prepared by marion lyons and robin hecht ela/reading ais teacher marlboro middle school common core...
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Prepared by Marion Lyons and Robin Hecht
ELA/Reading AIS TeacherMarlboro Middle School
Common Core Strategies in the Classroom ELL and Special Needs student Populations
Where is Marlboro, New York?
Second most visited site in NYS after Niagara Falls Research using informative text
Summer Camp: Hudson Valley Writing Project
Use the landmarks in your area to teach and connect reading and writing to science and social studies
Other Attractions
Washington Headquarters
West Point
FDR’S Library and Museum
Let’s Talk about why students may need intervention strategies:
Student did not meet the state reference point Teacher recommendation IEP ELL SST
By the time students reach middle school they are expected to read to learn and not learning to read.
The purpose of reading is to comprehend.
How do we teach our students to understand more difficult and varied texts as demanded by Common Core standards?
10 Researched-based principles to Improve Reading
Comprehension
The Center for the Improvement of Early Reading Achievement has come up with 10 researched-based principles to improve reading
comprehension
Effective reading instruction…..
Requires purposeful and explicit teachingToday we are going to learn…
The reason we are learning this is …
State Objective…At the end of this lesson you will be able to …
Connect To And Review Previous Learning: Yesterday, you…
Teach New Concept/Skill (I Do):Watch me or listen to me as I …
Guided Practice (We Do): Now, let’s try this together.
Assess Student Application (You Do): Now, let’s see you try this on your own.
Return To Purpose: Tell your partner what you learned and practiced today.
Provide Opportunity For Independent Practice: I want to give you a chance now to show that you can do this independently.
When you’re working independently today, I would like you to …
• Starts before children read conventionally by developing comprehension skills through experiencing and promoting oral and written language through discussions
When: circle time am meeting, play activities
• Reading and rereading a text contributes to phonemic awareness and comprehension.
What: Teaches children the skills and strategies used by expert readers
Repertoire of Techniques Effective teachers have a repertoire of techniques for enhancing comprehension of specific texts.
Teacher and student led discussions
Balance of lower and higher-level questions.
Well designed writing assignments deepen children’s learning from the text.
Requires classroom interactions that support the understanding of specific texts
A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
Effective reading instruction…..
Requires careful analysis of text to determine its appropriateness for particular students and strategies (publisher criteria)
Determine the challenges and match your goals…by
Consider conceptual and decoding demands and apply strategies to meet those challenges.
Scaffolding experiences ensures all are exposed to high-level text and interactions.
Builds on knowledge, vocabulary, and advanced language development
Vocabulary instruction is an important part of comprehension: students actively learning word meanings as well as relating words to contexts and other known words.
Teaching about words (morphemes) improves comprehension
Pervades all genres and school scripts
7th Grade Social Studies
Focus question: What was Benjamin Franklin’s greatest accomplishment?
Grouped students and teacher rotated between groups making observations or asking for textual evidence to support their claims
Teacher shared excerpts from Walter Isaacson’s book. Good practice for comparing and contrasting and the reading of higher
level text.
(8) Actively engages students in text and motivates them to use strategies and skills …How? Create an environment where students read more
(9) Requires assessments that inform instruction and monitor student progress ..Why?
Timely feedback to inform/drive instruction and monitor student progress toward research-based benchmarks.
Effective assessment also enables teachers to reliably interpret data and communicate results to students, parents, and colleagues.
(10) Requires continuous teacher learning on the latest research et….ENGAGENY
Where do you start?Scheduling and grouping
How often will you meet? Ability grouping?
