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February 2014

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Support for Students with Diverse Learning Needs

February 2014


Where’s the Line: Analyzing Instructional Supports

Instructions Read the standard in the table below.

1. With a partner, discuss how you would teach students to meet this standard.

2. Then, brainstorm a list of instructional supports that might help struggling learners meet this standard.

3. For each support, discuss: Is this an accommodation/scaffold or a modification? Does the support help the learner to MEET the target or does it CHANGE the target?

Analyzing Instructional Supports Table

CCSS RL.11-12.4 : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Potential Supports Accommodation or Modification?

Rationale

February 2014


Guidance for ELA Scaffolding for Students with Disabilities

Scaffolding Scaffolding is a process for providing intentional supports during the learning process and is designed specifically to lead to a

deeper level of student learning. As learners’ skills and abilities improve, supports are faded and eventually removed.

Scaffolding can be used with individual learners or groups of learners with similar needs. Effective teachers consider curriculum

and student instructional needs as they plan and incorporate scaffolding supports.

It is important to recognize that to enhance achievement for students with disabilities on the Common Core State Standards

and to support meeting their Standards-based IEPs goals, meaningful and regular consultation, planning, support, and

coordination with special education teachers and related service providers is imperative. In addition to their participation in

inclusive general education ELA classrooms and a tiered support system such as RtI or MTSS, students with disabilities may be

provided additional time, support, and robust scaffolding support in resource classrooms, in before- and after-school programs,

or through peer tutoring.

This section provides types of instructional practices that provide scaffolding to students with disabiltities in general education

classrooms, followed by a second section identifying specific scaffolds and supports to assist students with reading, writing,

listening and speaking.

New York State Common Core

February 2014


Formative Feedback Scaffolding in the form of feedback provides explicit support to learners during the learning process. Feedback as a type of

scaffolding is not feedback related to grading but to “on the go” assistance to learners to move forward. The ultimate goal of

feedback is to reduce the gap between where a student “is” and where he or she is “meant to be.” Formative feedback can

effectively reduce the cognitive load of learners, especially novice or struggling learners. Simple, corrective feedback lets the

learner know the answer is incorrect but does not provide support (e.g., verification of error, providing the correct response, try

again, location of error). Elaborated feedback, on the other hand, refers to an explanation about a response that includes:

Presenting information addressing central attributes of the target concept or skill

Providing the learner with information relating to the target concept or skill such as simply reteaching material

Focusing on the learner’s specific response like describing why an answer is wrong and why the correct answer is correct

Guiding the learner in the right direction through a strategic hint, but avoids presenting the correct response

Providng specific information about the learner’s specific errors or misconceptions

Presenting the most elaborated feedback using verification of error, location of error, and strategic hints on how to

proceed

Formative Feedback Feedback Description

Focus feedback on the task, not the learner.

Feedback to the learner should address specific features of the learner’s work in relation to the task, with suggestions on how to improve

Provide elaborated feedback to enhance learning.

Feedback should describe the what, how, and/or why. This type of feedback is typically more effective than verification of results.

Present elaborated feedback in manageable chunks.

Provide elaborated feedback in small chunks so that it is not overwhelming or ignored. Presenting too much information may result in superficial learning and lead to cognitive overload.


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Formative Feedback Feedback Description

Be specific and clear with feedback messages.

If feedback is not specific or clear, it can impede learning and frustrate learners. Try to link feedback clearly and specifically to goals and performance.

Keep feedback as simple as possible but no simpler, based on learner needs and instructional constraints.

Simple feedback is generally based on one cue (e.g., verification or hint) and complex feedback on multiple cues (e.g., verification, correct response, error analysis). Keep feedback as simple and focused as possible. Generate only enough information to help students, and not more.

Reduce uncertainty between performance and goals.

Formative feedback should clarify goals and seek to reduce or remove uncertainty in relation to how well learners are performing on a task and what needs to be accomplished to attain the goal(s).

Promote a learning goal orientation through feedback.

Formative feedback can be used to alter goal orientation from a focus on performance to a focus on learning. This can be facilitated by crafting feedback emphasizing that effort yields increased learning and performance and that mistakes are an important part of the learning process.

Provide feedback after learners have made initial effort/responses.

Learners should make responses that lend themselves to providing formative feedback.

For difficult tasks, use

immediate feedback.

When a student is learning a difficult new task (where difficult is relative to the learner’s

capabilities), it is better to use immediate feedback, at least initially. This provides a helpful

support so the learner does not become frustrated and/or unengaged.

For relatively simple tasks, use

delayed feedback.

When a student is learning a relatively simple task (again, relative to capabilities), it is

better to delay feedback to prevent feelings of feedback intrusion.

Adapted from Shute, V. (2008). Focus on formative feedback, Review of Educational Research, 78(1), 153-189. DOI:10.3102/0034654307313795


February 2014


Metacognition and Comprehension Metacognition is the awareness or analysis of learners’ own thinking or learning processes as they attempt to accomplish a

cognitive goal. In effect, learners are “thinking about thinking.” Metacognition is a higher order thinking skill.

While effective readers monitor their own thinking while reading, often students with a reading disability do not do so. They

need instruction that overtly scaffolds their interaction with text and builds their reading comprehension skills. This process

creates students’ awareness of “self-talk” and “self-regulation” that occurs during the reading process to monitor their

comprehension. The ultimate goal is for students to develop expertise and responsibility for their own cognition.

Metacognitive Routines Description and Examples of “Student Self-Talk”

Making connections Learners connect with themselves, other texts, concepts, the world

“This reminds me of…, this is different from….”

Asking questions Learners question themselves about the text, their reactions, the author’s purpose

“What is this part really saying?, Does this make sense?”

Making inferences and

predicting

With the use of text clues, learners ask questions that lead to conclusions and make

predictions

“I wonder why, how, if…, What do I already know about this?”


