1. TEACHING OSY USING COMMON CORE STANDARDS HILARY MAITLEN-TN MEP

2. KNOWING WHERE TO START OUT OF SCHOOL YOUTH COME FROM A VARIETY OF BACKGROUNDS, EXPERIENCES AND EDUCATION LEVELS IN ORDER TO EFFECTIVELY TEACH THEM THE SKILLS THEY NEED, WE NEED TO KNOW WHERE THEY ARE COMING FROM INTERVIEW OSY TO FIND WHAT THEIR INTERESTS ARE, WHAT THEY WOULD LIKE TO LEARN, AND FIND OUT WHAT GRADE LEVEL THEY LAST COMPLETED DURING THE INTERVIEW, DETERMINE WHAT THEIR ENGLISH PROFICIENCY IS TO HELP GUIDE INSTRUCTION

3. DETERMINING ENGLISH PROFICIENCY SOSOSY ENGLISH LANGUAGE SCREENER-HTTP://WWW.TNOPPORTUNITYPROGRAMS.ORG/OSY-ENG- LANGUAGE-SCRRENER_FINAL.PDFHTTP://WWW.TNOPPORTUNITYPROGRAMS.ORG/OSY-ENG- LANGUAGE-SCRRENER_FINAL.PDF 5 MINUTE, ONE-ON-ONE, LIMITED SCOPE SCREENING TO HELP DETERMINE WHERE TO BEGIN. TESTS LISTENING, SPEAKING, AND LITERACY SKILLS COULD BE A DAUNTING EXPERIENCE FOR A STUDENT, SO MAY NOT BE BEST TO CONDUCT ON THE VERY FIRST VISIT OR MEETING-MAY NEED TO BUILD SOME RAPPORT FIRST.

4. WHAT ABOUT YOUR EXPERIENCE? WHAT GRADE LEVEL COMPLETION DO YOU TEND TO SEE FOR OSY IN YOUR AREA? WHAT LEVEL OF ENGLISH PROFICIENCY IS MOST COMMON? DO THEY TEND TO VARY, OR IS EVERYONE PRETTY MUCH ON THE SAME LEVEL?

5. COMMON CORE STANDARDS BEFORE YOU CAN TEACH EFFECTIVELY, YOU NEED TO KNOW WHAT YOUR STUDENTS NEED TO KNOW! HAVING STATE STANDARDS ORGANIZED IN AN EASY TO ACCESS DOCUMENT IS SUPER HELPFUL. WE USE AN EXCEL SHEET THAT IS ORGANIZED BY SUBJECT AND GRADE, AND INCLUDES ACADEMIC VOCABULARY. KY STATE STANDARDS CAN BE FOUND HERE: HTTP://EDUCATION.KY.GOV/CURRICULUM/STANDARDS/KYACADSTAND/PAGES/DEFAULT.ASPX HTTP://EDUCATION.KY.GOV/CURRICULUM/STANDARDS/KYACADSTAND/PAGES/DEFAULT.ASPX

6. ELL SKILL STANDARDS ELDA IS A TEST THAT MEASURES STUDENT ENGLISH PROFICIENCY AND DIVIDES PROFICIENCY IN TO FIVE DIFFERENT LEVELS: PRE-FUNCTIONAL, BEGINNING, INTERMEDIATE, ADVANCED, FULLY PROFICIENT STANDARDS RELATED TO THE ELDA SCORES HELP AN INSTRUCTOR TO UNDERSTAND WHAT A STUDENT SHOULD BE ABLE TO DO AT THAT LEVEL, AND ALSO HOW THEY CAN WORK WITH A STUDENT AT THAT LEVEL TO CONTINUE PROGRESSING. ANOTHER HELPFUL RESOURCE FOR TEACHING ENGLISH SKILLS ARE OUR ENGLISH IN MINUTES SERIES.

7. MAKING A PLAN ONCE YOU DETERMINE THEIR LAST GRADE LEVEL COMPLETED AND THEIR ENGLISH PROFICIENCY, YOU ARE READY TO MAKE AN INDIVIDUALLY TAILORED PLAN FOR WORKING WITH THE STUDENT. CHOOSE SOMETHING ENGAGING AND FUN FOR THE STUDENT THAT WILL ALSO ALLOW THEM TO WORK ON KEY SKILLS FOR THEIR ACADEMIC AND ENGLISH PROFICIENCY LEVELS. What are some topics that OSY may be interested in?

