammar and punctuation
• Follow guidelines and meet deadlines
• Write for functional purposes including writing detailed
instructions letters and forms and applications
6-8
SPEAKING AND LISTENING
Speaking in different situations and in front of audiences, including to:
• Defend an opinion and make a spoken presentation before a group
• Give and receive criticism
• Interpret audience reaction
• Give appropriate feedback
• Conduct interviews
MEDIA AND MEANING
Analyzing media messages, including to:
• Analyze and discuss messages in television programs advertising
newspapers entertainment and the Internet
• Identify and discuss journalism reporting and bias
Go FoR It
Within each language arts area, pick one of the items you feel you can
develop further in your program.
Reading
Writing
Speaking and Listening
Media and Meaning
36
B R I N G I N G C O N T E N T TO L I F E G R A D E S 6 T H RO U G H 8
C U R R I C U L U M
TA L K I N G L A N G U A G E A R T S
Young people at this age know the mechanics of reading writing and talking They can deal
with complex text on a range of topics and use their literacy skills in reallife situations They
understand grammar punctuation sentence structure and spelling and usually can find and
E L A
correct problem spots and mistakes themselves Lots of practice is the best support at this stage
Ask ‘fat’ questions
This is the beginning of the shortanswer shrug phase Some young people have no problem
6-8
at all keeping a conversation going Others need more encouragement
Get in the habit of asking ‘fat’ questions to getter fatter answers than a thin ‘yes’ or ‘no’
Deadenders are questions like “Do you agree with…?” “Do you like…?” or “Do you know how?”
Try instead
What would you have done in this situation?
What different ending can you come up with?
Which part did you like/not like? Why?
How did you come up with that?
Encourage young people
Social Language Arts
to think, express
• Encourage older children – at almost
opinions, and talk about:
any reading level – to read aloud to
• World events
younger children It’s excellent practice
• Movies and books
and a terrific motivator
•Television programs
• You do not have to lead every discussion
• Comic books
Build leadership and presentation skills by
• Music
having young people lead discussions
• Personal change and hopes
• Young people are developing into more
• Sports
independent learners Organize things so
• Careers and work that interest them
young people work in teams groups and pairs
• Places they’ve visited or want to visit
Encourage young people to help each other
37
WIDE OPEN READING
By grades through young people should be reading material at young adult and adult
E L A
reading levels If they are not they need a boost before they get into high school (Did you
know most newspapers and magazines are written at a sixth through eighth grade reading
C U R R I C U L U M
level?) Try to talk to teachers and parents Use Chapters and for some helping techniques
Clearly not all adultlevel books are appropriate even if the reading skills are there The list
below gives an idea of content type Lists are published by countless organizations and web
sites are excellent sources for more recommendations (see Resources Chapter ) as are
teachers and parents
6-8
Don’t forget: readalouds are still lots of fun; so are videos of literature and books on tape
Adam and Eve and Pinch-Me Julie Johnston (F)
Annie John Jamaica Kincaid (F)
The Cat Ate My Gym Suit Paula Danzinger (F)
Cool Salsa: Bilingual Poems on Growing Up Edited by Lori M Carlson (P)
Crash Jerry Spinelli (F)
Devil’s Arithmetic Jane Yolen (F)
Dream Keeper and Other Poems Langston Hughes (P)
Encounter Jane Yolen (F)
Fallen Angels Walter Dean Myers (F)
Flowers for Algernon Daniel Keyes (F)
Holes Louis Sachar (F)
I Am an American: A True Story of Japanese Internment Jerry Stanley (NF)
I Heard the Owl Call My Name Margaret Craven (F)
In the Year of the Boar and Jackie Robinson Betty Bao Lord (F)
Make Lemonade Virginia Euwer Wolff (F)
The Old Man and the Sea Ernest Hemingway (F)
The Outsiders SE Hinton (F)
The Pearl John Steinbeck (F)
A Raisin in the Sun Lorraine Hansberry (F)
Roll of Thunder, Hear My Cry Mildred D Taylor (F)
The Shakespeare Stealer Gary Blackwood (F)
Someone Was Watching David Patneaude (F)
Throwing Shadows EL Konisberg (SS)
Tuck Everlasting Natalie Babbitt (F)
Walk Two Moons Sharon Creech (F)
38
Magazines and newspapers
Make different forms of writing (and reading)
~ Cicada
available For example:
~ Consumer Reports for Kids
Fiction
~ National Geographic
Short stories novels mysteries historical
~ Sports Illustrated
fiction romance etc
~ Smithsonian
Non-fiction
~ The New York Times
Newspaper and magazine articles biographies
~ The Wall Street Journal, Classroom Edition
autobiographies events travel adventure
E L A
~ Biography
C U R R I C U L U M
Genres
sports health howto information
F=FICTION • NF=NONFICTION
Poetry
P=POETRY • B=BIO/AUTOBIOGRAPHY
6-8
Rhyming verse sonnet ballad Haiku limerick rap
bOOK List
Books and reading materials to get
PROJECTS FOR LANGUAGE ARTS
By middle school young people can work more independently with realworld projects Form committees to
take on real tasks and responsibilities Committees and projects are perfect for multiage multiskill groups
and once the structure is set up young people can move through them year after year You can tailor them
to particular learning objectives and adapt them for a range of ages Use committees as a learning opportunity
for developing the language arts skills of reading and writing for different purposes collecting information
from different sources and analyzing and presenting information (See Chapter for more on projects)
39
ProJect aNd ActIvItY StArtErs
E L A
noTEs
N E W S A N D V I E W S Charge a committee with presenting daily reports
of news weather sports editorials and commentary This is an excellent
C U R R I C U L U M
method for building computer and video skills Encourage factbased news
and opinion pieces sports predictions based on statistics and descriptive
weather reports
Academic content: research writing speaking math science technology
E V E N T S Establish a committee to plan and budget trips student
6-8
performances parties and other special events Work can include surveying
for ideas presenting information and choices to the group and guiding
group decisionmaking Add more committees to handle budgeting and
feasibility event organizing writing letters and invitations producing
publicity and conducting followup evaluations
Academic content: reading writing math
R E V I E W T E A M Form a team to collect prepare and present reviews
of movies videos TV shows music groups CDs books magazines and
anything else kids are talking about Interviews surveys group and
individual reports and periodic written tip sheets can all be part of the
team’s work
Academic content: reading analysis writing presentations
T H E AT E R A N D P E R F O R M A N C E A R T S Theater and
performance are dense with language arts From reading or writing plays or
skits to putting on dance music or art shows to directing publicizing and
making sets the world of performance offers extraordinary opportunities to
further language skills development Whether you work on short quick
pieces longer productions or invite specialist students or professionals to
conduct workshops you’ll find performance and theater arts motivating for
most young people and wide open to all
Academic content: reading writing speaking and almost anything else
40
W H E R E W E ’R E C
OMING FROM
A C T IV IT Y: Pr
oduce a neighbo
rhood guidebook
C O N T EN T O BJ
EC T IV ES : Pha
se I:
Pr
actice writing pr
ocess skills: bra
instorming, outl
Use survey and
ining information
interview resea
rc
h
te
ch
n
iq
ues
Present informa
tion clearly to a
group
C O N T EN T T EA
C H IN G S T R A T
EG Y:
Review:
Look at guideboo
ks, talk about n
eighborhood know
knowledge
ledge, sources of
neighborhood
Introduce: Dis
cuss concept, pu
rposes, phases of
Do:
project
Student leaders
brainstorm, list
, and discuss wha
Identify tasks a
t to include
nd steps; form co
m
m
it
tees as needed
Identify source
s of information
Develop intervie
w guide and surv
ey strategy
Conduct intervie
ws, outline findi
ngs
Outline, draft,
and edit results
Conduct Internet
and library rese
arch, prepare dr
Present findings
afts
Identify next st
eps
M A T ER IA LS :
Journals, noteb
C O M PR EH EN S IO
ooks, pens, tape
recorders, camer
N C H EC K :
Monitor committe
e work
Collect and copy
drafts for portfo
lio,
FO LL O W -U P N
O T ES :
What is working
What to look out
as
and not?
for in the next
phase
to be followed by
revised and finis
hed products
ENGLISH LANGUAGE ARTS CURRICULUM CONTENT
NINTH THROUGH TWELFTH GRADE
QUICK LOOK
By grade 12 (about 17 years old), young adults should be able to:
√ Read adultlevel materials (for example the New York Times
Newsweek Sports Illustrated or National Geographic)
√ Read and write critically
√ Provide thoughtful written and spoken criticism
√ Write in individual voice
√ Approach information from the media with a critical and analytical eye and ear
√ Use multiple sources for original research
√ Make multimedia presentations
√ Evaluate their own and others’ writing
√ Read and write for practical functions including resumes business letters
forms and job and college applications
CLOSE LOOK
In high school, young adults are learning:
READING
Understanding, interpreting, and analyzing complex, adult-level material, including to:
• Identify layers and elements of a text such as genre style
structure character plot and theme
• Identify writing styles
• Use vocabulary of literary analysis
• Explain different interpretations of a text
• Relate texts and readings to each other finding similarities and differences
• Read complex and long texts from many genres cultures and other
languages (when second language skills exist)
• Read and explain literary criticism
42
WRITING AND GRAMMAR
C U R R I C U L U M
Writing fluently for different purposes, including to:
• Write for a range of practical purposes such as resumes editorials
business letters job and college applications
• Express personal voice and style
• Edit revise and rewrite to high standard of grammar and structure
• Write for different purposes such as to entertain persuade argue
E L A
explore issues express imagination
• Use a range of literary techniques to add depth and complexity to writing
• Conduct and write original research papers using and citing primary
9-12
and secondary sources
• Revise writing for style word choice structure clarity
organization and effect
• Use references such as language style guides
SPEAKING AND LISTENING
Using skills in debating, interviewing, and public speaking, including to:
• Prepare for and participate in structured debates and panel discussions
• Present improvised speeches
• Demonstrate interview skills
• Orally defend a thesis and written work
• Discuss universal themes in literature and other art forms
MEDIA AND MEANING
Analyzing media forms and influence, including to:
• Make informed judgments about media impacts on society
and its role in politics business entertainment etc
• Evaluate media messages and techniques of persuasion
• Recognize propaganda
• Analyze forces that shape media and messages
43
B R I N G I N G C O N T E N T TO L I F E G R A D E S 9 T H RO U G H 1 2
In high school young people work independently and make judgments about what is worth
E L A
their time High school youth need opportunities to expand their experiences to learn about
and deal with the world after high school and to develop themselves as young adults
C U R R I C U L U M
This is the time for building English skills within very practical contexts Most obviously
young people are facing tests credits course grades graduation and applications for work
and college At the same time they are exploring who they are trying on identities and
exercising their imaginations Use afterschool time to build academic English skills for
concrete practical purposes and as a pathway of exploration and selfdiscovery See Chapters
9-12
and for techniques for supporting English skills Chapter especially addresses helping
with the reading and writing needs of high school students
Projects (see Chapter ) and committees are particularly suited to high school merging
academic knowledge and skills with developing capacities for decisionmaking self
expression and problemsolving Use projects as an opportunity to practice techniques of
brainstorming focusing outlining tasks and evaluation Exploring forms of expression
developing and presenting opinions and listening and critiquing are language arts skills that
can be part of virtually any program
READING
Provide for relaxed reading in many forms:
Comic books
Game manuals
Manuals
Essays
Maps
Games and puzzles
Joke books
Art books
Poetry
Sports scores
Sports magazines Instructions
Travel guides
Song lyrics
Cookbooks
Movie reviews
Music reviews
Fiction
Book clubs, reading circles, discussion groups
Many popular novels now have reading club or discussion guides
in the back of the book Consider youthled reading groups
Groups take responsibility for selecting readings developing
discussion questions and leading discussion Adding snacks to
discussions always makes them even more fun Ask for reading
recommendations from teachers parents friends and young
people themselves
44
BOOK list
History
Before We Were Free Julia Alvarez (NF)
C U R R I C U L U M
Cold Mountain Charles Frasier (NF)
Gathering Of Old Men Ernest Gaines (F)
The Killer Angels Michael Shaara (F)
The Mambo Kings Play Sounds of Love Oscar Hijuelos (F)
Parallel Journeys Eleanor H Ayer (NF)
Snow Falling on Cedars David Guterson (F)
E L A
The Professor and the Madman: A Tale of Murder, Insanity, and the Making
of The Oxford English Dictionary Simon Winchester (NF)
9-12
Romance
Blood and Chocolate Annette Curtis Klaus (F)
The Kissing Book Tomina Edmark (NF)
See Chapters 5, 6, and 7
Pride and Prejudice Jane Austen (F)
for techniques to support
reading skills and
Comics
academic reading help.
The Complete Maus Art Spiegelman
Ghost World Daniel Clowes
Tank Girl Jamie Hewlett and Alan Martin
W r i t i n g a b o u t p e o p l e ’s e x p e r i e n c e s i n t h e w o r l d
Autobiography of Malcolm X Malcolm X and Alex Haley (B)
Having Our Say: The Delany Sisters First One Hundred Years Sarah Louise Delany
Amy Hill Hearth A Elizabeth Delany (B)
Paula Isabelle Allende (NF)
When I Was Puerto Rican Esmeralda Santiago (B)
Math
Math Curse Jon Scieszka (F)
Life by the Numbers Keith Devlin (NF)
Science and Science Fiction
A Brief History of Time: From the Big Bang to Black Holes Stephen Hawking (NF)
Armed Memory Jim Young (F)
Fahrenheit 451 and Something Wicked this Way Comes Ray Bradbury (F)
Silent Spring Rachel Carson (NF)
F=FICTION • NF=NONFICTION • P=POETRY • B=BIO/AUTOBIOGRAPHY
45
ProJect aNd ActIvItY StArtErs
E L A
J O B S , C O L L E G E , A N D M O R E Organize a group to
investigate choices options and prepare materials
C U R R I C U L U M
Work can include:
• Organizing visits to work places
• Inviting guest speakers to talk about jobs and careers
• Preparing booklets about jobs and careers
requirements and pathways into them
• Creating a book of sample letters and resumes
9-12
• Setting up a center for interview practice
• Creating a book of sample college applications
Academic content: speaking listening reading research math
P E R F O R M A N C E S Encourage young people to develop
their various talents and to perform for the group Performances
can be built around program workshops plays and skits based on
experiences events movies or readings debates news reporting
poetry slams and dance and music
Language arts skills reinforcement is not limited to the
performers Others can write flyers invitations posters
or programs can photograph or film produce publicity etc
Performancebased projects are excellent for mixedlevel
multilingual groups
Academic content: reading writing speaking and much more
E N V I R O N M E N T WAT C H Research environmental or
other community issues plan action and get involved with
letterwriting campaigns creating fact sheets and flyers
producing newsletters or conducting activities like cleanups
recycling or outreach
Academic content: research reading writing science
46
noTEs
C U R R I C U L U M
C O M M U N I T Y D I S C O V E R Y Learning in and from the
noTEs
community reinforces academics and fosters connection with
community networks Young people can research community
history businesses organizations and resources such as parks
E L A
gardens and libraries to:
• Identify needs in the community and plan community
service projects
• Invite community leaders or local business owners to talk to
9-12
the group about neighborhood issues
• Organize community events
• Produce guides oral history collections photographic
journals and others
Academic content: reading writing speaking math social
studies
E V E N T S Form a committee to plan and budget trips
performances parties and other special events Committee
work might include surveying for ideas developing budgets
and analyzing feasibility presenting information and
choices to the group and guiding group decisionmaking
Event organizing producing publicity materials writing letters
and invitations and followup evaluations all reinforce
language skills
Academic content: reading writing math
R E V I E W T E A M Form a team to collect prepare and
present reviews of movies videos TV shows music groups
CDs books magazines and anything else kids are talking
about Interviews surveys group and individual reports
and periodic publication of tip sheets all can be part of the
team’s work
Academic content: reading analysis writing presentations
47
JOB MARKET
ate a jobs guide
A C T IV IT Y: Cre
, pr
vant information
le
re
d
n
a
t
n
a
rt
tion, select impo
rposes
Collect informa
ent functional pu
er
ff
di
r
fo
te
ri
W
different ways.
EC T IV ES :
C O N T EN T O BJ
EG IE S :
C H IN G S T R A T
C O N T EN T T EA
Review:
Introduce:
Do:
where to get
people have had,
esent informati
on in
job information
,
s, jobs
Discuss job type
of guide
bout job-hunting
a
ow
kn
discuss concept
ey
b;
th
t
jo
a
wha
g
in
tt
ge
d
an
ded for finding
cluded
Discuss skills nee
be found and in
to
on
ti
a
rm
fo
list in
Brainstorm and
ing newspapers,
of information
s
ud
cl
ce
in
ur
so
s,
ce
le
ur
ib
ss
so
List po
fferent
rmation from di
fo
in
t
ec
ll
co
rs
to
Form groups
community membe
,
ls
a
du
vi
di
in
h,
researc
library/Internet
to group
Present findings
iews
Role play interv
s,
s, qualification
include
te
to
ra
t
y
a
ha
(p
w
e
on
id
ti
a
ec
D
b inform
sumes, letters, jo
re
–
ts
n
te
n
co
Draft
c.)
typical hours, et
g,
n
di
n
fi
of
ty
difficul
ide
Edit and revise
jobs using the gu
t
en
er
ff
di
r
fo
iews
Role play interv
M A T ER IA LS :
Journals, noteb
ooks, n
ter access, ta
ewspapers, compu
N C H EC K :
C O M PR EH EN S IO
e
Observe committe
work. Collect dr
aft
Did this work?
e it?
of the
What were some
era
folios with fin
s and put in port
O T ES :
FO LL O W -U P N
How can I improv
pe recorder, cam
stumbling blocks
?
ished products
GLOSSARY
Definition
Example
PA R T S O F S P E E C H
Noun
thing person or place
movie Yolanda Philadelphia
Adjective
describes adds to a noun
long movie big city hot day
Verb
word of action or being
run speak hide am is are have
Adverb
describes a verb; often ends in ly
run quickly spoke warmly hide carefully
VOCABULARY BUILDERS
Synonym
word that means the same
fast/quick cold/icy big/large
Antonym
word that means the opposite
cold/hot fast/slow big/small
Homonym
words spelled and pronounced
club (nightclub)/club (to club)
alike but with different meanings
bear(animal)/bear(carry)
words that sound alike but have
loan/lone ate/eight role/roll tail/tale
Homophone
different spelling and meaning
PA R T S O F W O R D S
Prefix
added to beginning of words
unacceptable
disadvantage
antisocial
Suffix
added to end of words
acceptable
advantageous
socially
careless
Root
basic part of a word without
accept
prefixes or suffixes
advantage
Finding roots helps with
social
understanding word meaning
49
Definition
Example
R E A D I N G A N D W R I T I NG
E L A
type of art book movie writing
Genre
mystery fiction adventure
nonfiction painting poetry sculpture
G L O S S A R Y
Fiction
imaginary not true
novel short story drama
Non-fiction
true writing based on actual
newspaper articles textbooks encyclopedia
events facts research
Pre reading
looking at reading materials
read titles and summaries look at
before starting actual reading
illustrations think about what already
know about a subject
Writing process
steps to take with a writing task
prewrite: brainstorm for ideas organize
or assignment including
information into outline
prewrite draft revise edit
draft: write body of paper
revise: review draft for ideas content
organization Redraft
edit: fix grammar punctuation spelling
typos and other mechanic mistakes
Types of writing
narrative: writing that tells a story
novel short stories nonfiction stories
descriptive: writing that describes
travel articles descriptions of people
persuasive: writing that convinces
advertising campaign speeches editorials
informative: writing that gives
directions newspaper articles recipes memos
information
Purpose
reason for writing
Main idea
the point the writer is trying to make
Supporting ideas
ideas that reinforce the main idea
Context
words or information around a word
to describe persuade tell a story or inform
you don’t know that helps you figure
out what it means
SEE CHAPTER 10 FOR A DETAILED LIST OF RESOURCES FOR ALL
ENGLISH LANGUAGE ARTS AREAS, PROJECTS, AND ACTIVITIES.
50
CHAPTER 2
CurriCuluM CoNTEnt
M AT H E M AT I C S F R O M K I N D E R G A R T E N T O H I G H S C H O O L
Schools teach math to help children solve problems collect and analyze information and
function effectively Dealing with time and schedules money and budgets map reading and
navigation measuring and building arts and crafts using tools understanding polls and
surveys and gathering information all use math But math is more than just practical
It helps children think better for all subjects
Math learning is not only about numbers and calculations It is also how to:
• Understand a problem and figure out how to solve it
• Work on problems in a reasonable way
• Explain what you did (or what you’re doing) and why
• Make reasonable estimates
M AT H C U R R I C U L U M C O N T E N T A C R O S S T H E G R A D E S
Math classes textbooks and standardized tests are based on curriculum and standards developed
by the National Council of Teachers of Mathematics (NCTM) For each grade math content is
divided into five areas: numbers measurement geometry algebra and data In practice these
areas overlap a great deal Numbers arithmetic and geometry are at the core especially in the
early years Later students do complex operations with numbers get into geometric analyses
deal with variables and unknowns and work with information data and statistics
From kindergarten through high school in different ways and levels students are learning:
Numbers
• Writing reading and understanding what numbers represent
• Working with numbers (‘operations’) including addition subtraction division and multiplication
51
Measurement
• Measuring and describing things like objects spaces shapes and time
• Using different types of measurement units (inches meters pounds kilograms) measurement
tools techniques and formulas
Geometry
• Describing drawing building and manipulating and dimensional shapes space and objects
• Using geometric systems to describe space and locations
Pa t t e r n s , f u n c t i o n s , a n d a l g e b r a
• Using symbols to show mathematical relationships situations and patterns
• Calculating with unknown quantities represented by letters or symbols
• Analyzing change and relationships of change
Data, statistics, and probability
M AT H
• Representing information with data
• Working with analyzing presenting and explaining data
C U R R I C U L U M
• Using data to draw conclusions form opinions and make predictions
In virtually all states in the United States math courses cover these areas The NCTM standards
break these down by grade and go into great detail The following pages offer a summary
drawn from many sources (including NCTM) significantly reduced to make the information
easier to use in afterschool settings (and to make it hundreds of pages shorter!) The full
NCTM standards can be found at www.standards.nctm.org.
M AT H L E A R N I N G I N L I F E
Young children start learning math in everyday activities and play such as:
• Counting and sorting things like bottle caps rocks or laundry
• Building with boxes or blocks
• Dividing and sharing candy bars or sandwiches
• Helping to measure for recipes
• Singing repeating songs
• Chanting with jump rope or playing clapping games
• Doing puzzles
• Drawing shapes
• Following directions to go someplace
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These activities help children learn about the relationships of numbers to things about space
and describing it and about organization Children can understand basic concepts from a
young age even before they can express them in words or numbers Math in school gives
children and young people increasingly sophisticated and complex tools and techniques for
working with mathematical concepts
Activities that include math concepts or math thinking are probably already part of your day
To help children and young people learn more math from daily activities bring out the math
parts more clearly Seize the teachable moment! Use lots of math vocabulary explain what is
going on and ask children to explain their processes and thinking Plan lessons activities and
projects that deliberately include math The following pages will give you some ideas
C U R R I C U L U M
MatH in Daily LifE
Think about what you do already in your program that has math in it.
W h a t a r e t h e m a t h p a r t s ? Fo r e x a m p l e :
Cook, bake
Snack
Drawing, painting
Music
Math
M AT H
Activity
measure, estimate, time
count supplies, divide and add portions
mix colors, name shapes, play with patterns
write music, create patterns and rhythms
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MATHEMATICS CURRICULUM CONTENT
KINDERGARTEN THROUGH SECOND GRADE
QUICK LOOK
By grade 2 (about 8 years old), children should be able to:
√ Count backward and forward to (K) (st) (nd)
√ Tell time and talk about time
√ Use money and have an idea of correct change
√ Make reasonable estimates
√ Name draw and describe shapes
√ Describe the concept of and dimensions
√ Use a calendar and name days of the week months years and seasons
√ Measure and weigh things
√ Use and know left and right
√ Understand the idea of number ‘places’ ( )
√ Collect information and present it in an organized way
√ Demonstrate a sense of space and distance
s
s
s
CLOSE LOOK
In kindergarten through grade 2, children are learning:
NUMBERS
Using numbers and simple fractions in beginning operations, including to:
• Count to (K) (st grade) and (nd grade) forward and
backward and by odds and evens
• Form groups by s s and s
• Read and write numbers through (K) through (st grade)
through (nd)
• Match number words numerals and the correct number of objects
(for example one peanut)
• Add and subtract onedigit numbers using real things (K) and twodigit numbers (nd grade)
• Estimate answers to problems
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— — —
• Show with objects folding cutting measuring cups spoons etc
— — —
and writing and reading • Recognize and show (for example with buttons blocks or beans) equal
and not equal more than and less than addition and subtraction
• Estimate quantities
MEASUREMENT
Understanding and using measures in daily life, including to:
• Tell time on digital and analog (‘face’) clocks; understand ‘earlier’ and ‘later’
• Use a calendar name days of the week months and year and connect
the calendar with seasons
• Use a scale express ideas of heavier lighter and pounds and estimate
weights reasonably
C U R R I C U L U M
• Measure and describe distance length width height area and volume
• Guess sizes dimensions and distances reasonably
• Measure and make reasonable predictions of temperature
• Write and read dollars and cents in numbers and symbols ($ $)
M AT H
• Use money and make change of $
GEOMETRY
Using language of geometry to describe shapes and positions, including to:
K-2
• Name and draw circles rectangles squares triangles and parallelograms
• Recognize dimensional figures including cubes cones
and cylinders (st and nd grades) and explain the difference between
dimensional and dimensional
• Describe spaces and objects using words like corner curve line side
inside outside and ‘faces’
• Understand position direction and location including left right
before after in between up down in out above and below
• Sort objects by one or two characteristics (for example grouping
things by size and shape color and shape curved or straight or dimensional)
• Locate places on a map and show north south east and west
55
PAT T E R N S , F U N C T I O N S , A N D P R E - A L G E B R A
Seeing patterns and groups and understanding that patterns and relationships
can be represented with symbols, including to:
• Recognize and copy patterns of sounds objects and symbols
• Represent patterns with numbers and symbols for example or
aa bb aa cc aa dd
• Find the rule describing a pattern sequence or relationship
• Use symbols / (greater than) (less than)
D ATA , P R O B A B I L I T I E S , A N D P R E D I C T I O N S
Using concepts of information and data, showing information, and
making predictions based on data, including to:
M AT H
• Form questions that can be answered with data (for example “How many children in the
class speak Spanish?”)
• Collect information
C U R R I C U L U M
• Graph information such as children’s heights eye color or age in months
• Read information and answer questions from a graph
• Show information in different ways such as pictures different forms of graphs and
diagrams
• Show connections of ideas and information using concept maps
• Guess predict and give reasons for the guess
K-2
• Understand and use words of probability and prediction such as ‘always’ ‘never’ ‘maybe’
‘most often’ ‘usually’ and ‘least often’
S t a n d a r d s - B a s e d To o l s
It’s never too early to start showing
information using:
• Tables
• Charts
• Graphs
• Lists
• Patterns
• Numbers
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B R I N G I N G C O N T E N T TO L I F E G R A D E S K T H RO U G H 2
M AT H O N H A N D
Ordinary materials are math materials. Use them to build math concepts.
• Calendars to use and play with
• Daily and weekly schedules with dates and times
Books
• Clock to look at old clocks to play with and take apart
The Button Box Margarette S Reid
• Penny jar and play money
The Doorbell Rang Pat Hutchins
• Scale ruler tape measure
The M&M Counting Book Barbara
• Paper scissors
Barbieri McGrath
• Thermometer
Moja Means One
• Maps
A Swahili Counting Book Muriel Feelings
• Measuring cups measuring spoons containers of
Ten, Nine, Eight Molly Bang
12 Ways to Get to 11 Eve Merriam
C U R R I C U L U M
different sizes and sand or liquids to measure
• Drums rhythm instruments
M AT H
Easy Activity Centers
S o r t i n g Mixed bead button or bean collections for sorting estimating
counting (different colors sizes shapes) Content areas: numbers patterns
K-2
B u i l d i n g Building center with blocks Legos paper cups cardboard straws
and twistties to construct and dimensional shapes
Content areas: geometry numbers patterns
Shapes
Posters of shapes crayons pencils construction paper graph paper
different sizes of triangles squares rectangles and circles dimensional and
dimensional shapes and objects to trace draw cut out and play with
Content areas: geometry numbers patterns
P a t t e r n s Rhythm instruments to beat out patterns Have students write beat
patterns for others to tap out For example a short tap b long A pattern of
aabbbaabbb would be two short taps three long two short three long Have
them communicate the rhythm pattern to someone else in writing only!
Content areas: patterns fractions
57
TA L K I N G M AT H
Use lots of math vocabulary and questions throughout ALL activities not just during ‘math lessons’
D u r i n g. . .
ask and talk about...
How many will you need?
How many more will you need?
Snack time
About how many? Estimate.
Approximately how much?
How many extra are there?
Count these out by 2s. Count them by 5s.
M AT H
Making teams
Divide into groups of 2 (or 5, or 10).
Playing games
Count off by 2s, or As and Bs, odds or evens.
Music
How many points? How many more? What’s the total?
What’s that rhythm? Tap it out.
C U R R I C U L U M
Going home
What time will that happen?
Schedules
Later or earlier?
Events
Before or after?
In how long (in how many minutes, hours, or days?)
K-2
Is that (or he, or she) bigger or smaller?
General conversation
Older, younger? Taller, shorter? Heavier, lighter?
Family
How much will that cost? Do you have enough?
Pets
Friends
Making plans
Is that more or less?
How many pairs do you have?
Can you make a list?
Can you put them in order?
Going places
Finding things
58
Is that closer or further? Near or far?
Right or left?
Cleaning up
Above, below, next to, in between?
Neighborhood
Where is it? How do you get there?
Use math words and phrases Name things explain ask
Make c o m p a r i s o n s M o n e y is about numbers counting
Ask comparison questions such as:
adding and subtracting percents and
fractions Play store and restaurant;
• More than or less than?
collect play money and make change
• Bigger or smaller?
Name money units and make amounts in
• Longer or shorter?
different ways with different phrases
• Heavier or lighter?
such as:
• Hotter or colder?
One dollar $ $
• Older or younger?
cents pennies nickels dimes quarters
• Same or different?
half dollar cents $
• Straight or curved?
cents
• Equal or unequal?
quarters
• Faster or slower?
dimes
C U R R I C U L U M
half dollar
pennies
M AT H
dimes and nickels
Use the vocabulary of geometry Name and label shapes and parts of shapes such as:
K-2
circle, square, rectangle, triangle
cube, cylinder, pyramid, cone
round, curved, straight, lines, sides
equal, not equal
corner, point, circumference
Change quantities and use the words that go with the changes such as:
divide, divide in half, divide in two, halve, divide in thirds, divide in quarters
take away, minus, subtract, difference
add, more, plus, sum
total, sum, equal, not equal, unequal
whole, part, fraction, piece, percent
59
ProJect aNd ActIvItY StArtErs
D A I LY N E W S A N D W E AT H E R Use a calendar to talk about
mark and plan events Talk about the day’s weather read thermometers
make forecasts and check back Chart the temperatures over a week
Academic content: measurement numbers predictions science ELA
C O O K I N G When cooking play with measuring cups and spoons water
salt or sugar talk about wholes and parts Conduct surveys and graph favorites
Academic content: measurement fractions numbers data science reading
A R T S A N D M U S I C Make paint prints from objects (blocks leaves)
puppets masks and pattern weaving Tap clap and count rhythm patterns
M AT H
Academic content: patterns geometry science social studies ELA
S N A C K Form snack teams to count and give out things estimate
C U R R I C U L U M
amounts divide for sharing and pass left and right
Academic content: number operations (addition subtraction
multiplication division) fractions estimates data
S T O R E Set up a play store with pennies and play money Have children
read prices bargain and keep inventory Ask questions such as ‘How much
K-2
is it?’ ‘How much do you have?’ ‘Is it enough?’ ‘How much change?’
Flatten and compare different shape containers
Academic content: number operations fractions percent
T R E A S U R E H U N T S Make map routes to hidden treasures Have
children hide something and give directions or make a map for others
Academic content: geometry measurement mapping social studies ELA
P H O N E B O O K S Have children make books of phone numbers
Academic content: writing and reading numbers ELA
B I N G O , C O N C E N T R AT I O N , A N D B O A R D G A M E S
Make bingo and concentration cards with numbers letters shapes and
patterns Play games like Chutes and Ladders checkers and cards
Academic content: numbers geometry patterns reading writing
60
noTEs
EATING FRAC
TIONS
A C T IV IT Y: Ma
king cookies
C O N T EN T O BJ
EC T IV E:
All children will
learn about —1 , —1
4 2 , and 1, especia
the idea that th
lly the relationsh
1
e fraction stays
ips ( —
= 2 x —1 ) and
the same whether
2
4
using cups or sp
oons or differen
t materials.
C O N T EN T T EA
C H IN G S T R A T
EG Y:
Have each child
play with measu
—1 , —1 ,
ri
n
g
4 2 and 1 with cups
salt and water.
and measuring sp
Be sure they con
oons, with
vert back and fo
1
and different m
rth from — to —1
aterials. Have ea
to
4
1
with cups and sp
2
ch child see the
oons
is being asked fo
fraction in the
r.
recipe and unde
rstand what
I N EE D :
6 sets of measu
ring cups, 10 sets
of spoons, extra
10 copies of reci
salt
pe, enough ingred
ients
C O M PR EH EN S IO
N C H EC K & A
S S ES S M EN T
Ask each to show
1
how many —s ma
1
ke —
4
, how many —1 s m
Ask (and show)
2
1
ake 1
how many —s th
2
ey can fill from
4
1
Ask what they w
a
1,
from a —
ould do if the re
, and so on
1
2
cipe said — tea
if it said 1 cup a
sp
oo
2
n
a
n
d they only had —1
nd they only had —1
a 4,
a
cu
Use checklist an
2 p
d put in portfoli
o
EA T C O O K IE S
– C O U N T T H EM
O U T , D IV ID E
T H EM U P, A D D
T H EM T O GE T H
ER !
FO LL O W -U P N
O T E:
Did this work?
How to improve
it?
MATHEMATICS CURRICULUM CONTENT
THIRD THROUGH FIFTH GRADE
QUICK LOOK
By grade 5 (about 11 years old), children should be able to:
√ Try several different ways to arrive at answers
√ Explain reasoning
√ Figure out problems mentally using paper and pencil and with calculators
√ Make read and use graphs charts and diagrams
√ Make reasonable guesses or estimates of answers to problems
√ Use and show and places
√ Add subtract multiply and divide larger numbers including fractions
√ Name describe and explain relationships between and dimensional
s
s
s
figures using math vocabulary
√ Measure area
√ Convert among different units of measurement
√ Collect analyze and explain data using math terminology
CLOSE LOOK
In grades 3 through 5, children are learning:
NUMBERS
Working with and understanding larger numbers, including to:
• Count and group objects by s s s
• Use and explain the base ten number system of s s and s
places and moving from ten ‘s’ to one ‘’ and ten ‘s’ to one ‘’
• Write large numbers
• Break large numbers into smaller numbers ( )
• Work with numbers less than zero
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A D D I T I O N , S U B T R A C T I O N , M U L T I P L I C AT I O N , A N D D I V I S I O N
Computing fluently with larger and more complex numbers, including to:
• Add subtract multiply and divide whole numbers decimals and fractions
• Explain and use the relationship between adding and subtracting and between multiplying
and dividing
• Decide what operation to apply to which problem
• Explain what happens when the order of numbers in operations is changed
• Round off and make reasonable guesses and estimates
• Use the correct math vocabulary for operations
FRACTIONS AND PERCENTS
Understanding and working easily with wholes and parts as fractions and percents, including to:
C U R R I C U L U M
• Divide wholes into parts and represent parts in percents decimals and fractions
• Represent the same quantities in different ways such as showing that
— What is “Comparing fractions,
diagrams
• Compare values of fractions decimals
and percents
decimals, and percents”?