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Metacognitive Routines Description and Examples of “Student Self-Talk”

Determining

importance/summarizing

Making decisions about what is important in the text and being able to summarize the

main points.

“The big idea(s) is/ are so far…, This is important because…”

Visualizing Learners envision the characters, events, etc.

“What mental image does this create?, If I were to draw a picture or an organizer, how

would I represent this text visually?”

Synthesizing Learners combine prior knowledge with new learning to form new ideas

“What elements do these pieces have in common? How are they different?, Do I need

additional sources of information to round out my understanding?”

Monitoring and repairing Learners are aware of and monitor their own understanding during the reading process

“Did that make sense or do I need to stop and reread?, Would it help if I skipped this

unknown word/phrase and read ahead to clarify?, Do I know my purpose for reading this?,

Have I used my system of annotation as I read?”


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Flexible Grouping Teachers in differentiated classrooms use flexible grouping patterns which can help learners to see different ways in which their

peers engage in learning, share understandings and misunderstandings, recognize that challenge is common to both the bright

and struggling, and see that they can work to learn together. Flexible grouping starts with the premise that teachers

thoughtfully choose group formations to match learning tasks based on the curriculum and learners’ strengths, needs, interests

and other factors.

Groups Description

Whole-class instruction Whole class instruction is often used to introduce new material or text to diverse

classrooms of students.

Small-group instruction Small group instruction can be based on grouping students with similar instructional needs

(these groups change constantly and are formed through teachers collecting on-going

data). Teachers can then provide additional teaching or support to groups by their level of

need.

Performance-based groups Performance-based groups are temporary groups based on students with a similar

instructional need, rather than in response to predetermined performance levels. When

using this approach, formative assessments gathered through some type of pre-

assessment strategy help teachers to determine the grouping patterns for the assignment.


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Groups Description

Collaborative groups Collaborative groups require students with diverse abilities and characteristics to work

together and learn from each other to accomplish an assigned learning goal or task.

Examples :

“Jigsaw,” where each student has a unique part of a task to learn and to teach,

thereby becoming an “expert” on their part that they teach to the other team

members. This heterogeneous grouping practice supports higher level thinking of

all members.

“Round table,” where one open-ended question or discussion topic is passed

around a small group of students, with each student reading the previous

responses and adding his/her own written or oral response to the chain.

“Four corners,” where separate questions or discussion topics are written on chart

paper and placed in different areas of the room, and small groups circulate the

room to discuss the topic and provide their answers to the questions.

“Information gap,” where each student in a group has a single piece of information

needed to answer a question, and students must work together to share

information.

“Talking Triads,” where each member has a unique role of speaker, questioner, and

recorder/analyst, and they examine an assigned topic with a rigorous analysis of

ideas.


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Groups Description

Student dyads or pairs Grouping students in pairs allows for more individual student time to share, ask questions

of each other, and to formulate responses.

Examples:

“Think, pair, share” requires individuals to think and often record their thoughts,

then join with another student to share their ideas. This approach provides

students with immediate feedback on their ideas.

An elaboration of “think, pair, share” is “think, pair, square” where 2 pairs become

a group of 4 and share their ideas.

Students working alone in

teacher-directed activities

This instructional practice typically follows a small group activity where students then

reflect on their new learning and individually provide a follow-up response. It is also a time

when teachers can work with individual students as needed.

Specific Scaffolds and Supports This section of this guidance document drills down into the specific area of curriculum-reading, speaking and listening,

language, and writing, and provides practical, specific scaffolds and supports to consider in daily planning and instructional

implementation. Again, it is important to recognize that to enhance achievement for students with disabilities on the Common

Core State Standards and to support meeting their Standards-based IEPs goals, meaningful and regular consultation, planning,

support, and coordination with special education teachers and related service providers is imperative.


February 2014


Reading Students with disabilities who struggle with reading require additional scaffolds and supports designed to address their specific

challenges. The following table provides a list of possible supports that could be used as a means to scaffold instruction in the

general education setting, but may also require additonal time and support from special education teachers. It is imporatnt to

note that on-going, frequent collaboration of all service providers is critical in enhancing the achievement of students with

disabilities.

Potential Challenge Scaffolds and Supports

Fluency

Provide multiple opportunities for students to read the text with assistance.

Pair students with a peer for reading. Students can take turns and provide feedback to

each other, depending on reading levels of each.

Provide a listening preview prior to reading. Student should follow along as the text is

read aloud (e.g., text-to-speech or digital text). This should be a preview, not a

replacement for the reading assignment.

Provide extra time to complete the reading assignment.

Other supports:


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Language comprehension Chunk reading passages into smaller sections so students do not feel overwhelmed by the

amount of text.

Provide students colored pens/markers and sticky notes to interact with and make sense

of text as they read.

Teach students to generate questions as they read and/or assist with question generation

to improve comprehension of key ideas.

Build in verbal and/or written cues in reading assignments. Teach students how to

annotate and model as necessary.

Teach and encourage mental imagery to improve text recall.

Provide graphic organizers that match the text genre. Organizers can help students better

understand descriptive patterns, time-sequence, process/cause-effect patterns, episode

patterns, generalization/principle patterns, and concept patterns. Some of these

pattern/graphic organizers include Venn diagram, sequence chart, informational chart, T-

Chart, agree/disagree chart, problem-solving chart, mind map, fish bone, prediction tree,

PMI, KWL, and Question Matrix.

Build in time for student to process or “consolidate” what they read. Techniques include

silent reflection time, review of annotations and elaborations, sharing and comparing

thinking with a peer or small group. Consolidation rather than teacher summary leads to

student understanding.

Other supports:


February 2014


Listening and Speaking Students with specific learning or other disabilities may struggle to achieve due to difficulties related to speaking and listening.

