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Literacy Leads the Way Best Practicesincluding Accommodations for ELLs and Special Education

What is it we want all students to learn? Houston ISD CurriculumDRAFT 2010-2011

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KWL Strategy

Think-Pair-Share Strategy

Frayer Model Strategy

Summary Frames Strategy

Two-Column Notes Strategy

Rubrics Strategy

Think-Aloud Strategy

RAFT Strategy

Anticipation Guide Strategy

Graphic Organizers Strategy

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Teachers are encouraged to extend these strategies so that they are used:

by individuals, small groups and whole class

before, during and after a lesson to help students think critically as they read, write and discuss

Its crucial that all teachers consider the developmental process and the learning style(s) of all students. When introducing

a new skill or instructional strategy to students with learning disabilities, the teacher should:

introduce LLTW by using a brief, yet familiar passage or text;

model the LLTW strategy using the familiar text.

Using this approach allows the students to focus on learning the strategy to improve comprehension versus reading the

text for comprehension andapplying the new strategy. Once students have mastered the LLTW strategy, the teacher

should:

plan instructional activities in which the students can utilize the strategies using brief unfamiliar passages andincreasing to longer passages;

provide multiple opportunities for students to practice using the LLTW strategy before introducing other strategies.

Always debrief the use of strategy by asking students,How did this strategy help you?

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Table of Contents

Strategy Explanation Accommodations for ELLs Accommodations for Studentswith DisabilitiesK W L What is it?

A graphic organizer used to help students predict and connectnew information with prior knowledge. (Ogle, 1986)

How do I use it?

Create a three column chart labeled K (know), W (wantto know) and L (learned).

Brainstorm what you know about a topic.

List what you want to know about the topic. Experience the lesson (i.e. read a text, perform an

experiment, watch a video, listen to a lecture) and fill inwhat you have learned about the topic.

What does it look like?K

What I knowW

What I want toknow

LWhat I learned

____________________________________________________

____________________________________________________

____________________________________________________

Model and demonstrate thestrategy first, using guidedpractice and mixed-abilitypartner support, beforeexpecting independentapplication. Partner ELLstudents with students moreproficient in English and/or

partners proficient in acommon native language (forBeginners).

Model and scaffold thesequential use of the columnsand their meanings by usingshort labels, realia, pictureicons (including international

icons), visuals, cognates, wordwalls, drama, role-play, bodygestures and facialexpressions.

Accommodate questionsasked in the W column to theneeds of beginner/intermediateELLs. Avoid negative

questions if possible.

Before ReadingSelect a short passage with afamiliar theme to introduce theKWL strategy.

What I KnowTeacher will list ideas/thoughtsabout the topics using the think

aloud strategy. Initially, studentscan complete the column bydrawing pictures, and/or writingwords/phrases from similarstories or events regarding topic.

What I Want to KnowModel questioning strategy usinginformation from the K column.

Assist students with asking (thinkaloud) questions about the topic.

After ReadingWhat I LearnedAfter reading the text, teacheradds new information to thecolumn and answers questionsfrom the W column. If questions

in the W column were notanswered in the text, search foranswers using other resources.

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Table of Contents

Strategy Explanation

Accommodations for ELLs Accommodations for Students

with DisabilitiesSummaryFrames

What is it?A series of questions or stems designed to highlight importantelements in order to produce a summary. Questions or stemsare chosen based on the specific type of information to besummarized.

How do I use it? Point out that texts often have certain structures:

descriptive, cause and effect, sequence,compare/contrast, and problem-solution.

Provide sentence starters that help studentsdeconstruct the relationships in the text.

Provide opportunities for students to read text todetermine type of text and to apply the appropriatesummary frame sentence.

Allow time for students to share their summary anddiscuss their thinking.

What does it look like?Description:A is a kind of that . . . .

Compare/Contrast:X and Y are similar in that they both . . .

but X . . . while Y . . . .

Sequence

begins with . . . continues with. . .and ends with . . . .