Example:
M AT H
• Show parts in charts drawings and
—
Which is greater —
or ?
MEASUREMENT
Process: Make them all either fractions or
Measuring more complex shapes and
percents then compare
spaces more accurately, using
and is or just under —
is —
3-5
measurement tools, and working in
different measurement units,
Answer: including to:
• Measure and explain shapes using formulas and vocabulary including circles (perimeter
circumference area) triangles (angles height area) volumes (cubic measures) and
rectangles (length perimeter area)
• Use measurement units and convert among them (inches feet ounces pounds cups quarts
gallons centimeters meters cubic inches)
• Use tools such as protractors compasses rulers and scales
• Estimate measurements reasonably and accurately
63
GEOMETRY
Understanding and describing more complex shapes, including to:
• Identify and describe and dimensional shapes including triangles pyramids circles
spheres cubes trapezoids parallelograms rectangles and squares using words like faces
sides angles and types of angles
• Move between and dimensional descriptions and draw or build and dimensional
objects from drawings or descriptions
• Explain and show the effects of combining shapes and breaking shapes apart like cutting a
square into triangles or putting two triangles together to make a square
• Explain and show the effects of flipping turning rotating sliding and stretching shapes
• Describe lines and angles using words like parallel intersecting divergent horizontal
vertical degrees right acute and obtuse
M AT H
PAT T E R N S , R E L AT I O N S H I P S , A N D A L G E B R A
Developing and using concepts of equations, unknowns, and variables, including to:
C U R R I C U L U M
• Develop recognize and continue patterns (including
number patterns) and explain the rules that govern them
Showing Data
• Describe patterns with words pictures tables and graphs
Simple polls votes and
• Express mathematical relationships using equations
surveys produce data
• Work with variables including representing a variable and
children can turn into:
how change in one variable relates to change in a second
3-5
Collecting and
• Identify and describe situations with constant or varying
• Tables
• Charts
rates of change (for example miles per hour or
• Graphs
growth per month)
• Lists
• Solve problems with ‘unknowns’
• Numbers
• Percents
Books
Read and make available
maththemed books like How
Big Is a Foot by Rolf Myller
and Ming Lo Moves the
Mountain by Arnold Lobel
64
D ATA A N A LY S I S A N D P R O B A B I L I T Y
Learning to collect, analyze, and understand information, including to:
• Collect information data in different ways such as surveys experiments and observations
• Show read interpret and compare information and data in different ways such as using
line and bar graphs tables pie charts and line plots
• Compare data draw conclusions and make predictions
• Use concepts and vocabulary like ‘certain’ ‘likely’ ‘equally likely’ ‘unlikely’ ‘chance’ and ‘impossible’
• Explain methods such as ‘sample’ ‘mean’ and ‘middle and spread’ and how they relate to
information presented
• Make predictions based on data and test the predictions
C U R R I C U L U M
• Show how the likelihood of an event can be represented by a number
MatH Rich Already!
What projects or activities are children already doing that have math in them?
Take the bus for field trips
Sports
Math
M AT H
Activity
calculate tokens, fares, and budget
keep score, compare teams and players, read statistics
3-5
65
B R I N G I N G C O N T E N T TO L I F E G R A D E S 3 T H RO U G H 5
TA L K I N G M AT H
Use lots of math vocabulary when children are working on math and whenever you can
during ALL activities
talking matH
Which words can be blended into which discussions or activities?
Match vocabulary with topics. Note: there are no limits!
M AT H
C U R R I C U L U M
Math vocabulary
Topics
Likely not likely equally likely unlikely probable
Sports games
—Sports,
Music dance
Weather
Fahrenheit Celsius —
3-5
66
Weather
Color
Percent decimal
Sculpture painting
dimensional dimensional
Health nutrition
Fraction part whole
Pets
Angle line intersect
Family members
Horizontal vertical parallel
Construction building
Square rectangle parallelogram sides faces cubes
Maps neighborhoods
Area length width feet square feet inches square inches
Weather
Miles kilometers miles per hour kilometers per hour
Nature outdoors
Beats per minute
geography
Pounds kilograms ounces
Food cooking
Height weight
Dinosaurs prehistory
Circle round sphere diameter radius circumference
Outer space
Triangle pyramid
Trips and travel
Minutes hours days
Bikes cars planes buses
ProJect aNd ActIvItY StArtErs
G A M E S Make available games such as checkers and Uno Play Battleship
noTEs
and mathintensive card games like spit casino and gin rummy Make (and
have children make) bingo and concentration games with larger and more
complex numbers and shapes
Academic content: numbers operations geometry prealgebra writing
D A I LY N E W S A N D W E AT H E R Form committees to collect and
report daily news from the class school or neighborhood and to report and
predict weather Keep a calendar of schedules and events
Academic content: data statistics probability measurement ELA
C U R R I C U L U M
S P O R T S A N D G R O U P G A M E S Track scores keep records
compare teams and make charts of teams wins and losses Have kids form
teams counting off by s s As and Bs etc Use stopwatches and record times
Academic content: data statistics probability graphing numbers
M AT H
operations percents geometry prealgebra
S N A C K S A N D C O O K I N G Plan and carry out cooking projects
create and test recipes form committees to conduct taste tests and surveys
plan snacks and make and post menus
3-5
Academic content: fractions operations percents data science
G U E S S - O U T S Set up guessing competitions or a series of weekly guess
outs How many M&Ms in the jar? How far is it between two dots on the
wall? How high is the ceiling? How tall is the tallest kid? When will the first
snow day be? How much does the lightest kid weigh?
Academic content: estimates probability measurement science
N E I G H B O R H O O D M A P S Have students make a neighborhood or
school map with the best places to hang out bike eat play features etc
Academic content: geometry measurement data social studies ELA
67
DESIGN AND BUILD
Building activities and projects bring together many math areas and skills including
geometry numbers and counting measurement estimation patterns dealing with variables
mathematical planning and explanation and use of mathematics vocabulary
Gear activities and projects to the skills and interests of young people (don’t be afraid to stretch
and challenge!) and to the budgets and materials available to the program Invite volunteers to
advise and help especially carpenters craftspeople builders engineers architects electricians
and plumbers Local suppliers may be able to donate scraps and old inventory
Wa y s i n t o B u i l d i n g
M AT H
Set up designandbuild challenges Provide materials and the
• Blocks Legos
problem for example challenge students to build:
• Straws sticks
A tower to a given height
C U R R I C U L U M
• Rubber bands string
A bridge to support a can of soda (winners get the soda)
• Pipe cleaners
A box to support a weight
• Marshmallows clay
(for joints)
Make weekly or monthly challenges
• Paper scissors glue
Create a series of building projects that get more complicated
• Styrofoam cardboard
Start with measurement then scale and then scale drawings
• Graph paper
Set measurement and scale drawing challenges for example:
• Drawing pencils
Make a scale drawing of the table
• Rulers tape measures
Make a scale drawing of the room
• Building tools:
Draw yourself or your friend to scale
hammers nails
Make floor plans of your dream room
screws screwdrivers
playground school apartment or house
Move on to scale models or constructions
Make a scale model of the playground room or furniture
Make a scale model of yourself in clay
Design and construct sets for plays
Schedule exhibitions
68
toothpicks
A bridge between two cans or chairs
Brainstorm building projects with the children
3-5
Have on Hand
wire cutters
• Wood scraps wire
• Examples of drawings
and constructions
GUESS-OUTS
A C T IV IT Y: Mea
surement
guess-outs (4 wee
ks)
C O N T EN T O BJ
EC T IV E:
Measurement, es
timating, numbe
rs, metric and cu
Children will pra
stomary units, fr
ctice measuring
actions
and estimating
distance using m
etric and US mea
suring
C O N T EN T T EA
C H IN G S T R A T
EG Y:
On Monday, place
two dots on the
wall for guessin
Talk about diff
g the distance
erent ways to es
ti
m
a
te
di
st
ance
Have kids write
their guesses – pu
t
th
em in jar with th
no rulers or tape
eir names by Wed
s allowed!
nesday
Before reading
out answers, disc
uss how they gues
Talk about diff
sed
erent ways to m
ea
su
re
a
n
d
estimate (direct
pace it off, use
and indirect;
hands, use strin
g,
ru
ler, tape measure
Have two kids (r
)
otate this!) act
ua
ll
y
m
ea
su
re, then read ou
Closest ones win
t the guesses
. Before receivin
g
th
ei
r prizes, they ex
Ask for guesses
plain how they es
in different unit
timated
s:
in
in
ch
es
, in feet, in cen
in meters – hard
ti
m
er as they get be
eters,
tter
W H A T I N EE D
A N D N EE D T O
DO:
Decide the points
and the problem
for each week
Big sticky dots or
markers to show
the points
Jar and papers
for the guesses
Tape measures (m
inimum 4), strin
gs, rulers
C O M PR EH EN S IO
N C H EC K & A S
S ES S M EN T :
Are they getting
better? Ask each
for explanation
Make sure all ca
s of guesses.
n use tape, and
m
et
ri
c
a
nd US units
Use checklist an
d put in portfoli
o
FO LL O W -U P N
O T E: Did this
work?
How to improve
it?
units
MATHEMATICS CURRICULUM CONTENT
SIXTH THROUGH EIGHTH GRADE
QUICK LOOK
By grade 8 (about 13 years old), young people should be able to:
√ Use fractions percents and decimals and choose which to use for different purposes
√ Multiply add divide and subtract complex numbers and fractions in more complex
strings of operations
√ Express very large and very small numbers in different ways
√ Work with and dimensional geometric figures formulas and measurements
√ Use numbers and symbols to express and solve problems
√ Choose use and explain different approaches for getting answers
√ Figure out problems mentally with paper and pencil and/or with calculators and
explain why the method was used
√ Make and use graphs charts and diagrams for a variety of purposes
√ Make reasonable estimates and explain reasons for estimates
CLOSE LOOK
In grades 6 through 8, young people are learning:
NUMBERS
Relating fractions,
Working smoothly with more complicated
numbers, fractions, decimals, and percents,
including to:
decimals, and percents
Examples:
() —
one half
• Write and show fractions decimals and
percents in different ways
—
() Which is more or ?
• Explain and show how percents decimals and
fractions relate to each other how to convert
Process: Covert all to either
among them and compare them and which is
fractions or percents then compare
best to use when
• Write and work with percents less than () and greater than ()
70
— — Answer: —
Scientific notation?
• Use squares square roots cubes and cube roots
• Work with very large numbers exponents
and scientific notation
Shorthand for very large numbers
billion x • Use positive and negative numbers factors
multiples primes and composites
• Use and explain when to use ratios (for example ‘ bus for every students’) and proportion
(for example ‘twice as long as it is high’)
• Use number systems other than base ten such as Roman numerals or base in measuring
time and angles
A D D I T I O N , S U B T R A C T I O N , M U L T I P L I C AT I O N , A N D D I V I S I O N
Building ease with fractions, percents and decimals, including to:
• Add subtract multiply and divide whole numbers fractions percents decimals and mixed
C U R R I C U L U M
numbers such as —
x • Break down arrange and manipulate numbers in complex problems to simplify operations
• Explain the order of operations in complex problems and use formulas and symbols to show
the order
• Use the vocabulary of operations and order such as distributive commutative associative and inverse
M AT H
• Make reasonable estimates
GEOMETRY
Analyzing and describing forms, shapes, and spaces in 2- and 3-dimensions, including to:
6-8
• Precisely describe regular and irregular and dimensional figures including different
types of triangles pyramids circles spheres cubes trapezoids parallelograms rectangles
and squares using words like faces sides degrees angles and types of angles
• Identify figures as similar congruent or symmetric
• Move between and dimensional representations for example drawing an object then building it
• Understand relationships among angles length of sides perimeters areas and volumes
• Use geometric tools and methods to complete geometric
constructions including using the Pythagorean Theorem
• Understand geometric transformations of figures with
rotations flips turns slides reflections
y
• Locate points on coordinate grids (such as x and y axes or
graph paper grids)
• Use coordinates to show relationships described in formulas
x
and equations
71
MEASUREMENT
Measuring more complex forms, increasing accuracy, and using differing types of
tools and units, including to:
• Use tools and formulas to measure areas and volumes of shapes and spaces including circles
(perimeter circumference area) cylinders triangles (angles height area) prisms
pyramids parallelograms and rectangles (length perimeter area)
• Solve problems using rates of measure (mph miles per gallon etc)
• Explain and apply the relationships among linear dimensions area volume units square
units and cubic units
• Measure calculate and convert inches feet cubic feet and metric units
• Explain and use scale proportions and ratios
• Use indirect measures and estimate accurately
M AT H
PAT T E R N S , R E L AT I O N S H I P S , A N D A L G E B R A
Developing and using concepts of relationships as equations, and representing
unknowns and variables, including to:
C U R R I C U L U M
• Recognize create extend and generalize patterns sequences and series
• Use numbers and symbols to express and solve problems
• Use and compare various representations of patterns and functions and the relationships
among them (Venn diagrams tables graphs word descriptions algebraic expressions)
• Explain and show how change in one quantity or variable results in change in another
6-8
including linear and nonlinear relationships and equations
• Solve linear and nonlinear equations and simple inequalities
D ATA A N A LY S I S A N D P R O B A B I L I T Y
Collecting, analyzing, and using information, including to:
• Form questions then collect organize analyze and show data to respond to the questions
• Calculate and use measures and indicators of tendency (mean mode median) distribution
and frequency (center dispersion outliers range rates of change gaps clusters)
• Interpret data from graphs (bar circle line) plots (stem and leaf scatter boxandwhisker)
charts and tables and use data to form opinions and spot errors or faulty arguments
• Explain how samples are chosen and the implications of different choices
• Explain the relationships between samples and populations (random samples limited
samples bias sampling errors)
• Make and test guesses predictions and probabilities
72
ProJect aNd ActIvItY StArtErs
G U E S S - O U T S Set up guessing competitions or a series of weekly guess
noTEs
outs calling for curriculumbased math skills What is the proportion of males
to females in the school? What is the area of the room? How many cubic
inches of air space does each person have?
Academic content: estimates probability measurement ELA
E V E N T S Form committees to plan and budget trips parties and other
special activities Work might include:
• Surveying for ideas
• Preparing budgets and assessing feasibility
• Presenting information and choices to the group
C U R R I C U L U M
• Group decisionmaking
• Conducting a followup evaluation
Academic content: percents fractions data social studies ELA
A F T E R - S C H O O L C A F E As possible organize for youth to take
M AT H
responsibility for the program’s snacks or food This can include:
• Work with budgets and attendance numbers
• Surveys and taste testing
• Presentations of data and choices
6-8
• Shop stock and track
• Cook create recipes test and report
Academic content: data percents fractions measurements algebra ELA
S H O W T I M E Encourage young people to plan budget and publicize
theater music poetry slams raps and other youth performances
Academic content: percents fractions algebra (variables) geometry and
measurement (sets graphics) calculations ELA
S P O R T S C E N T R A L Charge a group with tracking and presenting in
different ways the performance of selected teams and players
Academic content: data statistics probability graphing numbers algebra
73
B R I N G I N G C O N T E N T TO L I F E G R A D E S 6 T H RO U G H 8
By middle school young people can work more independently with realworld projects From
E L A
middle through high school young people should be encouraged to explore while taking on
more responsibility
C U R R I C U L U M
DESIGN AND BUILD
Building activities and projects bring together many math areas and skills including
geometry numbers and counting measurement estimation patterns dealing with variables
mathematical planning and explanation and use of mathematical vocabulary
6-8
Wa y s i n t o B u i l d i n g P r o j e c t s
Set up designandbuild challenges Provide materials and the
• Building tools:
problem For example ask students to build:
hammers nails
A tower to a given height
screws screwdrivers
A bridge between two cans or chairs
wire cutters
A bridge to support a can of soda (winners get the soda)
• Graph paper
A box to support a weight
• Drawing pencils
Brainstorm building projects with the group
• Rulers tape measures
Start with measurement then scale and then scale drawings
• Wood scraps wire
Set measurement and scale drawing challenges For example:
• Examples of drawings
Make a scale drawing of the table
Make a scale drawing of the room
Draw yourself or your friend to scale
and constructions
• Straws sticks
toothpicks clay
Make floor plans of a dream room house or apartment
• Rubber bands string
Make a map to scale
• Paper scissors glue
Create a series of drawing or building projects that get more
• Styrofoam cardboard
complicated
Make weekly or monthly challenges
Have students make drawings for themselves or others to build
Move on to scale models or constructions
Design and construct sets for plays
Consider neighborhood building projects
Schedule exhibitions
74
Have on Hand
Gear activities and projects to the skills and interests of the young people (don’t be afraid to
stretch and challenge!) and to the budgets and materials available to the program Invite
volunteers to advise and help especially carpenters craftspeople builders engineers architects
electricians and plumbers Local suppliers may be able to donate scraps and old inventory
MatH tO WORk WItH
C U R R I C U L U M
Activities with math in them
M AT H
Content areas to bring out or emphasize more
6-8
To p i c s t o i n c l u d e m o r e
Wo r d s o r s k i l l s t o b r u s h u p o n
75
PLAN IT
ents commit
A C T IV IT Y: Ev
an, budget, an
tee to choose, pl
EC T IV ES :
C O N T EN T O BJ
on
skills (computati
th
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MATHEMATICS CURRICULUM CONTENT
NINTH THROUGH TWELFTH GRADE
QUICK LOOK
B y t h e t i m e t h e y a r e i n 1 1 t h o r 1 2 t h g r a d e, y o u n g
people should be able to:
√ Use different strategies to solve mathematical problems
√ Explain processes and findings
√ Compute and calculate fluently with complicated numbers roots cubes
negatives fractions percents
√ Figure out problems mentally using paper and pencil and/or using a
calculator and explain choices
√ Use calculators and computers to solve more complex problems
√ Make reasonable guesses estimates and predictions
√ Collect analyze and present data and information
√ Use effective testtaking strategies and know how and where to get assistance
√ Work with algebra geometry and more abstract mathematical ideas
CLOSE LOOK
In high school, students are learning:
N U M B E R S A N D O P E R AT I O N S
Working with complex numbers and sophisticated operations, including to:
• Compute with very large and very small numbers
• Work with different types of numbers like rational and irrational numbers
real numbers imaginary numbers and complex numbers
• Solve problems using roots exponents reciprocals and logarithms
• Represent and solve problems using graphs and sequences
• Add subtract multiply divide and simplify rational and radical expressions
77
ALGEBRA
Calculating and representing change, relationships, patterns, and functions, including to:
• Represent changes in quantities and rates of
change mathematically
• Create and use tables symbols graphs
Algebra?
Algebra is the art of calculating with
unknowns represented by letters It is a
formulas and words to represent and analyze
critical subject in th through th grades
patterns relations and functions
and is considered a ‘gatekeeper’
• Use expressions equations inequalities and
matrices to represent situations that involve
Students need to be able to do algebra to
variable quantities
advance to higher level math and to college
• Explain and show the properties and
Algebra involves relationships among things
M AT H
characteristics of different types of functions
that change – variables – and the use of
such as direct and inverse variation general
tables graphs and equations to show
polynomial radical step exponential
relationships among variables
logarithmic and sinusoidal functions
• Explain and use the words and symbols that
C U R R I C U L U M
define functions and properties such as domain range function composition and inverse
• Use basic trigonometric functions (sine and cosine)
• Use polynomial equations
GEOMETRY
Representing and manipulating shapes, spaces, objects, and relationships, including to:
9-12
• Work with the properties of and relationships
among basic and dimensional figures and objects
• Draw and construct accurate representations of
Geometry?
Geometry deals with shapes sizes and
locations At this level it also deals with
and dimensional figures and objects using
geometric changes It involves relationships
a variety of tools
and comparisons like parallel perpendicular
• Show geometric concepts such as transformation
and symmetry
congruent similar and symmetrical and
transformations of figures
• Visualize dimensional objects from different
perspectives and analyze crosssections
• Explain and show how objects and relationships
young people who like to design and build
in geometry correspond to objects and
draw design fabrics or graphic layouts or
relationships in algebra
design and build sets for performances
• Apply the Pythagorean Theorem and properties
of special right triangles to solve mathematical
and realworld problems
78
Geometry is an excellent subject and tool for
• Explain and use vectors
• Use geometric constructions to complete simple proofs and to model and solve realworld problems
• Explain and apply basic concepts of right triangle trigonometry (sine cosine tangent)
• Explain properties and uses of polar spherical and navigational coordinate systems
• Specify locations and describe spatial relationships using coordinate geometry and other
representational systems
MEASUREMENT
Measuring more complex forms with increasing accuracy, applying formulas, and analyzing
measurements, including to:
• Explain measurable aspects of objects and the units systems and processes of direct and
indirect measurement
• Choose units and scales appropriate to the problem
C U R R I C U L U M
• Apply formulas for area surface area and volume of dimensional figures including cones
spheres and cylinders
• Analyze the precision accuracy and relative or approximate error in measurement situations
• Apply concepts of successive approximation upper and lower bounds and limit
• Solve problems involving rate measures (velocity acceleration)
M AT H
• Convert between metric and US unit systems
D ATA A N A LY S I S A N D P R O B A B I L I T Y
Collecting, presenting, and critically interpreting data and information, and using data to
9-12
guide opinions and decisions, including to:
• Represent and describe data in different ways including scatter plots line graphs twoway
tables histograms and parallel box plots
• Analyze data using concepts and measures such as central tendency and variability (standard
deviation range quartile deviation) correlation categorical data and invariate and
bivariate data
• Explain the characteristics of welldesigned studies differences among kinds of studies and
the types of information or conclusions that can be reached from a study
• Explain the effects of outliers reader’s bias measurement errors randomness display
distortion and design flaw
• Understand the concepts and use of normal curve and discrete probability distribution and
different methods of curvefitting (medianfit line regression line)
• Understand sampling distributions central limit theorem and confidence intervals
79
B R I N G I N G C O N T E N T T O L I F E G R A D E S 9 T H R O U G H 12
In high school the academic heat is on Homework demands are often heavy and testing has
important consequences Success in math like the ability to read well is critical for life choices
High school is also a time that youth are exploring their identities the world and their places
in it Afterschool hours present options from hanging out with friends to jobs sports bands
clubs and child care responsibilities Young people will make choices about afterschool based
on time and availability interests and their perceptions of value Within the scope of your
program support academic learning with programming and projects that respond to young
people’s interests and that build the life skills of decisionmaking responsibility and problem
solving Tie projects to real outcomes of clear meaning and value to participants
Math skills can be reinforced within almost any project Surveys plans budgets and
M AT H
presentations (especially using charts tables graphs and diagrams) reinforce math learning
See Chapter for more on developing projects Chapter discusses homework help and
academic help for older students
C U R R I C U L U M
Learning by Doing
Internships and projects in construction (like Habitat for Humanity) building trades architecture and
design or urban planning are excellent math learning opportunities especially in the areas of
9-12
geometry and measurement
Work with survey or polling organizations; collecting and analyzing data in community development
political or youth organizations; and budgets and sales projections are all mathrich
Students make great teachers Students reinforce and build their own math skills when they tutor or
help others As much as possible encourage peer math tutoring and help Encourage students to serve
as math tutors for children in lower grades
Use journals to highlight math with questions such as “What math did you see being used?” “What
math did you have to use?” “What math do you want to learn more about? Did the professionals take
any particular math classes?”
80
Highlight Math
Use math journals to stimulate highlight and
document math thinking and learning
What math did young people see in use? What math
did they use? What do they want to learn more about?
MatH tO WORk WItH
M AT H
Content to bring out more
C U R R I C U L U M
P r o j e c t s o r a c t i v i t i e s i n t h e a f t e r- s c h o o l p r o g r a m t h a t u s e m a t h
9-12
To p i c s t o i n c l u d e m o r e
Wo r d s o r s k i l l s t o b r u s h u p o n
Other notes
81
ProJect aNd ActIvItY StArtErs
B R I N G I T O N Establish a committee give a budget to produce dance
theater music poetry slams raps and other youth performances Require
planning and budget spreadsheets Committees can plan and budget field
trips guest presentations parties and other special events Include:
• Surveying for ideas
• Budgeting and feasibility
• Presenting information and group decisionmaking
• Doing the event and followup evaluation
Academic content: percents fractions data ELA
R E S E A R C H O R E VA L U AT I O N P R O J E C T S Use reallife
M AT H
issues to design projects that involve data collection information
presentation results or action and revisiting the question Brainstorm
questions such as: What activities should be offered to youth after school?
C U R R I C U L U M
What are the most important issues facing young people and what can be
done? Have the group develop surveys or questionnaires collect
information present findings to the group and make recommendations
Academic content: statistics percents social studies ELA media
C O M M U N I T Y G U I D E B O O K O R M A P Form teams to create a
9-12
guidebook handbook or map based on questions and information gathered
through surveys interviews and webbased research
• Brainstorm ideas such as a community guidebook for teens a school guide
for newcomers a guide for English language learners (ESL students) or a
handbook for teen parents
• Identify information to include
• Lay out the steps
• Collect information compile it analyze it present it
• Create guidebook handbook or map
Academic content: statistics numbers percents fractions
data geometry social studies
82
noTEs
noTEs
B R I N G I T I N Charge students with looking for workshop
and/or discussion leaders They can present possibilities then
schedule and coordinate the visits or program
Academic content: budgets (percents decimals computer)
data presentation ELA
S P O R T S C E N T R A L Give a committee responsibility for
daily sports reports with different ways of presenting the
performance of selected teams and players
Academic content: data statistics probability graphing
C U R R I C U L U M
numbers algebra ELA
N E W S A N D V I E W S Several committees can handle
reporting on daily news weather and events Encourage
databased news research and opinion pieces and visual
presentations of data
M AT H
Academic content: data statistics measurement ELA
OTHER:
9-12
83
RK WORLD
O
W
E
H
T
R
O
F
Y
GETTING READ
ild a seri
A C T IV IT Y: Bu
round understa
es of sessions a
and job hunting.
Use job advertise
Make a budget (i
s and work such
as:
ager living at ho
me
ased discussion
ments for math-b
n
ses) for a teen
come and expen
nding the work w
orld
ities, food, and
il
ut
t,
n
re
r
fo
s
expense
r an adult, with
fo
child
et
dg
bu
a
ke
a
M
for supporting a
o
ls
a
&
,
on
rs
pe
r a single
so on; do this fo
y
rmation about pa
fo
in
t
ec
ll
co
or
ertisements
Look at job adv
info to the class
e
th
t
en
es
pr
d
n
a
Match wages wit
h budgets
ent informati
gather data, pres
on, and lead disc
ussions
Have students
ons of:
on the implicati
ws and changes
Minimum wage la
portunities
ing
Changes in job op
vocational train
or
l
a
ic
n
ch
te
of
Pay effects
college education
Pay effects of
EH EN S IO
C H EC K C O M PR
N , A S S ES S :
written budgets.
s,
folios.
on
ti
ta
en
es
pr
ans – put in port
pl
Student
on
ti
a
uc
ed
/
er
k/training/ care
Job hunt or wor
GLOSSARY
Definition
Example
PA R T S O F W H O L E S
Fraction
a number that represents
—
—
part of something
Percent
like a ratio: compares a number
of balls are blue means balls
to out of balls are blue
Convert
divide numerator (written as
fraction to
number above the line) by
percent
denominator (written below the
—
— line) then multiply by SHAPES AND ANGLES
Right angle
angle that is degrees from Obtuse angle
angle that is greater than degrees
but less than degrees
Acute angle
an angle that is less than degrees
Complementary
two angles whose sum equals degrees
angles
Triangle
a dimensional closed figure with three line segments
Isosceles
a triangle with two sides of equal length
triangle
Right triangle
a triangle with one degree angle
Rectangle
a dimensional four sided shape with four right angles
Square
A rectangle with equal sides
85
Definition
Example
Cube
a dimensional solid with all faces equal squares
Pyramid
dimensional solid with polygon base
and faces that are triangles
a closed curve with all its points in one plane and
Circle
the same distance from a fixed point in the center
a dimensional figure with one circular base and
Cone
a curved surface connecting the base to the vertex
width
AREA
measured in square units
Rectangle
area length x width
length
height
area —
base x height
Triangle
base
area πr
Circle
radius
r is the radius
radius —
d
of the circle
the radius is —
diameter
the diameter
pi (symbol π )
ratio of circumference to diameter
pi or —
GRAPHS
x axis
the horizontal reference line
y axis
the vertical reference line
Point
a place in a graph
y
SEE CHAPTER 10 FOR A DETAILED LIST OF RESOURCES FOR MATH
LESSONS, PROJECTS, AND ACTIVITIES, AND GENERAL REFERENCES.
86
Point
x
CHAPTER 3
CurriCuluM CoNTEnt
S C I E N C E F RO M K I N D E R G A RT E N TO H I G H S C H O O L
Science in school is about learning to wonder ask questions and make a plan of discovery
It is about investigating understanding what you’ve discovered and telling others In science
children learn about the makeup of the natural and physical world and about scientific processes
of investigation and explanation Math is a critical crossover with science because numbers
measurement and data are used in much scientific exploration and reporting of findings
Science curriculum content covers areas of:
• Earth and space sciences
Naming Science
• Physical sciences
P h y s i c a l s c i e n c e looks at how
• Life sciences
mechanical and humanmade things work and
• Technology
what they are made of It covers subjects of
Across all of these students learn:
physics and chemistry and can include earth
• History and nature of science in the world
and space sciences
• ‘How to’s’ of scientific thinking processes
of investigation and experimentation
L i f e s c i e n c e looks at how living things
Content standards and details presented
systems It covers biology and the systems of
in this chapter are adapted from the
environment ecology nutrition and health
C U R R IC U L U M
work and how they relate to each other in
the National Research Council Their
T e c h n o l o g y typically refers to engineering
website is nstaorg/standards/html
computers and machinery
SCIE NCE
National Science Education Standards of
Different states express similar
fundamentals in different ways and
include slightly different study areas
87
SCIENTIFIC PROCESSES
The ‘scientific process’ builds on very natural human processes: curiosity wondering why
things are the way they are wondering how things work We wonder we guess or make
something up and we may or may not be right When children learn the scientific process
they’re learning how to figure things out: How to ask a question come up with an idea for
an answer and then test it to see if it’s right How to revise the answer and come up with
new questions Science helps children and young people learn how to ask and explore
questions systematically and to draw conclusions based on solid evidence
Everyone can ‘do science’ Focus on the exciting process of exploration and not on science
as a collection of facts or answers
Appropriate to each grade level students are expected to be able to:
• Design and conduct investigations and projects using scientific methods
• Investigate analyze and explain:
Biological chemical electrical and mechanical systems
Forces and motion
The properties and composition of matter
Energy sources and transformations
Characteristics of living organisms and systems that support life
Forces of change over time
Earth and environmental systems
Characteristics of the solar system and universe
• Understand and apply technology and technological systems to
SCIE NCE
respond to a variety of issues and needs
Scientific Processes
C U R R IC U L U M
• Forming questions
• Coming up with possible explanations or answers ( hypotheses )
• Testing different hypotheses with experiments observations and other methods
• Keeping careful records of findings and procedures
• Analyzing presenting and explaining findings
• Revising hypotheses and coming up with new ideas about possible explanations
88
Science in Questions
Follow the natural curiosity of children and youth to find interesting things to explore Ask questions
to encourage the use of scientific processes and scientific thinking during projects and activities
Scientific Process
Guiding Questions
Example
Observation
What is going on? How do you
Take a walk in the woods
Using the senses to gather
know? How can you find out?
Notice all the different
information
Does this seem like anything
plants and seeds
else you know about?
Classifying
Which are similar?
Collect a sample of all the
Ordering and grouping
Which are different?
different seeds Group them
observations
How are they the same or
by different characteristics
different?
(such as color size texture
where they were found)
Communicating
What did you do?
Ask children to explain what
Explaining and presenting to
How did that happen?
they found where and why
others
Can you show me?
they grouped the seeds the
Questioning and predicting
What else do you want to
Ask why there are so many
Digging deeper
know? Is there another way to
different kinds of seeds How
do this? Is there another
do they know which seeds
explanation? What do you think
come from which plants?
will happen if you. . .? What
How are seeds transported
might change this? How?
around the woods? What
C U R R IC U L U M
way they did
Using numbers and
How many?
How many seeds of each
measurement to represent
How often?
type did they find? Which
and explain
How much?
type is the most common?
Sharpening the detail
How long did it take?
Draw a graph to compare
How many different…?
seed types and numbers
SCIE NCE
would happen in a big storm?
How many will grow into
plants?
89
EVEryday Science
Yo u c a n l e a r n a b o u t s c i e n c e i n e v e r y d a y a c t i v i t i e s . F i n d p h y s i c s i n
t u r n i n g o n a l i g h t , s k a t e b o a r d i n g, a n d c a r m e c h a n i c s . Fi n d c h e m i s t r y i n
w i p i n g t h e t a b l e w i t h L y s o l a n d a d d i n g b a k i n g p o w d e r t o a r e c i p e. L o o k
f o r b i o l o g y i n c o m b i n g d i f f e r e n t k i n d s o f h a i r, r e c y c l i n g p a p e r, v i s i t i n g t h e
z o o, a n d e a t i n g a h a m b u r g e r.
What everyday things do you do that have science in them?
What can you work into your program?
