GED Educational Resource Manual - reDesign

1 Off ice of Mu ltip lePat hw ay s to Grad uat ionGEDE ducationalResourceManualGEDE ducationalResourceManualNew York Ci ty Departmentof Educatio nOff ice of Multi ple Pathways to Grad uati on52 Cham bers StreetNew York, NY GED Educational Reso urce Manualwas developedwit hgen ero us sup port fr om the Bil l & Mel inda Gat es oduc tion : GED Esse ntia ls1 How to Use this Boo k2Ac knowledgeme nts3In teg rat io n of Yout h De velo pmen t Philosophyin the GED Class room4Ov er vie w of the GED Test5 GED Resourc e Guid e8 SECTION ONE:TEACHIN G AND LEARNINGIN THECO NTENT AR EAS Rea ding13 Wr iting29 Ma them atics65 Sci ence85 Soc ial St udies97 Sam ple GEDTest Questions by Subj ect113 SEC TI ON TW O.

2 TEACHIN G AN D LEARNING ACROSS TH E CURRICULUMIntr oduc tion137 The Fr ameworkfor Eff ecti ve Instruction(FEI)139 Te mplates for FEI LessonPlanning155 Sam ple GEDLess ons and Ac tivi ties Acrossthe Curricul um159 TableofContentsOffice of Mult iple Pa th way s to GraduationGED Educ ational Resource Manu alGE D Ed uc ati ona l Res our ce Man ual| Office of Multip le Pathwaysto Gr aduationSec tion One:TEACHING ANDLE AR NINGIN TH E CO NTE NT AREASS ectionOne:TeachingandLearningintheConten tAreas1IN TRO DUCTION:GED ES SEN TIALSIn 20 05 , the New York City De par tment of Educat ion s Off ice of MultiplePat hwa ys to Graduation(OM PG) wa s est ablishe d to deve lop a port folio of sc hools an d pr ogramstar geted to th e needs of over-age ,und er -c re dit ed (O A/UC ) st ude nts.

3 Da ta show that over -age and und er -cr edited studentsare mor e likelyto gr adu at e if th ey st ay in a com pre hensiv e high school(wit h an OA /UC gr aduationrate of 19%) than toac hiev e a GED if they en ter a GED pr ogram(wit h an OA/UCGE D att ai nm en t rate of 17%). TheCh ancello r set a tar geted goal to incr ease the GED att ainment rat e to at least 30%, nea rly do ublin g it .To ach ieve this go al of cr eat in g a higher-performingGED mo del we co nve ne d a team of publ ic andpri vate ed uc ators wh o ar e exp ert s in th e fi el ds of you th deve lo pme nt , ad ol esce nt literac y, te achi ng , andad mi nis tr ation.

4 Th is team wa s char ged with creat ing innovat ive GED prog ram modelswith a blendedfocu s on bo th GED attain me nt and po st-secondar y optio ns mode ls tied di rec tly to the ag e, cre dit prof ile,and diff er entiat ed lear ning needs of the target pop ulat ion . Acc ess GED , whi ch is a ful l- ti me pr ogramthatof fe rs an academically-ric h curr iculumand fo cuses on post-seconda ry pl ann ing , and Le arn ing to Work(LTW) GED ev ening progra ms, par t- time opt io ns fo r students wit h day ti me com mi tments, res ul ted from thismo de l dev el op me nt wor k.

5 Committedto offeringhigh-qualityGE D opt io ns, OMPG provi ded ongoingsu pport thr ough mon thly pro fessio nal develo pmen t and coachi ng . And in the first yea r, the Cha ncell or sgoal of near ly dou blin g the GED att ainmentrat e was pro grams designedto me et th e needs of over- age, under-creditedyout h ar e faced wit h severa lchal le nges. For exa mple, teachershave a limitedamou nt of time to work with studen ts before they age outof th e syste m and the y are requ ired to cov er conten t, concepts,and skills in fi ve diff er ent ionally,both full- time an d part -time GE D programsadmit studentsth ro ugh ou t the sch ool year andst ude nt s exit the pr ogram s at diffe re nt times, so schoolsmust becomeadept at integratingnew stud entsint o eve r- cha nging sch oo l communities.

