Literacy Strategies for Closing the Gap in the Co-taught
Classroom CT4GC 2
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Todays Agenda Define the standards as a system and a foundation
for the PLAN Understand school and classroom data in order to
determine the ACADEMIC needs of students. Learners will gain
insight into best practices regarding to research based High Yield
Instructional Strategies in the ELA classroom. 3
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Independently Comprehend and Critique Read purposefully across
content Value Evidence Set a purpose for reading, writing, speaking
and listening
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Phonemic Awareness Phonics Fluency Vocabulary Comprehension The
report can be found at: www.nationalreadingpanel.org or at
www.nichd.nih.gov.www.nationalreadingpanel.org 5
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Ineffective Curriculum cp rabc f bicn nmt v www.ldonline.org
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We know that For 30% of students, learning to read is easy,
regardless of reading approach (5-10% of our students begin school
as readers) For 40% of students, learning to read is a challenge
and the reading approach used is important. The reading approach
used is a function of the respective student needs. For 30% of
students, learning to read is very difficult. A systematic and
structured approach which includes phonemic awareness, phonics,
fluency, and comprehension strategies is essential for them to
succeed in reading 9
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It All Works Together STUDENT LEARNING Strategies Common Core
Standards Assessment and Data 10
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PDSA Model 12 Standards The Common Core State Standards have
allowed Kentucky the framework to develop their own standardsthey
are known as Kentucky Core Academic Standards (KCAS)
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6 Shifts in ELA Literacy 13
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14 STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
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15 Design and Organization Three main sections K5
(cross-disciplinary) 612 English Language Arts 612 Literacy in
History/Social Studies, Science, and Technical Subjects Shared
responsibility for students literacy development Three appendices
A: Research and evidence; glossary of key terms B: Reading text
exemplars; sample performance tasks C: Annotated student writing
samples
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16 Design and Organization Four strands within the ELA
standards Reading (including Reading Foundational Skills) Writing
Speaking and Listening Language An integrated model of literacy
Media requirements blended throughout
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KCAS English Language Arts Standards Anchor Standards Strands
Clusters Text Complexity Quantitative - Lexile Range Qualitative
Reader and Task Consideration 17
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What do they need to know and how can we decide where to start?
18 Work with your elbow partner to discuss how this will be used in
your classroom
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21 Work with your elbow partner to discuss how this relates to
vertical progression
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How do we crosswalk standards and strategies... (you dont have
to reinvent the wheel) 22 Illinois Standards with strategies for
6-12 Illinois Standards with strategies for K-5
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PDSA Model 23 Standards What does the data tell us about our
current progress in teaching the standards? Are there gaps in the
curriculum? Are there gaps in the students knowledge? Was the rigor
there? Are we holding back our gifted learners?
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Assessment Formative: Quizzes Observation Notes Clickers
Summative: Common Assessments Performance Events Universal
Screeners 24 Table talk: What are your universal screeners? Do you
have common assessments? What formative assessments are currently
being used?
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Shifts in ELA Instruction InstructionAssessment Balancing
informational and literary text (K-5) Literary texts Nonfiction
texts Authentic texts Building knowledge in the disciplines (6-12)
Text Complexity Higher level of text complexity, paired reading
Text-based answers Evidence from text Writing from sources Academic
Vocabulary 25
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What does that mean for us Grade LiteraryInformation 4 50% 8
45%55% 12 30%70% Distribution of Literary and Informational
Passages ArgueExplain/ Inform Narrate Elementary 30%35% Middle
School 35% 30% High School 40% 20% Distribution of Student Writing
corestandards.org
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DISCLAIMER What is your Universal Screener? Are you using
CIITS? 27
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MAP reports What are our strengths? Weaknesses? NWEA.org
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Down to the student desk NWEA.org
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Remember Joel 31 Joel is now a 6 th grade student with an
average IQ. He continues to struggle in the area of reading. He has
been identified to receive special education services under the
identification of Specific Learning Disability (SLD). Joels
assessment indicates that he has strengths in the area of basic
reading. He calls words proficiently, has a strong background in
phonetics and fluency. He struggles with vocabulary and
comprehension strategies. He enjoys small group instruction and
contributes to the discussion; however, he tends to panic when
called upon in front of the class during whole group
instruction.