Activity
Rabbit
Plants
Area of science
Biology - nutrition, mammals
environment
SCIE NCE
C U R R IC U L U M
I t ’s A b o u t Q u e s t i o n s
You don’t need to know the answers to all the
‘why’ questions that come up Help children
develop ways to try to find answers Steer
them to people and resources that can help
90
SCIENCE CURRICULUM CONTENT
KINDERGARTEN THROUGH SECOND GRADE
QUICK LOOK
By grade 2 (about 8 years old), children should know that:
√ Science is part of their everyday lives
√ Asking questions and looking for answers is part of the scientific process
√ Science changes over time
√ Every culture contributes to science
√ People live on Earth and have an effect on the environment
√ Earth is one of nine planets and the sun provides light and warmth
√ There are four seasons each with distinct characteristics
√ Materials have different properties
√ The human body has many parts and all parts have functions
√ Technology is part of science
CLOSE LOOK
In kindergarten through grade 2, children are learning:
I N V E S T I G AT I O N A N D E X P E R I M E N TAT I O N , including to:
• Follow steps and instructions
• Write or draw steps for experimenting with or observing something
• Make predictions based on observations
• Use tools like scales rulers magnifying lenses thermometers
and telescopes for investigations
• Compare objects and sort them according to two or more characteristics
like color shape texture size and weight
91
E A R T H A N D S PA C E S C I E N C E S , including the structure of the solar system, patterns
of life on Earth, and the effect humans have on natural resources. Children are studying:
• The makeup of Earth looking at rock soil air and water
• Space planets moons stars and the solar system
• Changes in earth and sky
• Weather including wind sun rain snow heat cold seasons the effects of seasons light dark
and storms
• Changes like evaporation freezing drying rusting erosion and the effects of time (eg fossils)
• Natural resources fossil fuels and resource changes resulting from human action and nature
P H Y S I C A L S C I E N C E S , including:
• Properties of materials such as wood paper fabric plants plastic metal rock food water and liquid
• Forces such as push pull and magnetic
• Sound vibration and describing sound by pitch and volume
• Light and how it travels
• Electricity in circuits
L I F E S C I E N C E S , including:
• Characteristics of plants animals and humans
• Human bodies and body parts and functions
• Life cycles including birth growth aging and death
• Heredity and genetics
• Basic needs for shelter food and water
SCIENCE CURRICULUM
• Environments of living systems such as oceans rivers lakes land and different kinds of
vegetation (desert rainforest ice etc)
• Prehistoric conditions dinosaurs fossils early humans and evolution
• Disease germs health and nutrition
T E C H N O L O G Y and human-made objects such as machines, computers, and
transportation, including:
• What technology is and how it is used
K-2
• Differences between natural and humanmade objects
• Effects of processing engineering and other technologies on materials resources
objects and human life
92
T H E H I S T O R Y A N D N AT U R E O F S C I E N C E in the world, including:
• Science in different cultural and belief contexts
• Contributions from around the world
• The role of science and technology in change
• Science in everyday life
• Careers in science
Science tO WORk WItH
Science areas to work with
Content to highlight or bring out
SCIENCE CURRICULUM
To p i c s t o b r u s h u p o n
Other content notes
K-2
93
B R I N G I N G C O N T E N T TO L I F E G R A D E S K T H RO U G H 2
Science Activity Centers
Put out a collection of metal rock paper and plastic objects along with two magnets
for experimenting with magnetism
Put out an assortment of rocks beans coins fabric scraps wood paper soil leaves
and other miscellaneous items Provide tools like a scale ruler and a jar of water
Ask children to sort objects into categories and explain what they did and why
Set out jars of water with objects and substances like food coloring sugar salt sand
feathers pebbles toothpicks for exploring properties and processes like float
sink dissolve and mix Ask children to explain their observations
Quick Science
Materials
• Magnifying lens
• Magnets
• Jars and boxes for
collections and activities
• Leaves and twigs
• Clay for molds
• Thermometer
SCIENCE CURRICULUM
• Ruler tape measure
• Eyedropper
K-2
94
MatErial S tO CoLlect
A C T IV IT Y: Birt
hing baby beans
BABY BEANS
C O N T EN T O BJ
EC T IV ES :
Use scientific pr
ocesses. Learn a
bout characteris
Children will : Use
tics of plants and
observation skills
growth.
(drawing stages
of
growth)
Form hypotheses
(about what is re
qu
ired to support pl
Design and cond
ant growth)
uct an experimen
t
(t
es
ti
ng their hypothes
Draw/present co
is)
nclusions based
on the experimen
t
C O N T EN T T EA
C H IN G S T R A T
EG Y: ( Form sm
all grou
Rev
iew/introduce: D
ps)
iscuss growing pl
a
nt
s
(w
hy
we grow plants, pl
garden, etc.). Gi
ants they see, ha
ve bean seeds to
ve in their house,
ea
ch
group. Describe se
Discuss in groups
eds (observe).
, “What will the se
eds need to grow
Each group plans
into plants?” (hyp
experiment to te
othesis)
st
on
e
id
ea. If they want
dark, some in ligh
to
te
st ‘light,’ ask how
t). If ‘water,’ how
(e.g., put some be
? (e.g., water some,
Make Baby Bean
ans in the
no
t
others). Have diff
observation note
er
en
t
bo
gr
ok
ou
ps
s
w
te
it
st different thin
h dates, drawings
seed (date). Plan
gs.
, and note space
to observe every
fo
r
ea
other day for 2 w
ch
en
tr
y.
Provide materials
Draw bean
eeks.
to set up experim
en
ts
(c
ups, water, cotton
Record observati
, etc.).
ons, draw, discus
s.
A
ft
er
se
ve
ra
ideas or hypothes
l days, ask what
es. Do they want
they are finding
in relation to th
to
re
th
ink and revise th
As beans sprout, tr
eir
eir hypothesis?
ansplant to soil in
cu
ps and make new
Each group presen
hypotheses and ex
ts Baby Bean Book
periments; contin
of experiments a
ue to the 2-leaf st
nd findings.
age.
N EE D :
Minimum 12 beans
per group, cotton
, cups, plant food
paper to make Ba
, water, a way to
by Bean Books.
make dark space
and light space;
C O M PR EH EN S IO
N C H EC K & A S
S ES S M EN T :
Review notebook
s and beans at ea
ch stage and ask
Note questions ch
for explanations.
ildren ask and ho
w
th
ey
th
in
k about answers.
Pose questions a
fter presentation
s
a
bo
ut what they disc
wonder about, and
overed, what they
what it makes th
still
em think about.
FOLLOW-UP NOT
ES: Did th
is work?
How to improve it
?
SCIENCE CURRICULUM CONTENT
THIRD THROUGH FIFTH GRADE
QUICK LOOK
By grade 5 (about 11 years old), children should be able to:
√ Ask testable questions
√ Investigate using tools such as microscopes magnifying glasses scales
and telescopes and techniques of measuring mixing and observing
√ Record results and draw conclusions based on evidence
√ Discuss the solar system seasons weather and climate
√ Explain relationships among humans plants and animals and changes over time
√ Show an understanding of human growth and development including nutrition and health
√ Analyze and discuss the effects of humans on the environment
√ Explain and demonstrate forces and their effects
√ Explain improvements in technology and the potential
benefits and harms of technology
CLOSE LOOK
In grades 3 through 5, children are learning:
I N V E S T I G AT I O N A N D E X P E R I M E N TAT I O N , including to:
• Ask testable questions
• Develop and conduct simple investigations of questions
• Identify and explain parts of an investigation that can be controlled
• Draw conclusions based on scientific evidence and determine whether
more information is needed to make a conclusion
• Record data collected
• Report on elements of an investigation including experiments
performed data collected and conclusions drawn
• Use tools of experimentation and investigation including microscopes
petri dishes test tubes and measurement tools
96
E A R T H A N D S PA C E S C I E N C E S , including:
• Energy solar energy and transfers of energy
• Planets stars and the relationship of Earth to the sun and moon
• Earth history land and water forms and changes such as earthquakes volcanoes and erosion
• Natural hazards
• Seasons and weather patterns
P H Y S I C A L S C I E N C E S , including:
• Physical and chemical classification of substances
• Chemical reactions mixtures solutions
• Elements atoms and the Periodic Table of Elements
• Food chemistry
• Properties of liquids solids and gases
• Energy heat and light
• Forces levers pulleys balance and motion gravity magnets and motors
L I F E S C I E N C E S , including:
• Human body growth development and functioning
• Health sanitation disease and healthy and unhealthy living
• Nutrition diet and differences around the world
• Interactions of human plant and animal life with the environment
• Relationships among human plant and animal systems
SCIENCE CURRICULUM
• Plants animals humans and the food chain
• Reproduction heredity genetics diversity adaptation and evolution
• Differences between environmental and genetic effects on life
• Similarities and differences among humans and between species
T E C H N O L O G Y, including:
• Advantages disadvantages risks and benefits of technology
• Influences of technology
• Building systems
3-5
• Models and designs
97
T H E H I S T O R Y A N D N AT U R E O F S C I E N C E I N T H E W O R L D , including:
• Science in different cultural and belief contexts
• Contributions from around the world
• The role of science and technology in change
• Science in everyday life
• Careers in science
Science in the Field
Science to visit
Exploring in the city
• Aquariums
• Parks playgrounds street trees tree pits rocks
• Science museums and planetariums
• Animal life: birds insects worms pets
• University laboratories and museums
squirrels rats mice
• High school science laboratories
• Sky air weather rain puddles
• Zoos
• Machinery factories construction sites bridges
• Infrastructure systems: communications water
Exploring in the country
and sewer systems transportation gas
• Ponds lakes streams oceans tidal pools
electricity
• Fields woods beach
• Farms animal breeders feed stores
Exploring in cyberspace
• Sky air weather
See Resources Chapter for dozens of Internet sites
SCIENCE CURRICULUM
Nearby Spaces fOR Sciences
Where in your area can you explore the sciences?
Where
3-5
98
What
ACTIVITY: Pets
and Pests: A Cre
CREATURE TO
URS
ature Tour of th
e Neighborhood
C O N T EN T O BJ
EC T IV ES :
Examine the rela
tionship of huma
ns with other livi
characteristics;
ng things; classif
understand the ro
y living things a
le
of
ccording to
op
in
ion in classifica
classification, ex
tion. Use observ
planation, presen
ation, descriptio
tation.
n,
C O N T EN T T EA
C H IN G S T R A T
EG Y:
Introduce Discu
ss what animals
or creatures are
in the neighborho
living things aroun
od, pets children
d, like insects. A
have had or know
re they good or ba
, other
Are there creatu
d?
W
ha
t
makes something
res that are neit
a
he
pe
r? What words are
t or a pest?
don’t like (horribl
used to describe
e, scary, cute, et
cr
ea
tu
res we like and
Do
c.)?
Divide into groups
: pets, pests, and
neutral (other).
their category. Lo
Take walk, each
ok for cute, scary
group lists what th
,
da
ng
ey see in
erous, etc.
For each pet or pe
st, make a sketch
or write a few wor
Compare lists. A
ds to describe it
re any creatures
.
on
bo
th
? Discuss how som
and a pest at the
et
hi
ng can be a pet
same time.
What makes a pe
t or pest scary, in
teresting, danger
on a creature to
ous, or boring? If
ur of the neighbor
they took someone
ho
od
,
w
ha
t
Divide into two or
would they show?
Which pets or pest
three groups and
s?
ask each to plot
where the best/mos
out a tour area.
t interesting, mos
D
ra
w
or make symbols
t scary, dangerou
for
Have each group
s,etc., creatures ar
prepare the guide’
e
fo
un
d. Plan a tour rout
s talk, select a to
e.
make handouts fo
ur leader, plan th
r people on the to
e
to
ur
,
ur
Each group conduc
ts the other grou
p on their tour. In
vite others to join
!
N EE D
Paper for notes,
observations, sk
etches, folders, pr
large sheets of pa
epared map (if ne
per and markers
eded) to guide m
for map making.
apping the tour a
rea,
C O M PR EH EN S IO
N C H EC K & A S
S ES S M EN T
Discussion, maps (c
an go in
portfolio), tours, qu
estions
FOLLOW-UP NOT
ES: Did this wor
k?
How to improve it
?
asked during tour
, participation ch
ecklists, self-eva
luations.
SCIENCE CURRICULUM CONTENT
SIXTH THROUGH EIGHTH GRADE
QUICK LOOK
By grade 8 (about 13 years old), young people should be able to:
√ Explain techniques for improving the accuracy and reliability of results and conclusions
√ Explain and illustrate life cycles of living organisms
√ Explain concept of ‘ecosystem’ and the relationship of living things and the environment
√ Explain and illustrate the composition of living things in terms of cells and cell components
and structures
√ Explain elements of health and nutrition and effects of environment and culture
√ Explain the composition of matter using terms of chemistry and atomic structures
√ Describe relationships and movement patterns of planets and other bodies and their effects on Earth
√ Discuss bias ethics and cultural difference in science
CLOSE LOOK
In grades 6 through 8, young people are learning:
I N V E S T I G AT I O N A N D E X P E R I M E N TAT I O N, including to:
• Systematically apply scientific techniques of making hypotheses observing collecting
evidence reasoning and revising hypotheses
• Apply concepts of quality and accuracy of observations including obtaining the same
results from repeated investigations and having all investigators obtain the same results
• Explain how scientific ideas change over time and how bias influences observations
E A R T H A N D S PA C E S C I E N C E S , including:
• Composition of the Earth’s surface and interior
• Soil rocks and the study of rocks to learn about evolution
• Environmental and geological change over time and through fast catastrophic change
• Air atmosphere and heat
• Planets and planetary movements and relationships
100
P H Y S I C A L S C I E N C E S , including:
• Physical and chemical classifications and properties of substances
• Elements Periodic Table of Elements compounds atoms composition of
atoms particles and chemical reactions
• Food chemistry
• Properties of liquids solids and gases
• Energy heat and light
• Forces levers pulleys balance and motion gravity magnets and motors
and relationships between force and motion
L I F E S C I E N C E S , including:
• Plants populations and ecosystems
• Reproduction heredity and genetics
• Cell structure components and functions of cells
• Human biological systems organs and functions
• Diversity adaptation adaptation over time and effects of environment
• Health disease and nutrition
• Similarities and differences among humans and different species
• Effects of environment and environmental change on life systems
S C I E N C E A N D T E C H N O L O G Y, including:
• Relationships of technology need and change
SCIENCE CURRICULUM
• Relationships between humans technology and the environment
• Risks and benefits of technology
Skateboard Science
Download explanations and great illustrations
of the physics of skateboarding and tricks at:
wwwexploratoriumedu/skateboarding
6-8
101
T H E H I S T O R Y A N D N AT U R E O F S C I E N C E I N T H E W O R L D , including:
• Effects of bias culture and belief systems on scientific knowledge and understanding
• Scientific contributions from around the world
• Role of science and technology in change
• Science in everyday life
• Careers in science
Science tO WORk WItH
Science areas to work with
Content to highlight or bring out
To p i c s t o b r u s h u p o n
SCIENCE CURRICULUM
Other content notes
6-8
102
WE ARE WHAT
WE DRINK?
A C T IV IT Y: Loo
king at water a
nd pollution —
field trip to trea
tment plant
C O N T EN T O BJ
EC T IV ES
Introduce conce
pts of water poll
ution, properties
(settlement, filt
of substances in
ration)
water,ecosystem
s, using processe
C O N T EN T T EA
C H IN G S T R A T
EG Y
Introduce: Everyone
gets a glass of w
ater, looks at it,
takes a drink. Pa
Drink? Why not? W
ss out dirt, mix it
hat is in water?
into the glasses.
How does water ge
What happens whe
t polluted? What
n stuff goes dow
is
in
the water we drin
n a sink drain? T
Discuss: What’s
k?
oilet? Shower? S
in a drain? Get a
treet drain?
plumber if possib
le to explain how
where they go, wha
drains are set up
t goes in them, pr
in houses, building
oblems. Brainstor
from houses, fact
s,
m lists of kinds of
ories, farms, sla
things that go in
ug
ht
Do:
er
ho
to
uses, apartment
drains
Create collection
buildings, office
of ‘waste’ – food
s,
gr
oc
er
ga
y stores.
rbage, paper bits
(ifeasy access to
, sand, pebbles, so
rotted manure, in
il
,
in
k,
milk, egg, flour,
clude, otherwise
when these things
no animal or hum
mix with water? Pa
a
n
w
a
stes!), etc. What
ss out jars, fill wit
happens
looks like in firs
h water, add diff
t minute? After
er
en
t
in
gr
edients, shake. W
a few minutes? A
different things
hat
fter five minutes
affect the look of
?
D
ra
w
,
m
a
ke
no
w
te
a
ter? Why does the
s. How do
through? What happ
look of water ma
ens if light can’t
tt
er
?
C
an light get
get through wate
paper). Pour wate
r? Pass out simpl
r through filter.
e
fi
lt
er
s (screens, mesh,
Now how does wa
be done with tha
ter look? What is
t? How do differ
le
ft on the filter?
ent processes (set
What can
What makes wate
tling, filtration)
r OK and not OK
a
ff
ec
t
the look of wate
for people to drin
r?
k?
FI EL D T R IP :
Wastewater trea
tment plant
W R A P- U P, A S S
ES S M EN T D IS
C U S S IO N :
How think about
drinking water?
How can water be
kept drinkable?
Can move from
here into water
ecosystems: wha
by pollution. Als
t lives in water,
o, what happens
why it matters,
w
he
how affected
re
n
o
tr
eatment plants
poor water, wate
available, world
r diseases (socia
issues associate
l studies link).
d with
s
SCIENCE CURRICULUM CONTENT
NINTH THROUGH TWELFTH GRADE
QUICK LOOK
By grade 12 (about 17 years old), young people should be able to:
√ Formulate a hypothesis and build an experiment to test it
√ Safely use scientific instruments and tools
√ Recognize errors or miscalculations in investigations
√ Draw on different areas of science when observing or predicting
√ Use logic to explain phenomena
√ Present findings in multiple forms
√ Explain and demonstrate knowledge of chemical structures
processes and techniques
√ Explain biological structures functions and life science investigation
processes and techniques
√ Explain and discuss environmental effects issues and techniques of investigation
√ Explain and demonstrate understanding of physics and techniques of investigation
√ Explain and discuss issues and conflicts in science
CLOSE LOOK
In high school, young people are learning:
I N V E S T I G AT I O N A N D E X P E R I M E N TAT I O N , including to:
• Work in scientific teams
• Systematically apply scientific techniques of making hypotheses observing
collecting evidence reasoning and revising hypotheses
• Apply criteria for validity
• Explain differences between scientific and other kinds of approaches and the
relationship between science and nonsciencebased disciplines
• Use multiple methods of explanation and presentation of conclusions
• Discuss issues of ethics criticism reevaluation and change in science
104
E A R T H A N D S PA C E S C I E N C E S , including:
• Origin evolution and properties of the universe including expansion of the universe and
characteristics of stars and other bodies
• Geochemical cycles and systems
P H Y S I C A L S C I E N C E S , including:
• Atomic structures and structure of particles
• Chemical elements compounds and procedures for working with and analyzing them
• Chemical properties and reactions
• Interactions of energy and matter
• Laws of motion
L I F E S C I E N C E S , including:
• Cells and microbiology
• Molecular basis of heredity
• Genetics
• Ecosystems and interdependence of organisms
• Biological evolution
• Behavior of organisms
• Population growth and change and impacts and effects of environment
• Personal and community health
SCIENCE CURRICULUM
• Environmental issues and conflicts
S C I E N C E A N D T E C H N O L O G Y, including:
• Science and technology in local national and global challenges
• Natural and humaninduced hazards
• Effects of technology and ethical issues in science
T H E H I S T O R Y A N D N AT U R E O F S C I E N C E , including:
• The nature of scientific knowledge
9-12
• Historical perspectives of science and changes over time
• Science in different cultural and belief contexts
• The role of science and technology in change
• Careers in science
105
ST FOOD
SKINNY ON FA
ol
to eat after scho
re
he
w
:
od
fo
st
skinny on fa
ACTIVITY: The
lture
marketing, and cu
n,
io
it
tr
nu
of
s
ip
ain relationsh
Explore and expl
IVES
CONTENT OBJECT
NG STRATEGY
CONTENT TEACHI
ural
nutrition.
r’? Are there cult
te
nd
et
a
‘b
h
s
lt
a
t’
he
ha
W
of
?
hy
t better? W
Introduce issues
ult after
ung people to ea
yo
r
fo
ng better’ diffic
nt
ti
a
a
rt
‘e
po
s
im
ke
a
it
m
t
Is
ha
etter’? W
ol?
Discuss:
what counts as ‘b
foods after scho
ut
hy
lt
bo
a
a
s
he
e
ce
or
en
m
er
t
ff
di
ol?
aged to ea
to eat after scho
people be encour
er
g
hi
lt
un
a
yo
he
n
re
ca
a
s
ow
H
od
school?
what fo
Which places and
e:
id
gu
ss
ne
re
a
w
are an a
s to,
Project: Prep
t, have easy acces
ea
to
nt
a
w
,
ol
fter scho
sk groups
hat people eat a
w
of
s
st
li
list on a card. A
m
e
or
th
st
in
on
a
br
em
it
p,
ou
ch
they
write ea
In the whole gr
at the sorts. Are
ps. In each group,
ok
ou
lo
gr
nd
ed
a
iz
d
-s
un
m
iu
ro
a
med
yone walk
e
etc. Divide into
althy. Have ever
he
un
nd
price, ease, tast
a
by
hy
lt
rt
a
so
he
n
to
he
in
T
?
s
re
rd
went whe
ate
to sort the ca
althy eating? Cre
ople decide which
he
pe
d
ng
di
gi
a
ow
ur
H
co
t?
en
en
er
problems in
the same or diff
homes,
hat are issues or
W
s.
rt
so
ands, and shops,
st
re
,
a
es
sh
or
nd
st
a
,
,
es
c.
in
et
s.
od – mach
preferences,
in the neighborho
us unhealthy, cost
rs
od
ve
fo
hy
g
lt
in
a
tt
he
ge
r
of
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speakers; conducting nutrition surveys and making recommendations;
SCIENCE CURRICULUM
v i s i t i n g a n d m a p p i n g h e a l t h s e r v i c e s i n t h e c o m m u n i t y, e t c . ) .
9-12
107
GLOSSARY
Adaptation
Changes in living things that make them better suited to their environment
Astronomy
The study of the universe outside the atmosphere of Earth (for example
stars planets space)
Biology
The study of living things and processes
Cell
The smallest functional structure of a living thing The average human is made
up of trillion cells and some living things such as bacteria may have only one cell
Chemistry
The study of elements (such as oxygen and hydrogen) and the compounds they form
(such as water) Chemistry looks at atoms and how they react with one another
Classification
Grouping things by particular characteristics For example birds and animals can
be classified by how they look (size color) where they live what they eat etc
Earth Science
The study of Earth and the solar system including geology (study of the origin
and makeup of Earth) meteorology (relationships between Earth and the
atmosphere the basis of weather forecasting) astronomy (stars and planets) and
oceanography (study of oceans)
Ecosystem
A whole community of living things and their environment The study of ecosystems
looks at how environments and living things relate interact and affect one another
Element
The basic unit of matter (such as carbon oxygen nitrogen hydrogen etc) There
are naturally occurring elements (See Periodic Table of the Elements)
Environment
The conditions in which something lives including physical biological and
chemical characteristics (such as a saltwater environment or a desert or high
mountain environment)
Erosion
The gradual wearing away of earth by natural forces such as water wind or ice
Evolution
The very slow and gradual process of change in plants and animals over the last
million years of Earth’s existence
108
Gravity
A natural force that pulls together two masses (such as Earth’s gravity pulling
objects down)
Heredity
The passing of characteristics (such as eye and hair color) from parents to
offspring via the genes and chromosomes
Hypothesis
An idea or theory for explaining something which can be tested to see if it is correct
Internet
A worldwide network of computers Also known as cyberspace the worldwide
web or ‘the web’
Life Science
The study of living things and how they relate within systems including the
subjects of biology botany (the study of plants) and zoology (study of animals)
Observation
Watching or looking at something to note particular characteristics or behavior
including for example how something looks its interaction with the
environment or the effects of change
Organism
A living thing (plant animal) made up of one or more cells
Periodic Table
A chart of all the chemical elements arranged by atomic structure
Physical
The study of matter and energy including looking at for example mechanical
Science
forces heat light electricity sound and magnetism
Physics
The study of the laws of matter and energy and how they relate to one another
G L O S S A R Y
of Elements
(for example how much energy does it take to move a pound mass up hill?)
Pollution
An undesirable change in the environment brought about by human activity
Solar system
SCIE NCE
such as contamination of water by chemicals from a factory
The sun and the nine planets and other bodies around them (such as stars
comets and asteroids) The nine planets of the solar system are: Mercury Venus
Earth Mars Jupiter Saturn Uranus Neptune and Pluto
Systems
A group of things that function together to make up a whole For example the
solar system is made up of planets stars and other bodies in space The
circulatory system in humans includes the heart veins and arteries
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SCIENCE PROJECTS: RESOURCES
Two valuable resources for free and lowcost readymade handson science projects are the
Internet and state and local Cooperative Extension services
Cooperative Extension and H will send lists of their publications often with descriptions
Local Extension and H offices have projects for all ages that fit your local setting You can
order materials from any state Two large offices are:
Cornell Cooperative Extension
Cornell University Resource Center
Business and Technology Park
Ithaca NY () ; () wwwccecornelledu
Texas State H Office
Eastmark Drive Suite College Station TX SEE CHAPTER 10 FOR A DETAILED LIST OF RESOURCES FOR
SCIENCE ACTIVITIES, PROJECTS, AND INFORMATION
SCIE NCE
G L O S S A R Y
110
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PART
INTRODUCTION
LINKING BACK TO SCHOOL
School is out and children are headed your way Now is the time to take advantage of all
the flexibility and creativity open to afterschool teachers In Part I you saw what schoolday
curriculum covers with ideas for linking subjectmatter content with afterschool activities
Part II looks more closely at helping academic learning happen in ways particularly suited to
afterschool
Chapter Learning in Action discusses projectbased learning and tapping community
resources for trips guest presenters and fieldwork opportunities for young people It
highlights using themes from social studies and the arts which blend well with math
language arts and sciences
Reading writing and the English language itself are the focus of Chapters and Reading
and Writing After School (Chapter ) provides basics to support development of literacy skills
across the grades If you are lucky enough to be working with children and youth learning the
English language (immigrants or others who use a language other than English at home or in
most daily life) look at Chapter Coaching English Language Learners You’ll find
explanations and activities to help extend the English skills of children and youth who are
learning this tricky new language at the same time that they’re learning academic content
and American school culture – no small challenge
Chapter Homework and Help addresses an area that can be as difficult for afterschool
programs and parents as it is for children Use this chapter to get away from the view of
homework as a painful burden and move into capturing the benefits homework offers
Homework is an opportunity to help children and young people learn to learn better It is a
valuable communication tool for teachers parents and students And research shows that
doing homework improves school performance especially in high school The chapter
provides tips on homework homework help and helping in general
BUILDING BRIDGES: SCHOOL
AFTER-SCHOOL
PA R E N T S
Learning doesn’t stop – or start – at the doors to schools or afterschools Both are learning
environments and both share learning goals for children and young people Yet the distance
between the two learning areas can be great even if the afterschool program takes place in
the school building Sometimes the distance is actually physical Kids may come from schools
all over the place to one afterschool center Sometimes it is schedule clash: school teachers’
111
days end when afterschool teachers’ days begin It can be the children themselves who create
a sense of distance Children may behave very differently in one environment than in the
other It can be a sense of mission and goals Day school teachers may feel they’re responsible
PA R T 2 I N T R O D U C T I O N
for children’s academics and the ‘hard stuff’ of education Afterschool teachers may feel
charged with children’s social growth and development building on the value of play
recreation and selfdirected ‘down time’
While recognizing the distinctions between the learning environments there is value in
bridging them One powerful bridging plank is academic content Looking at the academic
content taught in schools (as shown in earlier chapters) you can see that the learning and
teaching goals of day school and afterschool teachers blend smoothly – although not with
the same methods and not effortlessly! Another plank is communication
Communication
Communications are easier or more difficult depending on variables like where children are
coming from (one or many schools a few or many classes or grades) the spread of ages the
physical location of the afterschool program the size of the community and the number of
children in the program
As much as you can start at least with the basics Find out which schools your participants
attend who their teachers are and the name phone and fax number of the school principal
The easiest level of communication is keeping schools posted about what is going on in after
school Send in:
• Program or activity schedules and calendars
• Invitations to events
• Flyers for presentations or special programs
• Newsletters and press clippings
Try to get a sense of the school and the teachers
• Visit schools and individual teachers if possible; sit in on classes
• Volunteer to chaperone class trips
• Ask to receive school newsletters
• Invite teachers to afterschool events
• Survey teachers about what they’d like to see in afterschool programs
• Find out the school’s homework policy
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See if you can get more detail on the subject matter schools are covering Ask for curriculum
information and whether you can attend a curriculum meeting Ask for reading lists at each
PA R T 2 I N T R O D U C T I O N
grade level and survey teachers for ideas about books to make available after school
Use schools themselves as an afterschool learning opportunity Kids often wonder and worry
about what higher levels of schooling are like Plan field trips to schools to show young children
what the next grades look like and to show middle school children what high school looks like
Invite parents and see whether teachers or other staff can give a tour or make a presentation
Seeing upper grades (and making them less scary) can be motivating!
If you have the chance to talk with teachers about individual children and young people
make the most of it Children can be very different during inschool and outofschool time
and bridging this difference will allow you and the classroom teacher to better meet the
academic and developmental needs of the child
• Share information about individuals as much as possible while respecting confidentiality
• Use forms and postcards to simplify communications
• Discuss strengths as well as problem areas
• Talk about the possibility of joint parentteacher conferences
• Let teachers know what projects children are working on
• Ask teachers about areas to focus on and methods to use
Connecting with parents
Afterschool teachers bridge with schools They can also create bridges for parents Schools
are often intimidating environments for adults who have memories of bad experiences
Parents from different cultures parents with limited English and those with little schooling
may feel particularly uncomfortable with schools and teachers Working parents may not
have the time to talk with day school teachers or attend school events but may be able to
schedule later afternoon time for participation in afterschool Use the afterschool
opportunity to not only keep parents involved with their children’s afterschool lives but also
to help them connect with school
• Talk with parents whenever possible during pickup and dropoff Talk about good
things not just problems
• Show parents what children are working on
‘Parent’ is used for convenience in referring to any and all adult guardians responsible for the primary care of the
child or young person, including biological and adoptive parents, grandparents, godparents, siblings, or others.
113
• Share children’s homework – what they’re working on how they’re doing what they do
well and what they need help with
• Invite parents to performances demonstrations and events
PA R T 2 I N T R O D U C T I O N
• Invite parents on field trips
• Ask parents what they want to see in afterschool
Remember too that parents aren’t just parents They’re community people with something
to offer Ask what they might be able to contribute Parents can run workshops
demonstrations or activities based on their skills hobbies and interests They can host field
trips to their workplaces make presentations provide apprentice or internship opportunities
or serve as mentors They can teach languages and introduce cultures They can help out
participate in projects guide committees and tutor
Connect with parents as much as possible Everyone benefits
ComMunicatIoN Self-check
When I see parents, I:
___ Greet chat
___ Discuss school
___ Talk about positives ___ Look at homework
___ Discuss help needed
___ Invite to participate
When I see teachers, I:
___ Schedule meetings
___ Talk about student needs
___ Greet chat
___ Invite to visit
___ Discuss content being covered in school
___ Ask for ideas
___ Talk about afterschool activities and projects
HELP LEARNING HAPPEN
Learning is complicated It is especially complicated for children and young people who are
moving quickly through all kinds of social physical and psychological developmental stages
Children and youth learn in different ways and at different paces and have different ways of
expressing themselves Depending on their age and situation they may be more or less
excited scared or turned off by school and may have identified themselves as dumb or smart
or ‘good’ in some things and ‘bad’ in others But by and large they really like learning And as
an afterschool teacher you can help their learning happen
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CHAPTER 4
Ask anyone about the difference between inschool and afterschool time and you’ll hear words like
relaxed fun ‘not like school’ When people say ‘fun not like school’ they’re thinking about how
things are done in school not about the learning not about what school should be
Everyone knows kids are excited – and learning – when they’re catching frogs or cleaning a fish
taking drum or dance lessons working on a video reading a scary story creating a painting solving
puzzles or building a model They are also excited learning in school when there are engaged
teachers interesting topics and books materials labs and projects It’s not that school is ‘learning’
and the other stuff is ‘fun’ It’s about how it’s done We don’t need to worry that bringing academic
content into afterschool time will make afterschool ‘like school’ and therefore dull Instead after
school is an opportunity for active handson learning – the kind kids like best It is also an
opportunity to help meet the academic needs of young people
Tailor offerings to who your participants are: children and young people with their own interests
able and eager to work independently expand their horizons do well in school and find their
abilities and identities Although they will need different amounts of guidance and support children
at all ages can work and learn independently Create projects that meet children at all developmental
levels to build problemsolving and decisionmaking skills develop selfconfidence and support
academics Speaking making presentations expressing opinions listening and critiquing are language
arts skills that can be part of virtually any program Reading writing and speaking can be practiced
in reallife contexts of applications job hunts letters and emails and reading for enjoyment
Projectbased learning is extremely valuable at the high school level In high school academic
demands are often heavy Tests grades passing and graduation are seen more clearly as connected
to life choices Afterschool can provide an opportunity to foster school success but young people
use after school hours for jobs child care responsibilities sports bands and other interests and just
hanging out with friends Young people will choose programs and activities of value to them Unlike
elementary and even middleschoolers high school youth are only there if they want to be
The great advantage of afterschool time is that you – and the young people you work with – have
the freedom to develop learning experiences that meet a range of needs in a range of ways Grab it
and have fun
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P R O J E C T- B A S E D A C A D E M I C L E A R N I N G
Projects are about handson learning by doing Children and youth are engaged identifying
L E A R N I N G
topics and problems and working independently toward an outcome they take pride in
I N
math art science and social studies At the same time projects build planning teamwork
Even when projects draw more on some academic skills than others they cross academic
lines just as life does A committee project to plan field trips for example merges
language arts math social studies and more Producing a kid’s transportation map pulls in
A C T I O N
leadership and other character and social skills
Chapters and presented ideas for English and math projects This chapter offers a
general look at developing projects so you can link with any content area See Chapter for
project planning guides and Chapter Resources for further sources of project ideas and
information about projectbased learning
B E F O R E G E T T I N G S TA R T E D : G O O D P R O J E C T S
Projects are engaging because they grow from
real interests They’re about doing something
not about getting one right answer And they’re
about showing or demonstrating learning
Po w e r f u l P r o j e c t s
• Are based on real interests issues and/or
problems to solve
• Allow participation and success at all
Good projects start with good ideas Good ideas
skill levels
are not only those that are interesting and
• Draw on many subject areas
stimulate learning They also need clear
• Are open to many approaches solutions
objectives and they must be doable You have
and ways to demonstrate learning
to be able to plot them in achievable steps that
• Are clear doable and timelimited
work with the time schedule and resources
• Lead to meaningful final products
available and they must be appropriate to the
• Link well with school curriculum
skill and developmental levels of the
participants Finally to capture the greatest
learning opportunities they should be well coordinated with schoolday content
Good projects also lead to good products Projects usually extend over some period of time
with several subactivities as steps along the way The younger the children the shorter the
project time Older children can engage in projects lasting anywhere from several months
to a semester or full year particularly in the case of apprenticeships or servicelearning
projects The grandfinale product – the showier the better! – obviously relates to the
length of time available The finale can be an actual thing like a book artwork machine
116
construction or map or it can be an event performance or demonstration Longer
projects should use intermediate products along the way to show progress and give
A C T I O N
encouragement and feedback
Good project demonstrations stay with you The looks of pride the glow at the sound of
I N
applause the hopeful offering of crafts and works of art are unforgettable Projects gain
their strength by cultivating intrinsic motivation That is children do the project because
L E A R N I N G
they are interested in it They find it meaningful and important It is driven from within
The final product is the result of their work and their pride comes from doing it well
Projects should offer all children the chance to succeed and show – to themselves and the
adults they care about – that they can do it Build performances demonstrations
exhibitions and recognitions into project finales
Products from Projects
• Trip
• Guest presentation
• Workshop series
• Community improvement
• Newsletter
• Small business
• Play
• Food item
• Debate
• Art object
• Website video photo exhibition
• Meal party reception
• Art gallery
• Report to a community board
• Guidebook
or organization
• Gift to an organization
• Construction
• Concert
• Research report and
recommendations
ProJectS tO ProductS
D i f f e r e n t t y p e s o f p r o d u c t s r e q u i r e d i f f e r e n t k i n d s o f r e s o u r c e s a n d t i m e.
