ELA Unit Planning

1. ELA Unit Planning Tiering the Task, Not the Text February 14th, 2014

2. Today’s Learning Targets • I can appropriately scaffold module lessons and tasks for students needing additional support. The goal is to maintain the integrity of the ELA Modules while still ensuring that teachers are empowered to modify and adapt tasks for the students they know best

3. is the proactive acceptance of and planning for student differences, including their Differentiated Instruction readinessinterests learning profiles Teachers can respond to student differences by differentiating content processproducts while always keeping in mind the guiding principles of respectful tasksongoing assessment and adjustmentflexible groups EngageNY.org 3

4. Creating An Optimal Match Too Difficult/ Causes Frustration TASK DIFFICULTY Flow of Instruction Too Easy/ Can Cause Boredom READINESS LEVEL EngageNY.org 4

5. Instead of changing the text • “Tiering” – engaging all students in appropriately challenging learning activities/tasks that are focused on the same knowledge, skills, and understandings. • Changing the complexity of the work, not only the amount or pace of the work. • Changing the complexity of the work, not the fundamental objectives. EngageNY.org 5

6. What Can Be Tiered? Anything That Kids Do In Order To Learn -- • Activities • Homework • Centers • Reading Materials/Research • Writing Prompts • Projects EngageNY.org 6

7. Tiered Instruction in the Modules Learning Target – I can make inferences from text. • A. Students are working with a specific chunk of complex text. They are asked an inferential question and told, “look in paragraph 2 for evidence to support your inference. Be careful, there is a trickster in there!” When they look at paragraph 2 they find 3 highlighted phrases. One is a “trickster” the other two are valid support. Students explain their choices. • B. Students are working with a page or so of complex text. They are asked an inferential question and prompted to return to the text to find evidence for their inference. Students share their evidence with each other and check their understanding before the teacher calls on some to share. C. Students are working with several pages of complex text. They are asked an inferential question. As they begin to answer, the teacher prompts, “explain why your inferences are valid.” Students work independently for several minutes, looking for textual evidence and annotating it. The teacher invites several students to the front to model their thinking for the class using the document camera.

8. Tiered Instruction in the Modules EngageNY.org 8

9. Close Reading Case Study: Grade 3 Inclusion Class • Read the Case Study, paying close attention to the critical aspects of tiering • Use the note-catcher to capture your thinking about these key ideas

10. New Language Arts Progressions

11. Planning Tiered Activities: A Five Step Method STEP 1 First, focus on the target (s) – what’s the point? • Identify Learning Targets • Carefully read module lesson: how are students expected to approach these targets in general. STEP 2 Determine student readiness for that specific target and the tasks the lesson calls for. • Consider each student’s prior knowledge, skill level, and attitude specifically in relation to the targets and tasks in the lesson EngageNY.org 11

12. Planning Tiered Activities: A Five Step Method STEP 3 Determine the complexity of the activity you are designing • High skill or complexity/low skill or complexity STEP 4 Create more/less complex versions of the activity • Maintain the essential targets STEP 5 Match the different versions of the activity to groups of students EngageNY.org 12

13. Points to Consider • Daily lesson should be 45-60 minutes in total • Lesson components should include • Mini-lesson • Group work/collaboration • Independent work • Share • Each module targets different learning standards

14. Try It!! • Work with grade-level team members to differentiate lessons in an upcoming EngageNY Unit. • With your group, discuss: • What are the learning targets for the lesson? • What specifically might some students need extra support with? • What form might that support take? • What specifically might some students need LESS support with that the lesson suggests? • What scaffolds might you remove for highly ready students?

15. Happy Valentine’s Day!!