Specially Designed Instruction

Specially Designed

Instruction

Common Core Implementation

for Middle School Students

Providing Accessible Instruction for all

Students with Disabilities

NYS CCLS Grades 6-8 Modules

MS Module One

1. Robust Evidence-Based Discussion2. Text-Based Vocabulary Instruction3. Learn to Cite Text Evidence through Close

Reading and Text-Dependent Questions4. Writing with Evidence

How will we know that they can? What will we do if they can’t?

What research-based practices can we deploy to make it happen?

CCLS Shifts for ELA/Literacy

• Balancing Informational and Literary Texts

• Knowledge in the Disciplines• Staircase of Complexity• Text-based Answers• Writing from Sources• Academic Vocabulary

Key Ideas

• The best vocabulary instruction comes from good text: the playground for the words

• Vocabulary learning and content learning are synergistic; text sets work together to build both

• Learning standards shift us to vocabulary instruction that is text-based

• Simple texts “bootstrap” readers to more complex texts on the same topic

Key Ideas

• Independent proficiency is the goal for close reading

• Teach students to read closely; don’t just demand it from them

• The test is not the curriculum.

Learning Targets

• I can teach students to collaborate effectively with their peers

• I can identify where Modules teach skills for collaboration

• I can describe the purpose of text sequences in the modules

• I can identify where Modules teach academic vocabulary

Learning Targets

• I can teach students to read closely• I can identify where Modules teach close

reading• I can teach students to cite text evidence• I can identify where Modules ask students to

cite evidence

Specially Designed InstructionRegulations 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?

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 struggling learners on their way to mastery

*[Hall, NCAC Effective Classroom Practices, Explicit Instruction, June 2002]

Key IdeasExplicit Instruction

Make the learning target clear Communicate learning target

Model the skill or strategy I do

Guide students in doing the skill or strategy We do

Provide independent practice in the skill or strategy You do

Formatively assess the learning target – Did my teaching work? Assess the target

Scaffolding Skills for Students with

Disabilities

Level of Support

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.”

Module Organization

Tab for Module Organization

• Module – overview, outcomes, Calendared curriculum map, assessments

• Unit – overview, calendared curriculum map– Long-term targets– Supporting targets– Ongoing assessment– Anchor charts and protocols

Lessons

• Targets• Assessments• Agenda• Teaching Notes**• Vocabulary• Materials

Lessons

• Opening• Work time• Closing and Assessment• Homework• Meeting Students’ needs

Backward Design of Instruction

1. What do students need to know and do?2. At what level of rigor do they need to

perform?3. How will we assess their performance?4. What instruction will take them to

expected levels of performance?

19

End of Module Performance Task

• Read the End of Module Performance task for your grade level.

• What skills and knowledge do students need to demonstrate proficiency on this assessment?

Mid- and End-of-Unit Assessments

• Find and Tab Unit 1 Overview• Read the Mid- and End-of-Unit Assessments

for Unit One for your grade level.– See final lesson of unit for End-of-Unit 1

Assessment

• What skills and knowledge do students need to demonstrate proficiency on this assessment?

Teach Standards; Assess in Application

Knowledge• Authors use

symbolism to develop themes.

• The conch shell is symbolic of authority or power in The Lord of the Flies.

Application• In an unfamiliar text,

students are able to identify symbolism and articulate how that symbol supports the inherent theme of the text

• [CCLS ELA: RL.8.2]

22

Instructional Practices in Modules

• Use anchor charts to support students’ learning.

• Use Protocols to provide supportive routines and structures.

• Connect every lesson to a clear and explicit, standards-based learning target.

I CAN ENGAGE IN DISCUSSION W/ DIVERSE PARTNERS ABOUT GRADE-LEVEL TOPICS, TEXTS, ISSUES. [SL.6-8.1]

Teach robust evidence-based conversation.

