Developing a Literacy Curriculum: When Planning Resembled a Tennis Match

Autor/inn/en	Falk, Jodi L.; McNamara, Virginia
Titel	Developing a Literacy Curriculum: When Planning Resembled a Tennis Match
Quelle	In: Odyssey: New Directions in Deaf Education, 19 (2018), S.76-79 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Curriculum Development; Literacy Education; Deafness; Hearing Impairments; Communities of Practice; Special Schools; Language Arts; Faculty Development; Workshops; Teaching Methods; Teacher Collaboration; Middle School Teachers; Middle School Students; Teamwork; Team Teaching; Cooperative Planning; New York (New York) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Community; Special school; Sonderschule; Sprachkultur; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teamteaching
Abstract	At St. Joseph's School for the Deaf in New York, teachers worked together toward the common goal of developing and implementing a spiraling English Language Arts curriculum that would allow each teacher to build on skills students developed in earlier classes. They collaboratively developed instruction following the literacy workshop model described by Calkins in Pearson & Gallagher (1983), in which students begin with a high degree of teacher support that is gradually released as they progress. The final products were yearlong calendars delineated by grade level and unit plans that included goals, teaching points, mini-lessons, and independent practice. While teachers in grades K-5 and special needs classes taught reading and writing workshops in their individual homerooms and followed a yearlong calendar designated for their grade level, the middle school teachers combined classes for sixth through eighth grades and worked together to structure a curriculum that unfolded on a three-year cycle. Teachers designed units to be flexible so they could be taught in various ways with different students and different classes. Students have responded positively to the new curriculum. Best practices of balanced literacy theory, workshop methodology, and deaf education enable teachers, administrators, and students to succeed through the spiraling reading and writing workshop English Language Arts curriculum. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01