1. Specially Designed Instruction Embedded Supports for Students Providing Accessible Instruction for all Students with Disabilities NYS CCLS Grades 6-8 Modules 1

2. Tri-State Rubric: Instructional Supports Provides all students multiple opportunities to engage w/ text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text. Engages students in a productive struggle through discussion questions and other supports that build toward independence. 2

3. Tri-State Rubric: Instructional Supports Integrates appropriate supports … for students who are ELL, have disabilities, or read well below the grade level band. Gradually removes supports, requiring students to demonstrate their independent capacities. 3

4. Embedded Supports Vocabulary Instruction Reading Complex Text Additional Supports 4

5. Instructional Practices Connect lessons to clear, explicit, standards- based learning targets Anchor charts provide continuity Protocols provide supportive routines and structures – Evidence collection tools – Collaborative discussion routines (triad talk, think- pair-share) 5

6. Specially Designed Instruction Regulations of the Commissioner of Education: Part 200 Students with Disabilities (200.1)(vv) Specially designed instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access for the student to the general curriculum, so that he or she can meet the educational standards that apply to all students. Content –Planning for how content is represented – What will students learn? Methodology –Planning a learning environment free of barriers – How will students learn it? Delivery of Instruction – Planning for engagement and motivation – Why is this learning important to students? 6

7. 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] 7

8. The ESSENCE of Scaffolds “Give me a fish while you’re teaching me how to catch my own. That way I won’t starve to death while I’m learning to tie flies.” 8

9. Scaffolding Skills for Students with Disabilities Level of Support Skill Proficiency Mastery 9

10. Collaborative Discussion 10

11. Collaborative Discussion Scaffolds Embedded Module Support Grade 7, Module 1: Unit 1, Lesson 10 Ask students to turn and talk about strategies they know to use for figuring out challenging words in context Ask students to turn and talk about words they were able to figure out 11

12. 1:1 teacher prompts and cues to share thinking with collaborative pair or group Provide fill in the blank sentence starters to individual students Provide sentence starters for collaborative discussion on the board Provide visual and verbal cues for collaborative discussion topic Provide the discussion prompt embedded in the module Scaffolding Collaborative Discussion for Students with Disabilities Level of Support Skill Proficiency Mastery 12

13. Collaboration Anchor Chart with Visual Cues Desks touching Eye contact Point to text Respect ideas One person talks at a time Everyone shares 13

14. 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 _______” 14

15. Explicit Instruction in Collaboration Decide who is Partner A and who is partner B in your pair. I am partner A and Lorie is partner B. Let us show you what collaboration looks like: I Do Lorie, I know that one strategy I use to figure out the meaning of unknown words is to keep reading to see if the next sentence will give me some clues. What is a strategy you use? We Do Now you try it with your partner. Lorie and I will listen in and help you if you need it. Partner A, tell your partner a strategy you use to figure out the meaning of unknown words. When Partner A finishes, Partner B, you tell your partner a strategy you use. You Do Now that we’ve practiced collaborating around strategies you and your partner use to figure out the meaning of unknown words, talk to your partner about which words you were able to figure out the meaning of. Partner B go first this time to share one idea or word. Partner A, when Partner B has finished sharing on word, share your thinking about their definition of that word, then share one of your own. 15

16. Understanding Vocabulary in Context 16

17. Reading Deficit can be tied to Knowledge Deficit Understanding is possible only to the extent that one can map what one reads to concepts already in memory. The amount a student already knows about a topic is the best predictor of how much she or he will learn through reading about it 17

18. Comprehension depends on vocabulary A network of words enables processing of text Vocabulary power is NOT in the single word, but the web of connections you build around that word. 18

19. ex  cencecres  19

20. excrescence 1.Decoding ex·cres·cence 2. Comprehension noun: a projection or outgrowth especially when abnormal 20

21. Staying on Topic Matters It provides context and repetition that foster implicit learning of vocabulary: Most vocabulary is learned implicitly. Word learning is most efficient when the reader (listener) already understands the context well. Tiny gains on a dozen words is more efficient than large gains on just one word at a time. 21