Within the scope of your program, what types of products or final events could
you consider? Let your imagination roam…
117
P r o j e c t s F r o m To p i c s t o F i n a l e s
L E A R N I N G
Topic
Project
Sample Project Activities
Final Product or Event
Animals in Winter
Write an illustrated
• Trip to zoo
Produce guide; book
(Content focus:
Winter Trackers Guide
• Visit from veterinarian
signing reception and
• Winter walks in
party; present to outdoors
science language
I N
arts)
different habitats
A C T I O N
• Photographs
stores Chamber of
Commerce clubs
• Internet research
• Videos
Neighborhood
Write and produce skit
Powers
series Power People
(Content focus:
• Research community
history
• Survey residents about
language arts
who were/are power
performing arts)
people
Performance night(s)
invited guests; booklet of
skits for others to use
• Collect oral histories
Getting Around
Create a Kid Zones
• Walk the neighborhood
Produce attractive map
(Content focus:
map of neighborhood
• Bike the neighborhood
sell advertising if possible
science math)
transportation
• Take public transport
distribute to schools
visit stations
centers etc
• Interview kids about
how they get around
• Invite a transit worker to
talk about issues
• Highlight points of (kid)
interest on the routes
Because projects are more studentcentered with many ‘answers’ and ways of doing things
they require more planning and can take unexpected turns But once you develop a project
you get enormous mileage out of it especially if it is adaptable across age groups When you
see the energy and outcomes projects generate you’ll see it is worth the effort Use the
project planning guides in Chapter Planning Tools for Teaching to help
118
GETTING IDEAS
A C T I O N
Get ideas from books lists and websites Look around at the world and the community at
group and individual interests community resources and school content For triggers and
• Conducting local surveys or interviews to identify issues
Look around for
project ideas…
• Taking a walk and mapping assets and problems
• City critters
• Following a local event or news item
• Winter habitats
• Identifying issues and needs important for the age group
• Under the streets
• Looking at the local environment
• Art outside
L E A R N I N G
• Brainstorming questions and ideas with the group
I N
prompts try:
• Finding food
For older youth controversies make strong if sometimes
• Getting around
difficult starting points Think about things like ripoffs
scams social issues (teen pregnancy drugs death penalty
reproductive issues freedom of expression) and tough problem areas like juvenile justice
systems street law police matters crime and communities gun control sexuality and health
and safety Consider controversies that are relevant to your group and build from there
Lifestage concerns are a source of project ideas Middle schoolers might be thinking about
high schools and high schoolers about what comes next Young women may be thinking
about balancing children and work careers or college Develop projects to help young people
learn about and deal with things that matter to them
From Ideas to Projects:
Beauty Care Scare
Question: Can cosmetics be dangerous? How? Are some more dangerous than others?
Project: Investigate the questions and produce a cosmetics demonstration of the findings
Academic content: Research chemistry biology collecting and presenting data
Activities/steps: Break down the questions develop investigation tools develop work
plan (with pieces suitable for all participants) conduct investigation design presentations
Product: presentation and guide to cosmetics safety
119
Ideas have to mesh with practical matters and it takes some backandforth to turn a good
idea into a doable project that achieves the goals and objectives
L E A R N I N G
GoOd Ideas
I N
Tu r n i n g g o o d i d e a s i n t o g o o d p r o j e c t s c a l l s f o r a t t e n t i o n t o
A C T I O N
n i t t y - g r i t t y. R u n y o u r i d e a s p a s t t h i s c h e c k l i s t t o h e l p s h a p e
them as projects.
Clear objectives
Manageability
Amount of time required
Amount of time available
Scheduling requirements
Attendance requirements
Works with dropin/out or needs continuous commitment
Number that can be involved
Skills required
Space needs
Materials and special equipment needs (computers video digital
cameras notebooks tape recorders special papers books etc)
Evaluation and assessment possibilities
Adaptability for different ages
Transportation needs
Ideas from themes
Projects and activities can come from and build into themes School curriculum in social
studies geography and the arts are rich sources of themes and project ideas Start with a
theme then brainstorm activity possibilities around it Involve children other teachers and
parents in the process Find out what children and youth are studying in school Use projects
to reinforce deepen and expand learning
120
Themes from social studies
Social studies is fertile ground for project ideas In social studies children learn how people
A C T I O N
live together in societies and provide for human needs of shelter clothing arts and food
They learn about different cultures history geography and the human environment Social
studies helps young people understand where they come from and to see their history
I N
culture and viewpoints in global and crosscultural contexts With social studiesbased
projects children use the academic skills of reading writing and research not as abstract
L E A R N I N G
exercises but as tools for exploring and learning about their fascinating worlds
In school social studies includes world national and local history and geography cultural
studies political science economics psychology and philosophy The typical curriculum
follows a pattern that goes from studying self and ‘close to home’ at younger ages to the
world and wider concerns as children get older The social studies curriculum pattern below
can help you align projects with what children are studying in school
K–1…… Self and family
2……… Neighborhood
3……… Community
4……… State
5…… American history and geography from exploration to the Civil War and Reconstruction
6……… Geography of Canada and Latin America
7……… Geography of Africa Asia Australia Europe and the Pacific Islands
8……… American history and geography preReconstruction emphasizing democratic
principles and foundations in the Constitution Bill of Rights and Declaration
of Independence
9……… World history and geography including significant historical periods and patterns of
change within and across ancient civilizations and cultures
10……World history and geography from colonization and settlement to contemporary times
11……American history and geography from Reconstruction to contemporary times
12……Political science and economics
121
Themes from geography
The general geography standards developed by the National Geographic Society are a good
source of ideas for projects that merge with social studies math English and the arts
L E A R N I N G
Geography standards include:
• The world in spatial terms: using and understanding maps including maps of people places
I N
and environments
A C T I O N
• Places and regions: the physical and human characteristics of places and influences of
culture on ideas of place and region
• Physical systems: physical processes that shape patterns and ecosystems on the earth’s surface
• Human systems: characteristics distribution and migration of human population; the
complexities of cultural mosaics; patterns of economic interdependence; patterns and
processes of human settlement; and cooperation conflict and control
• Environment and society: how humans modify the physical environment; how physical
systems affect human systems; and changes in the use importance meaning and
distribution of resources
• Uses of geography: using geography to interpret the past and plan for the future
Themes from the arts
Like social studies and geography ‘doing arts’ is also doing language arts math and science
Measurement planning reading and chemistry can all come into learning about and creating
art Dramatic arts for example clearly reinforce language arts Visual arts can pull in
technology chemistry and math
The National Standards for Arts Education were written by the Consortium of National Arts
Education Associations under the guidance of the National Committee for Standards in the
Arts From kindergarten through high school children are learning about dance music
theater and the visual arts
Dance
• Using movement techniques choreography and music to communicate meaning
• Thinking creatively and critically about dance and using dance vocabulary
• Learning about dance around the world and throughout history
Find more information at www.nationalgeographic.com/resources/ngo/education/standardslist.html
122
Find the standards in their entirety at www.artsedge.kennedy-center.org/professional_resources/standards.
Music
• Learning about different styles of music across different cultures and history
A C T I O N
• Singing alone and in groups with and without music
• Listening and discussing music critically using music vocabulary
• Playing musical instruments
I N
Theatre
• Reading and writing scripts and dialogue
L E A R N I N G
• Acting
• Reading watching and discussing theatre works critically using theatre vocabulary
• Understanding and practicing elements of production including directing producing set
design and construction costumes lighting music performance and stage management
• Learning the history of theatre and theatre in different cultures
Visual Arts
• Learning about and using techniques in different forms of visual art including painting
drawing photography sculpture digital printmaking and architecture
• Observing interpreting and discussing visual arts critically and using art vocabulary
• Learning about the history of art and art in different cultures
PUTTING IT TOGETHER
Linking projects with academic content may start from the project/product side or from the
content side You may come up with a great idea for an activity or product then look at the
academic possibilities you can draw out Use the chapters in this Guide to help and talk to
teachers about how to focus the ideas to enhance academics Or you may start developing
ideas from academic content goals Look at curriculum and standards and talk with teachers
to guide development of projects that will expand deepen and reinforce specific school
learning This gives children additional ways of learning school material which can be especially
valuable for those who need the handson application or experience to bring the concepts home
If you want to emphasize particular subjects or skills be sure to include them as objectives
early in the planning stages Clarifying learning objectives allows you to tailor projects and
activities to build those skills and meet those objectives Focusing objectives to particular
areas often allows you to use the same project to serve different purposes You may have
noticed in Chapters and that some of the same project ideas were presented for English
and math and were repeated at different grade levels Tweak the objectives and the product
to elicit learning in target areas Within the same project you might even have different
students produce different interim products depending on the skills they need to develop
One student might produce an Excel spreadsheet to show the budget for producing a play
Another might produce scale stage drawings and another might write the program
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HELPING TO GET GOING AND KEEP GOING
The teacher’s role in projects varies with the age of the participants; the type and difficulty of
L E A R N I N G
the project; special needs for scheduling transportation or equipment; the stage or phase of
I N
starting and completing projects grows as children do
the project; and other factors Observe and monitor and adjust your role(s) accordingly
Projects should always involve independent learning but the level of independence for
A C T I O N
From kindergarten to about fifth grade children need more direction Teachers may choose to
select themes and develop projects or use guided choices with limited selections Actively plan
the steps and schedule and make project goals and guidelines clear The director role is important
In grades 6 through 8 young people are moving toward more independence and should learn
to work with less input from you Be ready to offer suggestions and advice when asked or if
you think it is needed You are a guide coach and cheerleader
In grades 9 through 12 young people need much greater independence and should have a
major role in developing their projects This is a real opportunity for you to be a co-learner
and learn from your high schoolers Your role is largely coach and cheerleader
Teacher RoLes
Which roles best fit you,
Sometimes you will be a:
your project ideas, and
your participants?
Director developing specific learning experiences to meet particular
goals and carefully delineating project limits and guidelines
Guide helping plan doable steps monitoring progress and keeping
things on track
Coach giving suggestions when needed and help when asked
Co-learner exploring areas that are new for you too
Cheerleader offering encouragement along the way
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I N V E S T I G AT I O N P R O J E C T S
A C T I O N
Investigation projects move from a topic to questions about the topic; from investigations to
answer the questions to a presentation or event based on the findings They mesh well with
I N
school content and can draw from many themes
Investigation Project Steps
L E A R N I N G
Become Detectives
Brainstorm with children to develop a topic List questions about the topic and use them as a
planning guide
Search for Clues
Investigate the topic with handson fieldwork: reading interviewing Internet searches field trips
observation discussions with other children and adults drawing building experimenting and guest
speakers Children record what they learn along the way
Report Findings
Present the results Reports can take many forms: musical or dramatic presentations written reports
art exhibitions displays of artifacts construction models or a combination of any number of these
Starting investigation projects
Ask yourself
Discuss with participants
• Is the topic driven by children’s interests?
Background
• Do they already know something about it?
What do you already know about this topic?
• Are there real learning opportunities? What?
• Does it bring together different content areas?
Brainstorm questions
• What can the end product be?
What questions do you have about the topic?
• Does it build on lots of handson activities?
What else do you want to know?
• Can the topic be investigated without a lot of
What do you wonder about?
adult help?
• Is it realistic? Can it be modified to make it
more realistic?
• Can the community be involved? How?
Plan investigation
How can you find what you’re looking for?
Where can you go? Who should you talk to?
Who can help?
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SERVICE-LEARNING PROJECTS
Servicelearning builds connections between children and youth and their wider communities
L E A R N I N G
It teaches the value of being part of communities and shows how learning teaching giving
I N
understand their communities then do something that contributes to the community and
and receiving all happen at the same time At its best servicelearning helps young people
learn to learn from their communities their experiences and from interactions with others
Servicelearning projects usually have two parts: () children and young people look at and
A C T I O N
() they think and talk about what they are gaining and learning
Children of all ages can participate The ‘service’ action for younger children may last only one
session Older children and teenagers can plan and commit to more sustained work including
research developing ideas and working offsite A servicelearning contract helps formalize
and structure the work (see Chapter for an example)
Service-learning activity examples
A key element in servicelearning is reflection:
Short Shots
thinking about what learning is happening
• School clean-up or painting
Young people in servicelearning projects may
• Collect basic supplies for a homeless shelter
keep written journals or use tapes photos or
• Perform at a senior center
video to present and discuss what they are
• Pick up litter in a local park or playground
doing Servicelearning usually entails a
• Collect oral histories and make a book
structured guided reflection often with a
group of young people sharing their
experiences observations questions issues
and thoughts Many use the “
Whats” to
guide reflection asking “What did you do?”
“So what?” and “Now what?”
Ongoing or
S e v e r a l - We e k P r o j e c t s
• Tutor younger children
• Help children or seniors learn
The Internet is an excellent source of
information about servicelearning and
national organizations publish detailed
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computer skills
• Serve on a community board
or committee
guides ideas contracts and materials A
• Work with a housing organization
major source of information is the National
• Participate in a mural arts program
ServiceLearning Clearinghouse at
• Organize a food and toy drive
wwwservicelearningorg and Learn and
• Volunteer at a hospital or clinic
Serve (the Corporation for National and
• Help immigrants learn English
Community Service) at wwlearnandserveorg
• Assist with voter registration
T h e 3 W h a t ’s o f S e r v i c e - L e a r n i n g
A C T I O N
What did you do?
Build skills in summarizing presenting facts and information and explaining processes
I N
So what?
L E A R N I N G
Build skills of analysis critical thinking and forming opinions
Now what?
Build skills of making hypotheses drawing conclusions from evidence planning and presenting ideas
List coNTactS
List contacts or people to talk to about possibilities for service-learning for
your group.
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COMMITTEE PROJECTS
Organize committees to take on real tasks and responsibilities From kindergarteners in snack
L E A R N I N G
committees to high schoolers in events planning committees are a natural interface with
I N
Committees provide opportunities to develop planning group process and leadership skills
projects and contentbased learning (See Chapters and for math and English committee
projects) Committee work actively demonstrates learning by performance
A C T I O N
learn teamwork and develop responsibility They lend themselves well to multiage multi
skill groups and once committee structures are set up young people can move through them
year after year
CoMmitTEe PossiBIlitIes
C o m m i t t e e s c a n b e c h a r g e d w i t h p l a n n i n g, h e l p i n g, o r a c t u a l l y c a r r y i n g o u t a l l
kinds of tasks. Which can you form committees to work on?
Snack selection ordering serving and cleaning up
Trips and outings
Guest speakers
Special events parties and celebrations
Announcements news and weather reports
Record keeping attendance
Communications
Materials selections and supply maintenance
Library materials and systems
Workshops and special lessons
Other committee project ideas:
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TA P P I N G C O M M U N I T Y R E S O U R C E S
teaching and learning Tap it to give children and young
If your program is in a remote area or
people a chance to interact with new – and familiar –
far from cultural commercial or
people and places and to see how academic content is
educational institutions consider
used in real life Think about the people and places you
having children write for information
A C T I O N
Making Connections
I N
Your community is one of your greatest resources for
your program people you see when running errands
Many large organizations such as
people who share your activities and interests No
museums corporations government
matter where you live your environment also includes
agencies and theatres have people in
natural and humanmade resources You’re surrounded
public relations or education who
by teachers and learning opportunities
handle requests for information They
L E A R N I N G
see and meet almost every day: people connected with
typically will send packets and
FIELD TRIPS
brochures that you can use for a ‘tour’
From the transportation itself (walking taking public
If you have access to the Web visit
transportation or driving) to the site visit and what is
their sites Many have virtual tours
learned there field trips are gold mines of learning
and galleries (see Resources)
They provide opportunities for children and youth to see
and think about things they might not have otherwise
and to open their eyes to new ideas and possibilities
WHich do yOU havE access tO?
Museums planetariums aquariums zoos
Libraries universities high schools laboratories
Historic sites
Transportation centers airports stations
Supermarkets banks restaurants factories stores
Hospitals clinics pharmacies
Police stations firehouses post offices city hall
Power stations treatment plants utility companies
Parks gardens community gardens farms
Religious buildings churches synagogues shrines mosques
Backyards schoolyards
Sports arenas playing fields
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Trips that match with what young people are studying in school can spark interest and deepen
and expand understanding Field trips can be taken almost anywhere
L E A R N I N G
Consider having children make and keep travel logs of trips Depending on the age of the
children you can structure these toward writing a group story or report making a collection
or writing an article for a newsletter Setting up a log with basic information like the date
destination who went and how you got there reinforces good reporting habits Add
I N
questions about what children saw what they did the parts they liked best and least funny
A C T I O N
events curious things etc Pictures drawings and sketches and souvenirs (tickets programs
handouts postcards) can become part of the log or collection
GUESTS
You don’t have to leave the building to learn from the world Invite the world in Guest
presenters can:
• Do a talk and slide show
• Show a video and lead a talk
• Do a demonstration of a trade craft or skill
• Bring in tools or objects
• Run workshops to teach skills
• Teach languages
• Lead activities
• Perform
• Play games
• Answer questions
Reinforce academic learning by clarifying objectives and planning strategies to bring it out
What do you want your group to learn from this visit? How is that going to happen? Activate
and focus the learning with previsit discussions videos field trips readings or research
Guest List
L i s t p e o p l e y o u c o u l d i n v i t e.
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SHADOWING
A C T I O N
The world of work and careers can be pretty vague for young people Shadowing or going
around with a professional offers an upclose look Consider who you know who might host a
L E A R N I N G
I N
young person for part of a day a day or up to a week
ShadoWIng
Profession/Field
Person to Shadow
Architecture engineering
Architect engineer contractor builder
Health care
Doctor nurse technician hospital
Know Someone?
volunteer veterinarian healer herbalist
Government
Mayor congressperson town official
community representative speech
writer lawyer
Tourism/hospitality
Hotel manager travel agent restaurant
owner/manager tour guide
Media
Reporter cameraperson producer
sound technician
Law justice
Lawyer legal aid office investigator
judge court reporter court clerk
Retail
Store owner worker publicity producers
Food industry
Farmer marketer researcher factory
manager supermarket workers
Entertainment
Radio television video music labs
and stations
Arts crafts textiles
Dancer musician artist photographer
potter weaver craftsperson designer
manufacturer
Communications
Reporter secretary photographer
filmmaker Web designer computer
technician computer programmer
technician
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Identify people in your community who might share their skills knowledge interests and
specialties Tap all your connections: ask friends family parents other teachers and
neighborhood connections for suggestions
L E A R N I N G
I N
Linking PeoPle, ProFEssioNs,
and Academic CoNTEnt Areas
A C T I O N
Think about people and professions. What academic content area can they link with?
Subject-Area Fields
Veterinarian doctor nurse dentist pharmacist
Healer chiropractor herbalist therapist
acupuncturist
Musician dancer singer
Photographer video artist moviemaker
Painter sculptor weaver
Cook chef waiter restaurant manager baker
Farmer gardener livestock producer
Computer technician programmer designer
Lawyer investigator judge
Teacher principal
Banker accountant businessperson
Electrician plumber carpenter
Factory worker sanitation worker
Police firefighter emergency worker
Sports player
Speakers of different languages
OTHER
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Math, Science, Health, Chemistry
Linking FIeld Trip SitEs and Academic CoNtEnt
Subject-Area Fields
I N
F i e l d Tr i p S i t e s
A C T I O N
Think about field trip possibilities. What academic content areas can they relate to?
Museum planetarium aquarium zoo
L E A R N I N G
Library university high school laboratory
Historic site
Transportation center airport train or bus station
Bank
Factory
Utility company utility plant power station
Restaurant supermarket
Mall retail store
Hospital clinic pharmacy
Police station firehouse post office city hall
Religious buildings churches synagogues shrines mosques
Park garden backyard schoolyard
Ocean pond river lake
Sports arenas playing fields
Farm stockyard feed store
Art studio
Retirement old age home
Construction site
OTHER
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ActIvatIng DelibEratE Learning
F r o m y o u r l i s t s o f p e o p l e, p l a c e s , a n d s u b j e c t - a r e a l i n k s , p i c k t h r e e. Tr y t o
L E A R N I N G
c o m e u p w i t h a l e a r n i n g o b j e c t i v e a n d s t r a t e g y.
Field trip,
Objective
Strategy
Veterinarian
Students learn about
using measurement
Visit lab, see measures
for medicines, fill syringes,
calculate a prescription dose
I N
profession
A C T I O N
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CHAPTER 5
Communication is so basic to learning that we rarely think about the mix of skills that make it
work: reading writing listening and speaking For students these are key Everything in school
in all subject areas demands these skills It is heartbreaking to see a student fail a math test for
example because she can’t read the instructions Or to see a student struggle in science because
he can’t listen and take notes fast enough or can’t ask questions clearly enough to get help A
student may know the material or have excellent ideas but receive poor grades because he can’t
express himself well orally or in writing The English Language Arts curriculum in school is
designed to develop reading writing speaking and listening skills Afterschool is an excellent
place for reinforcement
As an afterschool teacher you can support language and literacy learning even without
specialized knowledge First know that in language arts practice is central to improvement
Young people learn to read and write better by reading and writing more They learn to listen
and speak better by listening and speaking more and by learning to
do so more carefully Afterschool can help by simply providing
Practice!
more time and opportunity for these activities Second recognize
More reading makes
that you can add language objectives and techniques to many of
better readers
the activities you already do Clarify objectives related to standards
(see Chapter ) and plan specific skillbuilding techniques to more
More writing makes
effectively help learning happen Check with school teachers or look
better writers
at homework assignments to see what children are reading in school
and what the expectations are for their writing
Afterschool can be tremendously important for children and youth learning the English
language itself – that is young people who did not grow up speaking English and/or who do not
use English at home In school students are designated as ‘ELL’ (English language learners) or
‘ESL students’ (English as a second language) Schools may have ELL classes materials and
specialized teachers or not Regardless students MUST learn English well to succeed in school
You will find information on working with ELL youth in the next chapter
135
Thousands of books articles and web sites describe techniques for building language and
literacy skills The following pages provide an overview of a few basic reading and writing
techniques that can help build the skills needed to meet English standards Many reinforce
several language arts skills simultaneously
Go fOR it
Which of these general standardsbased reading and writing skills can you develop in afterschool?
Think about how What do you do now that you can expand?
Basic comprehension (ability to retell basic facts and summarize)
Reading independently
Reading different kinds of material
R E A D I N G
Vocabulary development
Writing for different purposes
Writing fluently
&
Other
W R I T I N G
Meaning Making
Readers make sense of text by using
• Read aloud to young children
a blend of techniques
• Read aloud together with children
• Recognizing words
• Sounding out words
• Knowing the meaning of words
(vocabulary)
• Getting an overall sense from the
context
• Reading groups of words
• Drawing on their previous
knowledge of the subject matter
• Guessing and reading further to
confirm or change their guesses
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More Reading
(‘choral’ reading)
• Read chapter books with older
children; take turns reading aloud
• Pair children to read to each other
• Have older children read to
younger ones
• Provide reading material at different
reading levels
• Schedule freereading time
• Program dramatic readings of plays
raps and poetry
READING COMPREHENSION
GRASPING MEANING
The point of reading is to get the author’s meaning Good readers draw on several sources to
gather meaning quickly and fluently from written material: words themselves context and
expectations and word patterns
L e t t e r s a n d w o r d s o n t h e p a g e. Letters and words are the basic code of meaning
and comprehension requires the ability to recognize the words formed by the letters on the
page Learning letters and associated sounds and building letters and sounds into words
(phonics) is an important source of meaning However letters and words do not stand alone
Sounding out each and every syllable takes too long and words can be sounded out and
pronounced without being understood Knowledge of vocabulary is also necessary as are
W R I T I N G
techniques for rapidly grasping meaning Help with sounding out words and learning new
vocabulary to build comprehension skills
E x p e c t a t i o n s a b o u t w h a t t h e m e a n i n g i s l i k e l y t o b e. Having a good
&
idea of what the material is about sets us up for getting the meaning even if we don’t know
R E A D I N G
a particular word If a story is about flying and not gardening for example we can guess
pretty quickly that the word is ‘plane’ and not ‘plant’ without getting bogged down in
sounding it out We get hints from pictures and from the type of material being read We
expect to find different words in a cookbook for example than in an animal story and we’ll
quickly read “one cup” or “one cat” accordingly Help readers guess at meanings based on
context, and always help set the context before reading to ‘prep’ for comprehension. You can
simply say, “This is a book about ---.” Better yet, guide a discussion to help children relate to the
material with questions like, “What do you think it’s about? Why? What do you know about this
already?” (Try the box ‘Context Matters’ on page )
Pa t t e r n s o f w o r d s t h a t t e n d t o g o t o g e t h e r. Quick reading calls for grasping
words in groups not working letter by letter sound by sound word by word Fortunately
language follows general patterns that we learn by reading and speaking Only certain kinds
of words can fill the blank in for example “The ______ is on the table” You know it’s not
‘bad’ or ‘look’ but certainly can be ‘book’ More reading, and then more reading gets these
patterns fixed in the mind so they become almost natural and automatic The same patterns
are then at hand when it’s time to write This is why more reading also supports better
writing And more speaking helps both
All these skills improve with practice Provide time and activities that build reading skills
and strategies
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B U I L D C O M P R E H E N S I O N S T R AT E G I E S
Before reading help set up what the material will be about Having a general idea of what
you’re about to read helps you understand it It also helps if you relate the material to things
you already know Pre-reading strategies that set context and trigger existing knowledge
include discussions (see Prereading Questions) watching a video taking a field trip and any
other ways to lay ‘groundwork’
During reading encourage children and youth to think about what they are reading check
comprehension and keep predicting meaning If you are reading aloud to young children
pause to ask questions like “What is he about to do?” “Why did she do that?” “Who was
feeling scared in the story?” With older independent readers plan discussions reportouts
and reviews partway through the material “Tell us what it is about” “Who do you think would
like this? Why?” “How do you think this will end?” “How could you make this into a movie?”
R E A D I N G
After reading build and check for comprehension Ask for summaries and ask for conclusions
Use questions like “Explain it in your own words” “Which was the best part?” and “Which
character do you want to be?” Encourage demonstrations of comprehension such as drawing
&
illustrations acting out parts or creating a play
W R I T I N G
Help children and young people get into the habit of using these strategies when they read:
prereading reading and afterreading
A f t e r- R e a d i n g Q u e s t i o n s
Pre-Reading Questions
• Set context for understanding
• Check comprehension
• Trigger existing knowledge
• Solidify understanding
Ask:
• Express conclusions
What do you think this will be about? Why?
Ask:
Where can you get an idea of the contents?
What happened in the story?
What is happening in this picture?
What was this about?
Do you know anything about this?
Was it fact or fiction?
Did something like this ever happen to you?
Who would you recommend this to? Why?
Does this remind you of another story?
What was the main point?
Who was the main character?
Can you explain this in one sentence?
What did you like about…what didn’t you like...?
What was the worst/best/scariest/funniest part?
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READ ALOUD TO YOUNGER CHILDREN
Beginning readers (K) learn a great deal about
reading from being read to Provide books and
time for children to read in pairs or small
groups and encourage children to read aloud
to each other Recruit older children to read
to younger ones
P h o n i c s a n d Vo c a b u l a r y
• Help readers sound out words and guess
meaning
• Provide reading material at different levels
and on different topics to build vocabulary
• Provide reading time
• Check comprehension by asking questions
When you read to a group use read
aloud techniques to help build reading
• Help older readers learn how to find
definitions
comprehension skills
W R I T I N G
• Preview the book (Always hold the book outward so the group can see the pages) Flip
through the pages Discuss what the book will be about and how readers get ideas of what
a book will be about (eg pictures title cover table of contents) Your enthusiasm for
reading is important!
or knowledge
• Track sentences with your finger as you read
(for very beginning readers)
• Pause to ask what is going on in the story and
what might happen next
Point out words and letters and connect
letters with sounds
Ask questions like:
What letter does your first name start
with? Your last name? Do you know
• Clarify the meaning of possibly unfamiliar words
another word that begins with that letter?
• Ask children to summarize the story describe
What is this letter? Do you know another
the setting and characters and express their
word that begins with this letter?
thoughts about the story (“Who did you like
Can you find this letter on this page? How
best? Why?” “What did you think when she
many can you find?
did that?”)
What sound does that letter make? Can
• Encourage listening skills by asking one child
you say other words that start with that
what another one said and whether they
sound? That end with that sound?
think the same thing or have a different idea
How many words can you think of that start
• Re-read and read aloud together Young
&
Letters and Sounds
R E A D I N G
• Relate the contents to children’s experiences
with the ___ sound?
children often like hearing a favorite story re
read Encourage them to read along with you
139
R E A D D I F F E R E N T T Y P E S O F M AT E R I A L S
In school students are asked to read different types of material and to read in different ways
Think about the different ways we read during a day We glance at signs on the way to work
getting the meaning without reading each letter or word We pick up a newspaper and read
headlines for main ideas then pick articles to read carefully if we want to know more We
skim for particular information such as whether our team won the game We quickly read
instructions on forms we’re familiar with and read more carefully if the instructions are for a
new piece of equipment We read novels for enjoyment and nonfiction books to discover
more about someone or something
Students need to read fluently and to do the kind of reading that fits the task Reading test
instructions is different than reading books to get information on a topic Reading nonfiction
to pick up key information is different than reading stories or poetry These skills are learned
by practice; in school their development is structured into the curriculum (see Chapter )
R E A D I N G
After school encourage reading of all kinds
&
Standards:
W R I T I N G
R e a d D i f f e r e n t Ty p e s o f M a t e r i a l s
Read for Different Purposes
• Make books magazines newspapers and other written materials
available as much as possible
• Make nonfiction informational books available as much
as possible
• Use the library as a source of diverse reading material and as a
resource Help all children and young people obtain library
cards and schedule time for the librarian to orient everyone to
the library
• Schedule freereading time when children choose their own
reading material
• Create projects that require reading for instructions or to find
information needed to do the project
• Use drama to stimulate different kinds of reading: text
introductions stage instructions character and setting
descriptions and dialogue
140
RevIew Goals
In your program, what can you do to boost skills in these overall areas?
Skills
Basic comprehension
Strategy
Check understanding when reading aloud
Ask for summaries along the way
R E A D I N G
&
W R I T I N G
Read independently
Understand different kinds of material
Read in different ways for different purposes
Other notes
141
E N C O U R A G E R E L U C TA N T R E A D E R S
Children and youth may be reluctant to read for a number of reasons
They may…
…be uninterested in the topic or content
…struggle with understanding the words (decoding) or the meaning of words (limited
vocabulary) making reading slow and difficult
…prefer doing other things even if they read well
…have learning or physical disabilities (poor eyesight or hearing for example) making
reading difficult
As children and youth read more they generally will read better Support more reading
during afterschool
• Provide a wide range of reading materials
What makes a good reader?
R E A D I N G
Include comic books game manuals
Struggling readers often think reading is about
instructions sports magazines general
sounding out words Help readers see that
interest and celebrity magazines etc
strong readers use several techniques everyone
&
can learn
W R I T I N G
• Older children should have materials
available about health growing up bodies
Good readers:
relationships drugs and peer pressures
• Get ready to read by looking at the title
Try to respond to children’s interests
table of contents and pictures for an idea of
what’s to come
• Provide ‘high interest/low reading level’
(sometimes called ‘hi/lo’) reading material
• Skip words they don’t know and read on for
more clues
especially for older children and youth
• Re-read when things don’t make sense
High/low materials contain content that
• Focus on getting the overall meaning rather
young people will find interesting but
that stopping at each word
written with lower level vocabulary and
simpler structure (like shorter less
complex sentences and paragraphs)
• Do not give older struggling readers ‘baby books’ unless you are asking them to read to babies!
• Schedule free-reading time and encourage children and youth to read what they choose
without judging it as ‘educational’ or not
142
• Try to develop meaningful projects that call for
Reading Strategies
reading as part of doing the project Projects
Preview
that help children satisfy their curiosities
Look at the front and back covers. How are
about something or teach them how to
they different? How are they alike?
do something important to them can be
What pictures do you see on the front and
powerful motivators
back cover?
Who is the author?
• Encourage older children to read and act out
stories for younger children
Is this a picture book or a chapter book?
Is it fiction (made-up story) or non-fiction
(about something true)?
• Provide supportive tutoring for young people
who need decoding help (such as phonics) and
Predict and read
provide focused individual or smallgroup
What do you think this book is going to be
support as possible
about? Why?
• Put up a board for comments suggestions
and messages
W R I T I N G
Look at the pictures. What do you think
it’s about?
Do you know anything about ….?
What do you think might happen? Why?
Reinforce the habit of previewing a book
Pa u s e a n d a s k
predicting and reading summarizing and
What happened? What might happen next?
offering opinions and thoughts about it
What do you think about that? How do you
R E A D I N G
&
• Talk about and use reading strategies
think he/she felt?
Help struggling readers concentrate on reading
for overall meaning Be sure they understand
Summarize and discuss
that even good readers don’t necessarily
What was it about? What happened?
understand every word! Encourage them to skip
Is this what you expected? What was
words they don’t understand By skipping and
different?
reading on they can get more clues of what the
How else could this have ended?
word might mean and go back Or they’ll see
How did you feel about…?
that they don’t need to know the word to
What did you find out about? What did you
understand the story This helps readers to avoid
learn that’s new?
getting stuck and builds reading fluency and
confidence
Sounding out helps figure out what the word says But what if the reader still doesn’t know what the
word means? Breaking words into parts (prefix suffix syllables parts) can help make words more
manageable For example you might find ‘manage’ in ‘manageable’ Or you can explain that words
that begin with ‘un’ – such as the ‘un’ in ‘unfriendly’ ‘unhappy’ and ‘unintelligent’ – all mean ‘not’
143
Common words
As readers get older it is increasingly important that they instantly recognize common words
to increase reading speed and accuracy Studies of word frequency show that words
account for of all printed materials words make up and words make up
Readers who can recognize the most frequently used words will be better equipped to
find the main idea of most things they read
S p e e d U p w i t h C o m m o n Wo r d s
Tell students that these 100 words make up about 50% of
written English materials Reading them quickly and easily will
improve overall reading speed and comprehension
Flash cards help children and young people learn to recognize
the words immediately by sight
R E A D I N G
about after all am an and are as at
back be because been big but by
&
came can come could
W R I T I N G
day did do down
first for from
get go going got
had has have he her here him his
I if in into is it
just
like little look
made make me more my
no not now
of off on one only or our out over
said saw see she so some
that the their them then there they this to two
up
very
was we well went were what when where which who
will with would
you your
144
WRITING
As with reading writing improves with practice And again like reading different kinds of
writing are learned for different purposes Children and youth need to learn to write for
expressing thoughts as well as for functional purposes Students have to know for example
how to take notes while listening; how to get thoughts on a page quickly and clearly for a
test; how to research and write a term paper; and how to write college essays business
letters and resumes Young children need to learn the mechanics of forming letters and
numbers on a page and older children need to learn the conventions of communicating in
writing such as forming sentences and paragraphs spelling punctuation and grammar
During afterschool plan activities and projects that include standardsbased writing skills
objectives During afterschool you can help youth to:
W R I T I N G
• Use writing as a form of expression
• Become more fluent writers (write a greater quantity more quickly)
• Communicate thoughts and information clearly in writing
• Write for different purposes
R E A D I N G
&
• Write letters and numbers comprehensibly
Struggling Readers
Help students gain more confidence and become more interested in reading
• Provide materials related to children’s interests
• Provide materials at a range of reading levels
• Create opportunities for older children to read to younger children
• Create projects that involve reading for functional purposes and getting tasks done
• Engage students in reading for practical purposes
• Reinforce reading strategies for grasping meaning
• Encourage guessing at meaning and revising guesses rather than stopping at each word
• Provide peer tutoring and peer reading opportunities
• Create reading circles or book clubs that encompass all levels
145
I M P R O V I N G W R I T I N G = W R I T E T O C O M M U N I C AT E
Writing more will improve writing Just as children and youth will read more if they like
reading and are interested in the topic or story so will they write more if the writing is
interesting fun and/or part of a handson activity or realworld project
Writing however can be scary Putting thoughts on paper exposes them and can feel like
putting one’s inner self out for all to see Fear of writing builds from fears of sounding stupid
or wrong or being laughed at Constant or heavy correction and criticism quickly dampens
enthusiasm for writing and makes children hesitant to read their writing aloud or give it to
others Writing and hearing praise and enthusiasm on the other hand is a thrill During
afterschool concentrate on the communication side of writing avoid creating a critical
atmosphere and leave the technical corrections (grammar syntax punctuation) to the
specialized English teachers at school
R E A D I N G
Have children write more encourage a free flow of writing and improve writing by
emphasizing writing for meaningful communication
&
Self-correcting activities
W R I T I N G
If the writing is intended to produce a particular result and it gets that result (or not) it is
obvious whether the writing worked For example ask children to write instructions of how
to do something then give the instructions to another child to read and follow If the
communication worked it will be clear If not the writer knows she or he has to revise until
it does work It is ‘self correcting’ Doing this with something seemingly simple – like putting
on a jacket – can be pretty funny Recipes maps to hidden treasures and clues for games like
charades all selfcorrect Try writing a description of someone in the room for others to
guess; this also selfcorrects! As the teacher help improve the writing by asking questions
like “What could you have said differently to make him/her get it?” “What other hints would
you want from the writer?” “What words helped you figure it out?”