6 Par t-time GED progr ams pr esent furt her ch allenges:the hour sar e shor te r, th e fac ilitie s are no t permanent, and for man y teac hers and stud ents night sc hoo l comesaf te r a full da y of emp loyme nt and bet we en other New York City supportsst udentchoic e re ga rdin g en rollme nt at the age of 18 or older , it is our responsibilityto providehigh -qualityGEDopt ions. And for youn g Ne w Yor ke rs who will age ou t of the public sc hool systembefore they comp leteall gr adu at ion req uire men ts, a GED is the only mean s to at tain a high-sc hool equivalencyor continue topost -sec onda ry st udie s.

7 Pa rt -tim e GED progr ams, specifically,ser ve the need s of th ose who have daytimere sponsibilitie s su ch as wo rk or family co or e, we designedthis manualto help full- andpart -t ime GED tea ch ers cove r a broa d amo unt of cont en t thro ugh an in str uc tional roadmap,or framework,for pr iorit izing cor e conc epts, ke y skills, and hab its of crea te this Manual , the Office of MultiplePathwaysto Graduati on col la bo rated with GE D teach ers andad minist rat ors to ado pt st andar ds, articulate instru ctionalpriori ti es and strat eg ies, an d asse mble a collectionof va lua ble reso urc es for GED prac tit missionwas to prov ide an inst ructionalframeworkforfu ll- and pa rt- tim e GED pr ogra ms and bu ild upon it throughreflections,conversations,and re sult of this colla bo ra tion and two years of pr ofessionallear ning is this GED EducationalResourceMan ual.

8 Whi ch ma y be use d to de sign a course of st udy that prep ares stu dent s fo r the GED Te st and fa cilitatesthei r tra nsit ions to po st- sec ond ary edu cation and car eers. This manualestabli shes the following:GE D Ed uc ati ona l Res our ce Man ual| Office of Multip le Pathwaysto Gr aduation2 Guide lines for wha t a stud ent ne eds to know to be successfulon the GED Test and make thetr ansit ion to po st- seco nd ary edu ca tio n/careers; A se t of instru ct iona l stra te gie s to fa cil itate studentac hiev ement; Rigor ous ac ad emic st an dard s and high ex pectations.

9 Evi de nc e- ba sed stra te gie s and lesso n pl ans th at are fle xibl e enoug h to be impl emente d within the widevar iety of set tin gs that ac com moda te an d mee t the ne eds of bo th fu ll- and part -tim e GED prog ram s; The Fr amewo rk for Ef fe ctiv e Instr uc tion, as a meansof planning,implementing,and observingtea ching and lear nin hope this resourc e ma nua l pushe s you r thinkingab out the sco pe of contentthat needs to be cove redin a GE D pre para ti on progr am th at is equallyfo cused on post-second ar y tr engagingstuden tsis impe ra tive for stud en t suc cess no t only in traditionalsecondary sc hool settingsbut in GED programsas we ll this ma nu al coup le s stud en t- centeredlearningwith authenticreadingmaterialsand Use th is BookInt roduct ion.

10 GED Essent ialsThe first port ion of this ma nu al pro vides baselineinformationon the GED Test and resourcesfor teachingand le ar ning in GE D pro grams,in clu ding the following: TheInteg rat io n of Yo ut h De ve lo pme nt Philosophy in the GED Classroompr ovid es a sh or tove rview for stud en ts and pra ctitio ners an d lays th e fo un dat io n for mean in gful GED instr uct ion; AnOverv iew of the GE D Te stpro vides pr actitio ner s and stud en ts with a snapsh ot of the examand inclu des cont en t, le vels of thin king, and contex ts; TheGED Res our ce Gui delists GED classr oom reso urces in clud ing weblinks,teac her s guid es,text s, and pe riodic io n One: Teac hing and Le ar ning in Five Specific ContentAreasThis sec ti on add res ses tea ch ing and learning in the contentareas.