1. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 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: http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 1

2. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Making Learning Accessible for Diverse Learners: Resources to support Listening and Learning instruction Session 2

3. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Objective We will be able to identify ways in which questions asked during read-alouds can be tailored to support the diverse needs of students. 3

4. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Goals of Listening and Learning Builds knowledge & vocabulary Familiarization with academic language structures Participation in text- dependent conversation 4

5. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ How L&L Provides Access Students build vocabulary and knowledge through… 5 Flip Book images that illustrate key concepts & vocabulary Image cards students use to demonstrate understanding Connections to previous texts that activate prior knowledge Think-pair-share exercises to engage students in discussion Scaffolded questions that check comprehension and prime students for inferential thinking Extensions that engage students in content Promoting active listening through questioning

6. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ When a Barrier Exists? 1. Read-Aloud a)Introduction b)Presentation c)Discussion 2. Extension 6 Think for a moment: Where have students experienced a barrier? Turn and Talk: Share your experience Describe how you adjusted the instruction (providing students access)

7. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Fostering Engagement Engagement supports language and knowledge development. 7 When a barrier exists that engagement can break

8. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Many Ways to Foster Engagement 8 1. Adjusting Pace2. Scaffolding Language Opportunities 3. Promoting Active Listening 4. Establishing Routine

9. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 1. Adjusting the Pace How fast am I reading the text? How much do I read before pausing/checking in? Is ‘pause time’ (for students to think) built into routines that involve talking and sharing? 9

10. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 2. Scaffolding Language Opportunities Are there visual prompts to support participation/language formulation? “Tell your partner what you think the weather is like during the season of winter.” 10 How easy is it for students to get in the conversation? I think the winter season is ____ because_______.

11. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 2. Scaffolding Language Opportunities Do I need to provide multiple prompts towards a challenging question? 11 What is a habitat? Describe arctic tundra habitat. Would polar bears be able to survive in the arctic tundra habitat?

12. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 3. Promoting Active Listening Are there ways to participate non-verbally? Are specific targets for listening given to specific children/groups (e.g., thumbs up when you hear this word)? Is the purpose for listening referenced and concrete? Is it repeated beyond the initial conversation? Are there peer teams with listening goals? 12

13. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 4. Establishing a Routine With a Partner: What norms are important to establish for Think-Pair-Share? 13

14. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 4. Establishing a Routine Important think-pair-share (discussion routines) norms may include: think time (before students pair) pairing up (2 students in each group; process in which students pair up) multiple rounds of conversation (who speaks first, # of rounds) listening to partners (no interrupting) sharing what was discussed Other ideas? 14

15. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 4. Establishing a Routine Are discussion norms established? Are there norms that everyone participates and routines to ensure accountability? Are peer pairs used in ways that support peer-to-peer learning/modeling? 15

16. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Reflection 16 TeachersCoaches/Administrators 2-3 types of adjustments that I have made during instruction that fostered student engagement What are some adjustments noted here that I would like to share with teachers (what would be most beneficial to students in my school/district) 1-2 new adjustments I would like to incorporate for the benefit of my students

17. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Taking a Close Look at GLS and Discussion Questions Engaging students in text & Maintaining High Expectations 17

18. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Text-Dependent Questions Text-dependent questions are questions that can only be answered through close analysis of text. Encourage student to gather evidence, insight, and knowledge from the text. Why? Focuses questions on what’s important versus on distractors (provided text is appropriate) Focuses on and builds habit for textual support of answers (future skills and expectations)

19. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ CCLS Shift #4: Text-base Responses Expectations of CCLS: Students have rich, rigorous, and collaborative conversations which are dependent on a common text which has been read aloud. Students develop the habit of using complete sentences to describe relevant facts & key details, orally, in response to a text that has been read aloud. Classroom experiences stay deeply connected to the content of the text on the page. 19

20. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ How L&L Elicits Text-Based Responses Prior knowledge supports ability to make inferences needed for text based “evidentiary arguments” Post-reading conversations provide opportunity:  Teachers to model  Students to use text-based vocabulary  Students to answer text-based questions Guided Listening Supports (GLS) model text-based questions 20

21. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Types of Questions ———

22. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ In groups of 2-3: 1.Read a grade-level passage (Your Choice) 2.Determine whether each question is:  Literal  Inferential  Evaluative Your Turn 22

23. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Types of Questions: K ——— 23 EngageNY.org

24. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Types of Questions: 1 ——— 24 EngageNY.org

25. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Types of Questions: 2 ——— 25 EngageNY.org

26. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Considerations when Adjusting Questions Ordering & Scaffolding Questions: Begin with “winnable” question — foster confidence Sequence coherently — build understanding Add visual prompts to support student participation or language formation Adjust question to change response expectation Provide prompts so a child can answer the ‘hard’ question Increase the frequency of stopping to check understanding 26

27. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Keep in Mind What do my Students Need? Your adjustments meet a need(s) What are the lesson objectives and core vocabulary? Your adjustments:  Support students with meeting objectives, and  Learning core vocabulary 27

28. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Your Turn Teachers: 1.Select a read-aloud from your anthology 2.Review your checklist 3.Identify opportunities to add, adjust, & re- sequence questions (focus on 1 section, e.g., presenting or discussing the R-A) 4.Use Post-It Notes to mark changes in your anthology 28 Coaches & administrators: Review the Guide check what your teachers already do  How often is this technique used?  Do you know of teachers who could model this to others? Mark “x” what you haven’t see yet  How would this technique help students?

29. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Stand, Pair, & Share Stand up and find a partner from a different table, and share: What you consider to be the most challenging aspects of adjusting questions? Which techniques you feel would be the most beneficial to your students (or student body)? 29

30. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Debrief Challenges Successes New Insights 30

31. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Listening and Learning Supportive Resources Supplemental Guide & Tool Kit

32. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Supplemental Guide Listening and Learning Materials 32 Tell It Again! Read-Aloud Domain Anthology Image Cards Flip Book K1 2

33. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ What is the Supplemental Guide? Companion to the Tell It Again! Read-Aloud Anthologies Makes learning accessible to students with limited language and literacy skills. Use is flexible and versatile 33

34. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Where to Find it Kindergarten: Grade 1: Grade 2: www.engageny.org/resource/grade-1- english-language-arts www.engageny.org/resource/grade-2- english-language-arts www.engageny.org/resource/kindergarten -english-language-arts www.engageny.org 34

35. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ What Do You Notice? 1.Find a partner (or group of 3) 2.Select a lesson section: a) Core Vocabulary (pp. 1–2) b) Introducing the R-A (pp. 3–4) c) Presenting the R-A (pp. 4–5) d) Discussing the R-A (pp. 5–6) e) Extension Activities (pp. 6–7) Domain Anthology Supplemental Guide Examining Domain Anthology vs. Supplemental Guide: 3.What types of additional supports does the Supplemental Guide provide compared to the Domain Anthology? 35

36. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ What Did You Notice? What types of additional supports does the Supplemental Guide provide compared to the Domain Anthology? 36

37. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Contents Tiered Vocabulary Charts Modified Read-Alouds Multiple meaning word activities Syntactic awareness activities Vocabulary instructional activities 37

38. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Vocabulary Charts Starting point to keep track of: o oral language development o retention of Tier 2 & 3 vocabulary Include additional words that would best serve students. Lists organized by: o Tier 1, 2, 3 o Vital to understanding the lesson o Multiple meanings/senses o Clusters of words o Spanish word with similar sound/meaning 38 Core Vocabulary: Supplemental Guide, p. 1

39. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Modified Read-Alouds Same core content as the Tell It Again! Read-Aloud Anthologies Shorter in length More accessible vocabulary Spread over 2 days  Day 1: Scaffolded Presentation of Core Content  Day 2: Dialogic and Interactive Presentation 39

40. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Activities 40 Multiple Meaning Word Activities determine and clarify different meanings of individual words Syntactic Awareness Activities call students attention to sentence structure (e.g., structure of written language, relationship between words, and grammar) Vocabulary Instructional Activities build students’ Tier 2 vocabulary

41. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Intended Users general education teachers reading specialists English as a Second Language (ESL) teachers special education teachers teachers seeking an additional resource for classroom activities. 41

42. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Transition Supplemental Guide (SG) Supplemental Guide (with Modified Read-Alouds) (TSG) Transition Supplemental Guide 42 L&L Domains Grade12 3456789101112 K SG 1 TSG 2 SG TSG

43. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Transition Supplemental Guide vocabulary charts Supplemental Guide activities (e.g., Multiple Meaning Word Activities). augmented introductions & extensions rewritten read- alouds adjusted pacing of instruction Does NOT Include:Includes: 43

44. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Listening and Learning Toolkit A Supportive Tool

45. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Listening and Learning Tool Kit techniques & language supports to interweave within lessons to students’ needs working document 45

46. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Closing Key Points & Reflection

47. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Key Points Supplemental Guide Supplemental Guide designed to provide students with additional language support Used by different staff members in variety of ways Transition Supplemental Guide offers various supports, but advanced planning is needed to prioritize. Teachers can layer in scaffolds to meet students’ needs. 47