Potential challenges in these areas include language processing and verbal expression. Possible adaptions for scaffolding

instruction are listed in the table below. As with other areas, adaptations should be planned with careful consideration to the

individual learners’ needs and in consultation with special services providers.


Language processing Provide additional think time to process questions.

Consider placing the groups in triads or foursomes for greater collaboration since having 2 students work together can create a reliance/deference on the stronger student to generate all the answers.

Reword statement or question, adding more details or using easier-to-understand terms.

Use multi-media including PowerPoint, video clips, computer to enhance student understanding of verbal information.

Use visuals throughout the lesson. Create visual displays (e.g., bookmarks and posters) of routines and practices that students learn.

Use additional prompts to support understanding such as: o Physical prompts

o Hand gestures

o Acting out or demonstration

Provide guide with important information highlighted as a visual for information provided

orally.

Segment class time into brief periods of language-intense instruction followed by shorter


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and less language-intense periods of work.

Other supports:

Verbal expression Provide sufficient think time for students to formulate a response.

Provide written or alternate formats when appropriate. For example, if students are

asked to respond orally to the entire class, scaffolding may include an option for a quick

written response or use of some type of technology to respond and display for class.

Other supports:

Writing Writing can present particular difficulties for students with disabilties in the ELA Curriculum. Students may have better

comprehension than written expression skills demonstrate. In order for students to achieve at a higher level and move from

novice to competent to expert, scaffolding may be needed. Adapations for written expression are listed below.


February 2014



Written expression and

mechanics of writing

Provide a few sentence-starter frames for students who may need them to initiate their

written response.

Allow students to use a graphic organizer to either organize their thoughts or to provide

their response.

Encourage use of technology to aid in formatting, spelling, grammar, etc.

Schedule peer and/or teacher conferences regularly to review work and provide

meaningful feedback.

Ask students to verbalize what they need to express in writing. Assist as needed by

demonstrating ways to organize thoughts using graphic organizers and/or technology.

Other supports:

Language Language skills impact all areas addressed above – Reading, Listening/Speaking, and Writing. A deficit in general language skills

is common among students with disabilties. Many of the supports listed in the tables above provide examples of how teachers

might scaffold specific instruction, activities, and assessments. The following table may be applicable to specfic lessons, but will

have an impact across all areas. The scaffolds and supports listed in this section should be planned to address individual

student needs and may ocurr in general education and other instructional settings.


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Conventions of Standard

English grammar and

usage when writing or

speaking

Provide direct instruction and formative feedback for students in grammar, punctuation,

and other conventions of Standard English.

Provide teacher- or student-created reference guides.

Use peer editing for written and oral assignments.

Allow students to “practice” oral presentations and provide feedback prior to

assessment.

Other supports:

Vocabulary acquisition

and use

Provide multiple exposures to important vocabulary through comparing and contrasting,

classifying, and creating metaphors and analogies.

Have students discuss vocabulary through cooperative learning activities.

Have students maintain vocabulary journals.

Provide written reference documents that students can refer to as needed.

Use challenging and engaging vocabulary games to practice and remember vocabulary.

Preteach/Reteach vocabulary key to understanding concept/theme.

Provide opportunities for students to learn vocabulary in a variety of contexts.

Preteach key vocabulary words and offer extended learning opportunities to review and

practice use of newly acquired vocabulary.

Teach students tools (both metacognitive and resources) they can use when they are

unable to decode or comprehend new or challenging words and content.


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Use non-linguistic representations of concepts or vocabulary.

Other supports:

Application of language

Knowledge

Provide examples of how texts relate to one another to demonstrate language

connections across contexts.

Use guided questions to support students in drawing conclusions regarding the use of

language in particular texts.

Encourage students to formulate and ask questions of their peers. Then have students to

revise their questions to be more robust and challenging.

Other supports:

February 2014


Differentiation Rubric Directions: Using the following Likert scale, rate yourself and describe your current practices based on the differentiation classroom characteristics listed in the rubric below.

Scale: 4= always; 3= most of the time; 2= sometimes; 1= rarely

Classroom Characteristic 4 3 2 1

Provide all students the opportunity to explore and apply key concepts and to achieve success.

In my classroom this looks like…

Provide frequent formative interpretation to monitor students’ path to success in the learning intention.


Use flexible grouping to make the most of opportunities created by difference and commonality.


Engage students in an active manner to explore and reach success targets.


Use flexible grouping to address students’ different phases of learning from novice to capable to proficient rather than merely providing different activities to different groups or students.


NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 3 • Unit 1 • Lesson 2

9.3.1 Lesson 2

Introduction In this lesson, students will continue to read and analyze Chapter 1 of Animals in Translation (pp. 4–8 from “Animals saved me” to “animal talents nobody can see based on what I know about autistic talent”), in which Grandin further develops her claims about autism and understanding animal behavior.

Students will analyze the text in an evidence-based discussion that prepares them for the lesson assessment. The assessment asks students to focus on how Grandin uses particular sentences, paragraphs, and larger portions of the text to develop and refine her claim that autism gives her a unique understanding of animal behavior. Additionally, students will begin identifying topics for interesting and rich inquiry by reflecting on pages 1–8. Students will begin completing a Topic Tracking Tool that will be used in subsequent lessons to track topics that surface in Grandin’s text. For homework, students will complete a short research assignment to determine the definitions of terms used by Grandin to help position and explain her unique perspective on animal behavior: "behaviorism" and "ethology."

Standards

Assessed Standard(s)

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Addressed Standard(s)

RI.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014 © 2014 Public Consulting Group. This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Assessment

Assessment(s)

The learning in this lesson will be captured through a Quick Write at the end of the lesson. Students will answer the following prompt based on the close reading (citing evidence from the text and analyzing key words and phrases) completed in the lesson.