Learning Targets

• I can teach students to collaborate effectively with their peers

• I can identify where Modules teach skills for collaboration

• I can determine the supports students with disabilities may need to engage in the collaborative structures outlined in the CCLS Modules

Standards for Discussion

• Find your Common Core Learning Standards for Speaking and Listening

• Find and follow the Protocol 7a.2.

Deep Discussion about Text

• Create Group Discussion Criteria Chart

• Read Module 1.Unit 1. Lesson 1 for your grade levelAnnotate the text: What structures engage students in discussion about text? Are the discussions “deep”? What makes them “text-based”?

Collaborative Discussion StructuresEmbedded in CCLS Modules

Module 1, Unit 1 Grade 6 Grade 7 Grade 8

Lesson 1 •Think Pair Share•Partner Groups: Read, Think, Talk, Write•Think Pair Share

•Turn and Talk •Think Talk

Lesson 2•Triads:•Read, Think, Talk, Write

•Partner Discussion•Turn and Talk•Numbered Heads Together

Lesson 3 •Triad Discussion •Back to Back and Face to Face discussions •Think Pair Share

Collaborative Discussion Challenges

• What do student IEP summaries tell us about the struggling learners in our class with regards to collaborative discussion?

JC Amy Chris

Collaborative 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

Collaboration Anchor Chartwith Visual Cues

• Desks touching

• Eye contact

• Point to text

• Respect ideas

• One person talks at a time

• Everyone shares

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 _______”

Explicit Instruction in CollaborationDecide who s 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 DoLorie, 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.

Scaffolding Collaborative Discussion

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 cue for collaborative discussion around a specific topic Level of Support

Scaffolding Complexity of Collaborative Discussion Task

I can write an answer and point to evidence that supports it in the text

I can tell my answer and point to evidence that supports it in the text

I can tell my answer and point to the strongest evidence that supports it in the text

I can find evidence and explain how it supports my answer (mastery) Level of Support

I CAN USE A VARIETY OF STRATEGIES TO DETERMINE THE MEANING OF UNKNOWN WORDS AND PHRASES [L.6-8.4]

Academic Language

Learning Targets

• I can describe the purpose of text sequences in the modules

• I can identify where Modules teach academic vocabulary

• I can apply research related to vocabulary instruction to Common Core curricula

• I can identify vocabulary and academic language key to unit lessons

• I can identify components of explicit vocabulary lessons which support the individual needs of students with disabilities

Key Ideas for Vocabulary

• Strong vocabulary instruction comes from strong text

• Standards shift us to vocabulary instruction that is text-based

• Content learning and vocab learning are synergistic – texts work together to build content knowledge and academic vocabulary

• Simple texts “bootstrap” to more complex

Activity: The Power of Vocabulary

39EngageNY.org

• Take one minute to write down as many words as you can related to a personal hobby or subject in which you are an expert.

• Write down every single thing you think of—don’t filter.

Activity: The Power of Vocabulary

• Now take one minute to write as many words as you can related to the Olympic sport curling.

EngageNY.org 40

The Reading Deficit is integrally tied to the

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

Vocab and comprehension are synergistic.

• Weak vocabulary impedes reading comprehension• Vocabulary grows larger and richer through reading with comprehension.

Did you know?• The number of different words in

popular, contemporary print is at least 1,000,000.

How Might Children Acquire 1,000,000Vocabulary Words?

Direct Vocabulary Instruction?• 20 Words per week• 36 weeks per year• 12 grades per student• 20 x 36 x 12 = 8640 words learned total• (Assuming that the kids learn every word

perfectly)

How Might Children Acquire 1,000,000Vocabulary Words?

“Implicit” Learning through Reading: • 12,900 new words per 1,000,000 words read• .05 = likelihood new word read is learned

(Anderson et al., 1985)• • 9 years (grades 4-12)• =12,900 x .05 x 9 = 5805 words learned total

ex cencecres

EngageNY.org46

excrescence

1. Decodingex·cres·cence

2. Comprehensionnoun: a projection or outgrowth especially when abnormal

EngageNY.org47

Selecting Vocabulary

Tell (gloss) words that• Words that can’t be defined

from context• Words that are necessary

for comprehension, but not going to teach (glossary)

Teach words that • Are critical for

understanding key ideas in the text

• Have high utility across texts, content areas

• Are used in new or nuanced ways

• Repeated through the text set

EngageNY.org 48

Why 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.