8. ENGAGING, FUN, HANDS ON LEARNING HTTP://WWW.TNOPPORTUNITYPROGRAMS.ORG/LP%20LESSON%20PLANS.HTML OUR WEBSITE HAS OVER 120 DIFFERENT LESSON PLANS THAT ARE ALIGNED WITH THE STATE STANDARDS AND INCLUDE HANDS ON, ENGAGING ACTIVITIES THAT HAVE STUDENTS INTERACTING WITH THE STANDARDS. LESSONS INCLUDE: ROLLER COASTERS, HOT AIR BALLOONS, MAGIC SHOWS, MARIONETTE THEATERS, AND MUCH, MUCH MORE.

9. ALIGNING THE STANDARDS NOW YOU KNOW WHAT YOUR STUDENTS NEED TO LEARN, AND YOU HAVE FOUND AN EXCITING LESSON TO TEACH, BUT HOW WILL YOU MAKE THE CONNECTION BETWEEN THE TWO? STEP1: THINK ABOUT THE LESSON YOU PLAN TO TEACH AND WHAT SUBJECTS ARE INCLUDED IN THE LESSON. STEP 2: REVIEW THE STANDARDS LIST FOR THE SUBJECTS PRESENT IN YOUR LESSON AND CHOOSE THE STANDARDS THAT FIT WITHIN THE LESSON ACTIVITIES AND MATCH THE SKILLS YOUR STUDENT NEEDS TO WORK ON. STEP 3: DETERMINE HOW YOU WILL INTEGRATE THE STANDARDS YOU HAVE CHOSEN INTO THE ACTIVITIES YOU HAVE CHOSEN.

10. FOR EXAMPLE-ROLLER COASTER UNIT STUDENTS WILL LEARN ABOUT THE HISTORY OF ROLLER COASTERS, THEN DESIGN, PLAN, BUILD AND TEST THEIR OWN MODEL ROLLER COASTER MADE FROM CARDSTOCK, THEN BE ABLE TO ADVERTISE IT TO PROSPECTIVE AMUSEMENT PARKS. YOU ARE WORKING WITH A GROUP OF 3 OSY. ONE COMPLETED 8 TH GRADE, ANOTHER COMPLETED 5 TH GRADE, AND THE THIRD ONLY FINISHED THE EQUIVALENT OF 3 RD GRADE. YOUR CHALLENGE IS TO DESIGN A LESSON IN WHICH ALL THREE ARE WORKING ON THE SKILLS THEY NEED FOR THE LEVEL THEY ARE AT.

11. STEP 1: WHAT SUBJECTS ARE PRESENT? HISTORY (SOCIAL STUDIES) SCIENCE MATH LANGUAGE ARTS (WRITING)

12. STEP 2: REVIEW AND CHOOSE STANDARDS 3 RD GRADE: 3.MD.1. TELL AND WRITE TIME TO THE NEAREST MINUTE AND MEASURE TIME INTERVALS IN MINUTES. 5 TH GRADE: SPI 7.12.2 IDENTIFY THE FORCE THAT CAUSES OBJECTS TO FALL TO THE EARTH. 8 TH GRADE: 7.T/E.2 APPLY THE ENGINEERING DESIGN PROCESS TO CONSTRUCT A PROTOTYPE THAT MEETS CERTAIN SPECIFICATIONS.

13. FOR DEMONSTRATION PURPOSES… I HAVE CHOSEN ONLY MATH AND SCIENCE STANDARDS WE WILL FOCUS ON THE BUILDING AND TESTING PART OF THE ROLLER COASTER LESSON. THE CHALLENGE IS TO CREATE A ROLLER COASTER THAT KEEPS A MARBLE MOVING FOR 2 MINUTES.

14. ALIGN STANDARDS TO ACTIVITIES 3 RD GRADE: 3.MD.1. TELL AND WRITE TIME TO THE NEAREST MINUTE AND MEASURE TIME INTERVALS IN MINUTES. OBJECTIVE: ONCE THE ROLLER COASTER IS COMPLETE, THE STUDENT WILL TIME THE DURATION OF THE MARBLE’S COURSE THROUGH THE ROLLER COASTER. SEVERAL TRIALS WILL TAKE PLACE, AND THE STUDENT WILL WORK TO TELL AND WRITE THE TIME INTERVALS FOR EACH TRIAL RUN.

15. ALIGN STANDARDS TO ACTIVITIES 8 TH GRADE: 7.T/E.2 APPLY THE ENGINEERING DESIGN PROCESS TO CONSTRUCT A PROTOTYPE THAT MEETS CERTAIN SPECIFICATIONS.