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33 CONTENT ALL STUDENTS MUST KNOW Table Talk: What are Joels
strengths? Weaknesses?
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34 What is the match or mismatch between the essential content
and the students strengths or weaknesses? CONTENT ALL STUDENTS NEED
TO KNOW
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PDSA Model 36 With our plan developedWe are ready to DO !! It
is important to stress that even the best laid plans do not give us
the results that we think we want! Sometimes we learn even more
than we had planned.
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Implementation 37 1.How will we implement the strategy? 2.Will
we use the strategy from the start or keep it in our back pocket?
3.Which students will we use it with? All? Some? A few? One? 4.What
roles will each of us play in implementing the strategy? 5.How will
we gather evidence on whether the strategy is helpful for student
learning?
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38 Instructional Strategies Classroom Management Behavioral
Strategies Changes in academic instruction by teachers for either
ALL students or target student (with reading problems) Tweaking
already existing systems in use for ALL students Addition of
specific strategies for target student Specificity of directions,
verbal/visual cues & prompts, addition of permanent models,
groupings, antecedents Token economies, level systems, group
contingencies Behavioral contract, differential reinforcement,
extinction, Premade, choices (Stough & Palmer, 2003) Use the
expertise of the strategists (can be both general education teacher
and special education teacher) to determine not only WHAT should be
taught, but also HOW! What is the school plan? How do we implement
it in the classroom, together? What does the IEP say? Are there
students without IEPs that could benefit from the same
strategies?
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Collaboration If you have an apple and I have an apple, and we
exchange these apples- - then you and I will still each have one
apple. But if you have an idea and I have an idea, and we exchange
these ideas--then each of us will have two ideas. ~George Bernard
Shaw 39
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Elbow Partner: Who will implement what? What are the teacher
strengths?
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PDSA Model 41 Once you have laid out the PLAN and you DO the
plan we want to STUDY the effectiveness of our plan STUDY
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Evaluate 1.What happened when you implemented the strategy?
2.Based on the evidence you collected, how helpful was the strategy
for students? Why? 3.What might you do differently? Why?
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In the near future (dont panic) Choose a student and complete
the student planning tool collaboratively. Complete the Co-Planner
for a lesson with one strategy (we are getting to the strategies )
Video tape your lesson.
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Send to Shannon Frey University of Louisville 44
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PDSA Model 45 Once you have laid out the PLAN and you DO the
plan we want to STUDY the effectiveness of our plan Now ACT, if it
was effective, how do we make it a standard practice, if not, how
can we make it better? ACT
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How Do We Effectively Use Strategies to Scaffold Student
Learning in the Co-taught Classroom? 46
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In order to Scaffold. Teachers must anticipate
miscomprehension: to head it off, to be vigilant about it, and to
be responsive to the problem 47
What Can We Do, Right Now? www.textproject.org/text-matters
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Why Challenging Texts? (article introduction) Intellectually
challenging classroom activity correlates to reading comprehension
gains (Rowan and Correnti, 2009) Best predictor of Literacy gains:
Amount of reading challenging text (ACT,2006) 7 Actions that
Teachers Can Take Right Now
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Lets Read Complex Text
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Our goal is critical thinking: Working through the confusion is
part of the beautiful process!
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Subtle and/or frequent transitions Multiple and/or subtle
themes and purposes Density of information Unfamiliar settings,
topics or events Lack of repetition, overlap or similarity in words
and sentences Complex sentences Uncommon vocabulary Lack of words,
sentences or paragraphs that review or pull things together for the
student Longer paragraphs
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Its OK
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Read like a detective-- write like a reporter. 55
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Making Complex Text Accessible Common Core Appendix B
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Replacing challenging texts with shorter excerpts and
worksheets deprives students of experiences that allow them to
develop the regions of the brain that enable them to think deeply.
