due 10-15: facilitators guide template - ck.docx web viewsession 4: scaffolding learning during...

Session 4: Scaffolding Learning during Listening and Learning: Read-Aloud Instruction

Sequence of SessionsTEACHERS & PRINCIPALSThis one-day training is designed for teachers using preschool CKLA. The training will focus on how to use scaffolding techniques to provide support to diverse learners throughout the CKLA preschool day. The training will follow an “I do, we do, you do” approach to teach participants to apply scaffolding strategies to different types of CKLA activities.

Overarching Objectives of this May 2014 Network Team Institute:TEACHERS1. We discussed 3 aspects of an activity that can be changed to adapt for more or less support. What are they?2. In planning for adaptations, what is the first question to consider?3. Which is an example of a high-support read-aloud prompt?

High-Level Purpose of this Session:TEACHERSSession Description: Interactive Reading Supports are specifically intended to scaffold students’ understanding of read-alouds. Presenters will showcase examples from a read-aloud from the Animals domain that demonstrate scaffolding strategies and explain how they support diverse learners. Adaptations of Interactive Reading Supports will be demonstrated by the presenters, and then participants will adapt Interactive Reading Supports to provide high and low support. Finally, participants will write their own Interactive Reading Supports for a few read-aloud prompts to demonstrate the implementation of the scaffolding previously discussed. Presenters will highlight how ‘What’s the Big Idea’ activities already have a progression of difficulty built in to their design.

Related Learning Experiences This training assumes Prior to the May NTI, all participant not familiar with UDL may wish to view this overview document:http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

For those participants who did not participate in the November/December Preschool ELA NTI session, or for those who wish to review, we recommend the following resources be reviewed prior to the May NTI event:

CKLA-Preschool General Overview document: http://www.engageny.org/resource/preschool-ela-general-overview

CKLA-Preschool Overview Webinar: http://www.engageny.org/resource/ckla-prek-overview-webinar

http://www.engageny.org/resource/ckla-prek-overview-webinar

http://www.engageny.org/resource/preschool-ela-general-overview

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

Key Points (Not yet written) This session will…

Session Outcomes

What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?

In this session principals and teachers will:1. Participants will gain familiarity with Interactive Reading Supports that

demonstrate the use of scaffolding strategies2. Participants will gain familiarity with scaffolding Interactive Reading

Supports from the Animals domain using an ‘I do, You do, We do’ protocol and three different scaffolding strategies.

3. Participants will modify Interactive Reading Supports to demonstrate the use of one of the three scaffolding strategies

4. Participants will gain familiarity with how ‘What’s the Big Idea?’ activities already scaffold student learning

In this session principals and teachers will:1. & 2. Participants will see modeled, and create their own Interactive

Reading Supports that demonstrate the use of scaffolding strategies3. Participants will modify Interactive Reading Supports to demonstrate the

use of one of the three scaffolding strategies through a session activity4. Participants identify during an activity how ‘What’s the Big Idea?’

activities already scaffold student learning

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

1.Hook and Present

15

HOOK: Conduct a MODEL READING from the Day 1 L&L Animals. Ask participants to consider scaffolding opportunities as they watch.PRESENT: Tell participants this session will focus on interactive read-alouds in a whole group setting. Acknowledge that a whole group setting can be the most challenging setting in which to differentiate instruction. Assure teachers that with the proper planning, they can deliver an effective whole group read-aloud during Listening & Learning that helps students reach specific end goals.Review/Re-introduce Interactive Reading Supports during the Listening & Learning portion of the day to prepare participants for writing their own Interactive Reading Supports

1. What is the purpose of Listening & Learning? (To help students build systematic content knowledge and vocabulary.)

2. What are Interactive Reading Supports? (They are questions and comments outside of the read-aloud text that engage students in the content through interaction.)

3. Why create your own Interactive Reading Supports? (To tailor your read-aloud to your students and provide differentiated instruction.)

How do you create Interactive Reading Supports so that they support learning for all students? (Review the key considerations in writing IRS: Core Content Objectives, Core Vocabulary, and What’s the Big Idea activities).

