2. Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 4: Specific Strategies for Student Success Cynde Snider

3. Essential Question How can I achieve the CCGPS expectation that students will meet grade level standards and read grade level texts when my students come to me reading significantly below grade level? 3

4. Learning Target 4 I can list and describe 4-5 specific practices or strategies to help students access complex texts successfully.

5. Scaffolding Providing temporary instructional supports to help students successfully read texts that are supposedly too hard for them. 5

6. Scaffolded Science Text Example 6

7. Direct Vocabulary Instruction (refer to Handouts 7,8,9, & 10) Specific instruction in Tier 2 wordsTier 2 words Glosses and/or instruction in Tier 3 wordsTier 3 words Specific instruction in prefixes, suffixes, rootsprefixes, suffixes, roots Strategy instruction in determining meaning from context Word play

8. Importance of Vocabulary Instruction Over the course of a single year, children in less advantaged families heard 3 million words, while over the same period of time, children in the most economically advantaged families heard 11 million words. Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

9. Self-Efficacy Strategies 1.Stop and summarize 2.Stop and question 3.Text coding (Handout #11)Text coding

10. Additional Practices/Strategies Choice Text Ladders Oral Fluency Work Productive Work with Texts 10

11. Learning Target 11 I can list and describe 4-5 specific practices or strategies to help students access complex texts successfully.

12. Essential Question How can I achieve the CCGPS expectation that students will meet grade level standards and read grade level texts when my students come to me reading significantly below grade level? 12

13. Imagine the Possible NOT, can I... ? But, HOW can I...?

14. Resources—Strategies & Best Practices Dalton, B., and Proctor, C. P. (2007). “Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment.” In D. S. McNamara (Ed.) Reading comprehension strategies: Theories, intervention, and technologies (pp. 421-439). Mahwah, NJ: Lawrence Erlbaum Assoc. Inc. Retrieved from http://dl.dropbox.com/u/45906974/ReadingAsThinking.pdf.http://dl.dropbox.com/u/45906974/ReadingAsThinking.pdf Gallagher, K. (2004). Deeper reading: Comprehending Challenging Texts, 4-12. Portland, ME: Stenhouse Publishers. Shanahan on Literacy. (March 20, 2012). Pre-Reading. Retrieved from http://www.shanahanonliteracy.com/2012/03/part-2-practical-guidance-on-pre.html. http://www.shanahanonliteracy.com/2012/03/part-2-practical-guidance-on-pre.html Shanahan on Literacy. (February 6, 2011). Scaffolding. Retrieved from http://www.shanahanonliteracy.com/2011/02/recently-american-educator-republished.html. http://www.shanahanonliteracy.com/2011/02/recently-american-educator-republished.html UDL, Part 2 (2012). Georgia Department of Education. Retrieved from http://www.gpb.org/education/common-core/udl-part-2. http://www.gpb.org/education/common-core/udl-part-2 14

15. Cynde Snider Georgia Department of Education csnider@doe.k1.ga.us 404-657-9971 csnider@doe.k1.ga.us 15