pact june13 two
DESCRIPTION
T.H.E. P.A.C.T. Day Two- Write About, Talk About Heartland AEA 11 Professional DevelopmentTRANSCRIPT
A 4-Step Color-Coded Framework to Adapt Curriculum
June 19-20, 2013
Heartland AEA 11 Assistive Technology Services
T.H.E. P.A.C.T.
Heartland AEA 11 Assistive Technology Services 2
Schedule- Day 2
8:00-9:00- Review of Day One
9:00-10:15- Write About Module
10:15-12:00- Plan and develop Write About Activities
12:00-1:00- Lunch
1:00- 2:30- Talk About Module
2:30- 3:15- Plan and develop Talk About Activities
3:15-4:30- Sharing
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Objectives
Participants will demonstrate understanding of the four modules in T.H.E. P.A.C.T. systematic framework as it relates to adapting curriculum for special needs students.
Participants will write activity descriptions and mini lesson plans for each module.
Participants will integrate resources to adapt general education curriculum using T.H.E. P.A.C.T. in a variety of formats such as low-tech, computer-based, and mobile technology.
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T.H.E P.A.C.T Review
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Assistive Technology Supports
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Case Study
Jenny Springer, Berg Elementary
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Expressive
Visually yellow
Writing is the act of representing language in a set of signs or symbols
Writing is a means of recording information
Write About Module
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Three categoriesNote-taking Messaging Formal writing
Four phases of writingBrainstorming Composing Editing Publishing
Write About Module
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Decreased prompting, More student independence
Check for comprehension, re-teach as necessary
Take data for IEP Progress Monitoring and Alternate Assessment
Employ a multi-sensory approach Visual, auditory, tactile, kinetic
Write About Module
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Objective: Student will select a vocabulary item from an array of 4-8 content-based choices to complete a character map in a brainstorming writing lesson.
Write About:Build a Character Map
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Circles on the left-hand sideNumber sentences in order Adhere talking labels
Lines in the middleWrite sentences in the listAttach sentence strips
Boxes on the right-hand sideTo check off ideas
Write About: Make A List
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Name the curriculum topic, “______.”
Write four correct facts about the topic and four incorrect facts on sentence strips
Display the facts
Review all the sentences
Read one sentence strip at a time & instruct the learner to determine whether that sentence is related to the topic, if so, place it in the list
Write About: Make a List Facts I Learned
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“Time to write about (topic name) and complete a sentence worksheet”
Write the vocabulary answers on blank word cards stored inside of the writing folder
Review the vocabulary answers with the learner.
Write a sentence starter on the worksheet
Read the sentence starter to the learner who writes the answer by selecting the correct word card or picture and placing it on the line
Write About: Complete Sentences About a Topic
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Complete a series of sentencesWrite a three sentence paragraph
Write About
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Write About: Build a Character Map
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Boardmaker Write About
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Clicker 6 Write About
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There’s an App for That Write About
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Three categories of writing, note taking, messaging, formal writing
Four stages of writing process
Product that can be shared
Same format different color
Learner goals, preferences, challenges, available AT supports
Jane’s Write About Activities
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Use Learner Challenges, Learner Activity Interest Profile, & Available AT Support to plan the objectives & learning activities for each module for the targeted student
Fill-in the top box of the Write About with the type of writing activities the student will use to express what they have learned
Next, fill-in the bottom box with specific Write About Activities the student will use with each new unit
Write About Plan for Success
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Write Abou
t Checklist
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Make Write About Activities
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Case Study
Heather Annis,Westridge ElementaryWest Des Moines
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Visually Red
Expressive
Sharing knowledge about what was learned and increasing meaningful participation
Expands learner’s expressive language skills to various communication intents and social language competencies
Talk About Module
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Demonstrating comprehension
Communicate what learner thinks or knows using targeted set of vocabulary
Shares knowledge using visual or auditory supports
Focus on increasing learner’s participation
Talk About Module
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Write & name the topic, “Talk about (Topic)”
Write a target vocabulary word in each box on the form
Review a sentence-based definition of each vocabulary word as you point to it on the form
Explain to the learner that he will use this Talk About board to help when giving an answer in class or in a work group
Practice this by asking the learner 2-3 questions and having him use the form to respond
Generalize this to a small group or classroom setting
Talk About:Give a One Word Answer
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Using assistive technology supports, the student will
Take three consecutive turnsTo state three facts on a curriculum-based
topic using content vocabulary
Talk About: State Three Facts
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Share knowledge about what was learned
Participate in meaningful curriculum discussion
Model a metacognitive task to match what student thinks with what they say
Talk About: Thought Talk
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Maintain topic during discussion
Demonstrate appropriate turn-taking
Sharing knowledge they have learned in previous modules
Talk About: Share Two Ideas That Go Together
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Make a Thought Talk Activity
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Boardmaker Talk About
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Clicker 6 Talk About
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There’s an App for That Talk About
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Support her communication needs
Same format different color
Learner goals, preferences, challenges, available AT supports
Jane’s Talk About Activities
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Use Learner Challenges, Learner Activity Interest Profile, & Available AT Supports to plan the objectives, learning activities & AT supports for each module in THE PACT framework the targeted student
Fill in the top box of the Talk About module with type of supports the student will need to express what they have learned
Next fill in the bottom box with specific Talk About Activities the student will use with each new unit
Talk About Plan for Sucess
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Talk
Abou
t Checklist
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Make Talk About Activities
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T.H.E. P.A.C.T. Making it work day to dayYou have created activities for each module
and determined the step by step order in which to use them
Determine the curriculum unit you will start with, select vocabulary and create the content to put in T.H.E. P.A.C.T. activities
Determine when in the student’s day the activities will be used
Determine how you will work collaboratively as a team to change the content for new curriculum topics
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T.H.E. P.A.C.T. ResourcesThe Power of T.H.E. P.A.C.T. book is in
Heartland’s Professional Library
About T.H.E. P.A.C.T.http://www.aboutthepact.com/Subscribe to the newsletterWatch the video interview with Phyl T. Macomber
Boardmakersharehttp://www.boardmakershare.com/Search for “quick actions” to find setups
Learninggrids, Clicker 6 https://www.learninggrids.com/us/WelcomePage.aspx
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References
Macomber, P. T. (2010). The power of t.h.e. p.a.c.t.. West Windsor, Vermont: Make A Difference, Inc.