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hello and welcome to the extended school year program overview for teachers and
students participating on the ultimate cricket mom
this overview provides teachers with the information needed to implement are
selected extended school year curriculum
for students accessing the ultimate cricket
this year we have selected to programs for use with our elementary students
during d s y
the learning to get a long series published by free spirit publishing
and
millie is math house
published by a ten minute and houghton mifflin
you will receive a classroom set fourteen learning to get along titles
along with ten student workbooks firm elise math
and of course finding teachers addition
utilizing both hole and small group instructional strategies
this curriculum includes a sufficient amount of material for meaningful
instruction
throughout the twenty days of yes why
is why alternate creek even teachers will receive any e-mail
containing a suggested four-week lesson plan
along with additional instructional supports
the suggested daily plan identifies content
and lessons for teaching our students functional english language arts
functional math
social skills
as well as suggested activities and a timeline for completing a community
service learning project
during the s_ y_
the ultimate cricket one overview alliance to functional performance
indicators
impeach identified area shown above
take a look at the first page at the elementary here's why curriculum
overview
here's what it looks like
the overview includes a skills scope and sequence for each instructional day
included are suggested lessons for each week but he s wife
each state also has the suggested steps for implementing your classes extended
school year community service learning project
be creative
here we see the learning to get a long series that will be
used for teaching english language arts and social skills
during he s y
the learning to get a long series is geared towards elementary students
the program offers multiple opportunities
to reinforce and teach functional language arts skills
in addition the program also can be used to teach and reinforce appropriate
social skills
the learning to get a long series
teaches the importance
of appropriate social skills
for our elementary age students
how is the series laid out
well there are fifteen books with approximately forty pages per book
the series is intended to be read aloud to students
all of the stories are well-written illustrated
and model positive behaviors throughout
age-appropriate topics are used
and are meant to improve social skills and help build students character
in order to help you implement the learning to get a long series
let's take a look at one of the books
understand and care
here are a couple of pages from the understand and care book
you can see how this part of the story emphasizes
how we can understand how other people feel
these pages read
i see my friend smile and laugh
when she's happy
she enjoys being with people
likes
things gcs
high interest and how she feels
i smile and laugh
at some of the same things
to build social skills using the understanding care book
we can teach empathy
a sincere personal understanding
of how another person feels
in order to prepare lessons
four they're getting learning to get a long series
please be sure to preach each each lesson by incorporating an anticipatory
set
an anticipatory set
engages students with the theme of the book
hold up the book
so that the cover and ask them
why do you think it's important to understand in care for others
record their responses
at this time you may also ask prediction questions like
what do you think the story will be about
who might be in the story
it is also very important to give each student the opportunity to read both the
title
and the author's name
during the preview
for those learners who are not verbal
you may pre-programmed single message devices so that they too can communicate
their responses
you can simply add a message that reads book the title of the author's name
or provide potential responses for what
they may think will happen in the story
after completing the anticipatory set
read the story allowed to your students
as you read each page spread
az two dinse questions like
what do you think's happening in this picture
how do you think he might feel
throughout the book you'll see many examples of children
practicing
empathy
a quick summary of empathy skills that are tot using the understanding care
book are
watch and listen to the person
remember what you have
remember when you have felt the same way
imagine how you might feel
*** but the person is feeling
and show that you care
there's several ways to reinforce ideas using the learning to get a long series
as you read through each story
use the additional questions provided in the back of the book
to encourage discussion
for example
in understanding care
these reinforcement ideas may be found on pages thirty two and thirty-three
for example
how are these children feeling
how can you tell
what are some times that you are happy
how does it feel to be happy
include in your discussion other words for happy
children may suggest feelings like
knifes or good
excited
or please
or contents or joyful continue to ask questions
provided for this set of pages
how do you show your happy
to help you better implement each lesson use the other questions provided to
increase
both comprehension and student participation
all of our students can participate in the writing process
there are many ways to differentiate for your key s y class
depending on the student's ability levels and access
this process can be differentiated
your students can complete each sentence using the word bank
you students can cut out words and paste them
in order to complete a sentence