• Choose two sentences, paragraphs, or larger portions of this lesson’s text excerpt and analyze how they develop and refine one of Grandin’s claims about autism and animal behavior.

This assessment will be evaluated using the Short Response Rubric.

High Performance Response(s)

A high performance response may include the following:

• On page 7, Grandin develops and refines her claim that autism has given her an advantage in understanding animals and ultimately helped her attain professional success. Grandin states, “Animal behavior was the right field for me, because what I was missing in social understanding I could make up for in understanding animals.” Grandin realizes the limitations of her autism and uses it to hone her talents in translating animal behavior. She continues to explain her success in the field characterized by her numerous accomplishments, including “over three hundred scientific papers” published and “half the cattle in the United States and Canada are handled in humane slaughter systems I’ve designed.” She attributes this success to the fact that her “brain works differently” because of her autism.

• Grandin develops and refines another claim, how autism allows her to think “the way animals think” on page 6. Grandin describes autism as a “way station on the road from animals to humans, which puts autistic people like me in a perfect position to translate ‘animal talk’ into English.” Grandin is able to comprehend why animals do the things they do unlike “normal” brained people and this is why her autism makes “animals easy” as opposed to normal people who cannot even recognize animal genius.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

• savants (n.) – people with unusual mental abilities that other people do not have

Vocabulary to teach (may include direct word work and/or questions)

• riveted (v.) – to cause to be fixed or held firmly, as in fascinated attention

• neuroscientific (adj.) – pertaining to the study of the anatomy, physiology, biochemistry, and pharmacology of the nervous system



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Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards & Text:

• Standards: RI.9-10.5, RI.9-10.4, RI.9-10.2

• Text: Animals in Translation, Chapter 1, pages 4–8

Learning Sequence: 1. Introduction of Lesson Agenda 2. Homework Accountability 3. Pages 4–8 Reading and Discussion 4. Identifying Research Topics 5. Quick Write 6. Closing

1. 5% 2. 10% 3. 40% 4. 30% 5. 10% 6. 5%

Materials • Copies of Topic Tracking Tool for each student

• Student copies of the Short Response Rubric and Short Response Checklist (refer to 9.3.1 Lesson 1)

Learning Sequence

How to Use the Learning Sequence

Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take.

no symbol

Plain text indicates teacher action. Bold text indicates questions for the teacher to ask students. Italicized text indicates a vocabulary word.

Indicates student action(s).

Indicates possible student response(s) to teacher questions.

Indicates instructional notes for the teacher.

Activity 1: Introduction of Lesson Agenda 5%

Begin by reviewing the agenda and sharing the assessed standard for this lesson: RI.9-10.5. In this lesson, students continue to read Chapter 1 of Animals in Translation, pages 4–8 (from “Animals saved



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me” to “animal talents nobody can see based on what I know about autistic talent.”) and analyze how Grandin further develops her claims about autism and understanding animal behavior. Students will then apply the reading analysis from pages 1–8 to begin surfacing possible research topics.

Students look at the agenda.

Students were introduced to RI.9-10.5 in Unit 9.2.3.

Activity 2: Homework Accountability 10%

Instruct students to take out their homework from the previous lesson.

Students take out their homework.

The homework from the previous lesson was the following: Reread and annotate pages 1–4 and preview the following lesson’s text excerpt by reading and annotating for central idea pages 4–8 (from “Animals saved me” to “animal talents nobody can see based on what I know about autistic talent”). Additionally, write a response to the following prompt: Using specific textual details, determine one central idea that is emerging in pages 4–8.

Instruct students to examine their written response and annotation from pages 1–8 and choose four annotations that best exemplify the emerging central idea discussed in the written response.

Students examine their written response and annotation from pages 1–8. Students then choose four annotations that best exemplify the emerging central idea discussed in the written response.

Instruct students to complete a Turn-and-Talk with a partner about their four exemplar annotation from pages 1–8, specifically discussing why the annotation best supports the emerging central idea.

Annotation discussed may include the following:

Pages 1–4: o Star next to “It took me a long time to figure out that I see things about animals other

people don’t,” (p. 1) – noting how Grandin understands animals in ways that other people do not

o Star next to “Autism made school and social life hard, but made animals easy” (p. 1) – noting that Grandin understands animals because of her autism but it poses difficulties for her when it comes to social situations

o Exclamation point next to “Dogs have dog noses” (p. 1) – noting that Grandin thinks about animals in ways that other people may not (she uses different ways of categorizing animals) further revealing she has a unique perspective on animals



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o Exclamation point next to “because I got kicked out of high school for fighting” (p. 1) – noting that Grandin struggles in school because of her autism

o Star next to “It was like a loop inside my head, it just ran over and over again” (p. 2) – noting that her autism causes her to be repetitive, which makes her peers tease her, revealing how autism makes social interaction difficult

o Star next to “I think it was just one of my autism genes kicking into high gear” (p .4) – noting Grandin’s anxiety and how this made school even more difficult for her

Pages 4–7: o Star near the line “I got through my teenage years thanks to my squeeze machine and my

horses. Animals kept me going” (p. 5) – noting Grandin’s comment earlier that autism made animals easy. It seems to be a reciprocal relationship for her.

o Star near the line “Autistic people can think the way animals think” (p. 6) – noting Grandin’s connection to her earlier idea about autism making animals easy

o Star near the line “Animal behavior was the right field for me, because what I was missing in social understanding I could make up for in understanding animals” (p. 7) – noting Grandin understands her limitations and strengths concerning her autism

o Exclamation point near the line “Autism has given me another perspective on animals most professionals don’t have” (p. 7) – noting Grandin feels confident about her professional abilities due to her autism

Page 8: o Star near the line “Animals are like autistic savants.” – This is Grandin’s claim about animal

intelligence. She might try to prove this in the text and it further shows that because she is autistic, she might be better posed to prove an idea like this.

o Star near the line “Normal people never have the special talents animals have, so normal people don’t know what to look for” – noting Grandin’s support for why autism makes understanding animals easier

Circulate around the room to monitor the pair discussion. Listen for students to discuss the above annotation in support of emerging central ideas from the text including: Grandin’s autism gives her a unique perspective on animals and Grandin’s autism makes school and social life difficult but animals easy.