Problem/Solutionwanted . . . but . . . so, then. . ..

Cause/Effecthappens because . . . OR causes . . . .

Model using summary frames,then provide guided practiceand coaching before expectingindependent use.

Provide accommodated writtenand oral summary frames. Useshort labels, realia, pictureicons, visuals, cognates, wordwalls, drama, role-play, bodyand facial gestures andexpressions to reinforce themeaning and the sequence ofsummary frames.

Partner ELL students withstudents more proficient inEnglish and/or partners

proficient in a common nativelanguage (for Beginners).

After Reading

Model using summary frames byusing a familiar passage. Identifythe no more than 10ideas/keywords for eachparagraph.

Decide whether the main idea of

the paragraph isdescription/definition,compare/contrast, sequence,

problem/solution, or cause/effect.

Model how to combine theseideas/words into a one-sentencesummary.

Allow students to practice other

summary frames using a familiarpassage.

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with DisabilitiesTwo-ColumnNotes

What is it?An active reading strategy that requires processing ofinformation as notes are taken. The use of columns separatemain ideas, concepts and higher level thinking questions fromthe supporting details. The most commonly used is the Cornellnote-taking technique. (Pauk, 1989)

How do I use it? Draw a table with two columns or fold a piece of paper

vertically into 1/3 (left column) and 2/3 (right column).

Label the columns and add lines based on the text orassignment (see examples below).

Encourage the use of higher order questioning.

Include a summary section.

What does it look like?Topic/Theme/Title

Annotations(questions)

Notes

Big ideas

Commentary

Symbols

Reflective work

And so on

Students take notes here

Summary/ReflectionThis should be completed after the student has hadtime to reflect on and discuss his/her notes.Vocabularybody =cuerposegment =segmentounusual =raro

Model and accommodate theuse of the columns:

Use short labels, realia,picture icons (includinginternational icons),visuals, cognates, wordwalls, drama, role-play,body gestures and facialexpressions to reinforcethe meaning and thesequential use of theAnnotations and Notescolumns for students.

Consider adding graphicsor illustrations to supportand reinforce the meaningof the annotations for

ELLs.Add a Vocabulary row belowthe Summary/ Reflection row.ELLs can list new wordsencountered in this activity.

After Reading

Introduce this strategy tostudents using a familiar text orparagraph. Use the modifiedtwo-column notes graphicorganizer to introduce topic.(Adding lines or additional bulletpoints to the graphic assistsstudents in organizing their work.)

Two Column Notes Modified

Summary/Reflection______________________________________________________________________________________________________________

Model the graphic organizerusing main ideas and details,note taking, or reflection. Use theThink-Aloud strategy to completeeach column. For additionalpractice, allow students topractice in small groups.

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with DisabilitiesThink-Aloud

What is it?The Think-Aloud is a strategy that helps readers think abouthow they make meaning from texts. As students read/reviewtexts, they pause to think about connections they are making,

images they are creating, and problems they might beexperiencing. This oral thinking is a metacognitive practice

that builds reading independence.(Davey, 1983; Olshavsky, 1976-77)

How do I use it? Model the strategy with the type of text the student will

be using. Tell students, As I read aloud, I will be stopping to

voice my thinking about the text.

Read a short section, stopping frequently to talk aboutwhat you are visualizing, predicting, questioning,

comparing or determining cause and effect.

Have students practice the strategy with a partner.

What does it look like?Students can record their thoughts by annotating text usingpost-it notes or can be reminded of key think-aloud sentence

stems by using a bookmark with stems such as these:.

Language StemsVisualize- I wonder why Connection- This made me

think of

Prediction- I think____ willhappen next.

Summarization- Theparagraph is mostly about

Think-Aloud StemsVisualize- I imagine Connection- This reminds

me ofPrediction- I wonder if. Identifying a Problem- The

problem is

Use a Think-Aloud to modelthe use of reading and contentarea literacy strategies.Accommodate the languageused in the Think-Aloud byusing visuals, gestures, drama,role play, and simple languagestructures.

