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Specially Designed Instruction

Specially Designed Instruction. Common Core Implementation for Middle School Students. NYS CCLS Grades 6-8 Modules. Providing Accessible Instruction for all Students with Disabilities. MS Module One. Robust Evidence-Based Discussion Text-Based Vocabulary Instruction

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Specially Designed Instruction

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  1. Specially Designed Instruction Common Core Implementation for Middle School Students NYS CCLS Grades 6-8 Modules Providing Accessible Instruction for all Students with Disabilities

  2. MS Module One Robust Evidence-Based Discussion Text-Based Vocabulary Instruction Learn to Cite Text Evidence through Close Reading and Text-Dependent Questions Writing with Evidence

  3. How will we know that they can? What will we do if they can’t? What research-based practices can we deploy to make it happen?

  4. CCLS Shifts for ELA/Literacy • Balancing Informational and Literary Texts • Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary

  5. Key Ideas • The best vocabulary instruction comes from good text: the playground for the words • Vocabulary learning and content learning are synergistic; text sets work together to build both • Learning standards shift us to vocabulary instruction that is text-based • Simple texts “bootstrap” readers to more complex texts on the same topic

  6. Key Ideas • Independent proficiency is the goal for close reading • Teach students to read closely; don’t just demand it from them • The test is not the curriculum.

  7. Learning Targets • I can teach students to collaborate effectively with their peers • I can identify where Modules teach skills for collaboration • I can describe the purpose of text sequences in the modules • I can identify where Modules teach academic vocabulary

  8. Learning Targets • I can teach students to read closely • I can identify where Modules teach close reading • I can teach students to cite text evidence • I can identify where Modules ask students to cite evidence

  9. Specially Designed Instruction Regulations of the Commissioner of Education: Part 200 Students with Disabilities (200.1)(vv) Content –Planning for how content is represented – What will students learn? Methodology –Planning a learning environment free of barriers – How will students learn it? Delivery of Instruction – Planning for engagement and motivation – Why is this learning important to students? Specially designed instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access for the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

  10. 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 struggling learners on their way to mastery *[Hall, NCAC Effective Classroom Practices, Explicit Instruction, June 2002]

  11. Key Ideas

  12. Scaffolding Skills for Students with Disabilities Level of Support

  13. The ESSENCE of Scaffolds “Give me a fish while you’re teaching me how to catch my own. That way I won’t starve to death while I’m learning to tie flies.”

  14. Module Organization

  15. Tab for Module Organization • Module – overview, outcomes, Calendared curriculum map, assessments • Unit – overview, calendared curriculum map • Long-term targets • Supporting targets • Ongoing assessment • Anchor charts and protocols

  16. Lessons • Targets • Assessments • Agenda • Teaching Notes** • Vocabulary • Materials

  17. Lessons • Opening • Work time • Closing and Assessment • Homework • Meeting Students’ needs

  18. Backward Design of Instruction • What do students need to know and do? • At what level of rigor do they need to perform? • How will we assess their performance? • What instruction will take them to expected levels of performance?

  19. End of Module Performance Task • Read the End of Module Performance task for your grade level. • What skills and knowledge do students need to demonstrate proficiency on this assessment?

  20. Mid- and End-of-Unit Assessments • Find and Tab Unit 1 Overview • Read the Mid- and End-of-Unit Assessments for Unit One for your grade level. • See final lesson of unit for End-of-Unit 1 Assessment • What skills and knowledge do students need to demonstrate proficiency on this assessment?

  21. Teach Standards; Assess in Application Knowledge Application In an unfamiliar text, students are able to identify symbolism and articulate how that symbol supports the inherent theme of the text [CCLS ELA: RL.8.2] • Authors use symbolism to develop themes. • The conch shell is symbolic of authority or power in The Lord of the Flies.

  22. Instructional Practices in Modules • Use anchor charts to support students’ learning. • Use Protocols to provide supportive routines and structures. • Connect every lesson to a clear and explicit, standards-based learning target.

  23. Teach robust evidence-based conversation. I can engage in discussion w/ diverse partners about grade-level topics, texts, issues. [SL.6-8.1]

  24. Learning Targets • I can teach students to collaborate effectively with their peers • I can identify where Modules teach skills for collaboration • I can determine the supports students with disabilities may need to engage in the collaborative structures outlined in the CCLS Modules

  25. Standards for Discussion • Find your Common Core Learning Standards for Speaking and Listening • Find and follow the Protocol 7a.2.