Activity 3: Pages 4–8 Reading and Discussion 40%

Introduce the Quick Write assessment (choose either two sentences, paragraphs, or larger portions of this lesson’s text excerpt and analyze how they develop and refine one of Grandin’s claims about autism and animal behavior). Explain to students that this is the lesson assessment and the focus for today’s reading.



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Students examine the Quick Write assessment and listen.

Display the Quick Write assessment.

Instruct students to keep this assessment in mind as they analyze the text during the following evidence-based activity. Remind students to keep track of the text analysis by taking notes and annotating the text.

Instruct students to take out their annotated copy of Animals in Translation, Chapter 1 and turn to page 4. Instruct students to reread in pairs from “Animals saved me” to “Now people are cut off from animals unless they have a dog or a cat” (pp. 4–5).

Students take out their annotated copies of Animals in Translation, Chapter 1 and reread page 4 with a partner.

Ask students the following questions:

Differentiation Consideration: Consider having student pairs discuss the questions before asking them in a whole-class setting.

What does the squeeze chute passage reveal about Grandin’s relationship to animals?

It shows how deeply connected she feels to animals and their experiences. The passage demonstrates how animals “saved” her by showing her that she needed a squeeze machine similar to the cows. She was able to get through her anxiety during her teenage years “thanks” to her squeeze machine, which was inspired by cows going into their own squeeze chutes.

How does Grandin demonstrate that she was “riveted” by the sight of those big animals inside the squeeze chute? What does Grandin mean by riveted in this excerpt?

She has her aunt “stop the car so [she] could get out and watch.” She is fascinated by seeing the cows go through the squeeze chute, so riveted could mean extremely focused or fascinated by.

Why might Grandin state that, “People and animals are supposed to be together”?

Grandin has a strong connection to animals and sees how animals can be helpful to people, as she experienced in her own life: “Animals kept me going.”

Instruct students to reread in pairs from “Horses are especially good for teenagers” to “But it would work a lot better if military schools still had horses” (pp. 5–6).

Ask students the following question:



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Differentiation Consideration: Consider having student pairs discuss the question before discussing it in a whole-class setting.

What does Grandin explain about the instinctual nature of horseback riding? How does this explanation further develop the central ideas of the text?

Grandin explains that “a good rider and his horse are a team.” There is a mutual relationship between both rider and horse: “It’s a relationship.” Grandin is showing that she understands the relationship between a horse and rider; she can relate to animals, specifically horses, in this way: “Yet there I was, moving my body in sync with the horse’s body to help him run right.” This understanding continues to show how Grandin understands animals due to her autism and her own experiences/background.

Instruct students to reread in pairs from “Animals in Translation comes out of forty years I’ve spent with animals” to “They just don’t know what it is, or how to describe it” (pp. 6–7) in pairs.

Students reread pages 6–7 in pairs.

Ask students to do a Turn-and-Talk with a classmate discussing the various ways in which Grandin explains how she is “different from every other professional who works with animals.”

Lead a whole-class share out of the pair discussion.

Student responses should include the following:

o Grandin states that “Autistic people can think the way animals think” (p. 6). Therefore, she is saying that since she is autistic she can understand animal behavior because she can think like an animal.

o Grandin says that “Autism is a kind of way station on the road from animals to humans” (p. 6) making her the perfect person to translate “‘animal talk’ into English.”

o Grandin says that her “brain works differently” (p. 7) and that is why she has been successful in the field of translating animal behavior. Autism has given her a different “perspective” on animals that other professionals do not have.

Instruct students to reread in pairs from “I stumbled across the answer, or what I think is part of the answer” to “a difference in the brain autistic people share with animals” (pp. 7–8). Define the word savants (people with unusual mental abilities that other people do not have) and instruct students to write the definition on their text.



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Students write the definition of savants on their text and then reread pages 7–8 in pairs.

Direct students to Grandin’s discussion of “neuroscientific research” on page 7 (“Because of my own problems, I‘ve always followed neuroscientific research on the human brain as closely as I’ve followed my own field.”) Ask students to think about the root word neur and what it could refer to based on the sentence.

The brain

Ask students to do a Turn-and-Talk with a classmate synthesizing Grandin’s claim about autistic savants and animals and what led her to this claim.

Have the class share the outcome of the pair discussion.

Student responses should include the following:

o Animals are like autistic savants because their brains and talents are similar: “at least some animals have special forms of genius normal people don’t, the same way some autistic savants have special forms of genius” (p. 8).

o Grandin makes this claim based on her reading of “neuroscientific research” and autistic savants. She is able to make a “connection between human intelligence and animal intelligence the animal sciences have missed” (p. 7) because of her research and interest in the topics.

Instruct students to reread in pairs from “The reason we’ve managed to live with animals all these years” to “animal talents nobody can see based on what I know about autistic talent” (p. 8).

Students reread page 8 in pairs.

Ask students the following question:

Differentiation Consideration: Consider having student pairs discuss the question before discussing it in a whole-class setting.

What is Grandin exploring or researching? How does this exploration or research further develop a central idea in the text?

Student responses should include:

o Grandin is looking for specific animal talents where animals show how they can “perceive” (understand, identify, or become aware of things) that humans cannot and to remember “detailed information” that humans cannot remember.



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o Grandin is saying that her autistic mind gives her a unique perspective on animal behavior and she has an advantage in identifying animal talents that “normal people” cannot.

o She is able to “predict animal talents nobody can see based on what I know about autistic talent” (p. 8).

