Presentation for Day 2 of Confratute Strand. Topic: Curriculum Compacting

1. Liz Fogarty
fogartye@ecu.edu

3. Monday: Foundational Support

4. Moving from Cute
Counts

5. Universal Themes and Generalizations
Kaplan
Change Patterns
Conflict Power
Exploration Structure
Force or Influence Systems
Order vs. Chaos Relationships

6. Tuesday: Additions

7. Today’s Objective
O Participants will be able to
utilize compacting to document
student proficiency and make
curricular modifications to
increase challenge and interest.

8. Talk &
Do
Listen 30 minutes
30 minutes
Synthesize
30 minutes

9. Why aren’t you differentiating?

10. 78 to 88% of and grade 5th 6th
average readers could pass
pretests on basal
comprehension skills before
these were covered in the
basal.
Barbara M. Taylor & Barbara J. Frye, The Reading Teacher, November, 1988.

12. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

13. THINK
Who are gifted kids?
PAIR
How do gifted kids learn differently?
SHARE
In what ways should instruction for
gifted kids be different?

14. I’ve mapped out the concepts I’ve already
grasped to save you time.

15. The Value of Assessment or ...
You can’t figure out what to teach ‘’em if you don’t
know ‘’em!
Preassessment Options - Ensure the Mastery of Basic Skills!!!
Textbook Pretest
Student/Teacher Conference - as short as a 5 minute talk
K-N-W Chart - What do I Know, Need to know & Want to
know
Journal - Write what you know about...
List - If I say ...
What does it make you think of?
Product - Draw a bar graph...
Use the graphing calculator to plot...
Concept Map...

18. The Compactor
Joseph Renzulli & Linda H. Smith
Student’s Name Kelly
Areas of Documenting
Alternate Activities
Strength Mastery
Reading/ 92% on Theme 1 -will attend group mini-lessons on
Pretest only those activities she did not
LA
master
-will spend her time finishing her
novel
Math Chapter 2 91% on Pretest -Worked on addend/inverse
Addition/ sentences w/class
-Did all extra activities with the
Subtraction
class, as well as her project
Reading / LA 98% on Theme 2 -Will be involved in Birchbark Book
Pretest group, continue her novel and
attend mini-lessons on skills she
has not mastered

19. INTEREST MOTIVATION
ACHIEVEMENT

21. Theme Subject Skills / Concepts Assessment
-Sequence of events
-Categorize &
Reading classify Write an essay
Journey to -Text organization using complete
Adventure sentences, avoid
using run-ons
Adventure -Writing a sentence
selections -Suffixes
provide -Base words Create a
Writing
entertainment storyboard to
and show sequence
information of events in a
on how to -Kinds of sentences
face story
-Subjects/predicates
challenges
Grammar -Run-on sentences Keep a journal

22. Categorize&Classify
Subjects/Predicates
Sequence of Events
Text Organization
Students
1. Allison
P P P P
2. Debbie
P
3. Jake
P
4. Jamie
5. Mary
6. Matthias
7. Paige
P P
8. Sullivan
P
9. Thomas

23. Group Lesson Planning
Monday Tuesday Wednesday Thursday Friday
Sequence of Sequence of Text Categorize & Categorize &
Events Events Organization Classify Classify
**Allison, Sullivan **Allison, Jake, **Allison, Jake,
**Allison, Debbie, **Allison, Debbie,
Paige Paige
Paige Paige
Subjects &
Predicates
**Allison

24. Examples

25. Examples

26. Examples

27. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

28. Work Time
Option #1:
1. If I were to use this, what forms or items would I need to
create?
2. Create one form or other resource that would allow you to use
this strategy in your classroom.
Option #2:
1. If I were to use this, what would I want
my students to do when they were
compacted?
2. Brainstorm a list of things your students
could do if they were compacted out of
the regular classroom lesson.

29. Possibilities for Replacement Activities
Small seminar groups for advanced studies
Mentors to guide in learning advanced content or pursuing
independent studies
Units or assignments that are self-directed, such as creative writing,
game creation, creative and critical thinking training
Accelerated curriculum based on advanced concepts
More challenging content
Interest or learning centers
Literature circles
Move to more advanced grammatical unit- adjective clauses, etc.

30. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

31. Curriculum Compacting Synthesis
How can this strategy be used in
my classroom?

32. Ms. Fogarty’s 5th Grade Class
Time Whole Class Compacted Student
8:05
Morning Choose to read or write Same
Activities
8:20 We just finished reading The Birchbark
House by Louise Erdrich. We created a
Reading novels of choice, large display with our reviews to send to
Reading
Writing about your reading, Ms. Erdrich. We are also writing her letters
Workshop
Guided Reading, Small group telling her how we felt about the book,
projects suggesting she write more like it, and
asking her to come to our school for a visit
some time.
9:05 During this time the class is
expected to write on their topic of
Writing
choice. Usually a mini-lesson is Young Writer’s Group
Workshop
presented on some topic of need
or interest.

33. 9:55 The entire 5th grade plays Scrabble Same
Scrabble tournament style.
10:45 Math 5th graders go to math with different
I got 100% on the Multiplication
pretest. I am working on a project
teachers
of my choice.
11:30
Recess and Outside recess, then lunch Same
Lunch
12:40 Participate in discussion on Native
Social American bias Same
Studies (Evaluation Level)
1:25
Read Aloud Listen to or give a book talk Same
1:50
Phy Ed Fitness Friday Stations Same
2:15 Participate in mini-lesson on words that
I passed the spelling section on the
Word Study have the ĕl sound
pretest with 100%. I will search for
my 10 words.
2:50
YEAH! YEAH!
Dismissal

34. Best Books for
Differentiation

35. Wednesday: Customization

36. Thursday: More Customization