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Prepared by Marion Lyons and Robin Hecht

Prepared by Marion Lyons and Robin Hecht. Common Core Strategies in the Classroom ELL and Special Needs student Populations. ELA/Reading AIS Teacher Marlboro Middle School. Where is Marlboro, New York?. Summer Camp: Hudson Valley Writing Project.

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Prepared by Marion Lyons and Robin Hecht

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  1. Prepared by Marion Lyons and Robin Hecht Common Core Strategies in the Classroom ELL and Special Needs student Populations ELA/Reading AIS Teacher Marlboro Middle School

  2. Where is Marlboro, New York?

  3. Summer Camp: Hudson Valley Writing Project Second most visited site in NYS after Niagara Falls Research using informative text

  4. Use the landmarks in your area to teach and connect reading and writing to science and social studies

  5. Other Attractions Washington Headquarters FDR’S Library and Museum West Point

  6. 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?

  7. 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

  8. Effective reading instruction…..

  9. Requires purposeful and explicit teaching • Today 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 …

  10. 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

  11. 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)

  12. 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

  13. 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.

  14. (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

  15. 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

  16. 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.

  17. Next, develop goals for each class that included individual and class goal

  18. Surveys are one way I can learn about my students and how they perceive themselves as learners and readers

  19. Parent Inventory 1. 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

  20. Purposeful Planning with co- teacher • What Critical Content will be the focus? • Skill Development • Explicit Instruction of Learning Strategies • Direct Instruction of Targeted Skills • Roles of each teacher • Modeling 5. Student Practice • Lesson Closure • Assessment

  21. 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

  22. Be visible

  23. Explicit Instruction The most effective teaching methodology that promotes learning of students with special needs includes: Classroom routines Behavioral expectations Academic content & skills Learning strategies 24

  24. 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

  25. What are some indicators that a lesson is purposefully designed to meet the needs of all students?

  26. 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.

  27. 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

  28. 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

  29. Evidence in the Classroom:Direct Instruction of Targeted Skills • Teachers 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.

  30. 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).

  31. 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….

  32. Little or no understanding Partial understanding Complete understanding Lesson Assessment Closure: Exit activity

  33. What are some indicators that instruction is delivered to meet the needs of all students?

  34. Classroom Actions & Student Growth • Checking for Understanding • Pacing • Processing Time • Specific & Timely Feedback

  35. Evidence in the Classroom:Checks for Understanding • Teacher 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.

  36. 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.

  37. 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.”

  38. Quick Write Students 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..

  39. 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-Sharesor Networking Sessionor a Chalkboard Splash/Chart-board Splash

  40. 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.

  41. 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:

  42. Wait Time Activities Used to extend the wait time for activities that may need longer processing time.

  43. 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.

  44. 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).

  45. 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

  46. 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. “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. “Please Let 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 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.

  47. True/Not True Hold-Ups: Hold-Up Cards 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.

  48. 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

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