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TST BOCES Component Districts’ ELA Curriculum Council: grades 6-8. October 23, 2013 Jenn Gondek, Instructional Specialist for Inclusive Education Beth Dryer, Literacy Instructional Specialist. Scaffolding Support in the ELA Curriculum Modules. Key Ideas. - PowerPoint PPT Presentation
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TST BOCES Component Districts’ELA Curriculum Council:
grades 6-8
October 23, 2013Jenn Gondek, Instructional Specialist for Inclusive Education
Beth Dryer, Literacy Instructional Specialist
Scaffolding Support in the ELA
Curriculum Modules
Lori Ostrander & Kimberly Matthews, DCMO BOCES
3
Key Ideas
• The goal of specially designed instruction (SDI) is to provide access for all students with disabilities to the general curriculum
• Explicit instruction (I do, we do, you do OR gradual release of responsibility) is the foundation of SDI (effect size of .75*)
• Scaffolding level of skill performance supports all struggling learners on their way to mastery
*[Hall, NCAC Effective Classroom Practices, Explicit Instruction, June 2002]
4
Scaffolding SkillsLe
vel o
f Sup
port
Skill Proficiency
Mastery
Lori Ostrander & Kimberly Matthews, DCMO BOCES
Lori Ostrander & Kimberly Matthews, DCMO BOCES
5
Collaborative Discussion
Lori Ostrander & Kimberly Matthews, DCMO BOCES
6
1:1 teacher prompts and cues to share thinking with collaborative pair or group
Provide fill in the blank sentence starters to individual students
Provide sentence starters for collaborative discussion on the board
Provide visual and verbal cues for collaborative discussion topic
Provide the discussion prompt embedded in the module
Scaffolding Collaborative Discussion for Students
with Disabilities
Leve
l of S
uppo
rt
Skill Proficiency
Mastery
Lori Ostrander & Kimberly Matthews, DCMO BOCES
7
Sentence Starters
Use this sentence starter to share your thinking with your partner:
“One strategy I know for figuring out challenging words in context is _______”
Lori Ostrander & Kimberly Matthews, DCMO BOCES
8
Collaboration Anchor Chartwith Visual Cues
• Desks touching
• Eye contact
• Point to text
• Respect ideas
• One person talks at a time
• Everyone shares
9
Shift 6: Academic Vocabulary
Language Standard [L]6
TST ELA Curriculum Council
3 common to informational texts; specific to a particular domain or field of study.
2 more likely to appear inwritten texts than in speech;appear in all sorts of texts.
1 primarily conversational “non-academic” words.
Vocabulary Tiers:
walk
saunter
ambulate
TST ELA Curriculum Council
TST ELA Curriculum Council
Target Academic Vocabularyvia Direct Instruction:4a. Context clues (direct or indirect)4b. Word parts (affixes; roots)4c. Reference materials 4d. “Guess & Check”
5a. Figures of speech5b. Word relationships5c. Shades of meaning/multiple meanings
via Wide Reading (& Listening):Interactive Read AloudGuided Reading
Independent Reading
TST ELA Curriculum Council
14
Scaffolding Language Skills: Academic Vocabulary
Leve
l of S
uppo
rt
Skill Proficiency
Mastery
Lori Ostrander & Kimberly Matthews, DCMO BOCES
Your turn…1. Select & read one grade level (6, 7 or 8)
lesson excerpt emphasizing academic vocabulary skill development.
2. Identify embedded scaffolding strategies.3. Suggest/plan additional scaffolding strategies
to support individual students.4. Prepare to share out in grade-alike groups.
TST ELA Curriculum Council 6-8
16
Explicitly pre-teach words or concepts essential to understanding the text
Embed visual cues for unfamiliar word meanings in the text
Provide instruction in related word families using instructional text
Provide individual cards which prompt for context clue strategies
Provide an anchor chart prompting strategies to use context clues to figure out unknown vocabulary
Scaffolding Vocabulary for Students with
Disabilities
Leve
l of S
uppo
rt
Skill Proficiency
Mastery
Lori Ostrander & Kimberly Matthews, DCMO BOCES
Lori Ostrander & Kimberly Matthews, DCMO BOCES
17
Explicit Vocabulary Instruction1. Provide students with the pronunciation or guide them in decoding it 2. Introduce the meaning of the word by:
Providing a student friendly definition AND/ORGuiding students in analyzing parts of the word (roots/prefixes/suffixes)
AND/ORDetermining critical attributes embedded in a glossary definition
3. Illustrate concept with a number of concrete, visual, or verbal examples
4. Involve students in making meaning of the word by:Asking them to distinguish between examples and non-examples AND/ORAsking them to generate their own examples AND/ORAsking them questions which require deep processing of the word’s
meaning
5. Ask students to identify the word and its meaning in context
Consider uploading additional scaffolding supports to the Council Wiki
Ex: Grade 6. Module 1, unit 1, lesson 1.
Consider uploading additional scaffolding supports to the Council Wiki
Ex: Grade 6. Module 1, unit 2, lesson 1.
AllusionGreek Mythology Allusions in Modern Teen Literature by Jessica Gillum on Prezi
Dryer, B. 2013. [email protected] 21
PARCC: Grade 6 Evidence-Based Selected-Response Item #1
Part AWhat does the word “regal” mean as it is used in the passage?a. generousb. threateningc. kingly*d. uninterested
Part BWhich of the phrases from the passage best helps the reader understand the meaning of “regal?”e. “wagging their tails as they awoke”f. “the wolves, who were shy”g. “their sounds and movements expressed goodwill”h. “with his head high and his chest out”
Dryer, B. 2013. [email protected]
Tier 2 Tier 3
Prioritize/highlight the words essential to understanding the text.
Ignore Target
2/28/2013
Dryer, B. 2013. [email protected]
Tier 2 Tier 3
Prioritize words that students are likely to meet often in other texts/content areas.
Ignore Target
2/28/2013
Dryer, B. 2013. [email protected]
Tier 2 Tier 3
Prioritize words that relate to other words, to ideas that students know or have been learning.Ignore Target
2/28/2013
Dryer, B. 2013. [email protected]
Plan explicit instructional approaches and scaffolding strategies to support all learners.
Ignore
Target
2/28/2013