NA

2.Prepare and Quick Debrief

10

PREPARE: Have participants read in their Day 16 Handouts while thinking about which of the three strategies is used most often during a read-aloud (materials, child response, teacher feedback)

1. Day 16 Read-Aloud, “Groups of Animals: Birds, Fish, and Insects” including Introducing the Read-Aloud and Purpose for Listening

2. the Core Content Objectives3. the Core Vocabulary4. What’s the Big Idea activities

QUICK DEBRIEF: As a whole group, discuss with participants which of the three strategies they envision being used. (Lead participants to the fact that child response is the best strategy to use when conducting a read-aloud because the teacher can adjust the questions he/she is asking and adjust the expectations of response based on the student. May also use some teacher feedback to encourage further discussion.)

Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16

3.Present 10

PRESENT: Using Animals, Day 16 Read-Aloud, review Flip Book Page 16-3’s Instructional Reading Supports and model how to identify the level of support being given. Then model for participants how to modify that level of support to be high or low (.e.g., high support adaptation: state a fact and have student repeat fact; low support adaptation: give a follow up question asking for further explanation).


4.Guided Practice

10

GUIDED PRACTICE: Have participants practice modifying IRS’ to be high support or low support. Assign small groups of teachers (or individuals at a given table), a specific Flip Book Page/text that already has IRS’ written. Have participants modify the IRS’ to be high support or low support.


5.Present 5

PRESENT: Using Animals Day 16 Read-Aloud, model how to write IRS’ for Flip Book Page 16-1. Remind participants this is just one page in a read-aloud so the interaction must remain brief to keep the pace of the read-aloud (i.e., you cannot conduct an entire activity on one Flip Book Page and expect to finish the whole read-aloud in 20 minutes).

1. Read the text aloud2. consider the Core Content Objectives, Core Vocabulary, and What’s the Big Idea activities3. Model writing high and low support IRS’ while keeping in mind ways to adapt any given

question or statement to elicit a different child response (one of the scaffolding strategies reviewed earlier).


6.Independent Practice

10

INDEPENDENT PRACTICE: Have participants practice writing IRS’ that show varying levels of support and that are flexible enough to be adapted on the fly during a read-aloud. Assign small groups of participants a specific Flip Book Page from Day 16 that has no IRS’ written. Have teachers compose IRS’. Facilitators will circulate at this time to ensure that participants are keeping in mind the three key considerations, the dimensions of support, and the pacing of the read-aloud as a whole.


7.Debrief and Reflect

10

DEBRIEF:Each group will share their Flip Book Page’s IRS’ and evaluate them in the context of the read-aloud as a whole. Participants and facilitators will keep the following questions in mind while evaluating the IRS’: Will the supports help students reach the end goal of understanding/knowledge? Will the scaffolding take too long and disrupt the pacing of the read-aloud for the whole class?Participants will have the option of writing down the various IRS’ created for use in their own schools/classrooms.REFLECT:How can I incorporate the high and low support strategies to elicit varying child responses when I write my Instructional Reading Supports?

Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16; chart paper and markers

Session Roadmap

Section 1: Hook and Present Time: 15

Materials used (in slides)

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

NA Slide 1NA

NA

NA Slide 2 NA NA

1 minute Slide 3 Our objective for this session are two-fold: The first is to learn how to use the Planning Tool to scaffold Listening &

Learning Read-Alouds. The second is to learn to write differentiated Interactive Reading Supports

Whole Group

2 minutes Slide 4 (REVIEW) A main focus of CKLA Preschool is developing young students’ oral

language skills, including their vocabulary and narrative skills. During Listening & Learning, teachers conduct read-alouds using the

Teacher Guide and Flip Book or using a trade book. Teachers and students discuss what they read, and they review important vocabulary.

Teachers also conduct extension activities related to the content presented during read-alouds. We will talk about Extension Activities in the next session.

As teachers read aloud to students and engage them in rich, content related discussions. Students build content knowledge and vocabulary by listening to developmentally appropriate texts that build in complexity across the preschool year.

Whole Group

1 minute Slide 5 Prepare teachers for the read-aloud model (presentation). This is the first read-aloud in the domain. Students have learned about

themselves in All About Me and about other people in Families and Communities. This domain builds on that knowledge.

As participants listen, have them think about how this read-aloud builds knowledge and understanding as it progresses. (stair steps).

Also have them think about opportunities for providing scaffolding for a variety of students and observe the kinds of questions being asked and what kinds of responses are expected from students.