Activity 4: Identifying Research Topics 30%

Share with students that they have been reading closely and analyzing texts (in the previous two modules) for several purposes, including evidence-based discussion and writing. Share with students that this type of reading is also about deepening understanding. This understanding can be about a variety of things like authorial choices when analyzing literature, or it can be about learning and thinking in depth about a topic you want to know more about. For the purposes of this module, the text analysis is about analyzing the text itself, based on the standards, but also about surfacing topics that are potentially interesting and rich to research. These initial topics will begin the inquiry process. As the process unfolds, aspects of the topics will develop as questions are posed and refined and pre-research is conducted.

Students listen.

Distribute the Topic Tracking Tool to each student.

Students examine the Topic Tracking Tool.

See the end of the lesson for an example Topic Tracking Tool.

Inform students that they will be reviewing pages 1–8 by thinking about the following question: What topics does Grandin surface or address in this part of the text? Instruct students to review pages 1–8 and write down key topics that surface in the text in column 1 on the Topic Tracking Tool. Instruct students to only complete column 1 for now.

Students review pages 1–8 and complete column 1 of the Topic Tracking Tool by writing down key topics surfacing in this part of the text.

Lead a whole-class discussion about the topics Grandin surfaces.

Student responses may include the following:

o Autism o The link between autism and understanding animal behavior o Animal behavior o Animals helping emotionally disturbed people o Developmental disorders



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o Animal intelligence o Autistic savants o Neuroscience

Consider displaying notes on the discussion so students can see the various topics.

Model for students how to complete columns 2 and 3 of the Topic Tracking Tool by identifying one topic, page number(s) where the topic is discussed, and key information about the topic from the text.

Students listen and follow along with the modeling.

See the Model Topic Tracking Tool at the end of the lesson for possible modeling content.

Instruct students to individually complete at least three more rows of the Topic Tracking Tool for the topics surfaced during the previous text review. Remind students that new topics will emerge in each portion of Animals in Translation and they should record all possible topics for research.

Students individually complete at least three more rows of the Topic Tracking Tool for the topics surfaced during the previous text review.

Circulate around the room to ensure students understand how to complete the Topic Tracking Tool.

See model student responses at the end of the lesson.

Activity 5: Quick Write 10%

Instruct students to respond briefly in writing to the following prompt:

Choose either two sentences, paragraphs, or larger portions of this lesson’s text excerpt and analyze how they develop and refine one of Grandin’s claim about autism and animal behavior.

Remind students to use the Short Response Checklist and Short Response Rubric to guide their written responses.

Display the prompt for students to see, or provide the prompt in hard copy.

Students independently answer the prompt using evidence from the text.

See the High Performance Response at the beginning of this lesson.

Activity 6: Closing 5%

Display and distribute the homework assignment. For homework, instruct students to complete a short research assignment to determine the definitions of the following terms: behaviorism and ethology.



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Students will conduct a web search, finding resources that define and explain both terms. These resources should include common online reference materials and other online resources such as audio and video. Students will need to unpack the definitions and/or explanations of both sciences by answering the following prompt: Explain, in your own words, the terms behaviorism and ethology. How do the resources you found help you understand these terms?

Homework

Conduct a web search of the following terms, which will be referenced in the next excerpt we will be reading from Grandin's chapter 1.

• Behaviorism

• Ethology

Explain, in your own words, the terms behaviorism and ethology. How do the resources you found help you understand these terms?



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Topic Tracking Tool

Name: Class: Date:

Topic Page Number(s) Key Information About the Topic from the Text

From Odell Education Researching to Deepen Understanding Framework, by Odell Education, www.odelleducation.com. Copyright (2012) by Odell Education. Adapted with permission under an Attribution-NonCommercial 3.0 Unported license: http://creativecommons.org/licenses/by-nc/3.0/.



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http://creativecommons.org/licenses/by-nc/3.0/


Model Topic Tracking Tool

Name: Class: Date:

Topic Page Number(s) Key Information About the Topic from the Text

The link between autism and understanding animal behavior

6–8 Grandin believes she has a unique perspective on animals because of her autism. She says, “Normal people never have the special talents animals have, so normal people don’t know what to look for.”

Animals can help emotionally disturbed people.

2–3, 5 Grandin understood the emotionally disturbed animals at her boarding school because of her own emotional issues. Kids who have emotional problems will do better if they are horseback riding: “the rider will end up doing better than the nonrider.”

Developmental Disorders (Autism, Obsessive-Compulsive Disorder)

1, 4 Grandin has autism. She says it poses difficulties: “Autism made school and social life hard” but also advantages: “but it made animals easy.”

Autistic Savants 7 Grandin thinks autistic savants share similar brains to animals that “animals are like autistic savants.”

Animal Intelligence 8 Gradin claims, “Animal genius is invisible to the naked eye.” She writes about using animal talents and intelligence for the betterment of humans and animals.

From Odell Education Researching to Deepen Understanding Framework, by Odell Education, www.odelleducation.com. Copyright (2012) by Odell Education. Adapted with permission under an Attribution-NonCommercial 3.0 Unported license: http://creativecommons.org/licenses/by-nc/3.0/.



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http://creativecommons.org/licenses/by-nc/3.0/


File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014

© 2014 Public Consulting Group. This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License


1

10.1.3 Lesson 9

Introduction

This lesson comprises the Mid-Unit Assessment for this unit. In this lesson, students prepare and present

an analysis of how Amy Tan develops and refines a central idea in the chapter “Two Kinds.” Students

work in small groups to collaboratively craft a presentation in response to the following prompt: How

does Tan develop a central idea in “Two Kinds”? Each student group will be assigned a specific key

passage of Tan’s text to focus their analysis. Students are assessed on the presentation of their findings,

as well as an accompanying brief written response on the Presentation Preparation Tool.