22. Vocabulary Instruction Text-based instruction contextualizes words Content learning and vocabulary learning are synergistic – texts work together to build content knowledge and academic vocabulary 22

23. Vocabulary Scaffolds Embedded Module Support Grade 7, Module 1: Unit 1, Lesson 10 Ask students to notice words in bold in the informational text and the words that are defined [ ] for them in the text Ask students to turn and talk about strategies they know to use for figuring out challenging words in context Ask students to turn and talk about words they were able to figure out Model thinking around using context clues to figure out unknown words (“I’m not sure what mystical means, but it sounds sort of like mystery. So maybe it has something to do with something unknown?”) Ask students to share out word meanings they figured out and clarify definitions as needed 23

24. Vocabulary Challenges Students enter school with disproportionate vocabulary experiences which lead to accelerated gaps between them Some children enter school with thousands of hours of exposure to books and a wealth of rich and supportive oral language experiences; others begin school with very limited knowledge of language and word meanings (Hart & Risley, 1995; National Research Council, 1998). ) The vocabulary gap grows larger in the early grades as children with limited vocabulary knowledge grow much more discrepant over time from their peers who have rich vocabulary knowledge ((Becker 1977; Stanovich, 1986). Biemiller and Slonim (2001) - most of the vocabulary differences among children emerge before grade two, at which point children with high vocabularies know approximately 4,000 more root word meanings than children with delays in vocabulary development 24

25. Vocabulary Challenges Students with limited vocabulary struggle with comprehension which often leads to classification as learning disabled Children who have difficulty learning word identification skills are also less able to develop their vocabulary knowledge through independent reading (Cunninghan & Stanovich, 1998). Vocabulary knowledge becomes increasingly more predictive of overall reading proficiency as students progress through the elementary grades (Scarborough, 2005; Storch & Whitehurst, 2002) As the vocabulary gap among students widens and texts become more complex, vocabulary knowledge becomes a critical determinant of successful comprehension (Becket, 1997; Stahl, 1991) Early language and vocabulary deficits are predictive of later learning disabilities related specifically to reading comprehension (Catts, Hogan & Adlof, 2005) 25

26. Explicitly pre- teach words or concepts essential to understanding the text Embed visual cues for unfamiliar word meanings in the text Provide instruction in related word families using instructional text Provide individual cards which prompt for context clue strategies Provide an anchor chart prompting strategies to use context clues to figure out unknown vocabulary Scaffolding Vocabulary for Students with Disabilities Level of Support Skill Proficiency Mastery 26

27. Explicit Vocabulary Instruction 1.Provide students with the pronunciation or guide them in decoding it 2.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 3.Illustrate concept with a number of concrete, visual, or verbal examples 4.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 5.Ask students to identify the word and its meaning in context 27

28. Key Concepts traditiontribe Write a definition for each of the these terms with your learning partner 28

29. Key Concepts traditiontribe A valued behavior or belief that has been practiced for a long time by a group of people A group of people with common beliefs, ancestors, customs and leadership Turn and Talk to your partner: Does each of the following illustrations meet the criteria for the definition of the word? WHY? WHY NOT? 29

30. Does this picture illustrate the word? tradition A valued behavior or belief that has been practiced for a long time by a group of people 30

31. Does this picture illustrate the word? tradition A valued behavior or belief that has been practiced for a long time by a group of people 31

32. Does this picture illustrate the word? tradition A valued behavior or belief that has been practiced for a long time by a group of people 32

33. Does this picture illustrate the word? tradition A valued behavior or belief that has been practiced for a long time by a group of people 33

34. Does this picture illustrate the word? tradition A valued behavior or belief that has been practiced for a long time by a group of people 34

35. Does this picture illustrate the word? tribe A group of people with common beliefs, ancestors, customs and leadership 35

36. Does this picture illustrate the word? tribe A group of people with common beliefs, ancestors, customs and leadership 36

37. Does this picture illustrate the word? tribe A group of people with common beliefs, ancestors, customs and leadership 37

38. Does this picture illustrate the word? tribe A group of people with common beliefs, ancestors, customs and leadership 38