Whole Group

1 minute Slide 6 [NOTE: Slides 6-16 are the first 10 pages of the read-aloud. Present this read-aloud as if you were a preschool teacher in a classroom. Read the text and then conduct the Interactive Reading Supports for each page.]Flip Book Page 1-1Read-Aloud Text:Humans are people like you and like meBut no two are the same, as you can all see.All humans have bodies, from head down to toeBut each one looks different—isn’t that so?IRS:• Have students point to their own body parts as you point to body parts in the Flip Book.“We have learned that humans have many body parts that make them special. This girl has two eyes. Can you point to your eyes? This family has dark, black hair. Can you show me your hair?”• Call on a few students to respond.

Whole Group: Model Read-Aloud

1 minute Slide 7 Flip Book Page 1-2Read-Aloud Text:Animals come in all colors, sizes and shapes.Some have big ears and brown hair, like this ape.Some have a tail or wings they can flap,And some float in water when taking a nap.Animals look different from you and from me,But we are all animals as you shall soon see.IRS:• Point to the penguins in the picture.“These animals are called penguins. They are black and white and have special wings that they use as flippers on the sides of their bodies. Penguins use their flippers to swim. What do you have instead of flippers on your body?”• Call on a few students to respond. (arms, legs)• Point to the dolphin and tell students that dolphins take naps by floating at the top of the ocean.“This is a dolphin. Dolphins live in water and when they take a nap, they float in the water. Where do you take a nap? Would you like to float in the water while taking a nap?”• Call on a few students to respond.• Point to and name the other animals on the page (chameleon, chimpanzee, elephant, and butterfly).


1 minute Slide 8 Flip Book Page 1-3Read-Aloud Text:You are an animal. This dog is too.Yes, you are an animal—But you don’t have a furry body like some animals do.IRS:• Point to the dog in this picture.“Dogs have fur all over their bodies to keep them warm and to protect them. Humans have hair, too, but it’s mostly on their heads, not over their whole bodies. Can you show me the hair on your head?”• Call on a few students to respond.


1 minute Slide 9 Flip Book Page 1-4Read-Aloud Text:You are an animal. This owl is too.Yes, you are an animal—But you don’t have orange eyes like some animals do.IRS:• Point to the owl in this picture.“This owl has really big eyes that help it to see at night. We also have eyes that we use to see, but our eyes aren’t orange. Turn to a friend and see what color their eyes are.”


1 minute Slide 10 Flip Book Page 1-5Read-Aloud Text:You are an animal. This elephant is too.Yes, you are an animal—But you don’t have a long trunk like some animals do.IRS:Point to the elephant in this picture.“This elephant has a really long trunk instead of a nose. Its trunk moves from side to side as it walks. Humans don’t have long trunks—they have short noses. Can you pretend that you are an elephant with a long trunk? Wave your elephant trunk in the air.”


1 minute Slide 11 Flip Book Page 1-6Read-Aloud Text:You are an animal. This bird is too.Yes, you are an animal—But you don’t have a pointy beak like some animals do.IRS:• Point to the bird in this picture.“This bird has a long pointed beak, but you have lips. Feel your lips. Are they soft, or hard like a beak?”• Call on a few students to respond.


1 minute Slide 12 Flip Book Page 1-7Read-Aloud Text:You are an animal. This rabbit is too.Yes, you are an animal—But you don’t have long ears like some animals do.IRS:• Point to the rabbit in this picture.“A rabbit has big, long ears. It uses its long ears to hear things. You don’t have long ears, but you do have ears that you use to hear. Where are your ears? Are they on top of your head, or on the side of your head?”• Call on a few students to respond.


1 minute Slide 13 Flip Book Page 1-8Read-Aloud Text:Wait just a minute. Let’s play another game.Instead of how animals are different, how are animals the same?Use your eyes to look at each animal’s face—Our sense of sight lets us look all over the place.Cats and puppies, gerbils too,Use two eyes to see, just like you.IRS:• Point to the girl in this picture.“The girl in this picture has two eyes. How many eyes does this cat have? How many eyes does this puppy have? How many eyes does this gerbil have? All of these animals have two eyes. This little girl is an animal, too. She is a special kind of animal called a human being.”