Student profiles
Student Inventory
Parent Inventory
Meet with Co-teacher
Common Core Learning standards
Be visible
student Ela5 Ela6 Ela7 Ela1 2 3 4 Ss1 2 3 4 Sc1 2 3 4 *s/g I *j/g I *j/g I AIS F&P
John2 2 2h 69 65 70 75 80 74 77 81 57 51 60 70 0.9 pp 5.0 4.4 P
FP
s-uj-uj-v
Antonio2 2 2h 82 80 84 87 82 86 85 83 88 90 85 84 6.8 6 6.4 5.9 P
PP
s-tj-tj-v
Kathleen seizures2 3 2h 83 82 78 85 84 83 85 83 68 68 70 68 5.5 4.8 9.2 8.7 P
PP
s-uj-vj-v
Alisa2 2 2h 80 85 83 86 80 82 84 80 67 71 72 69 7.2 6.3 8.3 6.9 P
PP
s-tj-wj-x
Brooke6th2
7th2
8th
268 72 64 68 65 65 n/a/ n/a n/a n/a
Ps-j-tj-t
Noel2h 85 80 83 86 82 80 83 86 71 67 72 79 2.7 2.7 7.6 6.5 P
PP
s-wj-xj-y
Lenora2 2 2l 65 65 68 68 72 75 68 70 65 50 64 61 2.7 2.8 5.8 5.1 P
PP
s-sj-uj-v
Alex2 3 2m 75 77 75 78 81 83 85 84 65 78 76 70 5.1 4.5 5.6 4.9 P
PP
s-sj-tj-t
Stephanie asthma2 2 2m 76 84 n/a n/a 78 85 n/a n/a 63 In/a n/a n/a 4.8 4.3 n/a n/a P
N/AN/A
s-j-j-
Chase86 80 78 86 79 84 n/a n/a 73 75 76 69 1.3 PP 12.9 11.7 P
Ps-zj-j-
Student profile. The STAR assessments allow teachers to accurately evaluate students’ abilities in just 10 to 15 minutes.
Teachers then use information provided by the assessments to target instruction, provide students with the most appropriate instructional materials, Intervene with struggling students.
Next, develop goals for each class that included individual and class goal
Surveys are one way I can learn about my students and how they perceive themselves as learners and readers
Parent Inventory1. What are your child’s strengths (not only academic)? In what is she/he most interested
(subject areas and otherwise)?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. On what academic skills does your child need to focus?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Developing a productive and healthy relationship with your child is one of my highest
priorities. Getting to know a student can make all the difference in their school success.
I take this opportunity very seriously. I believe as a parent you play a key role in
assisting me learn more about your child. Please provide me with any tips or
suggestions for getting the very best out of her/him. What motivates them to do their best work.
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Is there anything else you want me to know about your child?
Business cards, “office hours,” two way communication
Purposeful Planning with co- teacher1. What Critical Content will be the focus?
2. Skill Development Explicit Instruction of Learning Strategies Direct Instruction of Targeted Skills
3. Roles of each teacher
4. Modeling
5. Student Practice
6. Lesson Closure
7. Assessment
Common Core shifts for ELA/Literacy
“Talk the Langauge”
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Be visible
24
Explicit Instruction
The most effective teaching methodology that promotes learning of students with special needs includes:Classroom routinesBehavioral expectationsAcademic content & skillsLearning strategies
Elements of Explicit InstructionArcher & Hughes, 2011, Explicit Instruction: Effective & Efficient
Teaching
Focus instruction on critical content
Sequence skills logically
Break down complex skills & strategies into smaller units
Design organized & focused lessons
Begin lessons with a clear statement of the learning target & your expectations
Review prior skills & knowledge before beginning the lesson
Provide step-by-step demonstrations
Use clear & concise language
What are some indicators that a lesson is purposefully designed to meet the needs of all students?
Evidence in the Classroom:Focus on Critical Content
Teacher has students with special needs working on content aligned with the content of the work of their grade level peers.
Teacher explicitly teaches required vocabulary.
The learning target of the lesson is written on the board, written down by student and referenced by teacher.
Explicit Instruction of Learning StrategiesContinued
Teacher uses both verbal and visual aids to teach the strategy.
Teacher speaks slowly and clearly, gives wait time for students to formulate their responses.
Teacher provides visual representations of concepts
Evidence in the Classroom: Explicit Instruction of Learning
Strategies
Teacher provides purpose for strategies being taught, including “what, why, how and when”.
Teacher models expectations and product and leads step-by-step practice.
Modeling promotes learning and motivation
Evidence in the Classroom:Direct Instruction of Targeted
SkillsTeachers are explicitly teaching the necessary
skills and strategies. (quarterly goal sheets)
Teachers are re-teaching to support student mastery. (Core class or AIS class)
Teachers are providing accommodations, assistive technology, and/or supplemental supports in order to provide access & participation in instruction.
Evidence in the Classroom: Student Practice
Teacher’s instruction ensures multiple opportunities for participation by students with special needs, e.g., choral responding, thumbs-up, white board response.
Teacher initially uses high level of prompting/cues with students with disabilities and gradually decrease based upon accuracy of responses.
Teacher ensures that all students are grouped appropriately to practice during the lesson (individual, pairs, small group, whole group).