This analysis prepares students for the End-of-Unit Assessment by prompting students to consider the

development of central ideas in a text, as well as providing an opportunity to assess the speaking and

listening skills students have been practicing throughout this unit.

For homework, students will continue their Accountable Independent Reading.

Standards

Assessed Standard(s)

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over

the course of the text, including how it emerges and is shaped and refined by specific

details; provide an objective summary of the text.

W.9-10.2.b Write informative/explanatory texts to examine and convey complex ideas, concepts

and information clearly and accurately through the effective selection, organization and

analysis of content.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically







2

such that listeners can follow the line of reasoning and the organization, development,

substance, and style are appropriate to purpose, audience, and task.

Addressed Standard(s)

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)

develop over the course of a text, interact with other characters, and advance the plot

or develop the theme.

L.9-10.1.b Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to writing or

presentations.

Assessment

Assessment(s)

Mid-Unit Assessment

Presentation Prompt: How does Tan develop and refine a central idea in “Two Kinds”? Support

your analysis with at least three concrete details or quotations, and include an objective summary

of the text.

Students are assessed on their presentation, using the Speaking and Listening Rubric.

Additionally, students are assessed on the written response outlined on their Presentation

Preparation Tool, using the Short Response Rubric.

Students are held accountable for the notes they have taken on other group presentations.

High Performance Response(s)

In a High Performance Presentation Response, students should:

Provide a clear and organized summary of the excerpt, as well as trace the development of a

central idea using at least three pieces of text evidence.

Develop the analysis with at least three well-chosen, relevant, and sufficient concrete details or

quotations.







3

Present their analysis and supporting evidence clearly, concisely, and logically such that listeners

can follow the line of reasoning and the organization.

Demonstrate command of the conventions of standard English grammar and usage when speaking.

Use various types of phrases and clauses to convey specific meanings and add variety to their

presentations.

A High Performance Written Response should:

Be appropriate to the task of a presentation preparation.

Be coherent, clearly organized, and developed by relevant, sufficient, and concrete key details and

quotations.

See the Model Presentation Preparation Tool for sample student responses.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

None.*

Vocabulary to teach (may include direct word work and/or questions)

None.*

*Because this is not a close reading lesson, there is no specified vocabulary. However, in the process of

returning to the text, students may uncover unfamiliar words. Teachers can guide students to make

meaning of these words by following the protocols described in 1E of this document

http://www.engageny.org/sites/default/files/resource/attachments/9-12_ela_prefatory_material.pdf.

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards & Text:

Standards: RL.9-10.2, W.9-10.2.b, W.9-10.4, SL.9-10.4, RL.9-10.3, L.9-10.1.b

Text: “Two Kinds”

Learning Sequence:

1. Introduction of Lesson Agenda

2. Homework Accountability

3. Presentation Preparation

1. 10%

2. 10%

3. 30%


http://www.engageny.org/sites/default/files/resource/attachments/9-12_ela_prefatory_material.pdf






4

4. Mid-Unit Assessment

5. Closing

4. 45%

5. 5%

Materials

Student copies of the 10.1 Common Core Learning Standards Tool (refer to 10.1.1 Lesson 1)

Student copies of the Speaking and Listening Rubric: SL.9-10.4 (refer to 10.1.1 Lesson 3)

Student copies of the Short Response Rubric and Checklist (refer to 10.1.1 Lesson 1)

Copies of the Presentation Preparation Tool for each student

Learning Sequence

How to Use the Learning Sequence

Symbol Type of Text & Interpretation of the Symbol

10% Percentage indicates the percentage of lesson time each activity should take.

no symbol

Plain text indicates teacher action.

Bold text indicates questions for the teacher to ask students.

Italicized text indicates a vocabulary word.

Indicates student action(s).

Indicates possible student response(s) to teacher questions.

Indicates instructional notes for the teacher.

Activity 1: Introduction of Lesson Agenda 10%

Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.2, W.9-10.2.b, W.9-10.4,

and SL.9-10.4. This lesson comprises the Mid-Unit Assessment. Guided by a Presentation Preparation

Tool, students work collaboratively to prepare and present an analysis of how Amy Tan develops and

refines a central idea in “Two Kinds.”

Inform students that they will be working with two new standards in this lesson: SL.9-10.4 and L.9-

10.1.b.

Instruct students to return to the 10.1 Common Core Learning Standards Tool.

Direct students to find SL.9-10.4 and L.9-10.1.b. on their tool and to follow along as they are read aloud.

Students follow along, reading silently as standards SL.9-10.4 and L.9-10.1.b. are read aloud.







5

Pose the following questions for class discussion:

What do you notice about these standards?

What are they asking you to be able to do?

What questions do these standards raise for you?

Ask students to write their ideas down. Lead a brief class discussion about standards SL.9-10.4 and L.9-

10.1.b.

Student responses may include the following:

o SL.9-10.4 is asking us to present information in a way that other people can easily

understand.

o SL.9-10.4 requires that we consider the task and the audience when presenting.

o L.9-10.1.b asks us to use a variety of words and phrase structures when writing and when

speaking.

o What is a clause?

Students participate in a full-class discussion.

If students are unfamiliar with the expectations of L.9-10.1.b, it may be necessary to take additional

time to teach grammatical components such as the different types of phrases and clauses.

Activity 2: Homework Accountability 10%

Instruct students to briefly discuss in pairs how they revised and expanded their notes in preparation for

the Mid-Unit Assessment.

Students discuss homework in pairs.

Instruct students to talk in pairs about how they can apply the focus standard RL.9-10.6 or RI.9-10.6 to

their AIR text.

Students (or student pairs) discuss and then share how they applied the focus standard to their

AIR text from the previous lesson’s homework.