Use activities that show whether the writing communicated what was in the author’s
imagination For example in pairs or small groups child A writes a description of a dog and
reads it to B (or to the group) while the ‘listeners’ draw what they hear ‘A’ then compares
what he or she wrote with what was communicated As a further step author A can orally
direct changes (longer tail rounder head bigger feet) which helps develop descriptive
vocabulary This is sometimes called ‘describe and draw’
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WRITING PROCESS
Writing can seem like such a huge task it becomes paralyzing Help writers get started or
unstuck by breaking the task into manageable chunks The process starts with something big
and formless called ‘a topic’ or ‘an idea’ and ends with a written piece that communicates
what the writer wants to say Writers of all ages and levels of skill can – and do – get stuck
anywhere in the process When children and youth understand what is going on and have the
tools to move forward they can avoid having a pause turn into a breakdown (See also
Chapter )
Most important: encourage writers all along the way Show that you are interested in what
they have to say Be clear that you want to help them feel comfortable saying what they
W R I T I N G
have to say – in writing
Steps in the Writing Process
• Brainstorm topics or if given a broad topic brainstorm ways
to narrow it
&
• Think about the audience and the purpose
R E A D I N G
• Find information or come up with ideas about the topic
• Organize the main information and ideas
• Write a first draft knowing this is just a first (and often the
hardest!) step (NOT the place to worry about grammar
punctuation etc)
• Revise the draft for content order and clarity getting
feedback from others if desired
• Proofread and edit for grammar spelling and punctuation
• Produce the final version
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Get past “I can’t”
When someone says “I can’t write” it usually means “I’m afraid to write” And usually the
issue is more about form – neatness punctuation organization – than the substance of the
ideas Young people must learn correct form but they won’t learn it if they don’t write
Remind children that if they can talk, they can write Get them started by asking them to talk
about their ideas to you or a friend If you don’t understand what they’re talking about help
them make it more clear If they don’t have anything to say ask them questions until they do
have something to say Then just have them say it on paper
You can see how language arts tie together – and how you can do so much during after
school time As children learn to speak better – to organize their thoughts find the right
words (vocabulary) relate to their audience and answer questions – they lay the groundwork
for writing better Both are about communicating ideas in words so others can understand
You can see how reading fits with writing as well By reading more children learn the
R E A D I N G
conventions of writing that make it understandable – spelling punctuation grammar And by
talking about books – predicting summarizing explaining expressing opinions – again it
builds foundations for writing
&
W R I T I N G
As an afterschool teacher you can help build writing skills by being a great listener Get kids
past “I can’t” with the simple jump start “Tell me”
Ta k e t h e B i t e O u t
Writing and reading it aloud can be scary Think of ways to make it feel safe and fun
• Develop with children and young people a list of questions for authors to ask listeners
Questions can be simple yes/no (Was it funny/sad/interesting? Did you like it?) or more
complex (Which part was best and why?)
• Have children work in pairs so they write and read for each other which is often less
threatening Ask each to summarize aloud what the other wrote
• Avoid talking about writing as good/bad Instead focus discussions on content and meaning
with questions like “What did you learn from so-and-so’s work?” “What did you understand
this to be about? Is that what you (the author) thought?” “Did you ever read anything/see
anything about that before?” “If you were continuing the story, what might happen next?”
In the next chapter learn more about working with children and youth who are learning
English Many of the techniques for Englishlanguage learners can be used for all language
and literacy learners
148
GetTIng It GoIng, Keeping It FloWIng
noTEs
Experience books and stories
With younger children when you go on a field trip have a guest
speaker or have any kind of event write a story about it with the
group
Print the story on large paper as it is dictated by the group read it
aloud together then copy it (or have children copy it) onto book
size paper Provide time for children to make illustrations and
covers The final product is a book children can read because they
wrote it themselves As children get older they can write and
illustrate stories and books based on group or individual events or
W R I T I N G
experiences (See also Chapter )
Wo r d g a m e s
Word games like Boggle Scrabble Hangman Ghost and Pictionary
&
are great wordbuilding activities and can serve as fillers between
R E A D I N G
activities Set up daily word puzzles or contests like ‘How many
words can you find in this long word?’ (For example in ‘manageable’
players can find an man nag age and able)
Functional writing
Tap into any functional writing tasks children and young people
may be encountering Encourage them to bring in forms or
applications they may need to fill out
Older youth may want to create a book of sample job search
letters and resumes Younger children can make a calendar and
write in important dates and their friends’ birthdays
Quick writes
The teacher or a student gives a prompt of a word phrase topic
or event to the group and everyone writes as much as they can in
the time limit – usually to minutes Depending on the prompt
these can be pretty funny Ask for a couple of volunteers to read
their quick writes aloud
149
noTEs
Journals
Journals help children and youth develop greater writing fluency see
writing as a means of personal expression and use writing as a
recording tool
Typically journals are not corrected which builds fluency by removing
the fearofcriticism factor Journal entries can be directed by
questions themes or topics or may be left as ‘freewriting’ time
Regular journal writing can be scheduled as part of daily activity time
Examples of uses of journals include:
• Describing an event of the day (good bad annoying exciting etc)
and reactions to it
• Recording daily activities and progress of a project
• Collection of minute quickwrites on topics or subjects picked by
R E A D I N G
the individual the teacher or another student (see below)
• Describing servicelearning activities and writing about what is
being learned
&
• Participating in group research projects by keeping track of for
W R I T I N G
example hours of TV watched or foods eaten
• Travel log
Reviews
Children and young people of all ages can write reviews of movies
CD’s books products teachers programs stores etc Projects can
be planned around producing guidebooks watching films together
or writing evaluation reports The point of writing a review is to
tell someone else what you think – be sure to build in the shared
communication part
Interviews, surveys, questionnaires, and reports
Projects based on collecting information from others are writingrich:
• Brainstorm and write lists of topics or people to interview
• Write survey or interview questions
• Write responses as people answer questions
• Make a questionnaire for people to fill out
• Summarize the information gathered
• Present results
150
noTEs
Publishing
Publishing projects help keep children and young people writing
for different purposes Children and youth can produce anything
from handprinted materials to fully designed and printed
publications Access to computer publishing expands the
possibilities Consider:
• Collecting and testing recipes and writing a cookbook
• Producing a handbook for new students
• Writing a guidebook to the neighborhood
• Producing a young person’s guide to job hunting
• Writing a guide to high schools or colleges
• Producing flyers for events
W R I T I N G
Drama, poetry slams, and presentations
Selecting reading writing and producing plays provides a
powerful learning opportunity for a range of skills including
writing directions dialogue and description reading listening
&
and speaking Children and young people of all ages and all
R E A D I N G
language abilities can be involved and the project scope can range
from quick skits to productions of a complete play Plays skits and
exercises written by and for young people are readily available you
can dramatize any story or event you choose and there are
countless guides to using drama with youth groups
If young people are writing poetry in school (or anytime) they
may want to hold a poetry slam For any presentation children
and youth can write flyers publicity letters fundraising letters
and invitations
Community action, civics
Writing is a critical skill in a democracy From an early age
children can learn about writing to government and other
officials writing letters to the newspaper and writing articles
about community events Older children and youth can identify
issues decide how they want to approach the issue and write the
surveys letters flyers etc they need
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CHAPTER 6
The United States is growing ever more diverse and as a result a variety of languages have
become part of our daily lives Your program may include participants who are learning the
English language itself Perhaps you or other staff learned English as adults or one or more
children or young people are learning English This chapter offers tips on how to help English
language learners develop English skills
Students are considered English language learners (ELL) or English as a second language
(ESL) students if English is not their native language or if they live in a home environment
where the dominant language is other than English English language learners may be
immigrants refugees or nativeborn Americans They may speak and understand English
well but be unable to read or write it They may have a great deal of schooling in their home
language but little in English They may do academics brilliantly in their home language but
fail when they need to use English
At this point in history fluent academic English is necessary for school success in the United
States It is not uncommon for children and young people to speak and understand English
well yet be unable to do schoolwork effectively in English Learning to speak listen and
understand read and write happens in stages and the skills develop at different paces Social
English usually develops fairly quickly (taking about a year) especially among children and
youth Academic English – the ability to read school material understand classes participate
in discussions and write reports – usually takes much much longer (often five to seven years)
You can help by understanding what to expect from language learners and by supporting
English language development
The following pages outline basic techniques for working with ELL children and youth Some
of the strategies and activities presented are also useful with native English speakers so they
are particularly useful for small groups with mixed languages and language levels
153
LANGUAGE LEARNING
I T H A P P E N S I N S TA G E S
It is helpful to have an idea of what to expect at each stage of learning Remember this is
about stages of language learning regardless of the age of the learner
Stages and Supports
Stage
Preproduction
What’s going on
Teacher talk
Learner
Before speaking learners
LOTS of teacher talk
Listens silently or
listen a lot Eventually
Strategies: yes/no who
responds with pointing
they will speak
where questions; games like
nodding pantomime
Simon Says
Early
Learners understand
Teacher talks MOST of
Responds with a word
production
more than they can say
the time
or two; asks and
and speak with a couple
Strategies: what is how many
answers simple
of words and short
what color questions; games
questions
phrases
and activities like Go Fish role
plays picture stories
Speech
Comprehension is
Teachers can expect more and
Answers questions
emergence
building Learners use
should talk only about HALF
with sentences and
sentences and string
the time
paragraphs
sentences together
Strategies: how and why
E N G L I S H
L A N G U A G E L E A R N E R S
questions; ask for
explanations; activities like
making charts maps and
graphs role plays Twenty
Questions
Intermediate
Learners understand and
LITTLE teacher talk learner
Can carry on
fluency
speak well enough to
does most of the talking
conversations but MAY
meet daily communication
Strategies: group and pair
NOT have academic
needs and functions
work problemsolving
English
analysis interviews mini
lectures
154
Make afterschool a space for relaxed nonthreatening talking listening reading and
writing It will be a wonderful support Practice and more practice is the key to developing
language skills
COMFORT LEVELS
Comfort Levels
Children and young people need to know they
can use English without being laughed at or
Learners are often shy about talking
constantly criticized Especially in afterschool
especially in front of a group Create a
language is about communication building
comfortable environment
relationships and sharing thoughts and
information
• Let speakers finish what they are saying
• Don’t force group presentations; offer
Afterschool projects and activities are perfect
for using English in natural daily life settings
Avoid corrections or use correction very
carefully (see below) If young people want to
work with others in their own language allow
alternatives
• Respond to the meaning of what is said
not the way it is said
• Be patient Learning a language is
difficult!
them First it will help them feel more relaxed
Second research shows that strong
development of the home language supports
English language development
LANGUAGE SKILLS AND PRIORITIES AFTER SCHOOL
Listening
E N G L I S H
L A N G U A G E L E A R N E R S
Listening is the first step in being able to speak – think of a baby’s months of listening before
even babbling By listening learners pick up vocabulary grammar patterns common word
combinations and rhythms of speech
Speaking
After a lot of listening people can speak The skill of speaking clearly and understandably
develops with practice
Communication over accuracy
Conveying meaning is what language is all about Even without great accuracy much
meaning can be communicated
155
Reading over writing
Reading is essential for success in school It is a vehicle for information builds vocabulary
language patterns and grammar and helps children and young people become better writers
In school and later in life reading tends to be the skill most required for success
Vocabulary more than grammar
People can communicate better with more vocabulary than with more highly developed grammar
ability Consider the sophisticated vocabulary of a class in government or history for example
with words such as constitution law independence rights or amendment Yet the sentence “The
Constitution is the supreme law of the land” requires as much grammar as “The cat is black” It is
vocabulary not grammar that is needed for communication and understanding
Especially with young people ask which language skills the learner most wants to work on Very
often learners can tell you they want to practice listening comprehension reading or pronunciation
Ask too if they would like to be corrected in that area You can then target what you do
Communication versus Correction
Nothing puts a damper on conversation faster than being corrected Children and young people are
talking because they have something to say not because they’re trying to learn to speak correctly
Conversations are not lessons They’re talking And one of the best things you can do after school is
keep kids talking Pay attention to your techniques and the messages you send
Expect mistakes – even native English speakers make them! Try hard to understand what the young
person is trying to say
Instead of correcting re-state in helpful ways using techniques such as:
E N G L I S H
L A N G U A G E L E A R N E R S
Clarifying:
Young person: “I see movie Saturday”
Adult: “Do you mean you went to a movie last Saturday or you are going to go next Saturday?”
Expanding:
Young person: “No homework Teacher no”
Adult: “So your teacher was absent today and you have no homework Let’s work on something else”
Adding:
Young person: “No bus Walk”
Adult: “You missed the bus today and walked to school I’m so glad you came”
Restating with more appropriate vocabulary:
Young person: “Muslim people don’t eat meat of pig”
Adult: “That’s right Muslims don’t eat pork”
156
BUILDING LANGUAGE SKILLS
LISTENING AND SPEAKING
Language learners need to talk and listen as much as they can Don’t push but DO encourage
The more you can just plain talk with your ELL young people – and encourage them to talk
with each other – the better Keep focused on real communication such as reallife tasks
projects and activities and lots of questions from you to the learner and from the learner to you
Children young people and their families who speak languages other than English are
valuable resources Without putting them on the spot as being spokespeople or
representatives of their cultural community they can be invited to contribute to the program
in a variety of ways
• Teach their language
• Teach and play games from their countries
• Tell stories about life in another country
• Explain systems in other countries (such as government financial and education systems);
talk about geography people and customs
• Provide different perspectives on topics or issues
• Offer a look at different cultural and historical traditions including for example clothes
food art music dance and religion
There’s a lot of guessing in learning a new
Comprehension:
language A learner hears a few key words
A Tw o - W a y S t r e e t
then guesses the likely meaning Context is a
• Do not expect or seek comprehension
key clue for guessing meaning If you get on
• Know that comprehension is sometimes
a bus for example and the driver points to
‘faked’ to be cooperative and pleasant or to
the fare box saying “Poun doller zinbok”
avoid embarrassment
you’ll guess “Put a dollar in the box” and not
E N G L I S H
L A N G U A G E L E A R N E R S
Building listening skills
• Make what you say as understandable as
“Pass the fish” This is why it is much easier
possible Use gestures appropriate language
to understand someone talking facetoface
levels point at things facial expressions etc
than it is talking on the telephone
to help make your meaning clear
• Speak clearly and in a normal tone of voice
Help provide clues to make your meaning
Louder is NOT clearer
more comprehensible (called ‘comprehensible
• Help learners practice guessing
input’) In addition be aware of the level of
• Be patient Wait for words to come
vocabulary you are using Slang is especially
Guess at meanings
difficult for beginners Don’t be shy: point
157
act things out make faces use props repeat things in different ways and check your
understanding and the learner’s understanding all along the way
Goals of listening work include being able to:
• Understand the pronunciation of native and nonnative English speakers
• Understand the main ideas of what is being said then understanding more detail
• Understand native speech at normal speed
• Understand slang and daily expressions and usage
• Hear and understand grammar structures (for more advanced older learners)
Help with listening skills involves the material – what is being listened to – and creating a
context so the learner has a general idea of what is going on Along with material and
context think ahead about how to help make the material understandable
Planning Listening
• Select spoken material to listen to and understand
Instructions
Questions
Story read aloud
Video
Books on tape
Discussions
• Clarify the target purpose so the learner knows what to listen for For example you might say
“You’re going to hear a story about a busy little monkey who gets into trouble Listen for how the
monkey feels”
A more advanced learner can be told to write each feeling he or she hears mentioned in the story
• Use context clues to help convey meaning
E N G L I S H
L A N G U A G E L E A R N E R S
Facial expressions
Real items
Pictures
Talking about the subject
Listening activities
Beginners need activities that call for short simple responses More advanced speakers should
work with activities that demand longer more complex responses
Short responses
• Follow instructions to do something physical (eg go to the window pick up the book)
• Guess an object (or person or place) described by a speaker (taking turns as ‘describer’ as
much as possible)
158
• Draw an object (or picture person or place) described by a speaker
• Check off items on a list as the listener hears them spoken
• Circle T or F when hearing true/false statements
• Follow instructions on a map of some kind For example make a map of a few city blocks
then ask the learner to trace the route as you say “First I went to the school After school I
went to the grocery store Then I crossed the street and went to the bank”
Longer and more complex responses
• Interviews
• Answering questions based on reading aloud
• Noting information or checking off items based on reading aloud video or tape
• Listening to a story then asking questions
• Watching a video or listening to a tape then discussing it
• Discussing and solving problems in groups
• More advanced reading and questioning
Building speaking skills: communicate and teach
Listen hard to understand what is being said – just like learners are listening hard to try to
understand you! Avoid correcting pronunciation at the outset Build a relationship and
comfort level first then correct pronunciation only when absolutely necessary and do so
sensitively Remember the goal is NOT ‘no accent’
Encourage LOTS of talking
Speaking goals and
• Organize pair small group and committee work
objectives include:
• Communicate meaning
exchanged and children and young people want
• Say things in more than one way
or need to talk to each other
• Ask for information and clarification
• Use games drama role plays and skits
• Increase vocabulary
• Use language experience stories (see below)
• Improve grammar
• Do language switch activities and games where
• Improve pronunciation
the teacher and others learn the student’s home
• Feel comfortable in different
language and the student teaches it using English
English speaking situations
E N G L I S H
L A N G U A G E L E A R N E R S
• Set up situations where information is being
159
BUILDING READING AND WRITING
Reading usually is best developed AFTER the learner
Reading Wholes
can use some basic English comfortably
It’s usually easier and faster for
Encourage reading for overall meaning and remember
language learners to read whole
that it is not necessary to understand every single word
meaningful pieces of text than
to get the core meaning You can help build reading
single words or fragments
comprehension by setting the context before reading:
talk about the topic and what learners already know
In a longer piece there are more
about it before reading (the same pre-reading strategies
clues and more information to
to use with native English speakers)
draw on to get the meaning
R E I N F O R C E R E A D I N G (see also Chapters and )
• Use prereading strategies (look at covers table of contents pictures)
• Build reading and writing for meaningful communication with projects and activities
• Encourage reading: read in pairs read aloud read in groups Use taped readalongs or books
on tape when listening skills are more advanced than reading skills
• Keep attractive reading materials easily available
A Good Book?
Help language learners choose books for themselves by
going through simple steps
E N G L I S H
L A N G U A G E L E A R N E R S
Look at:
front and back cover illustrations
Read:
the title and jacket (or back cover)
Skim:
a few pages or chapters
Ask:
too easy too hard or just right?
too long too short or just right?
interesting?
Wa t c h :
a video of the book or a TV show about the
topic if available to preview content
Talk:
160
to a friend librarian or teacher
Language experience approach (LEA)
What you can say you can write What you write you can read The language experience
approach starts with listening and speaking – the first language skills we develop It goes
from there directly into reading and writing It takes the words children say and puts them on
paper This then becomes core material for reading and writing
Learners say what they want to say or tell a story and the teacher (or another student)
writes the words as they are spoken This creates reading and writing material that is based
on learners’ interests and most important that is completely made up of words learners
already understand and can say This makes it much easier to concentrate on reading and
writing skills
Field trips visitors parties holidays or other special events make perfect platforms for doing
a language experience story You can write one before the trip or event as a contextmaker
comprehension help Then you can write one afterward
The steps are similar across beginning and lowintermediate levels and typically stretch over
many sessions This can be a full group small group or individual activity
• Talk about the experience (trip event etc) a topic of interest or a story with the learner(s)
• Ask the group or individual to talk about it in phrases or sentences as a story with a
beginning middle and end
• Print the words or story exactly as dictated
• Read the entire story aloud pointing to words as you read them
• Read the first sentence again together
• Ask the learner(s) to read the sentence alone
E N G L I S H
L A N G U A G E L E A R N E R S
• Repeat with each of the remaining sentences
• Ask comprehension questions based on the story Ask learners to read the part of the story
that answers each question
• Ask learners to read the entire story themselves
• Give learners copies to take home (or have them copy it)
• Keep a copy for rewriting rereading and exercises (such as strip stories see below)
161
READING ACTIVITIES AND GAMES
• Newspaper match-ups Cut out several first paragraphs and cut off the headlines Put the
headlines in one pile and the paragraphs in another Learners match headlines and stories
(This can get funny!)
• Word sorts Make sets of word cards that belong to different categories These can be
content based (biology words English class words math words) or general (colors shapes
animals) Mix up all the cards then ask learners to put them in groups and explain their choices
• Letter Bingo Make a set of cards with the letters you’re working on and put them in the
middle Each learner writes a list of five letters Have learners take turns (as possible)
picking a card and reading it Learners cross off the letters as they are called out
• Picture match Make a set of cards with pictures and a set with letters Match pictures with
letters and sounds Play concentration or bingo
Book Discussion and Report Prompts
Help learners get started with prompts Different learners will be able to respond at different
levels of complexity Beginning speakers may be able only to tell the title and author
Advanced speakers can get into discussions about the story meaning what they liked etc
Try using prompts for journals if learners are keeping track of books they read Or use them for
pair discussions or for round robins with each student in a circle reporting out very briefly
E N G L I S H
L A N G U A G E L E A R N E R S
• Title author and what book is about (making a narrative summary)
• Title author and favorite character
• Title author and plot
• Title author: What do you think of this author’s writing? Would you read another book
by the same author? Why or why not?
• Title author and setting
• Title author and theme: What is the author telling you about life or his/her ideas?
• Best book read this year and why
• Title author and why you chose this book What factors influenced you when you chose
the book?
162
Tr y I t !
Context Matters
Why is it so important to have a sense of what something is about before you read or listen to it?
Why does it help comprehension to know what a reading is going to be about for example? Why is it
so much easier to understand someone in person than it is over the phone?
Read this passage You will understand all the words The grammar is correct But what is it about?
The procedure is actually quite simple First you arrange things in different groups Of
course one pile may be sufficient depending on how much there is to do If you have to go
somewhere else due to lack of facilities that is the next step Otherwise you’re pretty well
set It is important not to overdo things That is it is better to do too few things at once
rather than too many In the short run this may not seem important but mistakes can be
expensive After the procedure is finished things should be sorted into groups and put in the
proper location At first the process may seem tedious and complicated but eventually it
will become a routine part of life
This passage is about______________________* (see end of chapter for answer)
WRITING AND VOCABULARY
Be clear that you are a friend and resource for language learning Encourage learners to ask
questions and tell them they can bring you words they hear in school that they don’t
understand They know they’re vulnerable to being teased and they need to trust you
E N G L I S H
L A N G U A G E L E A R N E R S
Use pair small group and group activities to support writing and vocabulary development
Writing and vocabulary-building activities
Matching games Make a set of picture cards Ask learners to write a word phrase or sentence
about each picture on another set of cards Use the two sets for concentration
Strip stories Put each line of a short paragraph or story on a separate strip of paper Mix up the
strips Ask learners to put the strips in order and explain how they decided which should go where
Copying Write words sentences and phrases with the learner for copying Generate material
to be copied by having the learner dictate a story or by coming up with themes and word lists
based on learners’ interests
163
Dialogues Create dialogues and skits based on stories
learners read or hear Learners can work in pairs to write
and practice then present to the group
Have-on-Hand for
Language Learning
• Bilingual dictionary
• Picture dictionary
Vocabulary Bingo (all levels) Make a pile of cards with
• Lined paper
three categories of words (written or pictured or both
• Packs of x index cards
depending on level) such as food items animals and
• Newspapers magazines
clothing These can be general or academic subject area
• Photographs
words Review the contents of the cards Each player
• Large paper
writes a list of three words from each category Place cards
• Markers
face down in the middle Learner A takes the top card
• Colored pencils
reads it and whoever has that word on their list crosses it
• Scissors
off Learner B picks a card reads it etc The first to have
all the words crossed off is the winner
Vocabulary Jeopardy Write different vocabulary words on cards Put the cards in the middle
Learner A picks a card and gives the definition a synonym the opposite or a description
(depending on the rules you make) Learner B has to guess For example the card picked is
‘cat’ Learner A can say “What is an animal with a long tail?”
Simon Says Take turns leading Simon Says for speaking listening and vocabulary practice
Classic Simon Says uses body parts vocabulary (put your hands on your head close your eyes
touch your right ear etc) but you can include other directions such as turn left/right go to
the window pick up a book etc
Language experience stories (see above)
E N G L I S H
L A N G U A G E L E A R N E R S
Word sorts Prepare (or have learners prepare) cards with words or pictures from several
target categories (academic or general) Older learners can use school vocabulary from their
classes The cards can be used in many ways
• Give learners the cards in a single category and ask them to sort them any way they want
Then ask their partner (or the group) to guess how they were sorted (or the learner can
explain) For example a learner might take a pile of food cards and sort them into ‘food I
like’ and ‘food I don’t like’
• Mix cards from several categories Have each learner write the category headings on a piece
of paper (for example drinks vegetables fruit or biology math history) Pick a card and
read the word (or have learners in pairs or small groups do the reading) The learner checks
off the category the word belongs to or writes the word in the right category column
164
Examples of category mixes:
• Food or drink? Tea apple bread coffee cake water egg orange chocolate etc
• Living or not living? Dog pencil rock table man baby book
• Land water air? Cloud island fish rain puddle ocean street tree fog
• dimensional or dimensional? Square cube triangle pyramid sphere circle cylinder
Category slides Make cards that represent a range Ask learners to arrange the cards from
best to worst or biggest to smallest hottest to coldest etc There is no one correct way to
order these so ask learners to explain their thinking Example of slides:
• Weather: sunny hot sweltering cloudy rainy drizzle fog pouring cold freezing icy chilly
• Feelings: happy thrilled excited sad unhappy miserable depressed
• Time frames: last year a month ago last week yesterday today this morning this
afternoon tomorrow the day after tomorrow next week next month next year
• Size: miniscule tiny small little medium big giant huge enormous
Struggles with writing
In general it is best to leave the mechanics and technicalities of writing to the classroom
teacher Your role in afterschool is to support language skills by encouraging speaking
reading and writing in a relaxed environment If possible learners should see you writing
as well so they see that the process involves stopping to think crossing out rethinking
and revising
If a learner is struggling with spelling encourage him or her not to worry too much about it
when first putting ideas down on paper Especially in afterschool rather than getting stuck
and discouraged he or she can make up a spelling write the first letter then a blank leave a
It can be especially challenging for English speakers
E N G L I S H
L A N G U A G E L E A R N E R S
blank or ask
13 Best Letters
to work with children and young people who use
With only HALF the alphabet
different alphabets and writing systems And it can
learners can make LOTS of words
be especially difficult for the children as well
and short sentences
One strategy is to emphasize learning the most
Concentrate on
common and most important letters first rather
a, e, i, o, u, t, s, d, l, m, n, p, r,
than learning the alphabet in order Start with the
and go from there
letters needed to write the learner’s names and the
numbers needed for address and phone number
Then move to the most common letters
165
P u t I t To g e t h e r :
Dialogue Journals
A dialogue journal is a written conversation between learner and teacher As journals pass back
and forth between learner and teacher reading and writing skills develop – along with powerful
understandings and relationships Journals are wonderful for both sides
Write freely
The learner writes whatever she/he chooses. The writing can be any length can
follow a prompting question or can be completely left to the writer The learner can
ask questions write thoughts tell stories paste in a picture whatever
Respond
The young person gives the journal to the teacher. The teacher responds ONLY to
the content to the meaning of what is said NOT to the written form The point is to
build a relationship and use reading and writing for meaningful freeflowing
communication (Older more advanced learners can be asked if they would like
corrections to the writing)
Exchange
The teacher gives the journal back, with the written response. Journal
communications are private and not discussed unless brought up by the learner
Establish time frames for journal exchanges Honor them Learners look forward to teacher responses
Can do
E N G L I S H
L A N G U A G E L E A R N E R S
Which language learning strategies can you use in your program?
Language games with mixed language groups
Prereading
Language experience stories
Inviting parent participation
Listening more carefully and making meanings more clear
Encouraging more speaking by organizing pair and small group work
* Answer to Context Matters: Find it by making one word out of the letters: DULY RAN **
** laundry
166
Teacher Self-check
Yo u b e c o m e b e t t e r a t h e l p i n g l a n g u a g e l e a r n e r s b y b e i n g a w a r e o f y o u r
s t r a t e g i e s . C h e c k y o u r s e l f, o r a s k a c o l l e a g u e t o c h e c k w h e n y o u a r e
interacting with language learners.
Yes
Needs work
Provide comprehensible
(understandable) input
Speak clearly
(normal to a little slow)
Controlled vocabulary
(right level not too much slang)
Check comprehension
(ask questions look for responses)
Provide clues for understanding
Use props objects
Point gesture use facial expressions
Use graphs charts pictures
Activities
Interactive
E N G L I S H
L A N G U A G E L E A R N E R S
(opportunities for learner talk)
Appropriate to learner level
167
CHAPTER 7
Homework Parents expect it teachers assign it and young people complete it For many it’s
as much a part of the school day as subject classes lunch and recess Or is it? Controversy
over homework still rages Educators policy makers parents and teachers have strong
opinions about assigning schoolwork to do at home How much is too much? Must it be done
at home? Who really does it anyway – children or their parents? Does it support learning
and achievement or just widen the education gap between students with moreeducated and
those with lesseducated families? Are other activities – sports scouts art classes play time
hobbies or religious education – more important and who should decide? Are there positive
approaches or is it always a source of disruption and family stress?