Evidence in the Classroom: Lesson Closure
The focus of the work is restated by teacher verbally and visually. (refer to “I Can” sheet)
Teacher conducts a short formative assessment of students’ with disabilities level of understanding; (e.g. exit sheet, collects independent work, sticky note place on desk, self-check or ask students to report out as they leave the class).
Teacher explicitly connects prior and upcoming lessons. Look at Units you already have….
Little or no understanding
Partial understanding
Complete understanding
Lesson Assessment Closure: Exit activity
What are some indicators that instruction is delivered to meet the needs of all
students?
Classroom Actions & Student Growth
1. Checking for Understanding
2. Pacing
3. Processing Time
1. Specific & Timely Feedback
Evidence in the Classroom: Checks for
UnderstandingTeacher checks that students with disabilities
understand the objective accurately.
Teacher elicits alternatives from students with disabilities when response is incorrect.
Teacher gives immediate feedback with error correction to students with disabilities.
On the Spot Techniques:
These techniques are used to quickly gauge the depth of student understanding of the concepts being taught.
They require little or no advance preparation.
Several can be inserted in a lesson when it is noticed that students are becoming disengaged
They can be placed strategically in transitional sections of the lesson.
Think –Pair-Share (Lyman, 1981)
Students are given a specific task - Example: “Repeat teacher directions to your partner.” * prompt or question to answer/reflect upon
* solve with a partner for 30 -60 secondsExample: In math it can be used for example:
“Turn to your partner and tell him/her the steps to………………………using first, second and
third. Higher Order Thinking.Example: “Until now, multiplying numbers has
always resulted in a larger number. Using words and pictures explain why by multiplying a fraction
will always result in a smaller number.”
Quick WriteStudents with special needs and/or ELLs would benefit from completing a: Quick Write (2-3minutes) before they participate in a Think-Pair-Share. 1) Have these students do a bulleted list or a quick writing of their thoughts before turning and talking to partner. 2) Encourage to write words to direct the students’ discussion to the important concept being learned. Example: Jot down these words (vocabulary) that you will use in your Think-Pair-Share or write words that we have talked about that relate to the plant life cycle..
Continued:
Quick-Writes can be kept in a math journal and used as entry and exit tickets: Write your thinking process for solving……
Follow up Quick-Writes with Pair-Shares or Networking Session or a Chalkboard Splash/Chart-board Splash
Quick Draw: (Himmele & Himmele, 2009).
First, select a big idea or concept within the lesson. Next, have the students reflect or think about the meaning of the idea then, create a drawing that illustrates their thoughts about the meaning of the idea. Finally, students can then share the drawing and explain their thoughts to a partner.
Chart Paper Splash
Students can also copy their Quick Draws on chart paper for a Chart Paper Splash at designated spots around the classroom.
Students then visit each chart paper to analyze peer’s responses for similarities/differences and “I was surprised by ….,” and “I was very interested in how…… “.
See worksheet:
Wait Time Activities
Used to extend the wait time for activities that may need longer processing time.
Thumbs Up When You Are Ready!
Use Thumbs are up when individuals are done thinking or reflecting on a prompt.
Thumbs Up When You Are Ready strategy is different from Thumbs Up/Thumbs Down not just for yes/no voting or agree/disagree.
For Thumbs Up/Thumbs Down be sure to add an angled or sideways thumb for the in-between options for students who are not sure.
Higher level thinking ask for a rationale or justify why for their voting preference in a quick write or draw.
Processing Cards:
One side reads: “Still THINKING” with yellow triangle
Other side reads: “READY to Share” with a green circle.
“Still THINKING” should show when working on task and “READY to Share” when task is completed.Above learners will need a higher order thinking activity to extend and apply which can be paper clipped to inside of tent. An example could be to think abstractly to create a SIMILE (connection between two unrelated things).
Ranking:
Type steps to a process on paper
Ask students to 1) rank them or 2) order them according to importance to solving a word problem.
They can then share with pairs, process what was shared and make changes based on their new information.
Results can be used in whole class debriefing.
Ranking Quotes Activity
Ranking Quotes Activity:
Rank the quotes by most descriptive and defend your choice
“I know,” said Rob. I know what the Sistine Chapel is.” Immediately he regretted saying it. It was his policy not to say things, but it was a policy he was having a hard time maintaining around Sistine.
By then, Norton and Billy Threemonger had spotted them sitting together and they were moving in. Rob was relieved when the first thump came to the back of his head, because it meant that he wouldn’t have to talk to Sistine anymore. It meant that he wouldn’t end up saying too much, telling her about important things. Like his mother or the tiger.