in addition
they may cut and paste
corresponding pictures
to complete each sentence
please remember that all of the books from the learning to get a long series
have resources located at the back of each book
those resources include various comprehension questions reinforcement
ideas ang games that pertain to beach books topic
miles-an-hour house provides opportunities for students to develop
functional math skills during here's why
you will receive one teacher's edition and tend student workbooks
in miles-an-hour house
the teacher's guide for manual is referred to you
as the student activity guide
a picture of the guide appears on the slide
included in the student activity guide is a table of contents an overview
and nine topics of math instruction
lessons from the topics have been selected for two years why instruction
and the pages are to be taught
are listed in the overview
the miles-an-hour house program is aligned to many standards outlined by
the national council teachers of mathematics
those standards include
numbers an operation
algebra
measurement
data analysis
problem solving
communications
and connections
emily's math house students use their knowledge of numbers and operations to
solve their sets of problems
they learn how to use whole numbers infractions
as they develop problem solving skills and abilities
students learn to solve problems across various exercises that deal with
measurement
measurement activities teach students important real life skills
students learn to solve problems
that include lang
capacity
temperature
money and time
in release *** house students learn to use mathematical language
through pictures graphs
and mathematical computations
they're encouraged to discuss need
and right to express mathematical ideas found it in word problems
students also discover that mathematical ideas are connected
and can be applied to real life situations
students are encouraged to use
he's learned a math skills as they make connections and work towards
generalization
in a variety of situations
lilies math house may need to be modified or adjusted
for some of the or students who are nine readers
and who are early symbol users
here are a few suggestions of ways in which early symbol users
can't participate using billy's math house
for example
when you're talking about cookies and counting
you can have students shoes they real object represented in the story
present the student with an object that is represented in the story
have been select the cookie and say that's right our story problem is about
cookies
you may also have students match a real object
to eight photo of an object
using that could be extent for
happiness to *** a real cookie to the photo of a cookie
in order to help build their picture discrimination
you may have and augmented communication device for ajsi device
for students who maybe not verbal
in order for them to participate
you can pre-recorded areas topics on an a c device
allowing students to interact with others in the class
there other ways that early symbol users
can participate
you may present them with two objects and ask them to choose and object
related to the problem
for example when teaching a money problem
have students choose between
wine
between two objects one being and not money objects such as a
local stock
and dollar bill
can they successfully pick out the dollar bill from the destructor as
for some of our students their objectives for emily's *** house
miles-an-hour house lesson maybe a bit different then for some of the other
students that they can still participate
in the lesson with the help of these instructional modifications
deteriorating model has three distinct fears of instruction
in the ideas dot
that teacher models the last uh...
in that we do stat
teachers and students participate together in the last sentence
in the you do step
students are supported
in order to do this independently to the greatest extent possible
let's take a look at the tears
tier one here's an example of what planning for tiered instruction for tier
one might look like
first just siddig in your first few lessons you'd like to do a miles-an-hour
house worksheet together as a whole group
this could be your first year of instruction
it's the modeling or the idea tier
essentially the teacher provides a lesson and models the skill being taught
tier one is often done
whole group
insure that all students are actively involved throughout the tears
into your to of instruction
there may be small group instruction
using instructional assistants to support
small groups
this is known as the we do face tier two
during the we do things
we get the students into small groups and use a variety of instructional
strategies
to help our students practice and learn
from different people
and from each other
during the two-year three-phase of instruction
we see independent practice
to what degree can the student
shell mastery of the skill tot
using the greatest amount of independence possible
and the least amount of support
this will look different for each student
devaluation or assessment
may be included
after tier three or as part of two or three
the learning to get a long series provides additional opportunities for
practice to support generalization of skills
miles-an-hour house teaches mathematical concept
in a variety of functional ways
so because our two curriculums work together
it makes it easy for teachers to create additional practice using real-life
situations
and applications
many of the selected topics for ias why can be extended within the classroom and
even beyond into the students home and community
if you have any questions regarding the alternate curriculum for elementary
students
during this year's yes why
please contact me connects in at two one three
two-for-one
eight zero five zero
thank you and have a great summer teaching