EngageNY.org49

Message from Research

• A network of words makes it easier to process what you hear or read.

• The power of vocabulary is not in familiarity with the individual word itself, as it is in the web of connections you build towards that word.

EngageNY.org50

Research-Based Vocab Instruction

• Find handout 5b.2:Research Base Analysis– Follow the instructions in the protocol at your

tables

Research-Based Vocab Instruction

• Find handout 5a.4: “Analyzing Vocab Instruction and Support”– Follow the instructions in the protocol at your

tables

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


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)


• What do student IEP summaries tell us about the struggling learners in our class with regards to vocabulary?

JC Amy Chris

Explicit Vocabulary Instruction• Provide students with the pronunciation or guide them in decoding

it • Introduce the meaning of the word by:

Providing a student friendly definition AND/ORGuiding students in analyzing parts of the word (roots/prefixes/suffixes)

AND/ORDetermining critical attributes embedded in a glossary definition

• Illustrate concept with a number of concrete, visual, or verbal examples• 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

• Ask students to identify the word and its meaning in context

Key Concepts

tradition tribe

Write a definition for each of the these

terms with your learning partner

Key Concepts

tradition tribe• 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?

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


tradition



tradition



tradition



tradition



tradition



traditionA valued behavior or belief that has been practiced for a long time by a group of people


tradition A valued behavior or belief that has been practiced for a long time by a group of people


tradition



tribe

A group of people with common beliefs, ancestors, customs and leadership


tribeA group of people with common beliefs, ancestors, customs and leadership




tribe A group of people with common beliefs, ancestors, customs and leadership


tribe





tribe


Make Meaning

tradition tribe

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

Revise Thinking

tradition tribe

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

Talk with a partner:In pargarph 4, how does the second setnence help you understand the phrase “the fault line was tribal?”

“Tradition in both tribes held that causing a death created “spritual pollution.”

• Read the title of this excerpt• Locate new vocabulary

(underlined in the last paragraph)• Predict what you think this text

will be about

Contextualize Understanding

Explicit Vocabulary Instruction• Provide students with the pronunciation or guide them in

decoding it • Introduce the meaning of the word by:

Providing a student friendly definition AND/ORGuiding students in analyzing parts of the word (roots/prefixes/suffixes)

AND/ORDetermining critical attributes embedded in a glossary definition

• Illustrate concept with a number of concrete, visual, or verbal examples• 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

• Ask students to identify the word and its meaning in context

• Did we meet the criteria?• How long did it take us?• What students would

need this scaffold?

I CAN CITE TEXT-BASED EVIDENCE TO SUPPORT AN ANALYSIS OF TEXT [RI/RL.6-8.1]

Learn content through close reading and text-dependent questions.

Key Ideas for Close Reading

• Teach students to read closely; don’t just assign it.

• Text-dependent questions are scaffolds for close text reading. Eventually students will do both independently.

Learning Targets

• I can teach students to read closely

• I can identify where Modules teach close reading

• I can teach students to cite text evidence

• I can identify where Modules ask students to cite evidence

• I can provide the necessary short term scaffolds students with disabilities reading below grade level need to access grade level text with increasing independence

Close Text Reading

• Review “Unit at a Glance” for Unit 1– Highlight where you see “Things Close Readers

Do” in the Anchor Charts Column

• Anchor chart – built over time w/ students as sub-skills are taught and practiced. Eventually the anchor chart is not needed during practice.

