1. COMMON CORE FOR THE NOT-SO-COMMON LEARNER

2. Who are our Not-So-Common Learners?
Brainstorm a list of our not-so-common learners

3. THE NOT-SO-COMMON LEARNERS
English Learners (ELs)
Students with Interrupted or Limited Formal Education (SIFE)
Students With Disabilities
Nonstandard-English-Speaking Students
Children of Poverty
Struggling Learners

4. REFLECTION
Asset or a burden?
How?
How can we celebrate diversity in our classroom?

5. “…subtle forms of unintentional rejection…”
What is the reality??? What is happening in elementary, middle and high school that shows we have “lower expectations” for these studnets?
“…subtle forms of unintentional rejection…”
~Cummins (pg. 3 or pg. 5)

6. WHAT?
Building knowledge through content-rich nonfiction and informational texts
Reading and writing grounded in evidence from text
Regular practice with complex text and its academic vocabulary

7. TEMPERATURE CHECK Are our students…?
Reading and writing across the content areas
Conducting research and communicating about their research
Analyzing and synthesizing information
Being exposed to a balance of fiction and nonfiction text
Experiencing increased exposure to complex text – “staircase of text complexity”
Reading text closely
Supporting ideas, opinions, arguments, and conclusions with evidence from the text
Writing more often
Writing about a single topic using various sources
Learning vocabulary through shared reading and read-alouds
Learning vocabulary strategies
Rate where they feel they are as a school on each of these….

8. WHAT IS NOT COVERED BY THE STANDARDS
“The Standards define what all students are expected to know and be able to do, not how teachers should teach.”
The Standards only describe the essential skills that must be taught; it is beyond the scope of the CCSS to identify “all that can and should be taught”

9. They “do not define the intervention methods or materials necessary to support students who are well below…grade-level expectations”
They do not address the necessary social, emotional, physical, and cultural growth of students to be college and career ready.
“It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners.”

10. Fullan (2007) identified clarity as one of the variables of successful change; in short, “the more complex the reform the greater the problem of clarity” (p.89)

11. What is clarity? What does it look like? Who is responsible?
SO…LET’S BE CLEAR
What is clarity?
What does it look like?
Who is responsible?

12. EFFORTS TO ACHIEVE CLARITY
Shared vision and mission
Curriculum mapping and alignment
Collaborative planning, instruction and assessment
Strategies to integrate language and content instruction
Focus on academic language
Explicit teaching of literacy and language-learning strategies

13. HOW?
How will teachers be able to help diverse learners meet the benchmarks set by the CCSS?

15. CRITICAL QUESTION
What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make it happen?

16. GENERAL GUIDELINES AND TECHNIQUES
List strategies for addressing the needs of diverse learners

17. RESEARCH BASED STRATEGIES
Convey or provide information using a variety of formats
Bring realia into the classroom
Offer information using the different learning styles
Use nonverbal cues to relate information
Scaffold speech
Frontload vocabulary
Increase wait time
Increase student engagement
Create a low-risk learning environment
Model
Maintain high expectations for students

19. GRADUAL RELEASE OF RESPONSIBILITY MODEL

21. “GRADUAL RELEASE OF RESPONSIBILITY MODEL” (FREY AND FISHER)

22. “FOCUSED INSTRUCTION”
“Humans are hardwired to imitate other humans.”
Establishes a focused purpose to make content relevant and meaningful to the learners.
Teacher’s role should be “two pronged” during focused instruction.
“I” statements
Modeling metacognition

23. “GUIDED INSTRUCTION”
The strategic use of questions, prompts, and cues facilitate student thinking.
Most effective with small groups and should be based on what formative assessments reveal in terms of student needs.
Gives teachers a chance to engage student’s thinking without telling them what to think. (scaffolding)

24. “No one learns language by listening to language.”
“COLLABORATIVE WORK”
“No one learns language by listening to language.”
Collaborative learning transfers more responsibility to students, yet provides them with peer support,
Promotes “individual accountability.”
Should be a strong interaction of “academic language” everyday because we learn by producing.
Read, talk, or complete comprehension strategy together.

25. “INDEPENDENT LEARNING”
“Homework is often prematurely assigned in the instructional cycle.”
Independent work should be used for review and reinforcement of previously taught concepts.
Well structured independent learning is the ultimate way to build self esteem through confidence.

27. “How do I know what I think until I see what I write?”
WRITE TO LEARN
“How do I know what I think until I see what I write?”
~E.B. White
3x3

28. 3-Ideas I learned and want to emphasize with the teachers at my school
2-Ideas for improvement
1-Question I am still wrestling with
Don’t forget to adapt the 3, 2, 1 to fit your training at the school level