Consider This: Best Practice

to Inform Our PlanningThe Next Chapter

Session 4Barb Mick - COOR ISD

Jackie Fry - COP ESD

Let’s check our roadmap…

We’ve introduced assessment, thought about our literacy histories and those of our students, looked at the developmental progression of readers and how to determine the level of our students, and begun to look at comprehension.

Goals for Session 4

1. Understand how to use UDL when planning

2. Consider what it means to RESCUE vs SCAFFOLD

3. Understand deeper comprehension through close reading

4. Begin to understand how to assess comprehension

Your Turn…

1. Appoint a time-keeper at your table.

2. Spend time with your table group talking about your Close Reading lessons. How did the lessons go? How did each of your case study students do? What evidence do you have of NEW understanding? What was hard? What was successful? (15 minutes)

3. Share your Retelling Rubric scores and talk about how that went. (5 minutes)

4. Share your Summary Rubric scores and discuss what you did to move your students into Summary from Retelling. (5 minutes)

Let’s turn our attention to some foundational best

practices… Look at “the list” of what we need to know to teach

reading.

If we want the optimum success for all of our students, we must start by designing our instruction to support success.

Practices to consider:

- Universal Design for Learning (UDL)

- Scaffold vs Rescue

Let’s make sure we all know what these mean.

What is UDL?

Not one size fits all – but alternatives for everyone.

Not added on later – but designed from the beginning.

Not access for some – but access for everyone.

Universal Design (UD)

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

*See Connell, et al. (1997, April 1).

Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

Drawbacks of Retrofitting

Each retrofit solves

only one local

problem

Retrofitting can be

costly

Many retrofits are

UGLY!

What is Universal Design?

What is Universal Design?A Universal Design approach is simply more

practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.

What is Universal Design for Learning (UDL)?

The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning

“Consider the needs of the broadest possible range of users from the beginning”

-- Architect, Ron Mace

Ramps

Curb Cuts

Electric Doors

Captions on Television

Easy Grip Tools…

What is Universal Design?

One Simple UD Example

Automated Door

• People carrying things• People in wheelchairs• People with service animals• Everyone!

Can be used by:

Universal Design for Learning (UDL)

“The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.”

*See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

Universal Design for Learning

UDL Guidelines have three primary principles:

http://www.udlcenter.org/aboutudl/udlguidelines

WHAT? (Recognition) HOW? (Strategic) WHY? (Affective)

So…if we use UDL, we need to make sure we aren’t enabling

students. Don’t forget that we always have AGENCY in

mind.

Ask yourself, “Am I RESCUING or SCAFFOLDING?”

Who do we typically RESCUE?

Struggling readers and writers

Unmotivated learners

English Language Learners

“hard to accelerate” students

Possible learned helplessness…

When do we rescue?

Working with needier students

Randomly (in the moment)

Need to feel effective

Low energy or bad day

Uncomfortable with the instructional goal

Unplanned lessons

Pressures of time, tests, curricula

Skip steps in the scaffolding process

Scaffolding

Occurs in the ZPD

Utilizes the Gradual Release of Responsibility

Debbie Miller reminds us to “TRUST AND WAIT”

Guided Highlighted Reading

Comprehension

Big Idea:

COMPREHENSION

Keep at the heart of our thinking:

4 QUESTIONS

To Get to Deeper Comprehension:

CLOSE READING

Some Strategies for Close Reading:

GUIDED HIGHLIGHTED READING

THINKING STRIPS…

Your Turn…

1. Work at your table teams

2. How would you take this hard article and help us understand it better (without just telling us what it is)?

3. Read the selection together, annotating as needed, and deciding what makes it “hard”.

4. Your job: work together to create the scaffold (GRR) for students to be able to respond to the prompt: Write a 1-2 sentence summary of this selection.

5. Be ready to share your lesson/framework with the group.

Your Assignment

1. Select a text that you will use to create a Close Reading lesson. Be ready to share your reasons for choosing it, and what makes it “hard”, at the next session. Bring the text with you to the next session so you can talk about it. (We do not expect you to create and teach the lesson at this time.)

2. Fill out the Reflection for Session 4.

Ticket Out the Door & Wrap Up

Make sure to clean up your area and recycle your water bottles.

Please complete your Exit Ticket and turn it in as you leave.

Our next meeting will be: Getting on the “Write” Road: Assessment, Fluency, and Workshop

Thank you for your hard work, thoughtful contributions, and professionalism.