“I know what contagious means.” Sistine said. She looked at his legs. And then she did something truly astounding: she closed her eyes and reached out her left hand and placed it on top of Rob’s right leg. “PleaseLet me catch it,> she whispered. “You won’t.” said Rob, surprised at her hand, how small it was and how warm. It made him think, for a minute,of his mother’s hand, tiny and soft. He stopped that thought. “It isn’t contagious,” he told her
True/Not True Hold-Ups:
Teacher asks questions and students circle answer and hold it up for
teacher to do a check “or”
Students Think-Pair-Share and students provide a verbal/ a quick write /or draw a rationale for the
voting preference. Students edit their responses with new
information.
Hold-Up Cards
Numbered Heads Together (Kagan,
1989/90) 1) Ask students to count off so each group member
has a number (1-4)
2) Confirm by asking all of each number to stand
3) All group members will need to be able to present the
group’s information.
4) Wait until all the group work is completed before
informing the groups which number will be presenting
(pull the number)
5) Since they do not know who will present everyone
must know the info as well as help each other learn
the info
Hold Ups
1. Ask the students to think about and discuss their responses
to a set of prepared questions.
2. Before students hold up their cards, have them pair-share or
confer in small groups (number heads)
3. Say “Hold it Up”
4. Students hold up their cards/white boards.
5. Select students to share their groups rationale
6. If students answer incorrectly give them time to hear
opposing views, rethink and come to different conclusions.
7. If students do not understand use this as an opportunity to re-teach.
Directions
Types of hold up cardsFact /Opinion
Facial expressions with words
Yes/no
Multiple choice letters
Corresponding letters (branches of government) L E J
Which branch of government is also called “Congress”?Which branch has people who are appointed by the president and approved by the senate?Which of these 3 branches would you say plays the biggest role in ensuring a balance of power? Be ready to defend
Number Hold Ups Which number is greater?
Which of these two numbers has less value?
Which of these numbers is made of 2 tens?
What is the sum of these two numbers?
What is the product of these two numbers?
Which is a prime #?
What are the common factors of these 2 numbers?
Show me a fraction that means one half.
You can use number cards to hold up the answer or laminate
“100 charts” and students can use dry erase markers to circle their answer.
TPT Folder
Laminate light colored oak tag/construction paper or white boardA Flannel square or sock (dry eraser)Dry erase penTrue /Not True hold up cardsDecks of number cardsLaminated Hundreds ChartLaminated A-Z ChartA completed Appointment Agenda: useful for grouping studentsA Processing Card : to help know where students are in their thinkingBounce cardsGuided Note-taking TemplatesIndex cars for Quick Writes or Quick Draws
TPT’s Involving Movement
Line-up and inside outside circles Bounce CardsNetworking SessionsActing it out/Role Plays and Concept CharadesThree 3’s in a Row
Line-Up and Inside Outside Circles
Prepare questions or prompts based on concepts taught that allow for discussion by a pair of students.
Ask students to stand in 2 parallel lines or 2 circles (one inside the other)
Ask students to stand and face the person across from them or opposite them.
Tell them to refer to their prompt and take turns responding to it.
Its best to time the talk.
Teach students to shake hands, say thank and then move to the left or rightA specific number of students and repeat the activity.
Networking Session
1. Prepare one to four prompts or questions2. Ask students to reflect on the ?s and do a quick write3. Ask the students to find someone to discuss their responses to the prompt with.4. Signal after a predetermined time and ask students to find a new partner to continue the activity.5. They can also respond to a different prompt with each new partner 6. Adding notes to their quick write.7. Ask the students to defend their responses based on info they have learned in class8. You can require one partner to be a person you have not had a chance to speak with yet today.
Bounce CardsBounce: Take what your partner said and bounce an idea off it. For example, you can start your sentence with – “That reminds me of…”“I agree. Because..“True. Another example is when…“That’s a great point…”
Sum it Up: Rephrase what was just said in s shorter version. For example, you can start sentences with ..I hear you saying..”“So, if I understand you correctly…”“I like how you said..”
Inquire: Understand what your classmates mean by asking questions, For example, you can start sentences with .“ Can you tell me more about that?”“ I’m not sure I understand….?”“Have you thought about….?”“I see your point, but what about…?”
Appointment Agendas: Students create appointments with peers. When the teacher selects a time to meet the students
already have partners.