16. 8 TH GRADE: 7.T/E.2 APPLY THE ENGINEERING DESIGN PROCESS TO CONSTRUCT A PROTOTYPE THAT MEETS CERTAIN SPECIFICATIONS. OBJECTIVE: IN ORDER TO APPLY THE ENGINEERING DESIGN PROCESS, THE STUDENT WILL: 1. ASK-WHAT IS THE PROBLEM? (NEEDING A ROLLER COASTER THAT LASTS TWO MINUTES) WHAT ARE THE CONSTRAINTS? (MATERIALS AND PATTERNS AVAILABLE). 2. IMAGINE- BRAINSTORM IDEAS AND DESIGNS FOR THE ROLLER COASTER AND CHOOSE THE BEST ONE. 3. PLAN- DRAW A DIAGRAM OF THE ROLLER COASTER DESIGN CHOSEN AND GATHER THE MATERIALS FOR BUILDING. 4. CREATE- FOLLOW THE PLAN, BUILD THE ROLLER COASTER, AND TEST IT OUT! 5. IMPROVE- DISCUSS HOW TO MAKE THE ROLLER COASTER LAST FOR 2 MINUTES, ANALYZE PROBLEM AREAS IN THE COURSE, DETERMINE WAYS TO IMPROVE THE DESIGN. THEN REPEAT!

17. ALIGN THE STANDARDS-YOUR TURN! YOUR TURN! WITH A PARTNER OR GROUP, DETERMINE THE OBJECTIVE FOR THIS STANDARD. HOW CAN YOU HELP YOUR 5 TH GRADE LEVEL OSY UNDERSTAND THIS CONCEPT DURING THE ACTIVITY? 5 TH GRADE: SPI 7.12.2 IDENTIFY THE FORCE THAT CAUSES OBJECTS TO FALL TO THE EARTH.

18. NOW TRY THIS ONE:  5TH GRADE:  5.MD.1. CONVERT AMONG DIFFERENT-SIZED STANDARD MEASUREMENT UNITS WITHIN A GIVEN MEASUREMENT SYSTEM (E.G., CONVERT 5 CM TO 0.05 M), AND USE THESE CONVERSIONS IN SOLVING MULTI-STEP, REAL WORLD PROBLEMS.

19. OK… JUST ONE MORE! 3 RD GRADE: SPI 7.11.1 IDENTIFY HOW THE DIRECTION OF A MOVING OBJECT IS CHANGED BY AN APPLIED FORCE.

20. LESSON PLAN TEMPLATE OUR INSTRUCTORS USE A TEMPLATE THAT WE PROVIDE FOR THEM AND CAN BE FOUND ON OUR WEBSITE: HTTP://WWW.TNOPPORTUNITYPROGRAMS.ORG/NS%20MEP%20TUTORING%20RESOURCES.HTML HTTP://WWW.TNOPPORTUNITYPROGRAMS.ORG/NS%20MEP%20TUTORING%20RESOURCES.HTML THIS IS DESIGNED TO MAKE THE LESSON PLANNING PROCESS MORE STREAMLINED AND ALSO TO MAKE PREPARATION EASIER.

21. WHAT ABOUT LANGUAGE? WHEN PLANNING, WE ALSO NEED TO THINK ABOUT THE LANGUAGE LEVELS OF THE STUDENTS WE ARE WORKING WITH TO BE SURE WE ARE PRESENTING MATERIAL AND ORGANIZING ACTIVITIES SO THAT STUDENTS CAN PARTICIPATE AND ALSO IMPROVE LANGUAGE SKILLS DURING THE LESSON. LET’S REVIEW THE ELDA SPREADSHEET AGAIN AND SEE WHICH STANDARDS MAY BE APPLICABLE. WHAT STANDARDS DO YOU SEE THAT COULD BE INCORPORATED INTO THE ROLLER COASTER LESSON?

22. MAKING LEARNING MEMORABLE BY USING LESSONS WHERE STUDENTS ARE ENGAGED AND WORKING ON A PROJECT WHILE FOCUSING ON STANDARDS, THEY ARE MORE LIKELY TO REMEMBER THE KEY CONCEPTS THEY NEED. HANDS ON LESSONS SHOW OSY STUDENTS THAT ACADEMIC SKILLS ARE APPLICABLE TO REAL LIFE SITUATIONS AND THAT LEARNING IS A LIFE LONG JOURNEY., FOUND IN EVERY SITUATION.

23. QUESTIONS OR COMMENTS? HILARY MAITLEN TN MEP ID&R AND STAFFING COORDINATOR MEPNORTHEASTTN@GMAIL.COM JESSICA CASTAÑEDA MIGRANTED@BLOMAND.NET 931-668-4193