Partner ELL students withstudents more proficient inEnglish and/or partnersproficient in a common nativelanguage (for Beginners).

Provide written text (such assentence frames or clozeparagraphs) for students to

practice Think-Alouds. Havethe more proficient partnermodel the Think-Aloud first.

During Reading

Model the think-aloud strategy byreading a familiar text. Pauseduring the selection and uselanguage stems to summarizewhat has been read and predictwhat will happen next.

Allow student partners to practicethe strategy using brief texts.

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with DisabilitiesAnticipationGuide

What is it?A series of statements based on the key concepts of a reading.Students are asked to agree (true) or disagree (false) in order toactivate prior knowledge, focus reading and motivate readers.(Herber, 1978)

Teacher Note: When creating the anticipation guide, start withan age appropriate number of statements. Provide at least onestatement that would challenge students thinking.

How do I use it?Teacher:

Makes a chart.

Identifies major concepts and creates four to sixstatements.

Creates statements that support or challenge studentsbeliefs about the topic.

Students: React to each statement by agreeing or disagreeing.

Read text to find evidence that supports or disprovestheir responses on the guide.

What does it look like?

MAT H CLASS ON INTEGERS

Me Text

__________ ______

__________ ______

The sum of twointegers is greater thanboth of the numbersbeing added.

The product of twonegative integers isalways negative.

Preteach, scaffold, andaccommodate the academiclanguage and vocabularyneeded to understand andrespond to the statements inthe Anticipation Guide.

Use mixed ability partners,realia, picture icons,

international symbols or signs,visual cues, cognates, actionsor gestures, dramatization, roleplay, native language support,graphic organizers and printedword/sentences according tostudents functional languagelevels.

Model the strategy first: UseThink-Alouds, along withRead-Alouds and appropriateESL instructional strategies(Total Physical Response(thumbs up/thumbs down), oralcloze sentences, etc.), tomodel the strategy beforestudents are expected to

develop and/or respond toanticipation guidesindependently.

Before Reading

Introduce the anticipation guideusing a familiar passage.

Model this strategy using thethink aloud strategy stating whyyou agree or disagree with eachstatement. Students can agree or

disagree with each statement byshowing a sign such as thumbs-up/thumbs-down.

Allow students to work with apartner or small group tocomplete additional statements.Make sure at least one statementchallenges their thinking.

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with DisabilitiesGraphicOrganizers

What is it?A flexible instructional tool to help students construct meaningand organize their knowledge before, during or after instruction.They can be completed linguistically or non-linguistically.

How do I use it? Model how to use a specific organizer with familiar

content. Allow students to help complete a class graphic

organizer. Show several completed examples.

Monitor students as they complete their own graphicorganizer with new content.

What does it look like?

Model and demonstrate thestrategy first, using guidedpractice and mixed-abilitypartner support beforeexpecting independentapplication. Partner ELLstudents with students moreproficient in English.

Preteach and accommodatethe academic language andvocabulary needed tounderstand and complete thecorresponding graphicorganizer. Use realia, pictureicons, international symbols orsigns, visual cues, cognates,actions or gestures,

dramatization, role play, ornative language support. Useshort labels and diagrams toreinforce meaning andsequential use of the graphicorganizers for ELL students.

Provide ELLs with graphicorganizers that are appropriate

for the text structure andlanguage acquisition level ofthe students.

Before, During, and AfterReading

When introducing a graphicorganizer, explain the purpose forusing the tool. Model using theorganizer with a familiar text orpassage. Allow students topractice using a brief passage.

Reflect on the usefulness of thetool by discussing with studentsthe benefits of using the graphicorganizer.

Gradually allow students topractice using the graphicorganizers using shortparagraphs or passages.

Then introduce longer text andpassages for independentpractice.

For more information about these strategies, consult the following texts:

Teaching Reading in the Content Areas

Project CRISS

Handbook for Classroom Instruction that Works

When Kids Cant Read, What Teachers Can Do

Reading with Meaning

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