Standards for Reading Closely

• Review these standards:– [RL.6-8.1]– [RI.6-8.1]– [RL.6-8.6]

CTR and TDQ’s

• Find Handout 4b.2: Close Reading and Text Dependent Questions– Read and follow directions in the protocol at your

table. 10 minutes

Read text aloud

From The Botany of Desire by Michael Pollan

If you happened to find yourself on the banks of the Ohio River on a particular afternoon in the spring of 1806—somewhere just to the north of Wheeling, West Virginia, say—you would probably have noticed a strange makeshift craft drifting lazily down the river. At the time, this particular stretch of the Ohio, wide and brown and bounded on both sides by steep shoulders of land thick with oaks and hickories, fairly boiled with river traffic, as a ramshackle armada of keelboats and barges ferried settlers from the comparative civilization of Pennsylvania to the wilderness of the Northwest Territory.

The peculiar craft you’d have caught sight of that afternoon consisted of a pair of hollowed-out logs that had been lashed together to form a rough catamaran, a sort of canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin pot for a hat. According to the man in Jefferson County who deemed the scene worth recording, the fellow in the canoe appeared to be snoozing without a care in the work!, evidently trusting in the river to take him wherever it was he wanted to go. The other hull, his sidecar, was riding low in the water under the weight of a small mountain of seeds that had been carefully blanketed with moss and mud to keep them from drying out in the suit.

The fellow snoozing in the canoe was John Chapman. Already well known to people in Ohio by his nickname; Johnny Appleseed. He was on his way to Marietta, where the Muskingum River pokes a big hole into the Ohio’s northern bank, pointing straight into the heart of the Northwest Territory. Chapman’s plan was to plant a tree nursery along one of that river’s as-yet-unsettled tributaries, which drain the fertile, thickly forested hills of central Ohio as far north as Mansfield. In all likelihood, Chapman was coming from Allegheny County in western Pennsylvania to which he returned each year to collect apple seeds, separating them out from the fragrant mounds of pomace that rose by the back door of every cider mill. A single bushel of apple seeds would have been enough to plant more than three hundred thousand trees; there’s no way of telling how many bushels of seed Chapman had in tow that day, but it’s safe to say his catamaran was bearing several whole orchards into the wilderness.

The image of John Chapman and his heap of apple seeds riding together down the Ohio has stayed with me since I first came across it a few years ago in an out-of-print biography. The scene, for me, has the resonance of myth—a myth about how plants and people learned to use each other, each doing for the other things they could not do for themselves, in the bargain changing each other and improving their common lot, Henry David Thoreau once wrote that “it is remarkable how closely the history of the apple tree is connected with that of man,” and much of the American chapter of that story can be teased out of Chapman’s story. It’s the story of how pioneers like him helped domesticate the frontier by seeding it with Old World plants. “Exotics:” we’re apt to call these species today in disparagement, yet without them the American wilderness might never have become a home. What did the apple get in return?

A golden age: untold new varieties and half a world of new habitat.

- adapted from Student Achievement Partners. Used with permission.

• Student auditory comprehension is often much higher than their reading comprehension

• Fluent reading supports comprehension of important ideasTeacher modeling of

accurate pronunciation, rate, pausing, phrasing, intonation, and stress

ScaffoldWhy we would use it

• What students would need this scaffold?

Chunk reading

If you happened to find yourself on the banks of the Ohio River on a particular afternoon in the spring of 1806—somewhere just to the north of Wheeling, West Virginia, say—you would probably have noticed a strange makeshift craft drifting lazily down the river. At the time, this particular stretch of the Ohio, wide and brown and bounded on both sides by steep shoulders of land thick with oaks and hickories, fairly boiled with river traffic, as a ramshackle armada of keelboats and barges ferried settlers from the comparative civilization of Pennsylvania to the wilderness of the Northwest Territory.

• Reduces demand of working memory• Reduces frustration/anxiety levels for

struggling readers

The peculiar craft you’d have caught sight of that afternoon consisted of a pair of hollowed-out logs that had been lashed together to form a rough catamaran, a sort of canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin pot for a hat. According to the man in Jefferson County who deemed the scene worth recording, the fellow in the canoe appeared to be snoozing without a care in the work!, evidently trusting in the river to take him wherever it was he wanted to go. The other hull, his sidecar, was riding low in the water under the weight of a small mountain of seeds that had been carefully blanketed with moss and mud to keep them from drying out in the suit.

