WEBVTT 00:00:10.046 --> 00:00:12.336 [Lindy Blazek:] My name is Lindy Blazek. 00:00:12.396 --> 00:00:16.536 I teach a comprehensive development class of developmentally delayed students, 00:00:17.146 --> 00:00:18.346 ages five and a half through seven. 00:00:18.346 --> 00:00:18.876 [Blazek:] What's this big word? 00:00:19.016 --> 00:00:20.216 What are we talking about? 00:00:20.216 --> 00:00:21.796 We're talking about the... 00:00:23.766 --> 00:00:24.146 [Student:] Sunny. 00:00:24.146 --> 00:00:24.866 [Blazek:] What is it though? 00:00:24.866 --> 00:00:25.536 Sunny is what? 00:00:25.536 --> 00:00:25.676 [Student:] Weather 00:00:25.676 --> 00:00:25.886 [Blazek:] The weather! 00:00:25.886 --> 00:00:29.166 Thank you, Edna. 00:00:29.166 --> 00:00:30.696 [Blazek:] One of the primary things we did was we went 00:00:30.696 --> 00:00:33.886 to a two-hour literacy block that's sacred throughout the school. 00:00:33.976 --> 00:00:38.536 Everybody does literacy for the first two hours of school, and it's uninterrupted. 00:00:39.396 --> 00:00:43.126 And we do a lot of oral language, all different reading strategies. 00:00:43.706 --> 00:00:47.516 We pull in-our related arts teachers pull in literacy through their subject. 00:00:48.096 --> 00:00:49.946 The computer labs are all working on literacy; 00:00:49.946 --> 00:00:51.346 everybody works on literacy. 00:00:51.796 --> 00:00:53.436 That was one of our first constructs. 00:00:53.546 --> 00:00:54.656 My kids love books. 00:00:54.716 --> 00:00:56.156 I have books all over the room. 00:00:56.216 --> 00:01:00.656 I have a basket of books that's specifically related to the topic I am talking about. 00:01:01.366 --> 00:01:03.806 And when they come in in the morning, they hang their things up, 00:01:03.806 --> 00:01:05.006 and they go straight for the books. 00:01:05.096 --> 00:01:07.646 I have nonfiction books and fiction books as well. 00:01:07.946 --> 00:01:09.016 They don't care. 00:01:09.076 --> 00:01:10.226 They love to look at the books. 00:01:10.226 --> 00:01:11.876 They move left to right in the books. 00:01:12.306 --> 00:01:16.146 They trace the text, and they get together and they talk to each other about the books, 00:01:16.146 --> 00:01:19.606 and they make up stories as they go, all of which is a very important part of literacy. 00:01:20.206 --> 00:01:21.866 So, I have tons and tons of books. 00:01:21.866 --> 00:01:24.376 [Jennifer Hartley:] Now repeat after me, clapping your syllables, okay? 00:01:24.606 --> 00:01:25.196 Pleasant. 00:01:25.626 --> 00:01:26.586 [Class:] Pleasant. 00:01:26.986 --> 00:01:28.066 [Hartley:] Marvelous. 00:01:28.066 --> 00:01:28.346 [Class:] Marvelous. 00:01:29.496 --> 00:01:30.806 [Hartley:] My name is Jennifer Hartley. 00:01:30.806 --> 00:01:32.826 I am a fifth grade literacy teacher. 00:01:32.996 --> 00:01:37.146 We have SPI, Standard Performance Indicators, through Tennessee, 00:01:37.566 --> 00:01:41.206 and we focus on those throughout the building, 00:01:41.206 --> 00:01:45.536 and what happens in each grade level is we use those to focus our planning. 00:01:45.936 --> 00:01:51.056 And with literacy, I can choose stories through my book, and then I go to social studies, 00:01:51.056 --> 00:01:55.996 and the social studies teacher in my team will focus on the same type of events. 00:01:55.996 --> 00:01:59.866 So, if she is teaching Civil War, I would be teaching Civil War at the same time. 00:02:00.316 --> 00:02:03.366 And same thing with Math, if they are working on word stories, 00:02:03.366 --> 00:02:05.096 I can pull in math in my classroom. 00:02:05.456 --> 00:02:09.836 So, we align ourselves to where the students are getting it in every classroom that they go to. 00:02:09.985 --> 00:02:16.126 [Hartley:] Somebody tell me the difference between a fiction and a non-fiction story. 00:02:16.376 --> 00:02:16.856 Tevon? 00:02:16.856 --> 00:02:21.376 [Tevon:] A fiction is a story that's fake, and it's like a fairy tale. 00:02:21.376 --> 00:02:25.226 And a non-fiction is a story that's true, like a biography. 00:02:25.366 --> 00:02:29.286 [Dustin Dotzler:] We are going to be looking at these flash cards because on these flash cards, 00:02:29.676 --> 00:02:32.206 we have music that you are going to have to read. 00:02:32.206 --> 00:02:36.126 My name is Dustin Dotzler, and I am a pre-K to fifth grade music teacher. 