The debate is not new Homework was
Good Homework
controversial since its introduction in the
According to homework specialist Dr Harris
United States around In California
Cooper homework serves positive purposes
made it illegal to assign homework until
Good homework may:
children turned because it was seen as child
• Reinforce material covered in class
labor In the s and s pediatricians
• Introduce new material to be addressed
argued against homework because they said
children needed that time to be out in the
fresh air Education has changed a lot since
homework became part of school and the
debate continues Yet parents still expect it
in class
• Give students opportunities to apply
skills and knowledge to different situations
• Bring together many skills and content
areas
teachers assign it and young people are
responsible for finishing it
For the afterschool teacher homework is a window into individual children’s schooling It’s
an opportunity to see what children are doing in school what they’re good at and what they
need help with what they like and what needs encouragement It’s a chance to strengthen
relationships and to tailor teaching and learning to individual needs Make the most of it
This chapter provides guidance for working with homework after school along with tips for
helping to support academics more broadly
169
SCHEDULING HOMEWORK IN AFTER-SCHOOL TIME
“I don’t have any today” “I have a ton”
H O M E W O R K
Especially if children come from different
Program Example
H o m e w o r k Ti m e
&
H E L P
schools the variables around homework
In one Chicago center for academic
demand flexibility Children arrive with
enrichment parents requested that the
different amounts of homework or none at all
program integrate homework into the
They have homework in a range of subjects at
daily schedule The provider established a
a range of levels Some teachers want
‘/’ rule matching homework time for
homework done at home others just want it
activity time When children spent done Some children are instantly ready to
minutes on homework they spent another
apply themselves to homework; others need
minutes on enrichment activities
more of a break or runaround time first
Whatever homework programming you
A before and afterschool program in
develop it has to accommodate variation
Seattle starts the afternoon with snack
Books and magazines for independent reading
and minutes of homework Children
computers art or craft activities or board
move into activities or clubs at the end of
games (especially strategy games) help backup
minutes
homework time Be sure parents and you share
expectations about homework in afterschool
Common structures are () scheduled homework time; () homework as an activity choice
among others; and (
) homework under contracts The focus may be simply getting some
time spent on homework it may be supporting learning and study skills it may be tutoring
or it may be homework completion A program is not limited to one system of course The
same program might provide scheduled time for younger children or those struggling in
school with more choice offered to older participants
Scheduled homework time
Many programs set aside dedicated homework
170
Program Example
Homework Centers
time often in the first hour of the program
A H outofschool time program in
Once homework is finished children move into
Columbia Missouri set up homework
other activities Those who finish early or don’t
centers for children and youth to choose
have assignments can read or work on another
to use according to their own pace and
activity quietly until the rest of the group is
schedule Program providers worked with
done Often this structure allows the option of
afterschool staff parents students and
continuing to work on homework after the
school staff to design the centers and
allotted time
establish how they function
Homework choice
Homework can be set up as an activity choice A homework space is set aside and kept
available for either a fixed amount of time or for the whole program Children then use it at
H E L P
their own rhythm This allows children to tackle homework when they are ready and
provides the flexibility for any child to work on homework every day a few days a week or
&
never It also accommodates unevenness in homework loads among participants where work
H O M E W O R K
loads may vary from heavy to no homework at all
Homework on contract
A number of programs schedule homework time and/or
set aside homework space but establish if when and
Program Example
Contracts
how much homework is to be done using a parentchild
An afterschool program in
afterschool contract The contract outlines expectations
Philadelphia offers homework
for all – parents children and afterschool staff – and
as a choice guided by contract
everyone works as a team to fulfill the contract A
If homework is to be done the
contract may state for example that homework is to be
contract details expectations
started but there is no guarantee it will be finished
for parents students and
during afterschool time (see Chapter for an example)
afterschool staff
HOMEWORK FOR SKILL-BUILDING
Increasingly homework in afterschool is seen as an opportunity for active academic support
and tutoring and homework may be part of the program mission ‘Academic support’ may
take the form of teaching and practicing study and homework skills such as keeping track of
assignments planning time developing study techniques and habits and having the right
materials and resources Or it may be subjectspecific tutoring using homework assignments
to teach the skills required perhaps also targeting homework completion as a goal
Different kinds of academic support require different levels of skill and resources and
typically different structures Tutoring in subject areas especially with children in upper
grades or those with special needs demands knowledge and skill in the subject area and in
teaching techniques Given the range of subjects children study it is not reasonable to expect
that one afterschool teacher can also be a tutor for all! Hiring specialized teachers may be
beyond the resources of the program
Yet most programs can support academic performance by capitalizing on the tutoring
opportunity of homework in any of a variety of ways: by deliberately teaching and building
learning skills by using a tiered tutoring system and/or by providing some ordinary basics
171
Build learning skills
Learning skills apply across subject areas and will help children and youth at all grades Most
afterschool teachers parenthelpers assistants and others can learn techniques for helping
H O M E W O R K
young people become better students a few of which are presented later in this chapter As
many classroom teachers will tell you just getting students to keep track of assignments is a
challenge Helping them learn how to find the information they need where to get help and
how to plan their time (especially at middle and high school levels) goes a long way in bolstering
learning skills Homework spaces can be established with time and procedures set up to include
&
this skill building Provide basic tools (see below) and even more can be accomplished
H E L P
Program Example
Building Learning Skills in Homework Shop
A Philadelphia program is piloting a group process to help build homework skills
among lowperforming students
• In a group students checkin and explain their assignments to reinforce the skill
of ‘knowing and understanding the assignment’
• Longterm assignments are logged by the student Work Tracker who gives
reminders during checkins and announces completions when big assignments
are turned in This reinforces skills of keeping track of assignments and time planning
• Students working on similar assignments work in groups helping students learn
how to get help from one another
• Finally teachers stamp assignments as they are completed to show the classroom
teacher that the student made the effort during afterschool time
Use a tiered tutoring system
Programs use volunteers workstudy college students servicelearning students Vista and
AmeriCorps members mentors older people peers and others to add specialized oneonone
or small group academic subject tutoring to the offerings
The most basic level of support provides space and program time (and materials as possible)
for young people to do their homework independently
The next level is for students who need more help and attention in homework study or
learning skills or academics of a general lessspecialized nature These students work in small
groups with a tutormentor who helps (see below) but is not expected to provide indepth
specific academic tutoring This kind of support should not be underestimated Research
172
shows that close relationships with adults and simply working on homework especially
coupled with helping strategies and materials can have a significant impact on student
H E L P
performance in school
The third tier is for children needing specialized tutoring in a particular subject or skill area
&
For this group specialists are made available for individual or smallgroup targeted work as
H O M E W O R K
needed As afterschool teachers see what children in the program need specialist tutors are
recruited accordingly
Consider also crossage and studentstudent homework help The benefits of having children
and young people help each other with homework go beyond the work itself by building
relationships and selfesteem and developing a sense of responsibility and caring
Program Example
T i e r e d Tu t o r i a l
A large strong tutorial program in New York City uses a tiered approach Staff a range of
volunteers and students are assigned according to the level of help they need and the type
of help the adult is able to give All volunteers and staff receive indepth professional
development geared to the type of support they will offer
Groups range from large (the independent workers) to smallgroup (midlevel help) to
oneonone (academic tutoring) The tiered approach allows the program to very
successfully and costefficiently serve large numbers of students with widely differing needs
from a variety of schools
Provide basics
For many struggling students especially in poorer urban environments lack of space time
and materials are significant obstacles to doing homework Whereas middleclass homes
routinely include desks comfortable chairs music (or quiet) computers and calculators
these basics are not necessarily always available to all students Given the benefits of having
students work on homework (which calls for keeping track of assignments and results in
some review at least) programs should provide time and space for homework Having the
right tools also makes a big difference Provide what you can to help children and youth do
their homework Basics are described in more detail below
173
B A S I C S : T I M E A N D S PA C E
Time
H O M E W O R K
Research has shown that the greatest benefits of homework are for middle and high school
students In his books Homework and The Battle Over Homework: Common Ground for
Teachers, Administrators, and Parents Dr Harris Cooper recommends the following time
guidelines He also points out that these are guides to be adjusted in recognition of children’s
developmental levels and learning styles
&
H E L P
Grades
Daily Recommendation
minutes
Materials for a
minutes
Homework Area
minutes
minutes
Homework at Hand
• Pencils pens markers erasers
colored pencils
•Paper including unlined and lined
Many afterschool experts advise establishing a
graph paper hole punched scrap
clear transition time between school and after
and colored construction paper
school Depending on the ages transition
breaks might be planned as snacks games free
play or recreation time or simply time for
unstructured socializing Plan schedules to
balance homework in recognition of children’s
• Calculators scales protractors
compasses and rulers
• Scissors threehole punch glue
stapler and tape
• References including dictionary
many developmental needs and in balance with
thesaurus atlas maps globes and
other activities and projects
encyclopedias
• Newspapers and magazines
Space
• Computers or typewriters
Guidelines for creating good workspace can be
found in a wide variety of resources (see
Resources section) A fundamental concept is recognizing that different children like to work
in different ways Some need quiet Others can work in the middle of a football game Some
need a desk and chair others want to slouch still others will pull up a cushion and set up on a
rug Some work best alone others in pairs or groups If possible involve children and youth in
designing the space and establishing rules about noise food use of materials etc
Accommodate different styles as much as your resources – and imagination – allow If you
have access to other spaces such as conference rooms libraries empty classrooms or offices
can these be used? Don’t forget some of the other simple things like good lighting (makes a
big difference in fatigue!) and providing enough space for the number of children and the
type of work they’re doing
174
C O M M U N I C AT I O N S
Homework is a powerful link between school and afterschool and an important tool for
H E L P
strengthening academics Try to establish connections with school teachers counselors
principals teaching assistants or other school personnel Find out what the school’s and
&
teachers’ expectations are for homework and how the afterschool program can help Sharing
H O M E W O R K
information about individual children will help you understand children’s learning styles
interests challenges and needs Consider using a homework log to track and communicate
information (see Tools)
Homework is also a link with parents Discuss with parents what their children are working
on Point out areas of strength and those needing further support Clarify parents’
expectations around homework If you use a homework log share it with parents
Schedule parent workshops on homework help The Department of Education has
publications and presentations for parents (see Resources) and teachers principals or other
school staff may be willing to make a presentation
Program Examples
Communications
A schoolbased afterschool program in Seattle starts with a snack then schedules
minutes for homework Children work in groups of with one adult After
school staff visit school principals regularly and ask classroom teachers to set goals
for students attending the afterschool program
A schoolbased program in Manhattan developed a formal communication plan
between school day teachers and afterschool staff The plan was never
implemented however because informal communications – brief meetings notes
phone calls – worked just as well The informal system worked in part because
both sides were equally committed to making the most of afterschool time and
the program involved children only from that one school
175
TUTORING TIPS
It is helpful to review tutoring tips and techniques with people providing tutoring Knowledge
H O M E W O R K
of a subject area is not enough to make a good tutor Communications and goal setting are key
• Clarify what is being worked on Many programs ask students to develop specific written
learning goals and objectives Work on goal statements and use them to guide the tutoring
Identify shortterm achievable goals and build to more challenging longterm goals Work
&
selfassessment in as well as the student progresses
H E L P
• Create an atmosphere of trust Kids should feel comfortable asking questions
• Avoid labeling a problem easy or hard It’s a set up any way you look at it
• Never make fun of an answer
• Help students think through what they are doing Ask them to explain their processes aloud
• Recognize and encourage effort
• Listen!! Respond!!
• When students take wrong turns or come up with wrong answers ask them to evaluate
their answers and to see other approaches Make sure they understand why their thinking
or answer is wrong
• Give specific positive feedback rather than empty praise
• Whenever possible use real-life examples or materials to explain or reinforce a concept
• Admit it when you make mistakes or don’t know Model helpseeking
• Watch body language Crossed arms a frown or even laughing and playing may be signs of
frustration or fear
• Maintain reasonable expectations Accept what young people can do and help them in areas
where they need improvement Challenge them but not so hard that they become discouraged
176
HOMEWORK HELP
Helping with homework is not the same as doing it nor is it the same as tutoring A primary
H E L P
goal of course is helping children do their own work Recognize levels of help and keep the
intensity of help as low as possible while still supporting success You can encourage You can
&
ask questions to help clarify assignments and material and to help children think things
H O M E W O R K
through You can help them get unstuck find help and move forward You can sit beside
them and go through the work with them And you can help them develop questions to ask
their teachers Finally you can communicate with classroom teachers and parents about
problem spots that need attention
Try to stay aware of who needs what help If you are unavailable are other people around
who can help? Encourage children to help each other
Intensity Levels
Researchers describe levels and styles of helping The basic idea can be applied to
homework help and helping in any subject
“I do, you watch”
The teacher gives stepbystep instructions and shows what to do while
Decreasing teacher direction
the student watches
“I do, you help”
Teacher and student work together with the teacher giving substantial
guidance The teacher may do some of the initial steps then give hints
as the student finishes
“You do, I help”
Students work in pairs or small groups with the teacher monitoring
and offering demonstrations and light guidance as needed
“You do, I watch”
Students work independently on problems projects or at activity
centers working alone in pairs or in small groups Children help each
other and problemsolve together as teacher circulates and supervises
See P. David Pearson, Center for the Study of Reading (University of Illinois) and Center for Improvement of Early
Reading Achievement (Michigan State University).
177
Math homework help
Math can be a highanxiety area for students
Getting Unstuck
H O M E W O R K
and teachers alike On the other hand many
Help children get unstuck and move ahead by
children young people and adults love math
asking them to:
Make use of the people (including the
students!) who love it and help the anxious
• Explain a problem in words
ones get over their anxieties Listen for
What is that problem asking?
statements like “I can’t do this” or “Math
Is it like other problems you know about?
&
isn’t my thing” Try to make math more
H E L P
relaxed with handson games puzzles
activities and projects and use reallife
• Write problems in different ways
Is there another way to write that?
illustrations (handling money telling time
calculating sales making a budget etc) as
much as possible
As young people move into more complex
• Break problems into smaller parts and steps
What steps are you going to take?
• Guess and estimate and explain why they
math learning it is increasingly important
made their estimates
that they understand concepts processes
What do you think the answer might be?
and procedures The math problems they
How did you get that?
bring from school may look strange to you
and may be different from what you learned
Your role at this stage is to help students
• Try different ways
What have you tried?
solve problems on their own This is a
perfect opportunity to set up studentto
• Explain what they don’t understand and
student help especially for subjects like
need help with
algebra and geometry
What do you think about your answer?
Where are you getting stuck?
Encourage students to think aloud explain
and to try different approaches instead of
• Figure out how to get help
getting stuck or paralyzed about finding
How can you find out?
the right answer Use older or more
Who can you ask?
advanced students to help younger or less
advanced ones
Always start by helping the student clarify what the problem is asking and what steps
they can take If students are stuck ask if they can think of alternative ways to go about
the problem
178
M o r e, I f Yo u C a n …
• Jumpstart with a hint on the opening moves
H E L P
• Ask for estimates guesses and evaluations of answers Ask how
the student arrived at the answer Identify the blocking point
&
• Hint to help get past a blocking point
H O M E W O R K
• Demonstrate how to work through a similar problem
• Show how to use a text or reference book to look for help
HELPING WITH ENGLISH, READING, AND WRITING SKILLS
Support academic English skills and school performance by teaching homework skills and
notetaking reading and writing strategies during homework and tutoring time
Teaching these strategies also teaches core language arts skills like writing fluently getting
the main points from readings and summarizing Ask children and youth to explain
homework assignments zero in on the main points and paraphrase what the teacher said
about the assignment This builds summary and presentation skills Talk about topics
readings or research by asking questions to get more than a simple yes/no response Asking
the ‘who what when where why and how’ questions models ‘investigative questioning’
students can apply to their own work
The next sections present specifics for helping with language arts strategies that require little
specialized ‘English’ subjectmatter knowledge (see also Chapters and )
Problem Solving Helpers
• Make a list chart or graph
• Draw a diagram
• Look for a pattern
• Simplify the problem
• Work backward
• Use a process of elimination
• Act out or model the problem with objects
• Guess and check
Material for this section drew in part from Learning Outside the Lines by J. Mooney and D. Cole, 2000.
179
Notetaking
Older students often can benefit from
Notetaking tips
H O M E W O R K
some notetaking tips and study
• Keep a separate notebook for each subject
techniques Many books are available on
• Begin each class with a clean page
the subject; make them available as
• Put the date and subject on top of the page
possible Emphasize that a lot of success
• Don’t worry about writing down every word
in school is about having good learning
• Color code Use red for example for main points
techniques that anyone can learn
and yellow for things you don’t understand
&
• Write on only one side of the paper This makes
H E L P
Help students see the value of good
later summarizing and reviewing easier
notetaking when it comes time to do
homework review or study for tests
Point out strategies such as setting up notebooks with pockets and dividers and using
sections for class notes homework and reading notes and assignments Show them ways to
organize notes on the page
One popular technique (the Cornell method) also can be used during homework time to
structure review especially for students who don’t have homework finish assignments early
or who need to review for a test
The pattern is to divide notebook pages into three sections: the right for notes the left for
During class write notes in the note area
During homework time review the notes and
write clues and key words such as ideas dates
concepts or steps on the left At the bottom
write a summary of the notes on that page By
the end of the marking period students will
have a great study tool (and will have already
Clues, key words,
or concepts
clues keywords or key concepts and the bottom for summaries
Notes
Summary
reviewed all the material!)
Another version of this technique is the twocolumn system In this method the student
takes notes on the left and puts highlights or keys in a column on the right (see next page)
You can see that these notetaking and study techniques reinforce reading and writing skills
tied to the language arts curriculum and standards Students are practicing summarizing
rephrasing identifying and highlighting main ideas and connecting concepts and ideas
180
Record
Take notes
Reduce
Pull out and make notes of key
H E L P
5 Rs of Notetaking
H O M E W O R K
Recite
&
words or concepts
Summarize notes and recite
information from memory
Reflect
Think about the material and relate
it to one’s own life and opinions
Review
Review notes for a few minutes at
the end of each day Review notes
from the week for a few minutes at
the end of each week
MY NAME
HISTORY
DECEMBER
2
SUBJECT: FRENCH REVOLUTION
COLUMN
1
French Revolution
COLUMN
2
1 789
Events leading up to the storming
of the Bastille ....blah blah blah...
BASTILLE
and then.....therefore..... blah blah...
resulting in the Declaration of the
DECLARATION
Rights of Man and Citizenship,
RIGHTS OF MAN/
a document that....in 1789, says.....
CITIZENSHIP
blah blah blah
181
Reading help
Reading and writing strategies are discussed in Chapters and and many much more
detailed resources are available (See Chapter ) Use them and make them available Remind
H O M E W O R K
youth in upper grades who may be struggling with a heavy reading research and homework
load that reading techniques can help and can be learned Remember: the more you can help
youth handle their reading the more you will be helping them become successful in school
Encourage LOTS of talking about readings
&
H E L P
Reading Survival Strategies
Te x t b o o k s a n d N o n - F i c t i o n
Reading for schoolwork – textbooks nonfiction and for writing research papers – is not the same as
reading an adventure story or a sports magazine Help young people get through their reading Use
these pointers
• It’s not cheating to skim or read only parts
• The main idea is first to get the main idea
• Read the title and cover the back cover and the table of contents State the topic aloud
• Look at the introduction Does it seem to summarize the book?
• Skim headings and subheadings of each chapter
• For research know what you’re looking for Dates? Names? Definitions? Different types of
information often have some ‘look’ They’re numbers or in italics or capitalized have spaces around
them or are parts of text paragraphs
• Look at pictures diagrams tables and charts and read captions
• Read the introduction and conclusion of each chapter Know that usually the most important part
of the introduction is at the end of the intro The most important part of the conclusion is usually
the beginning of the conclusion section
• Summarize the main point of each chapter out loud
• If you can’t summarize the point of the chapter read the beginning and end of each section within
the chapter
• Take notes on the reading (highlight or make marginal notes if the book belongs to you) writing
main ideas dates names and any details illustrations or examples needed
182
F i c t i o n Fo c u s
Help students with fiction reading by having them focus on the key elements at the core of most
H E L P
English curriculum classes and tests Use the basic who what when where why framework
• Characters who Ask students to name the main characters and the supporting characters
&
• Story or plot what Have students summarize what happened and/or what they think will happen
H O M E W O R K
• Setting time place when and where Ask students to describe the setting and time and the
timeline of events (what happened before what happened next what happened later)
• Theme why Ask students why things happened the way they did why characters did what they
did and why it all matters
Writing help
Help with writing by getting students more comfortable with writing processes that work for
them In afterschool you have the luxury of helping children and youth develop the ability
to generate ideas move from idea to topic get ideas on paper and organize what they want
to say This is the real heart of real writing If you can help young people with these
processes you will have given them an enormous gift Your role is not to correct grammar or
spelling Leave that to the technicians Your goal is to help young people become better
writers (see also Chapters and )
When students have a writing assignment help by asking them to:
• State the assignment clearly
• Explain the expectations in terms of length topic and due date
• Explain the expectations in terms of content: Is it based on fact or opinion for example or
research or imagination?
• State the topic (if it is given) in one sentence aloud
If students need to come up with a topic help them get ideas then help them narrow it down
to that one topic sentence “This is going to be about…” To get ideas students can try pre
writing techniques like brainstorming (list anything possible) freewriting (write for minutes anything that is triggered by the topic word) or spiral writing (using a freewrite as
a jump start to another freewrite) Encourage students to talk to each other look at books
and look back at notes to get ideas going
Once a student has a topic help narrow it down to something manageable A surefire
technique: get them to say the topic in one sentence
183
Ordering Thoughts
Encourage students to outline their ideas
in any form they choose It will save them
• Start with index cards or Postit notes
time later and is a good way to get
• Write each important point on a card or
Postit
H O M E W O R K
started The main idea is to get the main
• Write details examples or illustrations one
idea and topic phrase on paper Then add
on each card or Postit
the submain ideas Then add the
• Spread out the cards or put the Postits on
examples illustrations evidence
the wall and arrange and rearrange
arguments or other bits Then put them
&
• There’s the outline
in order
H E L P
Go Write
Help students move into actual writing with the following pointers:
• Don’t be shy about asking others to listen to ideas or read drafts
• The first draft is always a perfect first draft Getting started is the hardest part of writing
The rest is just revision Get something down Then rework it
• If you freeze write anything
• Write the main idea in a topic sentence then go from there
• If you freeze skip the opening paragraph and go back to it later
• Don’t worry about spelling at this point That’s later for rewriting
• If it seems too big set small goals like “Write two paragraphs”
Help students review and polish their writing
Rule : Never trash a student’s writing
• Ask them to summarize for you what it’s about
• If you have the time ask them to read it to you aloud By reading aloud students find their
own skipped words or jumbled sentences
• Ask them if they want to add anything
• If you read it read for meaning not grammar or spelling See if it says what the student
wanted it to say If not tell the student what you didn’t understand and ask for clarifications
• Tell students you enjoyed reading their work
• Remind them to go over it themselves to share it with friends or others and even to ask
the teacher for help in finalizing it
184
• Ask if they are seeking any particular kind of help Do they want help with ideas grammar
spelling organizing thoughts writing complete sentences finding information or other
techniques? As possible suggest resources Encourage communications with teachers as
H E L P
much as possible
• Encourage express interest, and discuss their work with them Relate it to other things they
H O M E W O R K
&
do or know about and other things you’ve read or know about
T E S T - TA K I N G H E L P
Provide books and guides to tests and testtaking as much as possible especially for older
students The Internet is also chock full of information Basic tips you’ll find in most
guides include:
• Know the scope of the test What’s going to be covered?
• Know the format Essay short answer multiple choice?
• Study using notes (especially with great notetaking) outlines summary paragraphs
sketches flash cards definition lists or anything else based on summarized information
• Set up study groups with time limits and clear focus Establish that the group will study a
particular point for example for a half hour
• At the test know the rules; don’t be afraid to ask
• Check answers Check that you’re filling in the answer sheet correctly
185
Helping Review
• Help make and use flash cards for
memorizing dates facts vocabulary
H O M E W O R K
and definitions
• Help set up notes
• Ask for summaries of information and
explanations of concepts Just having
students put their thinking into
&
spoken words forces a level of review
H E L P
and thinking
• Help students identify problem spots or
what they don’t understand
• Help find people or resources to provide
specific information or skill support
Helping with academics after school can be enriching for everyone in the program: children
and youth parents teachers and you too You know by now that teaching and learning go
handinhand and as you teach others you expand your own knowledge skills and
relationships as well
Flash Cards
• Making flash cards is a ‘twofer’ Students
learn from writing the cards then from
practicing with them
• Suggest putting a key word date formula
or fact on one side and details definitions or
examples on the other
• The cards can be used from both directions
and can be turned into Jeopardytype games
186
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PART
INTRODUCTION
PLANNING TO MAKE IT HAPPEN
Take a look back through the chapters from page one to right here and you’ll see: it’s all
about planning Planning how to best use your resources and skills and planning how to draw
upon your connections and communities Planning what school content you can build in and
bring out and planning how to support literacy and help learning happen Good teaching isn’t
chance and it isn’t easy
Afterschool teaching is many things – fun frustrating exciting energizing and exhausting
often at the same time But above all it is challenging For a certain number of hours every
day you are in charge of the learning development and safety of your group of children and
youth And as a committed teacher you care When young people are struggling you want to
help When they’re excited you’re charged When they’re bored you’re disappointed and
discouraged You and they have interests hopes and goals that you want to shape into a
meaningful program You want projects and activities that will help them reach those goals
and you want them and you to mark achievements Planning – from the level of curriculum
(what is to be taught when and how) to units projects activities and daily schedules –
helps it happen
On the larger scale planning is a continuous loop of questioning and thinking to:
Clarify goals: Where is all this headed? What outcomes
do you want?
Develop curriculum: What programming curriculum
and content will bring about the desired learning?
Implement approaches: What projects and activities
translate the content into action and teaching?
Evaluate: Did the program projects and activities
achieve what was intended?
Review: Are the goals and approaches the right ones?
187
On the more immediate scale of units projects and activities planning entails the same
steps: setting goals devising strategies evaluation and revision
The rest of this introduction to Part III explores some background and issues from goal
setting to assessment Chapter presents tools to guide planning for teaching Chapter offers tools for assessing learning Chapter lists resources to help in all areas
CLARIFY GOALS: DECISIONS, DECISIONS
Start at the end Planning begins with setting and clarifying the outcomes you want
expressed as goals or objectives What do you want children and youth to gain from being
with you for those hours after school? What do you want them to be able to do when they
leave your program? Of course it is not a matter of only your goals What do parents want
for their children? What do children want and what do they need? What do they need to
PA R T 3 I N T R O D U C T I O N
help them in school? Whose needs and which needs are most important to meet?
Setting goals is not only a matter of responding to needs Goals must also be doable
Different goals call for different resources Are they available? If not revisit the goal and
tweak it until it meshes with the resources you are working with
of Parents
of Children
social
academic
individual
NEEDS
GOALS
PRACTICALITIES & RESOURCES
Staffing levels
Organizational capacity
Staff skills
Organizational structure
Space
Budget
Time
Participant base
Attendance levels and patterns
188
Responsive
Reasonable
Achievable
The focus of this guide is academic content so if you’ve stuck with it this far some of your
goals have to do with academic skills and school performance But what exactly about
academics? What are you hoping to affect? Attendance attitudes behavior homework
completion grades test scores skills? Are you supporting school success indirectly by
supporting academics broadly – reinforcing general literacy inquiry and homework and study
skills for example? Or is your goal boosting academic achievement directly in particular
subject areas like math English and science?
This is a tough area in the afterschool world because different goals call for different
staffing programming and organizational capacity and demand different kinds of
assessments The more your goals are tied to specialized academic content the more highly
skilled people you will need in the program If your goals require large quantities of data and
complex data analysis to show the goals have been met you need to ask whether you have
the capacity to handle that kind of data work and whether you will have access to data that
PA R T 3 I N T R O D U C T I O N
may be considered confidential You don’t want to use standardized test scores to show your
participants have gained from the program for example if you can’t get standardized test
scores or if you can’t analyze them Key advice: think about how you’ll show that you
achieved the goal If you can’t show it rethink how you are expressing the goal
Different goals – and different combinations of goals – lead to different curriculum and
teaching approaches You may have a goal for example of cultivating reading skills Do you
do this by teaching phonics lessons by creating an independent reading program or by
finding mentors for shared reading? One issue is resources as discussed above Do you have
access to phonics teachers books or mentors? Another influence is what additional goals you
may have Is faster decoding a need and goal? Go for phonics Are you aiming to boost
interest in reading increase quantity of reading and develop decisionmaking skills? Go for
independent reading Is relationshipbuilding a goal along with overcoming insecurities
around reading? Get the mentors
Goals in afterschool typically draw from many domains: academic social and developmental
Clarifying goals as deeply as possible will help steer you toward curriculum content and
projects that meet needs on many levels Setting goals in the context of your program’s
resources – present or in process – will make them achievable
189
DEVELOP CURRICULUM AND CONTENT
Most afterschool teachers will not be developing whole curricula but will be working more
with units projects and activities Even so it is useful to have a basic understanding of
curriculum development – it is essentially a largerscale longerterm version of developing units
Structuring Content
Longer term
PA R T 3 I N T R O D U C T I O N
Shorter term
Broadest content and
learning goals
Most specific knowledge,
skills and objectives
Curriculum embodies what is to be taught Big category! Because ‘knowledge’ is so huge
developing curriculum (or units) always involves choices Although curriculum development
is guided by the goals and purposes of the program it is strongly shaped by decisions about
scope: what to include what to emphasize and what to leave out Like goal setting selecting
the scope of a curriculum interfaces strongly with practical matters of staffing schedules
assessment capabilities and budgets That is the what-to-teach is bound up with
implementation nittygritties A bit of curriculum history illustrates this well
In the days of the oneroom schoolhouse the ‘curriculum’ was whatever was in the textbook
The teaching method consisted of listening to students read the text and recite passages from
memory Pupils of all ages and levels came and went in mixed classes picking up in the texts
wherever they left off In the late ’s schools began reorganizing into agesegregated
grades leading to the idea of promotion from grade to grade ‘Curriculum’ could then be
thought of as a progression in sequence with each year’s material building on what was
learned previously Pupils could no longer just pick up in the text so curriculum shifted away
from textbooks and into the hands of specialist curriculum designers Sequenced curriculum
made little sense without regular attendance over a sustained period of time with consistent
trained teachers This brought on schoolyear calendars compulsory attendance and teacher
contracts The whole idea of curriculum developed hand in hand with the structure of schooling
190
Historically the content of teaching developed along with student groupings attendance
patterns and requirements and personnel Afterschool today is in historical evolution The
content of what is taught in afterschool needs to align with the structures and practical
conditions of afterschool Afterschool may be more like the old oneroom schoolhouse with
mixed ages and sporadic attendance than they are like schools
Afterschool programs can support academic learning and school success with curriculum
content and projects guided by school content and standards as presented in this Guide
Teachers and programs must choose carefully however and design their curriculum around
standards and content that are compatible with their program structures and resources
Human and financial resources are among the most important considerations What staff
skills and budgets are you working with? Attendance levels and patterns schedules and time
frames also affect what you will include School curricula are developed for a context that is
quite different from afterschool Schools are staffed by fulltime professional teachers with
PA R T 3 I N T R O D U C T I O N
subject matter and methods skills; afterschool usually is staffed by parttimers Schools have
space budgets and compulsory attendance Afterschools often share space work on a shoe
string and struggle with uneven attendance and ragged time blocks as children get picked up
at different times and come – or not – depending on many outside variables No one can
teach it all Choose what you can teach successfully
Consider for example the standard of reading a variety of materials for different purposes
What could this cover? For starters it could include reading every genre: nonfiction in
dozens of areas and styles (adventure true mystery social science howto current events
biography) fiction (novels short and long shortstories historical fiction) drama and poetry
(epics limericks haiku rap lyrics) It could cover dozens of purposes: reading Web materials
conducting research reading for pleasure fulfilling functions like job hunting career
development and applications putting on a play or reading instructions It can go into speed
reading skimming and deep text analysis The possible scope is huge
Deciding what to include is a matter of deciding what is most important and what is most
doable with the time and resources available Perhaps you are really into plays and have no
clue how to read poetry You would probably do best developing a whole standardsbased
curriculum around plays You can have kids read different kinds of plays They can read for
different purposes: acting and stage instructions set design character and setting
background They can read plays from diverse cultures You can put on plays and include a
focus on listening skills and presentation skills (See page )
191
Develop curriculum to support academic learning in afterschool using standards and
curriculum content as guides Add a reality check of your resources and move into sketching
a curriculum framework
A curriculum framework (see diagram below) links:
• Program goals
• Learner goals and needs
• Academic content standards
• Methods
• Assessment
PA R T 3 I N T R O D U C T I O N
Program/Learner Goals
Content Standard
Method
Assessment
Reinforce development
Students use reading
Engage participants in
Project products;
of reading skills
strategies for reading
reading intensive
demonstrations;
comprehension
projects and activities
selfassessments
Students read a
Establish a learner
Reading logs
variety of materials;
centered reading
students read for
program with library
different purposes
of diverse materials
Reinforce math
Students use several
Incorporate
Survey of math class
process skills
approaches to
development of
teachers
problem solving
problem solving skills
Homework process
into homework help
logs
and homework time
Curriculum also may be shaped by the learners The conventional model of curriculum
development assumes a body of knowledge to be transmitted with the learner in a relatively
passive position as recipient Other models see curriculum development as a process that
actively includes the learner Rather than deciding in advance for example that young people
will read certain genres a project could be designed to survey the group to find out their
preferences A committee could then be charged with creating a library The goal – reinforce
reading – is the same but the approach and resulting curriculum are different
Learner interests and your own also may contribute to shaping curriculum Consider
exploring curriculum development with tools like brainstorming and webs (see Chapter )
192
Finally developed curriculum may be purchased but you still need to review the material and
select a curriculum appropriate to you your program and your participants Use the guide
‘Choosing a Curriculum’ in Chapter to help with the process
P L A N N I N G I M P L E M E N TAT I O N : U N I T S , P R O J E C T S , A C T I V I T I E S
Planning teaching – what will go on between you and the children – is the heart of it all
Good planning will give you confidence keep you going when you’re worn out and help keep
kids engaged and learning – your best strategy for having a great day Preparation and
planning can mean the difference between an activity or project that is fun and engaging and
one that is fun and also helps particular learning happen
At the level of planning short and mediumterm units projects and activities you are
thinking about:
PA R T 3 I N T R O D U C T I O N
• Objectives and purposes of the unit project or activities
• Time frames (days weeks months)
• Daily schedule (hours per day)
• Physical space
• Materials and budget
• Developmental and skill levels
• Methods
You are also thinking about effective programming: varying activities remaining flexible
stimulating motivation and assessment And you’re thinking about who your children and
youth are: their interests skills problem areas learning styles and special needs
Planning encompasses three elements
Background Basics
• Consider the children and young people participating
How old are they and what are their cultures?
What are their interests skills and learning styles?
What experience and background knowledge do they have?
How is their attention span and how do they do working individually in small
groups and in large groups?
193
• Focus your goals and objectives
What do you want young people to know or be able to do
at the end of the unit project or activity?
What can they do now?
What should they do next?
Action Plan
• How will children best learn the next steps?
• What will you do?
How much time do you have?
How will you set context and activate prior knowledge?
What will participants do?
How will you know if participants understand?
How much supervision is needed? Is this realistic?
PA R T 3 I N T R O D U C T I O N
What resources will you use what supplies or materials do you need?
Evaluating
• What did participants get from it?
• Did it meet the objectives?
What was learned and how well?
• What modifications should be made?
Involve children and youth in developing their own learning plans Use learning contracts to
work with participants to think through what they are learning why what they will do and
how the outcomes will be assessed Children and youth can also participate in developing units
plans projects and activities Use brainstorming KWL charts and webs with program
participants to develop content that reflects their interests and priorities (See chapters & )
E VA L U AT I O N A N D A S S E S S M E N T
You began with clarifying goals: what you want children to know or be able to do You
developed strategies for reaching those goals Now how will you know what is working and
what is not? According to whom and measured against what? Plan how you will evaluate and
assess learning at the same time that you develop projects and curriculum
Planning evaluation and assessment starts with what you are evaluating and why What are
you looking at and what will be done with the information you collect? Evaluation and
assessment are used for different purposes although distinctions tend to blur Evaluation
judges the quality of the work or product As a teacher you evaluate the quality of children’s
194
work calling it great fair or poor according to some criteria You also constantly evaluate
your own work judging how things are going and making adjustments along the way You
want to evaluate children’s progress and learning to see if projects activities and your
teaching are producing the effects you’re working for Evaluation for monitoring and
improvement is referred to as ‘formative evaluation’
Formative evaluation is an ongoing continuous process (set
Assessment and
up formally or informally) to monitor progress and quality
Evaluation
and to direct changes accordingly Summative evaluations
Choose methods to fit
typically are done at the end of a project activity or
objectives and resources
program to judge progress and outcomes
• Observations
Assessment indicates or measures without necessarily
• Peer assessments
judging and can contribute to evaluations Assessment is a
• Surveys
statement or measure of what is A test is an assessment:
• Focus groups
the child scores for example showing he or she knows
• Tests
of the material on the test It doesn’t say whether • Checklists
is an improvement or whether for that child is
• Rubrics
fabulous or miserable Nor does it reflect anything about the
• Performances
value or importance of what was tested If a program
• Products
objective is that of the participants read books at
• Process skills
the end of the program you assess: how many kids read how
• Portfolios
many books? Assessments can show to what extent a
• Dialogue journals
program or project met its objectives and differences
• Web sites
between before and after (pre and post) assessments can
• Debates
show how much a child learned
• Role plays
PA R T 3 I N T R O D U C T I O N
• Selfassessments
• Projects
Teachers use a variety of strategies to assess learning When
• Reflection journals
planning assessment consider:
• Objectives and target outcomes
• What the assessment or evaluation is looking at specifically
• Who is doing the assessment their skills and resources
• What will be done with the information
• When and how often assessment is needed
• The criteria for rating
• Different methods available
You are familiar with tests as one form of assessment Learning also can be demonstrated by
having learners perform a task or tasks designed to show the acquisition of certain knowledge or
skills Children can answer questions about how to bake cookies Or they can bake some cookies
195
thereby demonstrating that they know how If you then want to judge how well they baked the
cookies (or followed the recipe) you can use various tools such as checklists or rubrics that lay
out criteria for rating quality Children also can show products of projects or collections of work
to show learning and progress Interviews focus groups and surveys also can be used
Involving learners in evaluation is extremely valuable Selfevaluation systems develop critical
abilities of reflection evaluation and improvement When children are involved in developing
guidelines and criteria for judging their work they automatically set targets for themselves They
understand fully what they have to do to rate ‘excellent’ and will see clearly where they need
improvement The process of reviewing objectives progress and work with a child is a powerful
teaching and learning opportunity Try learning contracts studentdeveloped rubrics and
portfolio selfassessments to help show young people how they can take responsibility for their
learning and growth
PA R T 3 I N T R O D U C T I O N
Develop assessment tools that will show what you need shown and that will give you the kind of
information you need If an objective is for a child to meet deadlines for example a simple
yes/no assessment will do it (eg was the project completed on time?) If an objective is that a
child will read five books the assessment can be limited to ‘did it’ or ‘didn’t’ When an objective
calls for improvement you’ll need something that will show a starting level and an ending level
Portfolios can show change or improvement as can ratings based on rubrics and checklists
administered as a ‘before’ and ‘after’ Projectbased learning is typically assessed through
demonstration: products performances and portfolios The quality of the products
performances and portfolios can be rated using rubrics matched self and teacher evaluation
forms or other scalable tools Teacher observations peer and selfevaluations surveys and focus
groups and feedback from outsiders or parents can all contribute
Consider enlisting input from classroom teachers to help assess academic impacts Survey
teachers to ask about observed changes in homework completion work habits attitudes or study
skills You also may want to look at report card grades especially if your program emphasized
particular subject areas (Be aware of rules on confidentiality when looking at grades or test
scores) Parents too can provide assessments of work habits homework and attitudes Surveys
and focus groups can be effective ways to get data and feedback
No single measure or indicator can capture all aspects of a child’s growth or learning Use a
combination of strategies most appropriate to your situation the goals and objectives of the
program project or activity the purposes of the assessment and your resources The tools in
Chapter should get you started
196
CHAPTER 8
Teaching is like dancing You can have the steps drawn on paper but it’s all in the doing Actual
dancing takes the steps and makes them work with different partners in different settings It
finetunes when the music changes and layers on personal rhythm and style Still you need that
plan of steps to get onto the floor dancing disco say instead of ballroom
Planning tools get you into the dance you do every day with your children and youth guiding your
steps You’ll adapt your plans to different children settings and material resources and you’ll learn to
do so on the fly when things just don’t go the way they were supposed to – on paper You’ll put your
plans into action and turn them into teaching But to do that teaching well you need the planning
Develop tools that work for you and your situation Adapt templates and models to meet needs
and conditions which may sometimes call for translating tools or parts of them into other
languages The following pages provide a starting set of steps
Two sample webs or concept maps illustrate a method for mapping your thinking or the
thinking of a group Webs are useful when you have a large area – like curriculum standards or
a unit – and you’re trying to break it apart and show connections between the parts The first
example uses a map to work from broad academic standards to projects or activities The second
goes in the other direction starting from a theme and linking it to academic content If you are
planning a unit a web makes a good starting exercise
Projects are basic building blocks for teaching and learning after school Tailor the sample project
planners to the ages in your group and the types of projects Activities too are key elements The
activity/lesson plan section discusses objectives and motivation and provides guides for writing activity
plans and for setting up activity centers Brainstorms and KWL charts are thinking tools helpful at all
levels You may have the funds to purchase a prepared curriculum but what do you need to think
about when selecting one? Choosing a Curriculum guides you through questions to ask Homework is
an important component of many afterschool programs A homework contract can help avoid
tension and focus time by establishing clear agreements about structuring homework Communications
about homework help coordinate information among players: children parents afterschool teachers
and classroom teachers In Chapter you’ll find tools for assessing homework work
197
WEBS: LIN
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S T A N D A R D S -B
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Y OF
R EA D V A R IE T
M A T ER IA LS
Culturally divers
e
EN S IO N O F
S H O W C O M PR EH
ER IA L
R EA D IN G M A T
FE R EN T
R EA D FO R D IF
PU R PO S ES
Instructions
Enjoyment
on
Gather informati
of plays
Different types
onologues)
(drama, comic, m
Summarizing
Writing
Answer
questions
TS CAN DO
W H A T S T U D EN
nds of
Find different ki
ent time
plays from differ
ures
periods and cult
Stage direction
Set design
Stage readings
om plays
Stage scenes fr
Put on play
es
Pair read dialogu
EV A LU A T IO N
versity)
collected (for di
ls
a
ri
te
a
m
of
st
Checkli
ills checklist
Presentation sk
ons
ty of presentati
li
a
qu
g,
n
ti
ri
w
:
Rubrics
vels
Participation le
t (performances)
Self-assessmen
s
Write reviews
surveys
Conduct opinion
y, playbills
Prepare publicit
ack
Audience talk-b
performance
Questions after
Webs like th
is are helpful
starting exer
cises for plan
ning a unit
ANIMALS
ZOO
PETS
Films
Videos
WILD
FARM
Woods
Skits
Reports
English
Summarizing
Getting info from
oral
presentations
Lists
Charts
Surveys
Vets
Field trip?