1 minute Slide 14 Flip Book Page 1-9Read-Aloud Text:Pigs use their noses to sniff and to smell.Humans use their noses to smell as well.IRS:• Point to the pigs sniffing the mud in this picture.“This picture shows a few pigs sniffing around in the mud. They are using their noses to smell and find food.”• Point to the child smelling flower in this picture.“This picture shows a child smelling a flower. We use our noses to smell all kinds of things. Can you show me how you would sniff a flower? See, humans are animals with noses, just like pigs.”


1 minute Slide 15 Flip Book Page 1-10Read-Aloud Text:Sharks have sharp teeth to chomp and to chew.Humans use teeth to eat their food, too.IRS:• Point to the shark swimming in this picture.“Sharks have big, pointed teeth that help them bite their food.”• Point to the girl eating the apple in this picture.“Humans have sharp teeth, too. This girl is using her teeth to eat an apple. We use our teeth to chew many things. Sharks and humans are both animals who use their teeth to chew.”


1 minute Slide 16 Flip Book Page 1-10Read-Aloud Text:There are all kinds of animals that live and that grow.We are all animals—isn’t that so?

Key Point: For this session we will be focusing on whole group read-alouds. Whole group can be one of the most challenging times to effectively differentiate instruction. You are managing behavior and learning for an entire class of students. However, with proper planning, and a tool box of scaffolding strategies ready to use on the fly, you can deliver an effective whole group read-aloud that helps ALL students reach specific end goals.


Section 2: Prepare and Quick Debrief Time: 10



4 minutes Slide 17 OPEN DISCUSSION:Talking points:

How did this read-aloud build knowledge and understanding over time (think stair steps?

o The end goal was to understand that humans are animals and compare humans to other animals

o Assumed knowledge included know about humans; know certain body parts of animals

o New information included: Comparisons to other animals; fact that humans are just one type of animal

What were the opportunities for scaffolding?o Some open-ended but mostly yes/no or one-word answer questions.

(e.g. • Point to the bird in this picture. “This bird has a long pointed beak, but you have lips. Feel your lips. Are they soft, or hard like abeak?”

o lots of receptive activities that don’t require verbal/expressive inputo Students were expected to know that humans are animals and know

that humans and other animals can be the same in some ways and different in some ways.

This read-aloud is the first in the domain. It introduces students to new content and therefore provides high support to students as they encounter the new content. In all domains, Listening & Learning is presented with high support when new content is presented. During the Picture Talk and other activities, once students have been exposed to the new content, some of these supports can be taken away.

Whole Group Discussion

2 minutes Slide 18 Scaffolding at the page and read-aloud level is incredibly important because knowledge builds over time.

If you ensure that learning is happening at the page and read-aloud level…then the building of knowledge becomes easier and easier over time. The knowledge grows and grows as the supports lessen.

Whole Group

2 minutes Slide 19 Interactive Reading Supports are the things teachers say and do in between reading the text to enhance learning.

There are many things you can say about a text, but the focus is always on either the content of the text or on specific vocabulary.

Whole Group

2 minutes Slide 20 Interactive Reading Supports are an opportunity to tailor instruction to student needs.

When writing them, it is important to consider the objectives, students’ prior knowledge, and upcoming learning goals.

Planning Interactive Reading Supports in advance is important but it is also important to be responsive to student needs and be able to scaffold an IRS on the spot during a read-aloud.

Whole Group

Section 3: Present Time: 10



7 minutes Slide 21 Have participants read the Animals Day 16 Read-Aloud on pages 268-278. The end goal of this read aloud is that students know three new groups of

animals. Some scaffolding is already in place in the Interactive Reading Supports

provided. More scaffolding could be provided by varying the Interactive Reading

Supports or by writing new ones. Typically you want to change the expected child response to “lead” students

to the end goal. You might also use some teacher feedback to encourage further discussion among students.

HANDOUT: 07_Handout_ckla_pk_d3_tg_Day16.pdfHANDOUT: 09_Handout_Day16FlipBook.pdf

Independent ReadingWhole Group Discussion

1 minutes Slide 22 Let’s look at page 16-3 in the read-aloud and talk about some of the support given.

Content goal: It is important to talk about these features because they are defining characteristics of the bird group. If you want students to eventually be able to generalize and label an animal as a bird, they have to be very familiar with the recognizable characteristics of a bird.

