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TST BOCES Component Districts’ ELA Curriculum Council: grades 6-8

TST BOCES Component Districts’ ELA Curriculum Council: grades 6-8. October 23, 2013 Jenn Gondek, Instructional Specialist for Inclusive Education Beth Dryer, Literacy Instructional Specialist. Scaffolding Support in the ELA Curriculum Modules. Key Ideas.

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TST BOCES Component Districts’ ELA Curriculum Council: grades 6-8

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  1. TST BOCES Component Districts’ELA Curriculum Council:grades 6-8 October 23, 2013 Jenn Gondek, Instructional Specialist for Inclusive Education Beth Dryer, Literacy Instructional Specialist

  2. Scaffolding Support in the ELA Curriculum Modules

  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] Lori Ostrander & Kimberly Matthews, DCMO BOCES

  4. Scaffolding Skills Mastery Level of Support Skill Proficiency Lori Ostrander & Kimberly Matthews, DCMO BOCES

  5. Collaborative Discussion Lori Ostrander & Kimberly Matthews, DCMO BOCES

  6. Scaffolding Collaborative Discussion for Students with Disabilities Mastery Level of Support Skill Proficiency Lori Ostrander & Kimberly Matthews, DCMO BOCES

  7. 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 Lori Ostrander & Kimberly Matthews, DCMO BOCES

  9. Shift 6: Academic Vocabulary Language Standard [L]6

  10. TST ELA Curriculum Council

  11. Vocabulary Tiers: 3 common to informational texts; specific to a particular domain or field of study. ambulate 2more likely to appear in written texts than in speech; appear in all sorts of texts. saunter 1primarily conversational “non-academic” words. walk TST ELA Curriculum Council

  12. TST ELA Curriculum Council

  13. via Wide Reading (& Listening): • Interactive Read Aloud • Guided Reading • Independent Reading TST ELA Curriculum Council

  14. Scaffolding Language Skills: Academic Vocabulary Mastery Level of Support Skill Proficiency Lori Ostrander & Kimberly Matthews, DCMO BOCES

  15. Your turn… • 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

  16. Scaffolding Vocabulary for Students with Disabilities Mastery Level of Support Skill Proficiency Lori Ostrander & Kimberly Matthews, DCMO BOCES

  17. Explicit Vocabulary Instruction • Provide students with the pronunciation or guide them in decoding it • Introduce the meaning of the word by: • Providing a student friendly definition AND/OR • Guiding students in analyzing parts of the word (roots/prefixes/suffixes) AND/OR • Determining critical attributes embedded in a glossary definition • Illustrate concept with a number of concrete, visual, or verbal examples • Involve students in making meaning of the word by: • Asking them to distinguish between examples and non-examples AND/OR • Asking them to generate their own examples AND/OR • Asking them questions which require deep processing of the word’s meaning • Ask students to identify the word and its meaning in context Lori Ostrander & Kimberly Matthews, DCMO BOCES

  18. Consider uploading additional scaffolding supports to the Council Wiki Ex: Grade 6. Module 1, unit 1, lesson 1.

  19. Consider uploading additional scaffolding supports to the Council Wiki Ex: Grade 6. Module 1, unit 2, lesson 1. Allusion Greek Mythology Allusions in Modern Teen Literature by Jessica Gillum on Prezi

  20. PARCC: Grade 6 Evidence-Based Selected-Response Item #1 Part A What does the word “regal” mean as it is used in the passage? • generous • threatening • kingly* • uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” • “wagging their tails as they awoke” • “the wolves, who were shy” • “their sounds and movements expressed goodwill” • “with his head high and his chest out” Dryer, B. 2013. bdryer@tstboces.org

  21. Prioritize/highlight the words essential to understanding the text. Dryer, B. 2013. bdryer@tstboces.org

  22. Prioritize words that students are likely to meet often in other texts/content areas. Dryer, B. 2013. bdryer@tstboces.org

  23. Prioritize words that relate to other words, to ideas that students know or have been learning. Dryer, B. 2013. bdryer@tstboces.org

  24. Plan explicit instructional approaches and scaffolding strategies to support all learners. Dryer, B. 2013. bdryer@tstboces.org

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