Student still receives the entire text, but a small chunk is presented on each page


Set a clear purpose for

reading

• Read to find out what Johnny Appleseed and his boat looked like

• Read to gather facts about the man and his craft (boat)

• Read to create a mental picture of the man and his boat

• Read for the “gist” (what the paragraph is mostly about)

• Encourages metacognition• Requires comprehension monitoring

The peculiar craft you’d have caught sight of that afternoon consisted of a pair of hollowed-out logs that had been lashed together to form a rough catamaran, a sort of canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin pot for a hat. According to the man in Jefferson County who deemed the scene worth recording, the fellow in the canoe appeared to be snoozing without a care in the world, evidently trusting in the river to take him wherever it was he wanted to go. The other hull, his sidecar, was riding low in the water under the weight of a small mountain of seeds that had been carefully blanketed with moss and mud to keep them from drying out in the suit.

The purpose for reading is usually provided in the module. Teachers may scaffold the purpose for reading to meet the needs of their struggling readers.Le

vel o

f sc

affol

d


Use visual cues(to prompt for the target)

Purpose for reading:• Read to gather facts

about the man and his craft (boat)

• Improves and supports understanding of spoken words or written text

Teachers may scaffold visual cues to meet the needs of their struggling readers.

Leve

l of

scaff

old

Use visual cues(to prompt for the target)


The peculiar craft you’d have caught sight of that afternoon consisted of a pair of

hollowed-out logs that had been lashed together to form a rough catamaran, a sort of

canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about

thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin

pot for a hat. According to the man in Jefferson County who deemed the scene worth

recording, the fellow in the canoe appeared to be snoozing without a care in the world,

evidently trusting in the river to take him wherever it was he wanted to go. The other

hull, his sidecar, was riding low in the water under the weight of a small mountain of

seeds that had been carefully blanketed with moss and mud to keep them from drying

out in the suit.


Highlight key ideas (which support the target)


The peculiar craft you’d have caught sight of that afternoon consisted of a pair of

hollowed-out logs that had been lashed together to form a rough catamaran, a sort of

canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about

thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin

pot for a hat. According to the man in Jefferson County who deemed the scene worth

recording, the fellow in the canoe appeared to be snoozing without a care in the world,

evidently trusting in the river to take him wherever it was he wanted to go. The other

hull, his sidecar, was riding low in the water under the weight of a small mountain of

seeds that had been carefully blanketed with moss and mud to keep them from drying

out in the suit.


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

The peculiar craft you’d have caught sight of that afternoon consisted of a pair of hollowed-out logs that had been lashed together to form a rough catamaran, a sort of canoe plus sidecar. In one of the dugouts lounged the figure of a skinny man of about thirty, who may or may not have been wearing a burlap coffee sack for a shirt and a tin pot for a hat. According to the man in Jefferson County who deemed the scene worth recording, the fellow in the canoe appeared to be snoozing without a care in the world, evidently trusting in the river to take him wherever it was he wanted to go. The other hull, his sidecar, was riding low in the water under the weight of a small mountain of seeds that had been carefully blanketed with moss and mud to keep them from drying out in the suit.

The boat you would have seen that afternoon was made of hollowed out logs tied together to make a sort of canoe with a sidecar. In one of the logs rode a skinny man who was about thirty years old with a shirt made out of a sack and a tin pot as a hat. He was sleeping peacefully. The other log was full of seeds covered in moss and mud so they would not dry out.


Pre-teach Vocabulary

• Vocabulary knowledge is directly related to comprehension• Increased vocabulary instruction increases

comprehension more than any other intervention• Fluent word recognition affects

comprehension• Key concept can’t be defined from context

Graves Criteria• Is understanding the word important to understanding the selection in which it

appears?• Does the word represent a specific concept students definitely need to know?• Can working with this word or phrase be useful in furthering students’ context,

sturctural analysis or dictionary/resource skills?• How useful is the word outside of the reading selection currently being taught?