Math
Walk
Science
Food
Observe
Observation and
Classification
Notebook
Sketches
Health
Nutrition
Science
PROJECT AND ACTIVITY PLANNING
In afterschool we think more in terms of projects and activities than ‘lessons’ but though
the labels are different many elements are the same You need to consider:
• Who the activity is for (their interests and skills)
• Why they would do it (their motivation)
• What they should get from it (the learning objectives)
• Your resources: space time materials and knowledge or skills
The most useful objectives are those stated very
(1) Children will learn about fractions.
specifically Start with phrasing in one sentence
(2) Children will learn about the relationship
what you want children to get out of the project
or activity ()
1 —
1
between —
2 , 4 , and 1 (whole).
(3) Children will show with measuring
1
Now be more specific All fractions? What
about fractions? ()
P L A N N I N G
Hang on! What do you mean ‘learn’? How will
spoons how to convert between —
4,
1
—
2 , and 1.
(4) Objective: All children will demonstrate
you know? Morph to ()
with measuring spoons relationships
But who will learn? See () for it all
among 4 , 2 , and 1.
1 —
1
—
TO O L S
Look! You’ve got your assessment all ready: you’ll ask each child to demonstrate relationships and use
a checklist to check off what they can and can’t do And of course activities are there too: give kids
spoons sugar salt and water and let them play…and bake…and bingo motivation!
Motivation is a key piece You may see the objective clearly as helping children learn fractions But
that doesn’t usually get kids fired up to do something Think about what would make you want to do
something Then think about why the kids would want to do it
Motivation is sometimes discussed as intrinsic – there’s something about the activity itself that makes
it fun interesting or desirable to do Or it’s considered extrinsic or instrumental – something outside
the activity is the motivation and you do the activity to get that Motivation is often a blend Games
are usually intrinsically motivating: most people like reaching for challenges and competing whether
against themselves the clock or others Offering a candy bar as a reward for doing an activity on the
other hand is using instrumental or extrinsic motivation A combination is making candy bars the
reward for doing the activity of actually making candy bars Your objective is that the children use
fractions making and sharing candy bars Their motivation is eating the candy bars Educators usually
say that activities and projects that are intrinsically motivating have more longlasting effects teach
more and help give children and youth a real sense of progress and accomplishment
Activity planning calls for thinking about objectives strategies and practicalities at the same time
And it calls for looking at how things went and using that evaluation to feed back into planning
200
For the adult leader or teacher:
PROJECT PLANNING GUIDE
Project Concept
Project description (project will lead to):
or
Topic to investigate:
Questions to investigate :
Supporting project component
(what specific academic learning will occur?)
(what part of the project fosters the learning?)
P L A N N I N G
Subject-matter, academic content objective
TO O L S
Objectives and Strategies
Other objectives:
Assessment
How will outcomes be assessed?
Observation of working processes:
Observation of final product or performance:
Evaluation of final product against criteria:
Evaluation by outsiders:
Written evaluation by teacher:
Selfevaluation by participants:
Other :
201
Project Planning Guide continued
Interim Products or Progress Demonstrations
Schedules
Deadlines
Work assignments
Performances
Reports
Drafts
Other
Implementation Matters
Number of participants:
Materials, supplies:
Amount of time needed:
Start date:
End date:
Storage space needed:
Assessment dates:
Interims:
Planning check
Does the topic…
P L A N N I N G
Build on what children already know?
Offer realworld learning opportunities?
Encourage easy handson learning experiences?
Reach a range of ages learning styles and levels?
TO O L S
Seem interesting?
Involve many content areas?
Have enough to keep it going for the length of project?
Foster independent learning?
Does the culminating project…
Demonstrate learning?
Demonstrate achievement?
Permit meaningful contributions from all levels?
Offer opportunities for interim products and markers of progress?
Offer opportunity for pride in the work done?
Is it…
Doable given time space and materials requirement?
Within the scope of resources available?
Within the scope of participants’ abilities?
Within the scope of teachers’ knowledge and skills?
202
Final:
For the project participants:
I N V E S T I G AT I O N P R O J E C T G U I D E
Names of team members:
Investigation topic:
Start date:
End date:
Questions to investigate:
What we want to know
TO O L S
What we already know
P L A N N I N G
How we will investigate (where to go who to ask where to look etc)
We need:
Action plan (who will do what):
Who
What
When
Other things to think about
Teacher signature:
Team signatures:
203
ACTIVITY CENTERS
Activity centers are designed for handson independent learning targeted to particular
objectives They need planning to ensure that they are engaging and usable and serve the
objectives Children and youth can participate in coming up with ideas for centers and for
planning setting up and managing them ‘Centers’ may be an area or simply an activity kept
in a shoe box
Specify your objectives during planning then make the purpose rules and expectations clear
to participants Observe usage to see if it’s working (it’s being well used by all with good
outcomes) and make changes if it is not
CENTER PLANNER
Description/theme of center
P L A N N I N G
Learning objectives/purpose (introduce develop or reinforce concepts skills experiences)
TO O L S
Number of users at one time
Primarily for
Individual
Instructions
Instructions clearly written
Pairs
Small groups
Any
Need to be explained
Users can explain to each other
Availability
Always
Supervision
None general only
Demonstrations needed
Periodic check
Supervise actively
Sometimes (when?)
Request
Supplies needed
Observation Checklist
Actively used
Instructions clear needs little supervision or input
Used by all participants
Producing positive outcomes
Meeting objectives
204
Comments? Changes?
ACTIVITY/LESSON PLANNER
Activity Description
Objectives
Math
English
Science
Social Studies
Arts
Other
Teaching strategy
TO O L S
Review activate existing knowledge
P L A N N I N G
Introduce new concepts instructions
Do activity
Materials
Comprehension check/learning assessment
Follow-up
Did this work? Why? Why not?
Improvements?
205
W E E K LY P L A N N E R
Unit/Project:
M O N D AY
Learning objective:
Activity:
Materials needed:
To do (me):
Kids to do:
T U E S D AY
Learning objective:
P L A N N I N G
Activity:
Materials needed:
To do (me):
Kids to do:
W E D N E S D AY
Learning objective:
TO O L S
Activity:
Materials needed:
To do (me):
Kids to do:
T H U R S D AY
Learning objective:
Activity:
Materials needed:
To do (me):
Kids to do:
F R I D AY
206
We e k o f :
Learning objective:
Activity:
Materials needed:
To do (me):
Kids to do:
BRAINSTORMING
If you are not used to doing brainstorming sessions use this checklist to plan the session
Check back afterward to think about how it went
BRAINSTORM PLANNER
Date:
To p i c / q u e s t i o n :
Getting Ready
Topic question clear and specific
Place for writing responses (board easel/pad paper)
Getting Started
Guidelines clear and understood by all:
TO O L S
• Participants can say whatever response comes to mind
• Responses are recorded without judgment There are no right wrong or silly responses
• The more responses the better
P L A N N I N G
Timekeeper recorder (to write responses) and facilitator
(to make sure all responses are heard) selected
Looking Back
Question was well understood
Question needed too much explanation; should be reworded
Time limit:
Reasonable
Needed more
Too much
Participants responded well lots of answers
Relaxed comfortable feeling
Too quiet limited responses
Participants shy; need encouragement
Question needs rewording
Need more conversation beforehand
Outofhand shouting
Need better facilitation
Responses useful
Everyone could see response list
Session led to next step
Participants seemed to find process interesting/helpful/useful
I thought the process was useful
Comments/Revisions to Make
207
ARTS
KWHL CH
r
/Learned
based on fou
now/How
k
o
t
t
rmation It is
n
fo
a
in
W
e
/
iz
w
n
o
ga
n
K
and or
what I learned
way to focus
n more and
t is a simple
ar
ar
le
ch
n
/L
ca
I
/H
ow
A K/W
t to know; h
; what I wan
ow
kn
I
strategies
at
h
W
activities and
questions:
an
pl
p
el
h
students to
teachers and
It is used by
KWHL
M
SOLAR SYSTE
WHAT I KNOW
WHAT I WANT
TO KNOW
What are comets
There are nine
, made of?
planets: Mercury
Venus, Earth,
What is the
Mars, Jupiter,
biggest planet?
Saturn, Uranus,
Neptune, and
Pluto.
Planets orbit
around the sun.
HOW I CAN
LE A R N M O R E
Trip to
planetarium
Internet
Library
ED
W H A T I LE A R N
g
Comets are like bi
de
snowballs and ma
es.
up of frozen gass
est
Jupiter is the bigg
planet.
The sun is a star,
a planet.
Pluto is farthest
from the earth.
not
H O M E W O R K C O M M U N I C AT I O N S
Homework provides you with the opportunity to be part of the learning team for individual
children Establishing ongoing communications with parents teachers and children around
homework can make an important contribution to children’s performance in school These
samples offer ideas
HOMEWORK AFTER SCHOOL
(For afterschool teacher to complete)
Name of Student:
Date:
Afterschool teacher:
Class teacher:
TO O L S
Homework worked on:
Said she/he had no homework
minutes
P L A N N I N G
Worked for about
Was able to do homework with:
No help
Some help
A lot of help
Help was needed with:
Understanding the assignment
Getting started or focused
Knowledge of the material basic skills or information lacking
Continuing work to completion
Other:
Completed assignment
Did not complete
Comments:
Teacher
Student
209
HOMEWORK AFTER SCHOOL
(For student to complete)
Name:
Date:
Afterschool teacher:
Class teacher:
Homework worked on:
No homework
I was able to do homework with:
No help
Some help
A lot of help
I needed help…
P L A N N I N G
Understanding the assignment what I was supposed to do
Getting started or focused
Understanding the information or material
(I didn’t know how to do the work)
TO O L S
Other:
I worked for about ________________ minutes
I completed the assignment
I did not complete it
Too hard
Too many other assignments
Not enough time
Other things to do
Other comments:
Student signature
210
Teacher initials
HOMEWORK CONTRACTS
Homework can be a problem area for all concerned Contracts help everyone think through
the homework situation and make expectations clear Talk with parents children and
teachers when creating your own contract Be sure it reflects the program’s homework policy
and serves the students’ needs
HOMEWORK CONTRACT
Student
Name:
School grade:
I work best (check all that apply):
When it’s quiet
With a little background noise
With music
With food
At a desk and chair
On a sofa or soft chair
On the floor
Alone
With other people
After doing other activities
After a snack
After a break
Other:
TO O L S
Right away before other things
P L A N N I N G
My best subject areas are:
My worst are:
I need most help with:
When I need help I usually (check all that apply):
Ask for it
Ask but still don’t understand
Try harder
Get frustrated
Give up
Look for information on my own
Other:
The hardest part about homework for me is:
Finding the time
It’s not particularly hard
Getting started
Too hard
Understanding assignments
Boring
Other responsibilities
Having the right books/supplies
Remembering the assignment
Other:
211
Homework Contract continued
Fa m i l i e s , Pa r e n t s , G u a r d i a n s
I want my child
to:
Do homework at home after leaving the program
Work on homework everyday after school for
At least
minutes
Not more than
minutes
Flexible depending on other program activities
Complete as much homework as possible
(Some contracts include a section such as: My child must complete 20 minutes/one assignment/one
subject area of homework before he/she can participate in other activities)
My child seems to work best (check as many as apply):
Alone
In small groups
In large groups
With food
With noise
With quiet
P L A N N I N G
When my child needs help he or she tends to:
Ask for it
Try harder
Get frustrated
Give up without asking for help
Ask but not listen
Get help but be annoyed
Other:
TO O L S
Agreements
Student
By signing this contract I agree to:
• Keep track of assignments and know what is expected
• Bring assignments books and materials I need to complete my homework
• Work on my assignments during afterschool time as agreed
• Ask for help when needed
Signed:
Parents
By signing this contract I agree to:
• Review homework with my child every day
• Talk to the afterschool and class teachers about homework and my child’s progress
Signed:
After-School Teacher
By signing this contract I agree to:
• Serve as a homework support without doing assignments or giving answers
• Talk to parents and children about homework
• Support the items in this contract
Signed:
212
CHOOSING A CURRICULUM
Choosing an afterschool curriculum can be overwhelming There are many good ones to
choose from and you want to choose wisely Use this checklist to help When selecting a
curriculum consider the following
CURRICULUM OVERVIEW
yes
no
Culturally appropriate
yes
no
Age appropriate
yes
no
Skill level appropriate
yes
no
Linked to school curriculum and goals
yes
no
Studentcentered
yes
no
uses interesting engaging content and activities
yes
no
offers choice decisionmaking and selfdirection
yes
no
accommodates students with different learning styles
yes
no
accommodates students at a range of levels
yes
no
balances academic and developmental goals
yes
no
yes
no
yes
no
easy for staff to use directly
yes
no
staff will need some training
yes
no
staff will need ongoing training and support
yes
no
materials and supplies available
yes
no
space is sufficient
yes
no
matches with attendance patterns
yes
no
yes
no
Geared to help meet outcome objectives
P L A N N I N G
In line with program mission and goals
TO O L S
Is the curriculum:
Which?
Includes assessment of outcomes
Doable
Affordable (see next page)
213
Choosing a Curriculum continued
BUDGET
Is the curriculum affordable? Recognize that the purchase price is only part of the cost
Consider training and operating costs as well and look at cost per child This list provides
some elements to weigh in assessing affordability
P u r c h a s e P r i c e : _________
Within the budget?
yes
no
Implementation and Operations
Estimate what these will cost your program on a oneshot basis or per month or year
• Number and level of staff needed
__________________
• Staffing cost
__________________
• Staff training
P L A N N I N G
initial
__________________
follow up
__________________
TO O L S
• Equipment needs
__________________
• Storage
__________________
• Security
__________________
• Materials and supplies
__________________
• Transportation
__________________
• Other
Estimated cost per child:
__________________
Sum up your evaluation
How would you rate the curriculum on a to scale with as weak and as excellent?
weak
• Meets program goals
excellent
• Tailored to student interests
needs and learning styles
• Helps lead to
desired outcomes
• Affordable
• Value (cost and benefit
on per child basis)
214
CHAPTER 9
As a good teacher you want to know if it’s working All those plans and projects and
activities – what are children and young people getting out of it all? They seem happy but
are they building the skills and learning the content you are aiming for? Plan evaluations and
assessments to find out From the outset think about how you will be able to show that a
project was successful or that participants achieved their goals
No one method or tool can capture all the learning that goes on in your afterschool room
Use strategies and create tools that look at what you want looked at and that provide
information you will use The following samples will help get you started Tailor them to fit
your program conditions and needs
Along with designing tools to give the information you want think about how often you will
use them and when – that is at what stage in the project or program If you want to show
change or improvement over time you’ll need to conduct assessments at the beginning and
end and possibly at interim points If you have thresholds to be reached – some number of
books for example – you can simply measure at the end of the time period Projects may be
assessed at midpoints (which can help them keep moving in the right direction) and/or at the
end Plan the evaluation tool and the timing Be aware too of the amount of information
you collect and how you will handle it Focus to collect only the data you need especially if
you have a large number of participants
Try to use the evaluation or assessment process itself as a learning opportunity for children
and young people in the program Going through processes of goalsetting and selfevaluation
builds valuable skills that apply across school and personal life Periodic assessments help
children set targets and mark progress and achievement
The tools in this chapter illustrate several techniques Rubrics help you rate something along a
scale (eg weak to terrific) Portfolios are collections of student work that help show
improvement or change over time Portfolios and rubrics can be combined: use rubrics to rate
the quality of the portfolio for example or the progress Checklists are simple tools often
215
used to help guide observations making sure that you look at everything you should and
that you look at all participants in the same way ‘Before’ and ‘after’ checklists can be used to
show improvement Self-assessments (which can be studentdeveloped including rubrics or
checklists) and learning contracts help young people see that they have some control over
their learning Logs help keep track of what was done – numbers of hours books or
assignments for example The homework log included here shows how you can use a log to
show progress Focus groups which are guided small group discussions are another way to
get feedback from young people parents school staff or others
The tools presented here are guides for developing your own Any tool you use will go through
trials and modifications to make it work in your circumstances and to make it fit your needs
In the next pages you’ll find:
Rubrics
• Introduction to creating rubrics
• Sample Writing Assessment Rubric
• Sample Math Process Standards Rubric
Portfolios
• Overview
• Review Checklist
• Portfolio Producers Planner and Checklist
Checklists
• ELA Audience and Listening Skills Teacher Checklist
• Speaking and Presentation Skills SelfAssessment
A S S E S S M E N T
• Listening Skills
Contracts
• Learning Contract
• ServiceLearning Contract
• Focus Group
TO O L S
• Focus Group Planner
Log
• Monthly Homework Log
Checklist Evaluation
• Homework
216
RUBRICS
‘Rubrics’ are guides for evaluation You are familiar with rating scales where you rate
something from to for example with being the worst and the best (or to or to – the idea is the same) Say you’re asked to rate a movie from to with as the best You
give it a How did you give it a ? Was it the acting? The story the music the visual
effects? What makes you say “This was so good it gets a ” or “This was so bad it gets a ”?
Rubrics help They break out what you are looking at (acting story music visuals) And they
give guidelines for calling something miserable good or great The main components (acting
story etc) go down the left side of a grid Across the top you put in the rating scale – usually
to or Then you fill in for each component what makes it a or For example:
Movie Review
1 (worst)
Story
I fell asleep
2
3 (best)
Good story but I can’t
Exciting edgeofmy
remember the details
seat can repeat every
word
Acting
My cat could have
Convincing seemed real
every feeling I was there
done better
Music
What ever happened
Drew me in captured
Pleasant tunes on key
to silent films?
Energizing toetapping
memorable – I’m getting
TO O L S
the CD NOW
Rubrics are very useful in afterschool especially when they are developed with the children
A S S E S S M E N T
or young people When you develop rubrics together everyone talks about what makes
something good or poor And by clarifying what you look at to rate something it helps
everyone think about standards and what to aim for
Like any rating scale rubrics necessarily involve your own judgment about whether
something rates at one level versus another But by developing and using rubrics you are
identifying what is important to look at and standardizing it to apply to all children You can
then pinpoint problem areas to discuss with the child and find areas to work on
217
PLANNING AND DEVELOPING RUBRICS
What do you want to evaluate? It can be almost anything
• Quality of project product
• Group performances
• Individual work
• Skills in a subject area
• Work habits
• Behavior
• Expressive abilities
• Progress
• Achievement
Why do you want to evaluate?
• Adjust what you do with the individual child
• Document for reporting purposes
• Help develop goals for and with children and youth
• Decide whether an activity or project produced desired outcomes
When do you want to evaluate?
• Before and after (to show change)
• During or midway (to monitor individualize work or make changes)
• At the end
Who will use the rubric? It can be anyone in any combination that serves the purpose
• Teacher only
• Teacher together with child or youth
• Child or young person as selfevaluation
• Child or young person as goalsetting guide
• Children or youth working together in peer evaluations
What are the most important elements to look at? These go down the left of the grid
A S S E S S M E N T
This is perfect to discuss with participants What makes them like a performance for
example? What do they look at?
What makes you rate each element as great good fair or poor (or whatever scale you use)?
These get spelled out inside the grid itself Develop these with your group
Test it
TO O L S
Revise it
Helpful rubric development websites include:
rubistarteachersorg/
wwwrubriciancom/generalhtm
218
SAMPLE WRITING ASSESSMENT RUBRIC*
Topic
Excellent
Good
Satisfactory
Needs Work
4
3
2
1
Topic is clear
Has a topic
and focused
Topic is there
Seems not to
somewhere
have a topic
Ideas and content
Ideas and content
Content
Ideas and content
Ideas and content
and Ideas
relate to the topic
relate to the topic may relate to
do not seem
make sense are
and are developed
topic but are
related to the
welldeveloped
poorly developed
topic and are not
and presented
and difficult to
understandable
interestingly
understand
Organization
Writing is
Writing is
Writing is a little
Writing jumps
organized easy
organized
difficult to follow
around and is very
to follow and
difficult to follow
interesting
because it lacks
Grammar,
Grammar spelling
Grammar spelling Grammar spelling
Grammar spelling
punctuation,
and punctuation
and punctuation
and punctuation
and punctuation
spelling,
help make the
are no obstacle
cause some
problems make the
and other
work readable
to understanding
problems with
text very difficult
the work
understanding
to understand
mechanics
TO O L S
organization
Neatness
Work is neat
Work is neat
attractive and
Work is sloppy
A S S E S S M E N T
the text
Work is so sloppy
it is hard to read
easy to read
* Liberally adapted for after-school from the PA PSSA Writing Rubric
219
S A M P L E M AT H P R O C E S S S TA N D A R D S R U B R I C
Sample rubric to encourage math thinking and help assess math work processes
Excellent
Process
Good
Needs Work
Understands
Can quickly explain
Seems to understand
Needs a great deal of
problems
problems so others can
most problems and can
help understanding
understand
explain them in words
problems
Able to explain
Can clearly explain
Can generally explain
Can’t explain at all
processes used
steps of how arrived at
almost all answers
how arrived at
and why
all answers
Works reasonably
Works steadily and
Works steadily with
Barely starts gives up
independently
some encouragement
easily
Tries different
Gets unstuck by trying
Gets unstuck by asking
Tries one method then
methods
different approaches
for help
gives up
anything
independently
Uses tools to
Selects appropriate
Selects and uses tools
Little idea of which
help work on
tools and uses them
with some assistance
tools to use for what
problems
easily
or how to use them
(calculator,
A S S E S S M E N T
computer,
measurement/
drawing tools)
TO O L S
Notes and
Keeps notebook
Keeps notebook
Barely keeps notebook
references
clearly uses notes and
sometimes messy uses
often forgets book
references for review
it and other references
doesn’t use notes or
and help
for review and help
reference books
with some
encouragement
220
PORTFOLIOS
A portfolio is a scrapbook of learning Like a scrapbook it contains materials selected
by the owner Portfolio contents are deliberately planned reviewed and evaluated to
look at learning or progress over time effort skill levels or other defined purposes
Share them periodically with parents and teachers
Set-up
Portfolios are usually kept as folders or large envelopes marked with:
• Name
• Date started and completed
• Project or purpose
Don’t let it become overstuffed Provide time for children to select delete and
reflect upon portfolio contents
Contents
Portfolio contents should demonstrate learning based on goals and objectives Items to
put in the portfolio may be selected by the child or by the child and teacher together
A portfolio may contain:
• A collection of best work with a learner’s selfevaluation
• Drafts revisions and final versions of written pieces
• Paired selfevaluation and teacherevaluation checklists around specific skills
• Learning contracts and evaluations of progress according to the contract
• Awards certificates letters news clips
TO O L S
• Photographs artwork sketches
• Journals
• Field trip notes or reports
A S S E S S M E N T
• Other relevant documentation
Project portfolios should contain:
• Project plan
• Names of project group
• Date project started and finished
• Project goals
• Evidence of outcomes
• Reflection/evaluation
221
PORTFOLIO REVIEW CHECKLIST
Review date:
By:
Portfolio Owner:
Portfolio Subject Area or Focus:
Does the portfolio include:
Young person’s name or group names
Title purpose subject area or project
Required selections (list)
Included
Missing
Additional selections (list)
A S S E S S M E N T
TO O L S
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Objectives for
Objective Demonstrated by
Not demonstrated;
the portfolio
met?
need to see more
PORTFOLIO PRODUCERS PLANNER AND CHECKLIST
Name:
Date Started:
Completion Date:
Po r t f o l i o D e s i g n P l a n
What is the purpose of my portfolio?
What will I include?
Required items:
Target date:
Other:
I want to demonstrate the following (that I can do…, that I learned…, that I know…,
that I made a…):
TO O L S
I hope people who look at my portfolio will:
A S S E S S M E N T
How will I evaluate my portfolio?
How will my after-school teacher evaluate my portfolio?
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Portfolio Producers Planner and Checklist continued
Po r t f o l i o i n P r o c e s s
Before including a piece in your portfolio ask:
• Does this piece fit with the purpose?
• Should it be attached to another piece (before/after for example or draft/finished)?
• Does it demonstrate what it needs to?
• Do I already have something that shows this?
• What else should I look for?
Po r t f o l i o W r a p - U p
Before submitting your portfolio, check the contents to make sure everything is there. Check for:
Name
Date
Title purpose project or subject area
List of what the portfolio is supposed to show
Look at the materials.
Are all required materials there?
yes
no
Do they show what they are supposed to show?
yes
no
Are they presented neatly?
yes
no
Can they be easily understood?
yes
no
Is there anything you wanted to include but didn’t?
yes
no
yes
no
What?
Does your portfolio show you achieved what you planned?
A S S E S S M E N T
How would you rate the content of your portfolio?
Excellent
Very good
Good
Fair
TO O L S
Weak
Comments:
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ELA SKILLS ASSESSMENT CHECKLISTS
The English Language Arts standards refer to building listening skills in an audience situation
Skills include being able to understand what is presented responding appropriately
understanding different speech patterns and accents and evaluating presentations
If performances presentations and readalouds are part of your program develop a checklist
appropriate to you your group and your goals You may want to assess the group as a whole
to guide your teaching (see Teacher Check) Or you may want to record the skills of an
individual child (see Listening Skills Checklist and Evaluation) Be aware of different needs
and parameters when working with English language learners (ESL students)
Speaking skills are also part of the ELA standards These include using language effectively
responsiveness to audience presenting clearly and using a variety of communication
techniques Here too be sensitive to English language learners Develop Presenters Checklists
with children and youth to help them focus on what they are trying to do help them
evaluate their performance and target ways to improve (see Speaking and Presentation Skills
SelfAssessment Checklist)
AUDIENCE AND LISTENING SKILLS
Te a c h e r C h e c k l i s t
Presentation:
Date:
I want young people to:
Guests: ______________________
Did they?
How can I help them
yes
improve for next time?
no
TO O L S
Number in audience:_______________
Pay attention
A S S E S S M E N T
Stay seated
Listen
Be able to summarize what the
presentation was about
Ask relevant questions
Ask questions respectfully
Give feedback respectfully and thoughtfully
Respond appropriately to action in the performance
Other
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S P E A K I N G A N D P R E S E N TAT I O N S K I L L S
SELF-ASSESSMENT CHECKLIST
Name:
Presentation:
Date:
When I am presenting to an audience, I want people to:
Pay attention
Understand what I am saying
Laugh when it’s funny be serious when it’s serious
Ask questions afterwards
Tell me what they liked
Answer my questions if I ask for feedback
Give opinions or feedback with respect
Other:
During my performance/presentation, I...
Spoke loudly and clearly
yes
no
Sounded into it
yes
no
Sounded bored
yes
no
Felt nervous
yes
no
Knew my presentation or part well
yes
no
Looked at the audience
yes
no
Watched for audience reaction
yes
no
Thought people were listening
yes
no
Prepared on time
yes
no
Organized
yes
no
Wellplanned
yes
no
Too long
yes
no
Too short
yes
no
Very interesting
yes
no
Not interesting enough
yes
no
Other:
A S S E S S M E N T
The content of my presentation was:...
TO O L S
Other:
Overall, I think this presentation was
I felt
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about it.
L I S T E N I N G S K I L L S C H E C K L I S T A N D E VA L U AT I O N
Name:
Date:
Presentation Performance:
By:
Number in audience:
Guests present?
Listening Skills
Yes
No
Does well
Needs help with
Improved
Comments
Pays attention
Is interested
and engaged
Can summarize
story or content
Can identify main
points or themes
Responds
appropriately
Can express opinions
about content
TO O L S
Can evaluate the
quality of the
presentation or
A S S E S S M E N T
performance
Asks relevant
questions
Respectful with
comments
Comments:
227
LEARNING CONTRACTS
Use learning contracts to focus children and youth on setting learning goals for themselves
and assessing their progress
Goal setting is no small skill Help children and youth set reasonable goals that are
challenging but achievable It is better to set several successive shortterm goals than one
faraway one Struggling learners especially need successes so they won’t become discouraged
Set up points at which you’ll review the contract and progress together These may be
projectlinked (when you have your plan after your second worksheet etc) or they may be
tied to specific dates Look at goals and objectives and discuss progress Check off what has
been done or achieved revise goals or learning strategies if necessary and set new goals
The following sample provides ideas for developing a learning contract that works with your
learners and your program goals
SAMPLE LEARNING CONTRACT
Start date:
Learner Name:
End date:
By signing this contract, I agree to take responsibility for my learning by:
attending after-school at least three days per week
completing my homework to the best of my ability
This
month I will work on the following:
Work
Do what?
A S S E S S M E N T
Reading Read a fulllength young-
How much?
respecting my peers
asking for help when I need it
How well?
Help
Finish one
Tell the story with
book
plot, main characters, weeks from
adult novel
and the parts I
Review
Check in two 4/30
today
liked best
Math
TO O L S
Complete
At least 2
Turn in 2 good
Remind me
math
assignments
assignments on time
to do
homework
per week
to math teacher
homework
Learner’s signature
4/30
Date
Teacher’s name:
By signing this contract I agree to:
provide the help asked for to the best of my ability
review homework
support learner in reaching goals
review
help evaluate progress
Teacher’s signature: ______________________________
228
Date:______________
Comments
LEARNING CONTRACT
Learner Name:
Start date:
End date:
By signing this contract, I agree to take responsibility for my learning by:
This
Work
I will work on the following:
Do what?
How much?
area
How well?
Help
Review
Review
needed
date
comments
Learner’s signature: _____________________________________
Date:______________
TO O L S
Teacher’s name:
A S S E S S M E N T
By signing this contract I agree to:
Other comments
Teacher’s signature: _____________________________________
Date:______________
229
Service-Learning Contract
A more specialized learning contract spells out agreements for servicelearning projects (see
Chapter ) If the servicelearning is occurring in cooperation with an outside organization
the contract should be developed among the three parties: the learner the afterschool
teacher and the supervisor at the organization The contract should be developed and
reviewed with all before the young person commits to the project
SERVICE-LEARNING CONTRACT
Participant name:
Service-learning project summary description:
Site/Organization name:
Address:
Contact/ supervisor name:
Phone/email:
Project start date:
End date:
Responsibilities
Learner will be present at the site on (days):
From:
to
For:
hours per week
o’clock
Weeks
Check in upon arrival with:
Get signature from:
Onsite the learner will:
A S S E S S M E N T
The supervisor will:
Expectations
Learner
I want to gain and
TO O L S
learn from this experience
I am looking forward to
I am concerned about
230
Organization/supervisor
Service-Learning Contract continued
Learning from Experience
Learner agrees to:
Keep records of work and experience in:
Hours log
Journal or diary entries
Other:
How often?
Show records to / discuss experience with:
Who
How often/when
After-school teacher agrees to:
Be available to discuss work/project/activity conditions progress and problems
Provide guidance for journal entries or other records
Review experience and learning with learner on agreed schedule and as needed
Other:
Reviews will be scheduled on:
__________________
Learner
Date
______________________________________________
__________________
Afterschool teacher
Date
______________________________________________
__________________
Organization/ supervisor
Date
A S S E S S M E N T
______________________________________________
TO O L S
Agreed By:
Other Comments:
231
FOCUS GROUP PLANNER
Fo c u s G r o u p To p i c , I s s u e o r A r e a
Objectives
Why are you planning this focus group? What are you hoping to get from it?
Pa r t i c i p a n t S e l e c t i o n a n d S c h e d u l i n g
The best people to provide this information would be (eg children youth community
leaders program directors parents school personnel etc)
Is it better to have people from one type of group (eg all children all parents) or mixed
(eg some children some parents)?
Mixed
Homogeneous
The best time of day for these participants would likely be:
Evening
Morning
Afternoon
Weekend
Weekday
Number of people for the group:
Fa c i l i t a t i o n
Number of facilitators:
Who?