39. Does this picture illustrate the word? tribe A group of people with common beliefs, ancestors, customs and leadership 39

40. Make Meaning traditiontribe PARTNER UP: Create a sentence or short story about the picture which links the terms above. 40

41. Make Meaning traditiontribe Persian tribal dance is performed by women in traditional safron colored clothing. 41

42. Revise Thinking traditiontribe In your group: Discuss what you have learned about each term Revise your definition to integrate new understandings Share out 42

43. Contextualize Understanding Talk with a partner: In the informational text we will read today you will come across the sentence on the right. What do you think this sentence means? Tradition in both tribes held that causing a death created “spiritual pollution” [harm to a person’s well being]. 43

44. Comprehending Complex Text 44

45. Text Sets Multiple texts on the same topic Build content knowledge, and therefore vocabulary Intentionally sequenced – content and complexity Simple texts “bootstrap” readers to more complex texts on the same topic Students learn to read increasingly complex texts. 45

46. Close Reading Independent proficiency is the goal Teach it; don’t just assign it CTR protocol contains scaffolds: – Read-alouds – Multiple reads – Text-dependent questions – Collaborative discussion Modules gradually build independence and remove scaffolds for close reading. 46

47. Vocab and comprehension are synergistic Weak vocabulary impedes reading comprehension Vocabulary grows larger and richer through reading with comprehension. 47

48. Comprehending Complex Text Scaffolds Embedded Module Support Grade 7, Module 1: Unit 1, Lesson 10 Text is presented to students “chunked” into smaller sections which reduces the load on working memory and anxiety Teacher initial read aloud of unfamiliar text Set a clear purpose for reading the text Ask students to annotate for the gist Ask students to turn and talk to a partner about their thinking regarding the gist Text dependent questions included next to text selections focus student attention and thinking on key concepts and ideas from the text Ask students to revisit the text after a subsequent read to refine their gist statements Scaffolded note catchers (version 1 and version 2) 48

49. Summarize the text at the student’s independent reading level Embed visual cues in the text or highlight key ideas which support the purpose for reading Provide a graphic organizer supporting a text comprehension strategy that was explicitly taught Provide text in advance so student may pre- read it prior to a first read in class Provide an anchor chart for reading text closely Scaffolding Complex Text for Students with Disabilities Level of Support Skill Proficiency Mastery 49

50. Use visual cues (to support purpose for reading) Purpose for reading: What does the word “both” refer to? Why does the author use the word “both” four times? Improves and supports understanding of spoken words or written text They are the Dinka and the Nuer, the largest tribes in southern Sudan. Both greet the dawn by singing. Both live in square huts with round, uneven roofs. Both walk the roadless plain split by the White Nile. And both honor their scrawny, hump-backed cattle as the center of the temporal world, at once wealth on the hoof and a mystical link to the spiritual plane [level]. Dinka Nuer BOTH Highlight Key Ideas (to support purpose for reading) 50

51. Summarize (at independent reading level) Conveys important details and ideas at student’s independent comprehension level Provides a framework for understanding the more complex language in the grade level text They are the Dinka and the Nuer, the largest tribes in southern Sudan. Both greet the dawn by singing. Both live in square huts with round, uneven roofs. Both walk the roadless plain split by the White Nile. And both honor their scrawny, hump-backed cattle as the center of the temporal world, at once wealth on the hoof and a mystical link to the spiritual plane [level]. The two biggest tribes in southern Sudan are called the Dinka and the Nuer. They have many things in common. Both tribes sing at dawn each morning. Both tribes live in square huts with round, uneven roofs. Both tribes must walk through the same plains (flat and dry land with almost no trees) with no roads. They both share the only river: the White Nile. And both tribes show great respect for their cattle. Cattle represent a man’s wealth. They also are connected to their religious beliefs and are a link to their idea of heaven. 51

52. DO Provide explicit reading skill instruction using text at the student’s instructional level in addition to whole group instruction using grade level text Fade scaffolds as student demonstrates understanding of content and mastery of skills DON’T Ask students reading below grade level to independently read texts at grade level without support Provide the same scaffolds to all struggling learners Scaffolding Reading 52