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] 3 Lori Ostrander & Kimberly Matthews, DCMO BOCES

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

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

6. 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 6 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 _______” 7 Lori Ostrander & Kimberly Matthews, DCMO BOCES

8. Collaboration Anchor Chart with Visual Cues Desks touching Eye contact Point to text Respect ideas One person talks at a time Everyone shares 8 Lori Ostrander & Kimberly Matthews, DCMO BOCES

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

10. TST ELA Curriculum Council

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

13. Target Academic Vocabulary via Direct Instruction : 4a. Context clues (direct or indirect) 4b. Word parts (affixes; roots) 4c. Reference materials 4d. “Guess & Check” 5a. Figures of speech 5b. Word relationships 5c. Shades of meaning/multiple meanings via Wide Reading (& Listening):  Interactive Read Aloud  Guided Reading  Independent Reading TST ELA Curriculum Council

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

15. Your turn… 1.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. 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 16 Lori Ostrander & Kimberly Matthews, DCMO BOCES

17. 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 17 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

21. PARCC: Grade 6 Evidence-Based Selected-Response Item #1 Part A What does the word “regal” mean as it is used in the passage? a.generous b.threatening c.kingly* d.uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a.“wagging their tails as they awoke” b.“the wolves, who were shy” c.“their sounds and movements expressed goodwill” d.“with his head high and his chest out” 21Dryer, B. 2013. bdryer@tstboces.org

23. Tier 2Tier 3 Prioritize/highlight the words essential to understanding the text. 2/28/2013Dryer, B. 2013. bdryer@tstboces.org

24. Tier 2Tier 3 Prioritize words that students are likely to meet often in other texts/content areas. 2/28/2013Dryer, B. 2013. bdryer@tstboces.org

25. Tier 2Tier 3 Prioritize words that relate to other words, to ideas that students know or have been learning. 2/28/2013Dryer, B. 2013. bdryer@tstboces.org

26. Plan explicit instructional approaches and scaffolding strategies to support all learners. 2/28/2013Dryer, B. 2013. bdryer@tstboces.org

27. 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 27 Lori Ostrander & Kimberly Matthews, DCMO BOCES