A S S E S S M E N T
Target date:
Amount of time:
Guiding Questions
What questions will get the information you want? Plan questions so you warm people up
TO O L S
and build rapport before getting into harder things
Start with easy nonthreatening less controversial questions
232
M O N T H LY H O M E W O R K L O G
To be completed by student and kept in portfolio
Name:
Log for following subjects:
K e e p Tr a c k
Count
Check
the total
Date
I worked on
homework
I completed all
homework
I completed
some homework
This month
Last month
Total days worked on homework
__________
__________
Total days completed all homework
__________
__________
Total days completed some homework
__________
__________
TO O L S
Doing better?
Even Better…
A S S E S S M E N T
To do better I will:
233
HOMEWORK WORK
C H E C K L I S T & E VA L U AT I O N
Teacher: Complete this checklist periodically to pinpoint skills to work on
and to show change over time
Rarely
Sometimes
Almost always
Always
Date:
Never
Student Name:
Can explain assignment
Can plan time
Can explain steps and processes
Works independently
Stays focused
Finds help from peers
Comes prepared to work
(assignment materials books)
A S S E S S M E N T
referencesother
Asks for help appropriately
Needs help with:
TO O L S
Comments:
234
Comments
CHAPTER 10
The Internet is a goldmine of projects activities photographs and information about almost
anything Websites are designed for children and adults teachers and parents some with
activities to be used online others with material to download Cyberspace is endless and ever
changing however Sites that were here today are gone tomorrow and new ones spring up
all the time The sites listed are current as of publication but that is no guarantee that they
are still active If a site is inactive try doing a search using key words about the information
you’re seeking Some helpful sites for searching the Internet are:
Google
Many claim Google is ‘the world’s best search engine’ For tips on how to ‘google’ (find
information on the Internet) a certain topic go to: www.google.com/help/index.html
NoodleTools www.noodletools.com
You know what you’re looking for – or maybe you don’t NoodleTools can help you find it online
Yahooligans www.yahooligans.com
A search engine for kids
GENERAL AFTER-SCHOOL RESOURCES
The websites publications and organizations in this section are wonderful sources for
everything about afterschool from programming and funding information to government
policy to best practices in the field
21st Century Community Learning Centers www.ed.gov/21stcclc
Information on expanded learning opportunities for children after school
NEA th Street NW Washington DC Phone: Advancing Youth Development: A Curriculum For Training Youth Workers
Washington DC: Center for Youth Development and Policy Research
Academy for Educational Development 235
Afterschool Alliance www.afterschoolalliance.org
Information about afterschool program tools funding programming and evaluation
Afterschool Alliance H Street NW Washington DC Phone: Email: info@afterschoolallianceorg
Afterschool.gov www.afterschool.gov
R E S O U R C E S
A clearinghouse for resources that deal with every aspect of afterschool programming
from the latest research on afterschool time to everything you need to know about running
a program The site also has children’s pages
The After-School Corporation (TASC) www.tascorp.org
The AfterSchool Corporation is a non profit organization that was established in to
enhance the quality availability and sustainability of afterschool programs in New York
City and state and across the nation
After School Learning and Safe Neighborhoods Partnerships Program www.cde.ca.gov/fc
California Department of Education
Boston’s After-School for All Partnership www.afterschoolforall.org
Boys & Girls Clubs of America www.bgca.org
Boys and Girls Clubs offer programs and services to promote and enhance child and youth
development by instilling a sense of competence usefulness belonging and influence
Bringing Education to After-School Programs www.ed.gov/pubs
Sections for math science arts and language arts
California Department of Education www.cde.ca.gov/cdepress
Educational Leadership for ServiceLearning Sacramento CA:
CA Department of Education California Collaborative After-School/School-Age Project www.gsc.uci.ced/schoolage/index.html
Provides resources for afterschool programs information on training and technical
assistance opportunities and a chat/bulletin board
Chicago Youth Centers www.chicagoyouthcenters.org
Citizen Schools www.citizenschools.org
City of Chula Vista Recreation Division – After School Programs www.ci.chula-vista.ca.us
Coalition for Community Schools www.communityschools.org
The Coalition for Community Schools works toward improving education and helping
students learn and grow while supporting and strengthening their families and communities
Community Network on Youth Development www.cnyd.org
Youth Development Guide engaging young people in afterschool programming
Developmental Studies Center www.devstu.org
Dedicated to children’s academic ethical and social development
East Harlem Tutorial Program www.ehtp.org
A yearold nonprofit organization that offers individualized academic support and
youth development programming
236
Foundations, Inc. www.foundationsinc.org
Develops and operates extended day programs and offers materials for program
evaluation curriculum and technical assistance
Foundations Inc Executive Drive Moorestown NJ R E S O U R C E S
Phone: ; Fax: The Finance Project www.financeproject.org
Research and analysis policy tool development technical assistance development of
webbased clearinghouses management of major multistate initiatives and developing
peer and organizational networks
Making the Most of Out-of-School Time (The MOST Initiative)
www.wellesley.edu/WCW/CRW/SAC/most.html
Seeks to improve the quality and availability of programming especially for lowincome
children children of color and children with special needs See: National Institute on Outof
School Time
Massachusetts Service Alliance (MSA) www.msalliance.org
Medallion School Partnerships www.medallionsp.com
The National Center for Community Education (NCCE) www.nccenet.org
Providing community school training since NCCE Anon Street Flint MI Phone: ; Fax: National Network for Child Care (NNCC) www.nncc.org
A source of more than publications and resources dealing with child care All of the
publications are researchbased and reviewed
The National Institute on Out-of-School Time www.niost.org
Training curriculum advocacy publications tip sheets and more National Institute on
OutofSchool Time Wellesley Centers for Women Central St
Wellesley MA Phone: ; Fax: The National School-Age Care Alliance (NSACA) www.nsaca.org
A wide array of public private and communitybased providers of after school programs
NSACA Washington Street Boston MA Phone: ; Fax: North Central Regional Educational Laboratory www.ncrel.org/after
Resources to help programs get started and keep going Email: aftersp@contactncrelorg
Out-of-School Time at Harvard Family Research Project www.gse.harvard.edu/~hfrp
Harvard Family Research Project
Harvard Graduate School of Education Garden Street Cambridge MA Phone: Email: hfrp@gseharvardedu
The Partnership for After School Education (PASE) www.pasesetter.com
A professional association of afterschool staff directors education specialists and
resource providers committed to enhancing the field of after school education and youth
development PASE Broadway Suite New York NY Phone: 237
Public/Private Ventures www.ppv.org
Lists research reports books and publications related to youth development
Schoolsout.org www.schoolsout.org
Work, Achievement, Values & Education (WAVE) www.waveinc.org
Youth Learn www.youthlearn.org
R E S O U R C E S
Community Counts: How Youth Organizations Matter for Youth Development
Milbrey W McLaughlin Copies are available at www.publiceducation.org
Public Education Network Thirteenth Street NW Suite Washington DC Phone: CYD Journal, Community Youth Development www.cydjournal.org
A quarterly journal that deals with issues of youth development
Forum for Youth Investment Newsletter www.forumforyouthinvestment.org/resnews.htm#fyi
School-Age Ideas and Activities for After School Programs
Karen HaasFoletta and Michele Cogley Nashville TN: SchoolAge Notes School-Age NOTES www.schoolagenotes.com
Over afterschool resources ranging from projects and themes to program startup
and development Free catalogue and information available on the web site
SchoolAge NOTES PO Box Nashville TN Phone: ;
Fax: The Survival Guide to School Age Child Care nd Edition Betsy Arns Huntington Beach CA:
School Age Workshops Press GENERAL RESOURCES FOR TEACHING
The following resources are full of project and activity ideas downloadable materials tools
for teaching and further links and resources
Afterschool.gov www.afterschool.gov
4teachers www.4teachers.org
For teachers interested in integrating technology into the curriculum
A to Z Teacher Stuff www.atozteacherstuff.com/stuff
Resources for planning
At the Table National 4-H Council www.fourhcouncil.edu
Discovery www.discoveryschool.com
Part of Discoverycom organized into sections for students teachers and parents Be
sure to check out the Kathy Schrock Guide for Educators a categorized collection of sites for
enhancing curriculum and professional growth school.discovery.com/schrockguide/index.html.
Discovery’s School Puzzlemaker www.puzzlemaker.com
Create and make your own crossword and math puzzles with and/or for young people
238
in grades K through Education Development Center www.edc.org
Exploring Multiple Intelligences: New Dimensions of Learning www.multi-intell.com
Federal Resource for Educational Excellence www.ed.gov/free
Free resources and information about topics including arts educational technology
R E S O U R C E S
foreign languages health and safety language arts mathematics physical education
science social studies and vocational education
Houghton Mifflin Education Place www.eduplace.com
Links for curriculum units teaching resources textbook support games and more
Infoplease www.infoplease.com/homework
The Internet Public Library www.ipl.org
The Internet’s first public library with links to all corners of cyberspace
KIDS Curriculum Kits
Selfcontained curriculum kits for a variety of ages and subjects Urban Family Institute
Allison Street NW Washington DC Phone: kids
KLICK! www.klick.org/main
Klick! is establishing a virtual network of ten middle school computer Klubhouses
as extracurricular community learning centers that promote authentic learning
opportunities through the use of computers and computerrelated technology
Northwest Regional Educational Laboratory www.nwrel.org
SHAKTI www.shakti.org
National Geographic www.nationalgeographic.com
The National Mentoring Partnership www.mentoring.org
I Street NW Suite Washington DC New Horizons for Learning – Cooperative Learning www.newhorizons.org
A source for information about different cooperative learning strategies the site also offers
activities and lessons for different subject areas from kindergarten through fifth grade
New York Times www.nytimes.com/learning
PBS Teacher Source www.pbs.org/teachersource
Reading, Writing, and Rising Up www.rethinkingschools.org
Teaching about social justice and the power of the written word
RMC Research Corporation www.rmcdenver.com/useguide/index.html
A good resource for designing standardsbased lessons
Scholastic www.teacher.scholastic.com/resources
Readytouse lessons in English math science and social studies thematic lessons tools
and timesavers and additional professional resources
Spark Notes www.sparknotes.com
TeachersFirst www.teachersfirst.com
239
TENET Web www.tenet.edu/professional/main.html
Resources for professionals including links to grants educational organizations educator
resources federal educational resources and instructional technology resources
Thirteen Edonline www.thirteen.org/edonline/concept2class
Free professional development workshops covering a range of current topics in education
R E S O U R C E S
Wonderwise – University of Nebraska 4-H Science Series www.wonderwise.unl.edu
The Complete Learning Center Book Rebecca Isbell Beltsville MD: Gryphon House How to Ask the Right Questions PE Blosser Washington DC National Science Teachers
Association Selections available online at www.teachingtips.com/articles/Mtechniques1.html.
Multiple Intelligences & After-School Environments: Keeping All Children in Mind
David L Whitaker Nashville TN: SchoolAge Notes Yardsticks: Children in the Classroom Ages 4-14 Chip Wood Greenfield MA: Northeast
Foundation for Children Inc PROJECT-BASED LEARNING
The Project Approach www.project-approach.com
Buck Institute for Education www.bie.org/phbl
Criteria for Authentic Project-Based Learning www.rmcdenver.com/useguide/pbl.htm
Project-Based and Experiential Learning in After-School Programming Project Zero Harvard
University Download from: www.afterschoolforall.org/news/research.html
The Learning that Lies Between Play and Academics in After-School Programs David Alexander
Wellesley MA: National Institute on OutofSchool Time Available online at:
www.niost.org/publications/learning_article.pdf
SERVICE-LEARNING
Do Something www.dosomething.org
Do Something West th Street th Floor New York NY Email: mail@dosomethingorg
Learning in Deed www.learningindeed.org
Learn and Serve: National and Community Service www.learnandserve.org
The National Mentoring Partnership www.mentoring.org
National Mentoring Partnership I Street NW Suite Washington DC Phone: National Service Learning Clearinghouse www.servicelearning.org
Youth Leadership Institute www.yli.org
Doing the Days Lorraine M Dahlstrom Minneapolis MN: Free Spirit Publishing Helping Your Child Become a Responsible Citizen www.ed.gov/pubs/parents/citizen/index.html
240
Service-Learning Toolbox: Work Pages & Checklists to Help You Get Started &
Keep You Going www.nwrel.org/ruraled/learnserve/resources/SL_Toolbox.pdf
The Service Learning Bookshelf: A Bibliography of Fiction and Nonfiction to Inspire Student
Learning and Action Compiled by Cathryn Berger Kaye Available by calling R E S O U R C E S
or online at www.abcdbooks.org/bookshelf/bookshelf2nded.html
A C A D E M I C C O N T E N T A N D S TA N D A R D S
The resources in this section offer detailed information about standards or support the
specific content areas discussed in Chapters to General Standards
Developing Educational Standards www.edstandards.org/Standards.html
Annotated list of standardsrelated websites including national and state standards
in all subjects
Mid-continent Research for Education and Learning www.mcrel.org/standards-benchmarks
Site includes a database of state and national standards in all subject areas standards
based activities and lessons research and practical information for teachers
MCREL S Parker Road Suite Aurora CO Phone: Fax: Email: info@mcrelorg
Understanding School Standards Boys and Girls Clubs of America
www.communityschools.org/pubs.partners.html
This free publications links youth development programs to academic standards
published by the Boys and Girls Clubs of America
English Language Arts
American Library Association www.ala.org
America Reads www.ed.gov/americareads
Carol Hurst’s Children’s Literature Site www.carolhurst.com
Children’s Book Council www.cbcbooks.org
The Children’s Literature Web Guide www.acs.ucalgary.ca/~dkbrown
Dictionary www.dictionary.com
Free Books www.free-books.org
The Library of Congress www.loc.gov/global/library
Literacy Center.net–The Early Childhood Education Network www.literacycenter.net
Merriam Webster Online Dictionary www.m-w.com/thesaurus.htm
New York Public Library, Children’s Services Division www2.nypl.org/home/branch/kids
Thesaurus.com www.thesaurus.com
241
Weekly Reader www.weeklyreader.com
Books to Build On: A Grade-by-Grade Resource Guide to Parents and Teachers
Edited by John Holdren and E D Hirsch Jr (The Core Knowledge Series) Coming of Age: Fiction About Youth and Adolescence
Bruce Emra Lincolnwood IL: National Textbook Company R E S O U R C E S
Developing Multicultural Awareness Through Children’s Literature: A Guide for Teachers and
Librarians, Grades K-8 Patricia L Roberts with contributions by Nancy Lee Cecil Jefferson
NC: McFarland & Company Growing Up Reading: Learning to Read and Write through Creative Play
Jill Frankel Hauser Charlotte VT: Williamson Publishing Literacy: Exploring Strategies to Enhance Learning in After-School Programs Kathryn Hynes
Susan O’Connor & AnMe Chung Published in conjunction with the National Institute on
OutofSchool Time Order through wwwafterschoolcatalogcom For more info:
www.wellesley.edu/WCW/CRW/SAC/literacy_intro.html
Making Facts Come Alive: Choosing Quality Nonfiction Literature K-8 Edited by Rosemary A
Bamford and Janice V Kristo Norwood MA: ChristopherGordon Publishers Inc English Language Learners
About.com’s Guide to ESL www.esl.about.com
Dave’s ESL Café www.eslcafe.com
ESL Listening Lab www.esl-lab.com
ESL Partyland www.eslpartyland.com
English Page www.englishpage.com Online activities and resources for ESL
Solo Duo Trio: Puzzles and Games for Building English Language Skills
Richard YorkeyBrattleboro VT: Pro Lingua Associates Publishers Vocabulary Games for Intermediate English Language Learners
Linda SchinkeLlano Lincolnwood IL: National Textbook Company Math
Eisenhower National Clearinghouse for Mathematics and Science Education www.enc.org
ENC has an enormous amount of math and science material
Math Forum@ Drexel University www.mathforum.org
Math-Kitecture www.math-kitecture.org
Mathematics of Cartography www.math.rice.edu/~lanius/pres/map
Math standards by National Council of Teachers of Mathematics www.standards.nctm.org
Mid-continent Research for Education and Learning (MCREL) has activities and lessons for all
grades all subjects www.mcrel.org/standards-benchmarks/activities
Science and Mathematics Initiative for Learning Enhancement (SMILE) at Illinois Institute of
Technology www.iit.edu/~smile/index.html
242
The World of Math Online www.math.com
Math Games and Activities from Around the World Claudia Zaslavsky Chicago: Chicago
Review Press Math Through Children’s Literature: Making the NCTM Standards Come Alive
R E S O U R C E S
Kathyrn L Braddon Nancy J Hall Dale Taylor Englewood Co: Teacher Ideas Press Science
General Science
Enchanted Learning www.enchantedlearning.com
Eric Weisstein’s World of Science www.scienceworld.wolfram.com
Eisenhower National Clearinghouse for Mathematics and Science Education www.enc.org
ENC has an enormous amount of math and science material
The Exploratorium www.exploratorium.edu
The Franklin Institute Online www.sln.fi.edu/index.html
National Science Foundation (NSF) www.nsf.gov
NSF Wilson Boulevard Arlington Virginia USA Phone: FIRS: TDD: Science and Mathematics Initiative for Learning Enhancement (SMILE) at Illinois Institute of
Technology www.iit.edu/~smile/index.html
Life Science
Bats www.intergate.cccoe.k12.ca.us/bats
Bone Biology for Kids www.depts.washington.edu/bonebio
Cells Alive www.cellsalive.com
Center for Insect Science Education Outreach insected.arizona.edu/home.htm
Cool Science for Curious Kids www.hhmi.org/coolscience
The Green Frog News www.thegreenfrognews.com
NWF’s Ranger Rick www.nwf.org/rangerrick
Earth and Space Science
Earth from Space www.earth.jsc.nasa.gov
Earthshots: Satellite images of global change www.cr.usgs.gov/earthshots/slow/tableofcontents
NASA Kids www.kids.msfc.nasa.gov
National Geographic World Online www.nationalgeographic.com
Physical Science
Amusement Park Physics: What are the forces behind the fun? www.learner.org/exhibits/parkphysics
Baseball: The Game and Beyond www.library.thinkquest.org/11902
Hands on Plastics www.handsonplastics.com
243
How Stuff Works www.howstuffworks.com/index.htm
Popular Science www.popsci.com
Sound Site www.sci.mus.mn.us/sound/nocss/top.html
Doing What Scientists Do: Children Learn to Investigate Their World
Ellen Doris Portsmouth NH: Heinemann Educational Books Inc R E S O U R C E S
In-Touch Science Series (Plants & Engineering Fibers & Animals Foods and Fabrics
Chemistry and Environment) published by Cornell Cooperative Extension Publication Order
online at: www.human.cornell.edu/txa/extension/intouch/about.html or by calling: Science Through Children’s Literature Carol M Butzow and John W Butzow Englewood
CO: Teacher Ideas Press Social Studies
History Channel www.historychannel.com
National Council for Social Studies www.socialstudies.org
The Discovery Channel www.discovery.com
Library of Congress www.loc.gov
National Constitution Center www.constitutioncenter.org
New York Times www.nytimes.com/learning
Thomas: Legislative Information on the Internet www.Thomas.loc.gov
U.S. Government Kids Portal www.kids.gov
The White House www.whitehouse.gov
Social Studies Sources www.education.indiana.edu/~socialst
Doing the Days Lorraine M Dahlstrom Minneapolis MN: Free Spirit Publishing Helping Your Child Become a Responsible Citizen www.ed.gov/pubs/parents/citizen/index.html
The Service Learning Bookshelf: A Bibliography of Fiction and Nonfiction to Inspire Student
Learning and Action Compiled by Cathryn Berger Kaye Available by calling or online at wwwabcdbooksorg/bookshelf/bookshelfndedhtml
Art
Museum websites show portions of their collections online a wonderful way to learn
about art around the world and a great cyberfield trip destination This is just the tip
of the iceberg
ArtsEdNet – The Getty’s arts education website www.getty.edu/artsednet/home.html
The Art Institute of Chicago www.artic.edu
Boston Museum of Fine Arts www.mfa.org
The British Museum www.thebritishmuseum.ac.uk
The Louvre Museum www.louvre.fr
Metropolitan Museum of Art www.metmuseum.org
Museum for African Art www.africanart.org
244
Museum of Modern Art www.moma.org
National Gallery of Art www.nga.gov
Philadelphia Museum of Art www.philamuseum.org
The Smithsonian Web Site www.si.edu
R E S O U R C E S
Studio in a School www.studioinaschool.org
The Studio Museum in Harlem www.studiomuseum.org
H E L P I N G : H O M E W O R K , T U T O R I N G , A N D S P E C I A L E D U C AT I O N
The following sites contain practical tips techniques and suggestions for helping children and
young people learn including helping with homework tips for tutoring and resources for
special education
Homework
Homework Spot www.homeworkspot.com
BJ Pinchbeck’s Homework Helper www.school.discovery.com/homeworkhelp/bjpinchbeck
The Battle over Homework: Common Ground for Administrators, Teachers and Parents.
Harris M Cooper Thousand Oaks CA: Corwin Press Homework Assistance & Out-of-School Time: Filling the Need, Finding a Balance
Susan O’Connor and Kate Maguire The Most Initiative published in conjunction with the
National Institute on OutofSchool Time Tu t o r i n g
The Education Development Center, Inc. (EDC) www2.edc.org/mathpartners
Useful tutoring materials for mathematics that can be used for afterschool Materials
can be downloaded free at the website
Study Guides and Strategies www.iss.stthomas.edu/studyguides
Tips for Tutoring www.lgsd.k12.nf.ca/tutoring/tips_for_tutoring.htm
Tips for handling right and wrong answers showing you care using the right words
working with students and more
Tips for Tutoring Reading: Grades Pre-K-3 www.nwrel.org/learns/resources/prek3
Special Education
The Council for Exceptional Children www.cec.sped.org
LD Resources www.ldresources.com
Federal Resource Center for Special Education www.dssc.org/frc
A Survival Kit for the Special Education Teacher Roger Pierangelo JosseyBass West Nyack
NY: The Center for Applied Research 245
Help for the Struggling Student: Ready-to-Use Strategies and Lessons to Build Attention,
Memory, and Organizational Skills Mimi Gold San Francisco CA: JosseyBass A Wiley
Imprint Strategies for Teaching Students with Learning and Behavior Problems Fifth Edition
Candace S Bos and Sharon Vaughn Boston MA: Allyn & Bacon R E S O U R C E S
Teaching Learning Strategies and Study Skills to Students with Learning Disabilities,
Attention Deficit Disorders, or Special Needs Stephen S Strichart and Charles T Mangrum
II Boston MA: Allyn and Bacon Validated Practices for Teaching Students with Diverse Needs and Abilities First Edition
Susan Peterson Miller Boston MA: Allyn & Bacon 246
ACADEMIC CONTENT
Appendix
APPENDIX
GLOSSARY
A N A F T E R - S C H O O L E D U C AT O R ’ S G L O S S A R Y
Academic content
Knowledge and information (concepts theories facts and skills)
taught in school usually separated into English Language Arts Math
Science Social Studies and the Arts
Also called ‘subject area content’ ‘content’ or ‘curriculum content’
Assessment
Measurement of what students know or can do
Traditional assessment uses tests to measure the acquisition of specific
information or skills Performance (or demonstration)based assessment
(sometimes called ‘alternative assessment’) focuses on what students can
do to show they have acquired and can apply knowledge and skills
Demonstration can be through a variety of means such as portfolios
performances written works or products of projects Demonstrations are
evaluated or scored using rubrics checklists guided observation scales or
other means
Benchmark
A progress point marker along the way to meeting a standard
Committee
Projects in which youth form and serve on committees responsible for
projects
tasks and projects and in the process build skills in leadership
responsibility and group processes Examples: snack special events guest
speaker committees
Content
Academic content and skills students should acquire by certain grades
standards
Standards for each content area are determined by a range of people and
organizations including subjectmatter and education specialists
education departments school districts and individual schools Standards
often outline what students should know or be able to do by around
grades and the end of high school Also called academic
standards or standards
247
Curriculum
The course of study for a grade or subject area Curricula lay out the
scope of what is to be taught (what should be covered or included) and
the order (or sequence) for teaching it In addition to scope and
sequence a curriculum may also show teaching methods materials and
assessment strategies
An integrated curriculum merges and brings together several subject
areas A curriculum on ‘Street Law’ for example merges history
English and social studies
Deliberate
Term used largely in the afterschool arena referring to the practice of
teaching or
planning programs projects and activities to develop specific learning
learning
in contrast to both informal learning (happens incidentally as part of
other activities) and formal education (in school)
Evaluation
Process for making judgments according to selected predetermined
criteria Two general forms of evaluation are:
G L O S S A R Y
Formative Evaluation
An ongoing continuous process of asking “How is it going?” for
monitoring quality looking at intermediate outcomes identifying what
is working and not and making changes accordingly
Summative Evaluation
A final evaluation answering “How did it go?” conducted at the end of
a project activity or program to judge results and outcomes
Formal
School or other institutionally structured and delivered instruction
education
usually based on prepared subjectarea curricula and assessment systems
Contrast with nonformal education
Goals
Broad aims generally stated Goals usually are paired with objectives
which are specific steps for reaching a goal For example a goal may be to
help children reach math standards Objectives will specify particulars
such as ‘All children will demonstrate they can divide and multiply
fractions’ Personally your goal may be to be a good person An objective
is to give up your seat whenever you see an old person standing
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Informal learning
Nonformal education occurs outside of classrooms and uses projects
and nonformal
activities practical experience and other ‘handson’ and
education
participatory methods to teach Informal learning ‘just happens’ without
any plan or design
Investigation
A project of exploring (investigating) focused questions on a topic Steps
project
include pinpointing a list of questions searching for answers and sharing
the results and findings with peers
Objectives
Statements of specific demonstrable and often measurable outcomes
you want to see from an activity project lesson or event Objectives
should relate to and lead to meeting overall goals (See goals)
Outcomes
The specific results learning or change you aim to produce by your
teaching Outcomes are often expressed as measurable such as
Performance or
Assessment of learning based on student demonstration of skills learning
demonstration
and knowledge Learning can be demonstrated through portfolios of
assessment
work performances project products events etc Also referred to as
G L O S S A R Y
‘Children will read at a th grade level’
‘authentic assessment’ when it entails the doing of a real (‘authentic’)
task such as baking a cake versus taking a test about ingredients or
building a model airplane rather than labeling a parts diagram
Demonstrations of learning and skills can be evaluated with tools such
as rubrics checklists rating scales observation guides and other means
Phonics
A method of teaching reading that emphasizes the relationship between
letters and sounds leading to sounding out words from letters and
building sounds into words Frequently used in combination with the
whole language teaching method
Prior knowledge
What children and young people already know at any given time
Rubric
A rating guide that facilitates evaluation according to certain
predetermined criteria
249
Tests and testing
Different types of tests are used to provide different kinds of
information and to serve different purposes
Standardized tests are uniform tests given to all students (typically all
at the same time) and are written and graded by a testpublishing
company (as opposed to being written and graded by the teacher for
example) National and statewide tests are standardized They are
usually short answer form with each question having one correct answer
Criterion-referenced tests are designed to show how much of a particular
body of knowledge a student has learned Class tests based on what was
taught in class are criterion referenced Students’ scores are supposed to
show how much of the material was learned and how well
Standardized criterionreferenced tests may be designed for use across a
state or district to test how much of th grade math for example a
student has learned These tests may or may not line up well with what
G L O S S A R Y
was actually taught in class
Content standards may serve as the criteria for tests Standardized tests
are then designed to measure how much of the content standards
material a student has learned
Norm referenced tests are designed and scored to show student
performance compared to a midpoint or ‘norm’ That is they show how
much above or below the middle a student ranks with half the test
takers scoring above and half below the midpoint They don’t usually
show whether students have achieved the standards for their grades
High-stakes testing is a term that refers to tests that affect promotion
through the grades graduation college and special programs admissions
scholarships etc Testing is often used to rate and rank schools
districts and teachers and can affect funding and accreditation
250
The SAT (Scholastic Aptitude Test) is one of the bestknown (and often
stressful) national standardized tests This hour twopart (verbal/English
and math) test is required by most colleges and contributes to admissions
decisions SATs usually are taken in grade (or early in grade ) and
can be taken more than once if a student is unhappy with the first scores
Many companies offer coaching for the SATs and publish practice books
The PSAT (Preliminary Scholastic Assessment Test) is the national
standardized test taken in grade or as a practice for the SAT and as
an indicator of SAT scores Scores also are used to identify National Merit
Scholars (students who are eligible for scholarships based on academic
merit) The test has the same format as the SAT
Unit
A segment of a curriculum that consists of several related lessons
activities or projects over a period of time Units typically are based on a
content area section (the unit on nutrition within a health curriculum for
Whole language
G L O S S A R Y
example) or on a theme (animals of the world in a science curriculum)
A method of teaching reading and writing that emphasizes learning
through whole chunks in context starting with getting the meaning of
stories sentences and words based on many ‘clues’ Compare with
phonics Both methods typically are used together
251
APPENDIX
REFERENCES
A Matter of Time: Risk and Opportunity in the Nonschool Hours New York NY: Carnegie Corporation of New York
December A New Vision: Promoting Youth Development Washington DC: Center for Youth Development and Policy
Research Academy for Educational Development Alexander David The Learning that Lies Between Play and Academics in After-School Program Wellesley MA:
National Institute on OutofSchool Time Available online at: wwwniostorg/publications/learning_articlepdf
Armstrong Thomas Seven Kinds of Smart: Identifying and Developing Your Multiple Intelligences Plume Arns Betsy The Survival Guide to School Age Child Care Huntington Beach CA: School Age Workshops Press Bamford Rosemary A and Kristo Janice V Making Facts Come Alive: Choosing Quality Nonfiction Literature K-8
Norwood MA: ChristopherGordon Publishers Inc Bickart Toni S Trister Dodge Diane and Jablon Judy R What Every Parent Needs to Know about 1st, 2nd, and
3rd Grades: An Essential Guide to Your Child’s Education Naperville IL: Sourcebooks Inc Copublisher: Teaching
Strategies Inc Washington DC
Bomer Randy Time for Meaning: Crafting Literate Lives in Middle and High School Portsmouth NH: Heinemann Bosch Karen A and Kersey Katherine C The First Year Teacher: Teaching with Confidence (K-8) National Education
Association Braddon Kathyrn L Hall Nancy J and Taylor Dale Math Through Children’s Literature: Making the NCTM
Standards Come Alive Englewood CO: Teacher Ideas Press Campbell Linda; Campbell Bruce and Dickinson Dee Teaching and Learning Through Multiple Intelligences
Boston MA: Allyn & Bacon Cooper Harris M The Battle over Homework: Common Ground for Administrators, Teachers and Parents
Thousand Oaks CA: Corwin Press _____ Homework United Kingdom: Longman Cooperative Learning Kagan Cooperative 252
Egan Kieran Teaching as Storytelling: An Alternative Approach to Teaching and Curriculum in the Elementary School
Chicago: University of Chicago Press Emra Bruce Coming of Age: Fiction About Youth and Adolescence Lincolnwood IL: National Textbook Company The Evaluation Exchange Vol VII Number Spring Harvard Family Research Project
Frankel Hauser Jill Growing Up Reading: Learning to Read and Write through Creative Play Charlotte VT:
Williamson Publishing Gentry J Richard PhD The Literacy Map: Guiding Children to Where They Need to Be (K-3) Greenvale NY:
MONDO Publishing HaasFoletta Karen and Cogley Michele School-Age Ideas and Activities for After School Programs Nashville TN:
SchoolAge Notes R E F E R E N C E S
Holdren John and Hirsch E D Jr Books to Build On: A Grade-by Grade Resource Guide for Parents and Teachers
The Core Knowledge Foundation New York: Dell Publishing Hynes Kathryn O’Connor Susan and Chung AnMe Literacy: Exploring Strategies to Enhance Learning in AfterSchool Programs Published in conjunction with the National Institute on OutofSchool Time Order through
wwwafterschoolcatalogcom
Issues and Opportunities in Out-of-School Time Number February Harvard Family Research Project
wwwgseharvardedu/hfrp/projects/afterschool/resourceshtml
Issues and Opportunities in Out-of-School Time Number April Harvard Family Research Project
wwwgseharvardedu/hfrp/projects/afterschool/resourceshtml
Jarolimek John and Foster Clifford D Sr Teaching and Learning in the Elementary School th Ed Pretice Hall Klavan Ellen Taming the Homework Monster: How to Stop Fighting with Your Kids over Homework New York:
Poseidon Press LaForge Ann E What Really Happens in School? New York: Hyperion McCormick Lucy Calkins The Art of Teaching Writing Portsmouth NH: Heinemann _____ The Art of Teaching Reading New York: Longman 253
McCormick Lucy Calkins and Harwayne Shelley Living Between the Lines Portsmouth NH: Heinemann McLaughlin Milbrey W Community Counts: How Youth Organizations Matter for Youth Development Copies
available at: http://wwwpubliceducationorg/pdf/communitycountspdf For more information contact the Public
Education Network Thirteenth Street NW Suite North Washington DC Phone: Mid-continent Research for Education and Learning wwwmcrelorg/standardsbenchmarks/
Mooney Jonathan and Cole David Learning Outside the Lines New York: Fireside Mooney Margaret E Reading To, With, and By Children Katonah NY: Richard C Owen Publishers Inc O’Connor Susan and Maguire Kate Homework Assistance & Out-of-School Time: Filling the Need, Finding a
Balance The Most Initiative published in conjunction with the National Institute on OutofSchool Time Roberts Patricia L with contributions by Cecil Nancy Lee Developing Multicultural Awareness Through Children’s
R E F E R E N C E S
Literature: A Guide for Teachers and Librarians, Grades K-8 Jefferson NC: McFarland & Company Service-Learning Toolbox: Work Pages & Checklists to Help You Get Started & Keep You Going
wwwnwrelorg/ruraled/learnserve/resources/SL_Toolboxpdf
Shalway Linda Learning to Teach... Not Just for Beginners: The Essential Guide for All Teachers NY: Scholastic
Professional Books Strong Richard Silver Harvey F and Robinson Amy What Do Students Want (and what really motivates them)?
September Educational Leadership Volume Number Thirteen Edonline wwwthirteenorg/edonline/conceptclass/month/
WNET/Thirteen’s NTTI (National Teacher Training Institute) wwwthirteenorg/wnetschool/ntti/
Whitaker David L Multiple Intelligences & After-School Environments: Keeping All Children in Mind Nashville TN:
SchoolAge Notes Youth Development: Issues, Challenges and Directions Philadelphia PA: Public/Private Ventures
254
Claudia Weisburd PhD directs the research development and design of afterschool educational
projects and publications at Foundations Before coming to Foundations Dr Weisburd worked for
more than twenty years designing implementing and evaluating nonformal education and training
programs for children and adults in the US and internationally Her work has been published for
both academic and general audiences and she has guest lectured and presented at conferences
domestically and in France the Caribbean and West Africa At Foundations Dr Weisburd’s work
has included researching and writing Academic Content AfterSchool Style; developing and
implementing highschool afterschool programs; developing the Homework Zone an innovative
researchbased homework program; and under a grant from the CS Mott Foundation contributing
to the design and development of the AfterSchool Academy
Design: SK Designworks/Philadelphia www.skdesignworks.com
Foundations is a nonprofit organization that operates afterschool programs and provides technical
assistance professional development and support services to schools and afterschool programs
across the nation