Scaffold Why we would use it

Scaffolds Built-In to Lesson 10Text dependent questions are asked in the margins of the text to highlight thinking around key ideas

An anchor chart is used to prompt students for “Things Close Readers Do”

A clear purpose for reading is set

Informational text chunked into smaller, more manageable sections

Anchor text read aloud before student reads informational text independently

Level of Support

Additional Scaffolds Students with a Disability or Struggling Learners May Need to Access this Lesson

Visual cues highlighting location of key ideas

Explicit instruction in close reading of text at student’s instructional reading level

Text dependent questions in the margins of the text to guide thinking around key ideas

Visual cues and/or graphic organizers to support purpose for reading

An anchor chart is used to prompt students for “Things Close Readers Do”

Text chunked with each section on it’s own page

A clear purpose for reading is set

All texts on tape to support auditory processing strengths of student

Informational text chunked into smaller, more manageable sections

Anchor text read aloud before student reads informational text independently Level of Support

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

Text Evidence

• Review “CALENDARED CURRICULUM MAP: Unit at a Glance” for Unit 1– Highlight where you see “I can cite text evidence”

in the Long-Term Targets or Supporting Targets

Module Lessons

• Read Lessons where citing text evidence is the learning target.

• Code the following:– CTR – Students Read Closely– TE – Students find Text Evidence– Find text-dependent questions and graphic organizers that

teach and scaffold students’ evidence-gathering skills.

• Discuss: How does this module teach students to read closely and cite textual evidence?

Citing Text EvidenceCollaborative discussion scaffolds citing text evidence by:– Giving me a chance to rehearse my thinking– Letting me hear what others are thinking– Giving me another opportunity to revisit the text– Providing sentence starters to help me frame my

thinking and verbalize it– Making me point to/highlight/write my evidence– Modeling, practicing together and practicing on

my own

Citing Text EvidenceProvided with an answer, the student chooses the best evidence from 3 options

Student selects an answer given choices, then chooses the best evidence from provided options

Student provides an answer, then chooses the best evidence from provided options

Student cites the strongest evidence to support their answer and explains how it supports it

Level of Support

• Read lesson ___• Important detail = quote from text essential to

author’s meaning and purpose

Explicit Instruction in Citing Text Evidence

WRITE WITH EVIDENCE

Writing Standards Review: 10 min

• Review the writing standards for your grade.

• Read Writing Standard 9 again for grades 6-8. Highlight what is new at each level.

End Unit 1 Assessment

• Reread End Unit 1 Assessment: 5 minutes– Grade 6: U1, L13– Grade 7: U1, L14– Grade 8: U1, L14

• Discuss: 4 minutes– What kind of writing does the assessment

require? – How is Standard 9 assessed?

Lessons Teach Writing w/ Evidence

• Highlight [W.X.9] in Unit Overview• Read the lessons that teach [W.X.9]• Take note of practices and protocols used to

teach the standard. • Share and discuss: Is there a progression?

Anchor Chart

• What practices and protocols did you find for teaching writing?

Backward Design

• What key standards are assessed in the End of Unit Assessment?

• Backtrack via the Calendared curriculum map to see how those standards are taught.

Writing Challenges

• What do student IEP summaries tell us about the struggling learners in our class with regards to citing and writing with evidence?

JC Amy Chris

Writing With EvidenceProvided an analysis, the student chooses from provided evidence and writes to explain how the evidence supports the given analysis

Provided an analysis, the student selects and writes with evidence, explaining how it supports the given analysis

Student collaboratively constructs an analysis and selects supporting evidence, writing independently to explain how that evidence supports the group analysis

Student writes with evidence to support their analysis of the text

Level of Support

Documents

Specially Designed Instruction