Time You have an appointment with:
9:00am
10:00am
11:00 am
1:00pm
2:00pm
Three 3’s in a RowPrepare 9 questions or prompts based on concepts taught that allow for discussion by a pair of students.
Students interact with peers and get peers feedback on what they should write in the boxes. One question per peer. Student writes summary of answer in the box. Students answer what they are most comfortable with and get support from peer experts
All students are required to process the concepts in all nine boxesOnly the owner of the template is to write on his own template
It’s a quick assessment of what students have learned –empty boxes are an indication of what should be re-taught.
Teacher should go over answers in class asking for volunteers to share their responses
Evidence in the Classroom:
PacingTeacher presents the content in
chunks/segments.
Teacher’s instruction ensures multiple opportunities for participation by students with disabilities, (e.g. choral responding, thumbs-up, white board responses).
Teacher re-teaches if students’ responses are inaccurate.
Evidence in the Classroom:Processing Time
Teacher ensures that students with disabilities are engage in structured activities designed to allow to processing; (e.g., quick write, think-pair-share, elbow partners, think-jot).
The teacher uses wait time to enable student with disabilities to process responses to questions/directions.
Teacher pauses frequently to enable students with disabilities to respond and ask questions.
Evidence in the Classroom:Specific & Timely
FeedbackTeacher checks on progress of students with
disabilities throughout the lesson.
Teacher gives immediate & specific feedback for reinforcement or error correction to students with disabilities.
Teacher acknowledges student demonstrations of appropriate behavior at least four times more frequently than inappropriate behavior.
How do you track what is being done and if it is making a difference in student
learning?
Key Questions
How do results on formative and summative assessments compare for ELL/AIS students to those of their general education peers?
What data indicates that what is happening instructionally for ELL/AIS students is effective?
Evidence in the Classroom:Provide step by step demonstrations
Teacher has ELL/AIS students working on content aligned with the content of the work of their grade level peers.
Teacher explicitly teaches required vocabulary.
The objective of the lesson is written on the board and referenced by teacher.
Questions to Consider as you view the video:
How does Ms. Brewer tailor this lesson to the needs of English Language Learners?
What kinds of questions does Ms. Brewer ask to guide her students' discussions?
How does this activity prepare students for writing?
https://www.teachingchannel.org/videos/analyzing-text-brainstorming
How do culture, time, and place influence the development of a character’s identity?
Strategy: Use Graphics to introduce and compare cultures.
Use Visuals to help define vocabulary and concepts
Looking at text for details (physical) that segues into George vs. George
Develops sentence strips for venn - diagram comparing George Washington and King George IIII.
Next class checks for authenticity
Next two classes try to place the strips appropriately
Each class can repeat the original task
Great book to teach satire and also a more positive look at King George III
Great resource! Discusses close reading and article of the week. Also, see http://kellygallagher.org/http://www.youtube.com/watch?v=dI3YBVB7XP0
Shane Templeton- University of Nevada, RenoPresented “Nuance, Structure, and Etymology: Vocabulary instruction in the Context of the Common Core, intermediate and Middle Grades, ” at the Literacy for All Conference on November 6, 2012.See: http://shanetempleton.com
Resources
http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04sing-in-on-Close-Reading.aspx
http://shanetempleton.com
I
http://www.engageny.org/
Curtis, Mary E. "When Adolescents Can't Read: Methods and Materials That Work (From Reading Research to Practice, V. 1) [Paperback]." When Adolescents Can't Read: Methods and Materials That Work (From Reading Research to Practice, V. 1): Mary Beth Curtis: 9781571290694: Amazon.com: Books. N.p., n.d. Web. 09 July 2013.Ferlazzo, Larry, and Katie Hull-Sypnieski. The ESL/ELL Teacher's Survival Guide: Ready-to-use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. San Francisco, CA: Jossey-Bass, 2012. Print.
Goodman, Getchen. Interventions for Struggling Learners. Peterborough: Crystal Springs, 2008. Print
Hoyt, Linda. "Interactive Read-Alouds:." Google Books. N.p., n.d. Web. 09 July 2013.
Moss, Connie M., and Susan M. Brookhart. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Alexandria, VA: ASCD, 2012. Print. Michael F Opitz. Books and beyond New Ways to Reach Readers. N.p.: n.p., n.d. Print.
Thank you
Resources:
Understanding The Common Core State Standards
Written by John Kendall
Total Participation Techniques
Written by Persida Himmele & William Himmele
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