Existing High Support: This is an opportunity to introduce this information as new or find out from students what they already know about birds and beaks.

Whole Group

Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16; chart paper and markers

1 minutes Slide 23 (Still Page 16-3) This Interactive Reading Support teaches students the vocabulary word

“peck” and expects a receptive response from students (acting out the motion of pecking like a bird). You could adapt the expected response to ask students to define the word peck.

Learning the word peck is important because it deepens the understanding of a defining characteristic of the bird group; having beaks (that peck).

Whole Group

1 minutes Slide24 (Still Page 16-3) This Interactive Reading Support integrates students’ prior knowledge.

Students have learned the basic needs of animals earlier in the domain and, in All About Me, learned about humans’ basic needs as well.

This IRS doesn’t require student input but could be adapted to require a student response.

Whole Group

Section 4: Guided Practice Time: 10



5 minutes Slide 25 Assign a Flip Book Page to each table and have participants form small

groups at their tables. In small groups, participants should identify the learning goal for the

page, read and discuss the Interactive Reading Supports, and change each Interactive Reading Support to provide higher or lower support.

Have participants make notes on the pages in the Teacher Guide

Small Groups (3-5)

5 minutes Slide 26 Have each group share an IRS with the table and determine whether it is higher/lower support and what is being modified (materials, teacher feedback, and child response).

If there is time, have each table share one with the whole group

Small Groups (Tables)

Animals Teacher Guide: Days 1 & 16, Animals Flip Book Pages for Day 16

Section 5: Present Time: 5



2 minutes Slide 27 There is space in the Read-Aloud for you to create your own Interactive Reading Supports (grey boxes). You might want to use Sticky Notes so that you can change them each year to tailor them to your students.

Make sure you think about the various ingredients of good Interactive Reading Supports.

Whole Group

3 minutes Slide 28 There are many ingredients that go into providing effective interactive reading supports:

o Scaffolding (low and high support)o the types of child responses being elicited (receptive or

expressive)o content and pacing

What do students already know? What vocabulary are you teaching? What is the end goal? Am I keeping the pacing quick enough and the material

engaging?

Whole Group

4 large pieces of chart paper taped to walls around the room. Label t hem with Flip Book Pages 16-1, 16-5, 16-9, 16-10; Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16; chart paper and markers

Section 6: Independent Practice Time: 10



5 minutes Slide 29 Assign a Flip Book Page to each table and have participants form smaller groups of 3-5 at their tables.

Have these groupso Identify the learning goal for the Flip Book Pageo Write Interactive Reading Supports that use all of the “ingredients.”

Small Groups (3-5)

5 minutes Slide 30 Have groups share their IRS’s with their table. Then, have one representative from the table choose the best ones and write them on a big piece of chart paper for that page to display to other tables.

Small Groups (Tables)

4 large pieces of chart paper taped to walls around the room. Label t hem with Flip Book Pages 16-1, 16-5, 16-9, 16-10; Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16; chart paper and markers

Section 7: Debrief and Reflect Time: 10



5 minutes Slide 31 Discuss the IRS’s page-by-page and assess them using these criteria:o Is your IRS flexible enough to allow for low and high support?o How does your IRS fit into the end goal of the page? Of the whole read-

aloud?o How does your IRS fit into the end goal of the lesson as a whole?o Are your IRS fast paced enough?

Whole Group

5 minutes Slide 32 Have participants reflect on what they have learned about providing support during read-alouds and how it can help them differentiate in a whole group setting

Remind participants that this information can be applied to any read-aloud or trade book—not just CKLA.

IndependentWhole Group

4 large pieces of chart paper with IRS for Flip Book Pages 16-1, 16-5, 16-9, 16-10; Animals Teacher Guide: Day 16, Animals Flip Book Pages for Day 16; chart paper and markers

Use the following icons in the script to indicate different learning modes.

Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

Session4_Scaffolding Learning During Listening & Learning.PPT

Session4_Scaffolding Learning During Listening & Learning_FG.doc

07_Handout_ckla_pk_d3_tg_Day16.pdf

09_Handout_Day16FlipBook.pdf

Additional Suggested Resources

Chart paper and markers

due 10-15: facilitators guide template - ck.docx web viewsession 4: scaffolding learning during...

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