tst boces component districts’ ela curriculum council: grades 6-8

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]

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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

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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

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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

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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

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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. bdryer@tstboces.org 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. bdryer@tstboces.org

Tier 2 Tier 3

Prioritize/highlight the words essential to understanding the text.

Ignore Target

2/28/2013

Dryer, B. 2013. bdryer@tstboces.org

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. bdryer@tstboces.org

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. bdryer@tstboces.org

Plan explicit instructional approaches and scaffolding strategies to support all learners.

Ignore

Target

2/28/2013