(Wolf, 2007) 57
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Finding Engaging Text Action #7 Article of the Week
http://vms.vale.k12.or.us/articles-weekhttp://vms.vale.k12.or.us/articles-week
http://www.carlisleschools.org/webpages/dewaldf/index.cfm?subpa
ge=1122423http://www.carlisleschools.org/webpages/dewaldf/index.cfm?subpa
ge=1122423 Book
Wizard-http://www.scholastic.com/bookwizard/http://www.scholastic.com/bookwizard/
Common Core Appendix B Teen Ink www.teenink.com Science News
www.sciencenewsforkids.orgwww.sciencenewsforkids.org Chicken Soup
for the Soul Blogs, Wikkis, Bathroom Readers
http://tweentribune.com/junior
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Texts for Teaching 59 Author, Linda Hoyt Organized by
comprehension strategies Gives a list of text to use Comes in
grades K-7, also great for intervention at the high school
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Leveled Articles Kentucky Virtual Library Offers articles at
all levels in which you can choose the appropriate Lexile for your
students. Numerous sources Opportunity to research Can use from
home
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Probable Passage (Action #2) Make predictions Activate or build
prior knowledge about a topic See relationships Make inferences
Form images about the text 61
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Probable Passage/Predicting Steps 1.Select important
terms/concepts. 2.Categorize terms/concepts. 3.Write probable story
or gist statement. 4.Read stories or gist statements. 5.Compare
stories. 6.Modify predicted story. 62
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Building Background Knowledge: Using Illustrated Text Active
Listening: Read with a Pen in Hand
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How do you build background knowledge? Volumized Reading
Magazines Newspapers Internet sources Brochures Podcasts
Videos
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Carousel K-W-L Decide on major topics you will cover in the
unit. Divide students into teams and each group gets a different
color marker. One student is recorder and lists all things the
group knows about the topic. Rotate. Check things they also know
and add others. Give summary of charts. List questions. These are a
work in progress during the unit.
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The standard K-W-L was transformed into an all-in-one K-W-L for
the kinesthetic, auditory, and visual learner!
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What is currently happening in your classroom? (Action #3)
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Develop Vocabulary (Action #4) 86 About 90% of words come from
a small percentage of words in the English language (e.g. help,
helped, helps, helping, helper) Only about 10% come from
new/unknown words. We have to focus on teaching the expectation of
un known words and how to deal with them
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Word Storming Give students graphic organizer with alphabet.
Read the title of the text/ topic Students generate a list of words
they anticipate in the passage (from prior knowledge) and write
them down. Share with small group or class. Read text and add to
list.
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Karen Campbell Video
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Volume of Reading Action #5 Stanovich(1996) Inadequate exposure
to print prevents children from building important knowledge
structures such as vocabulary. Expanding volume of reading is the
first step to increasing vocabulary Alone, Independent Reading is
not the answer
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Pump up the VOLUME
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Achievement %tile Minutes reading per day Words Read per year
90th40.42,357,000 50th12.9601,000 10th1.651,000 Richard Allington,
2001 So What? 91
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Reading across text and reading long text Struggling readers do
not LIKE to read The electronic generation needs various input
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Text Coding/ Annotating Keeps them focused and engaged Mark
most important words and write down their thinking Conversation
with the text
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Read, Write and Talk
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Read with a Question In Mind Whats the Fuss About Frogs?
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Examination Day
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Teacher Establishes a Purpose for Reading To examine how the
author creates the tone of the story by using certain words,
phrases, and character actions and reactions.
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Discussion/ Accountable Talk Describe your impressions of the
tone and mood of the story Examination Day. Remember to use
accountable talk (questions, providing evidence from text) to
compare and contrast your responses.
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Text Dependent Questions Text Dependent Questions Video
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Text Dependent Question What is the tone at the beginning of
Examination Day? What words or phrases does Henry Slesar use to set
the tone at the beginning of Examination Day? 100
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Text Coding For Text Dependent Questions Mark sections of the
text that evoke a feeling and then jot down why you marked that
phrase or word. 101 Quick-write What are your impressions of the
tone and mood of the story?
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Text Dependent Question With your partner, decide on a new
purpose for reading and write a text dependent question. ****Make
sure you use KCAS to decide your purpose 102
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Close reading 103 Close Reading 5th gradeClose Reading 5th
grade-video link
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Q&A on Co-Teaching with CEC President Marilyn Friend: Part
1 104