  26. Deep Discussion about Text • Create Group Discussion Criteria Chart • Read Module 1.Unit 1. Lesson 1 for your grade level Annotate the text: What structures engage students in discussion about text? Are the discussions “deep”? What makes them “text-based”?

  27. Collaborative Discussion StructuresEmbedded in CCLS Modules

  28. Collaborative Discussion Challenges • What do student IEP summaries tell us about the struggling learners in our class with regards to collaborative discussion?

  29. Collaborative Scaffolds Embedded Module Support • Grade 7, Module 1: Unit 1, Lesson 10 • Ask students to turn and talk about strategies they know to use for figuring out challenging words in context • Ask students to turn and talk about words they were able to figure out

  30. Collaboration Anchor Chartwith Visual Cues • Desks touching • Eye contact • Point to text • Respect ideas • One person talks at a time • Everyone shares

  31. 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 _______”

  32. Explicit Instruction in Collaboration Decide who s Partner A and who is partner B in your pair. I am partner A and Lorie is partner B. Let us show you what collaboration looks like:

  33. Scaffolding Collaborative Discussion Level of Support

  34. Scaffolding Complexity of Collaborative Discussion Task Level of Support

  35. Academic Language I can use a variety of strategies to determine the meaning of unknown words and phrases [L.6-8.4]

  36. Learning Targets • I can describe the purpose of text sequences in the modules • I can identify where Modules teach academic vocabulary • I can apply research related to vocabulary instruction to Common Core curricula • I can identify vocabulary and academic language key to unit lessons • I can identify components of explicit vocabulary lessons which support the individual needs of students with disabilities

  37. Key Ideas for Vocabulary • Strong vocabulary instruction comes from strong text • Standards shift us to vocabulary instruction that is text-based • Content learning and vocab learning are synergistic – texts work together to build content knowledge and academic vocabulary • Simple texts “bootstrap” to more complex

  38. Activity: The Power of Vocabulary • Take one minute to write down as many words as you can related to a personal hobby or subject in which you are an expert. • Write down every single thing you think of—don’t filter. EngageNY.org

  39. Activity: The Power of Vocabulary • Now take one minute to write as many words as you can related to the Olympic sport curling. EngageNY.org

  40. The Reading Deficit is integrally tied to theKnowledge Deficit • Understanding is possible only to the extent that one can map what one reads to concepts already in memory. • The amount a student already knows about a topic is the best predictor of how much she or he will learn through reading about it

  41. Vocab and comprehension are synergistic. • Weak vocabulary impedes reading comprehension • Vocabulary grows larger and richer through reading with comprehension.

  42. Did you know? • The number of different words in popular, contemporary print is at least 1,000,000.

  43. How Might Children Acquire 1,000,000Vocabulary Words? Direct Vocabulary Instruction? • 20 Words per week • 36 weeks per year • 12 grades per student • 20 x 36 x 12 = 8640 words learned total • (Assuming that the kids learn every word perfectly)

  44. How Might Children Acquire 1,000,000Vocabulary Words? “Implicit” Learning through Reading: • 12,900 new words per 1,000,000 words read • .05 = likelihood new word read is learned (Anderson et al., 1985) • • 9 years (grades 4-12) • =12,900 x .05 x 9 = 5805 words learned total

  45. ex cres cence   EngageNY.org

  46. excrescence • Decoding ex·cres·cence 2. Comprehension noun: a projection or outgrowth especially when abnormal EngageNY.org

  47. Selecting Vocabulary Tell (gloss) words that Teach words that Are critical for understanding key ideas in the text Have high utilityacross texts, content areas Are used in new or nuanced ways Repeated through the text set • Words that can’t be defined from context • Words that are necessary for comprehension, but not going to teach (glossary) EngageNY.org

  48. Why Staying on Topic Matters It provides context and repetition that foster implicit learning of vocabulary: • Most vocabulary is learned implicitly. • Word learning is most efficient when the reader (listener) already understands the context well. • Tiny gains on a dozen words is more efficient than large gains on just one word at a time. EngageNY.org

  49. Message from Research • A network of words makes it easier to process what you hear or read. • The power of vocabulary is not in familiarity with the individual word itself, as it is in the web of connections you build towards that word. EngageNY.org

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