00:02:36.516 --> 00:02:42.916 One of the ways that my classroom has evolved is that I have incorporated a lot 00:02:42.916 --> 00:02:45.866 of other curriculum into my area. 00:02:46.296 --> 00:02:52.946 One of the things that our school has was we developed curriculum maps that led the way 00:02:52.946 --> 00:02:55.236 and told us where we need to go throughout the year. 00:02:55.726 --> 00:03:01.036 I took the curriculum maps from the grade levels, and I used what they were doing, 00:03:01.516 --> 00:03:04.306 and I created my curriculum that ties in with theirs. 00:03:04.506 --> 00:03:08.046 One of the subject areas in second grade was rainbows, 00:03:08.276 --> 00:03:12.866 and so I brought into my classroom songs about rainbows. 00:03:13.186 --> 00:03:15.766 We tied it in where they could see what it was. 00:03:15.766 --> 00:03:20.236 They tried to kinesthetically move in the shape of a rainbow 00:03:20.556 --> 00:03:23.566 and things that tied their curriculum to mine. 00:03:23.976 --> 00:03:28.756 Another area that really was a big topic for me was differentiation. 00:03:29.046 --> 00:03:35.116 And when I was able to figure out that centers can be used in a music classroom 00:03:35.566 --> 00:03:42.596 and that I can use differentiation to teach different skill sets on the same subject matter, 00:03:42.596 --> 00:03:46.906 it really opened a lot of possibilities for me. 00:03:47.606 --> 00:03:50.706 In my centers, I will have them listen to songs, 00:03:50.976 --> 00:03:56.066 have them spell out instrument names, have them research instruments. 00:03:57.386 --> 00:04:04.266 They're able to experience a lot of wide variety of things and still all about my one topic. 00:04:04.686 --> 00:04:11.226 I'll work with a group myself, and it just opened up a whole lot of possibilities 00:04:11.646 --> 00:04:15.126 and gave my kids greater depth in the subject matter that we were studying. 00:04:16.055 --> 00:04:19.526 [Dotzler:] We are going to be looking at some books that are about instruments. 00:04:19.815 --> 00:04:24.766 In the Missing Violin, it's going to be talking about some children and a violin. 00:04:24.886 --> 00:04:26.476 [Dotzler:] One of the pieces that I have brought 00:04:26.526 --> 00:04:29.826 into my music classroom is literacy and reading. 00:04:30.126 --> 00:04:35.516 I have a center that has books that relate to my subject matter, such as jazz. 00:04:35.896 --> 00:04:38.436 When we are talking about jazz and listening to it, 00:04:38.656 --> 00:04:43.316 I also send the kids to a center so that they can read stories about jazz, 00:04:43.316 --> 00:04:45.346 whether it's fiction or nonfiction, 00:04:45.346 --> 00:04:49.976 and I have one of my favorite books is a story about a jazz musician. 00:04:50.456 --> 00:04:56.436 So the kids not only hear it, but can see it and can read stories about it, 00:04:56.436 --> 00:05:01.516 and I really have tried to enrich my curriculum through the use of literacy. 00:05:02.356 --> 00:05:06.786 [Hartley:] Some of the specific strategies I use in the classroom are things 00:05:06.786 --> 00:05:09.726 where they get the students talking in my room. 00:05:09.726 --> 00:05:11.456 I do not have a quiet classroom. 00:05:11.456 --> 00:05:13.616 If you come in my room, they're almost always talking. 00:05:14.106 --> 00:05:18.616 One of the things I like to do is Think-Pair-Share where after we read something, 00:05:18.616 --> 00:05:23.286 they have to think about it, then they turn to their neighbor and they share what they think, 00:05:23.286 --> 00:05:25.466 and then as a whole group, we are going to share that again. 00:05:25.846 --> 00:05:30.756 So, just little things like that where it gets the kids talking is a big help. 00:05:30.956 --> 00:05:34.536 [Dotzler:] One of the issues that the teachers brought up from data was 00:05:34.536 --> 00:05:40.056 that our kids were having issues with noun, verbs and adjectives. 00:05:40.056 --> 00:05:42.066 They did not have enough in their vocabulary. 00:05:42.426 --> 00:05:46.156 So, this was one area that I brought to my music classroom 00:05:46.986 --> 00:05:52.446 that I have a noun/verb/adjective chart where we are building words for these kids to use. 00:05:52.886 --> 00:05:58.586 And I actually give them points if they can use the words correctly in a sentence with me. 00:05:58.586 --> 00:06:06.456 We are building adjectives, not just music words, but words that they can use in their writing 00:06:06.456 --> 00:06:08.476 and that they see in their reading all the time, 00:06:08.866 --> 00:06:12.726 trying to help these kids build their vocabulary that is so lacking.