EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Scaffolding Learning During Listening & Learning Session 4 1

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: EngageNY.org 2

©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Objective By the end of this session, you will be able to: scaffold a Listening & Learning Read-Aloud using the Planning Tool (handout) and your knowledge of scaffolding strategies. Write differentiated Interactive Reading Supports tailored to your class. 3

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What is Listening & Learning? 4

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Model Read-Aloud: Humans are Animals As you listen, think about: How does this read-aloud build knowledge and understanding over time (think stair steps)? What are the opportunities for scaffolding? 5

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What Did you Notice? How did this read-aloud build knowledge and understanding?  What was the main point? (end goal)  What knowledge did we assume?  What new information was presented? (end goal) What were the opportunities for scaffolding?  What kinds of questions were asked?  What was expected of students? (end goal) 17

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Building Knowledge Over Time 18 Preschool Year Domain Content Activities Read-Aloud Page

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Interactive Reading Supports Content: Student-to-Text Connections Concept development Connection to Prior Knowledge Integration of Knowledge Drawing Knowledge from Picture or Text Vocabulary: Word Introduction Word Clarification Picture-to-Word Connections 19 p. 54 DAP 167

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creating your own Interactive Reading Supports Why?  Tailor instruction to your own class How?  Think about… end goal (objectives) prior knowledge upcoming end goals (What’s the Big Idea?)  Apply scaffolding strategies When?  Plan them in advance  On the fly during read-aloud 20

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Do Now 21 Read Groups of Animals: Birds, Fish, and Insects (pages ). As you read think about  What is the end goal of the read-aloud?  What kind of scaffolding is already provided to reach the end goal?  What kind of scaffolding could you provide to reach the end goal?

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Interactive Reading Supports: How do they work? ReceptiveExpressive

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Interactive Reading Supports: How do they work? ReceptiveExpressive ConcreteAbstract

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Interactive Reading Supports: How do they work? ReceptiveExpressive

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Do Now in Groups of 2-4 Choose one of these Flip Book Pages 16-2, 16-4, 16-6, 16-7, 16-8, 16-9, THEN: Identify the “mini” learning goal for that page Discuss the Interactive Reading Supports Change each IRS to give higher or lower support. Be prepared to share one IRS change with your table.

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Table Share Share one IRS with your table.  Is it higher/lower support?  Are you modifying materials, teacher feedback, or expected child response? As a table, choose one to share with the whole group.

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creating Interactive Reading Supports Read the entire story first. Highlight and Circle Using the Core Content Objectives & Big Ideas Reference the Flip Book as necessary to see image details. 27 p. 161 Use sticky notes if you want! DAP 161

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Putting it All Together 28 Interactive Reading Supports Expressive Low support Prior knowledge Receptive Objectives/ end goal High Support Pacing/ Interest Core Vocabulary

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Do Now in Groups of 2-4 Choose one of these Flip Book Pages 16-1, 16-5, 16-9, THEN: Identify the “mini” learning goal for that page Write Interactive Reading Supports you might use in the classroom

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Table Share Share one IRS with your table.  Is it higher/lower support?  How could you change it on the fly to provide more or less support? As a table, choose one-two IRS ideas to share.

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Debrief Are your IRS flexible enough to allow for low and high support? How do your IRS fit into the end goal of the page? Of the whole read-aloud? How do your IRS fit into the end goal of the lesson as a whole? Are your IRS fast paced enough?

EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Reflect How can you use what you learned about Interactive Reading Supports to enhance the support you provide during read-alouds? 32