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Activity 3: Presentation Preparation 30%

Have students form four pre-established heterogeneous groups. Students will work collaboratively in

these groups to analyze and present on an excerpt from “Two Kinds.” Students will structure their

presentation in response to the following prompt: How does Tan develop and refine a central idea in

“Two Kinds”?

Display or distribute the Speaking and Listening Checklist and the Short Response Rubric. Inform

students that for their Mid-Unit Assessment they will be presenting on an excerpt from the chapter

“Two Kinds.” Inform students that they will prepare these presentations collaboratively, according to

the norms and protocols on the Speaking and Listening Checklist, and the skills outlined by standard

SL.9-10.4 and L.9-10.1.b. Additionally, students are expected to hand in their preparatory materials,

which they will use to organize and structure their presentations. Students are assessed on the concrete

details and quotations they have chosen to develop their topic, as well as their brief written response at

the bottom of the tool.

Review the Speaking and Listening Checklist and Short Response Rubric with students, allowing time for

students to pose any questions they may have.

Students review and discuss the Speaking and Listening Checklist and Short Response Rubric.

It may be necessary to review different types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial)

with students before they begin their preparation. Students are not assessed on this skill, but should

be encouraged to practice L.9-10.1.b during their presentations.

Display and distribute the Presentation Prompt:

How does Tan develop and refine a central idea in “Two Kinds”?

Distribute the Presentation Preparation Tool. Instruct students that the purpose of this activity is to

structure and organize their analysis of how a central idea of “Two Kinds” emerges and is shaped and

refined by key details in preparation for their presentation.

Assign each student group to an excerpt from “Two Kinds”:

Group 1: From “My mother believed you could be anything” through “at last she was beginning to

give up hope” (pp. 132–135).

Group 2: From “Two or three months had gone by” through “I was determined to put a stop to her

foolish pride” (pp. 135–138).

Group 3: From “A few weeks later, Old Chong and my mother” through “like a small brown leaf,

thin, brittle, lifeless” (pp. 138–142).







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Group 4: From “It was not the only disappointment my mother” through “they were two halves of

the same song” (pp. 142–144).

Students will be familiar with the format of the Presentation Preparation Tool through their work

with the Evidence Collection Tool. If students struggle, consider modeling select elements of the

tool.

Students work collaboratively with the Presentation Preparation Tool to prepare group

presentations.

Activity 4: Mid-Unit Assessment 45%

Instruct students to begin presentations, in the order that the excerpts appear in the text. Remind

students that they should be taking independent notes on these presentations on a separate piece of

paper as they listen. Students turn in both their Presentation Preparation Tool and the notes they have

taken on presentations for assessment at the end of this lesson.

Students present or take notes on presentations. Students turn in their Presentation

Preparation Tool and their class notes when they are finished presenting for the teacher to

assess.

See model Presentation Preparation Tool.

Activity 5: Closing 5%

Display and distribute the homework assignment. Inform students that for homework they should

continue to read their AIR text through the lens of focus standard RL.9-10.6 or RI.9-10.6.

Homework

Continue to read your AIR text through the lens of focus standard RL.9-10.6 or RI.9-10.6.







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Presentation Preparation Tool

Name: Class: Date:

Directions: Collect key details from your assigned passage in response to the presentation prompt.

Analyze these details, then write a statement that connects all three.

Presentation Prompt: How does Tan develop a central idea in “Two Kinds”?

Focusing Statement:

Excerpt:

Objective Summary:

Key Detail Key Detail Key Detail







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Analysis Analysis Analysis

Connections







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Model Presentation Preparation Tool

Name: Class: Date:

Directions: Collect key details from your assigned passage in response to the presentation prompt.

Analyze these details, then write a statement that connects all three.

Presentation Prompt: How does Tan develop a central idea in “Two Kinds”?

Focusing Statement: Tan develops a central idea of rebellion through Jing-mei’s response to her mother’s expectations.

Excerpt: From “Two or three months had gone by” through “I was determined to put a stop to her foolish pride” (pp. 135–138).

Objective Summary:

In this excerpt Jing-mei’s mother decides that Jing-mei should play piano, and forces her to take lessons with Mr. Chong. Although Jing-mei takes lessons, she refuses to practice the piano and so is not a good pianist. After a year, Jing-mei overhears her mother having a conversation with the mother of chess prodigy Waverly Jong, in which both mothers brag about their daughters’ successes.

Key Detail Key Detail Key Detail

“‘Play note right, but doesn’t sound good! No singing sound,’ complained my mother.” “’What are you picking on her for?’ I said carelessly.” “‘She’s pretty good. Maybe she’s not the best, but she’s trying hard.’ I knew almost immediately I would be sorry I said that.” (p. 136)

“‘Why don’t you like me the way I am? I’m not a genius! I can’t play the piano. And even if I could, I wouldn’t go on TV if you paid me a million dollars!’ I cried.” (p. 136)

“But I was so determined not to try, not to be anybody different that I learned to play only the most ear-splitting preludes, the most discordant hymns.” (p. 138)







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Analysis Analysis Analysis

It doesn’t matter to Jing-mei’s mother how hard the girl on TV tries, because she is not good at playing piano. Jing-mei’s mother expects excellence, and is disappointed by anything less.

Jing-mei feels differently than her mother about the girl’s performance. She defends the girl.

Jing-mei thinks her mother’s desire to have her play the piano means that her mother does not think she is good enough without this. This makes Jing-mei not want to play the piano.

Jing-mei’s response to being forced to take piano lessons by her mother is to decide not to try very hard on purpose, rebelling against what her mother expects of her.

Connections

In this excerpt, Tan develops the central idea of rebellion through Jing-mei’s interactions with her mother. Jing-mei’s mother expects Jing-mei to be an excellent pianist. Jing-mei responds to her mother’s dreams for her by rebelling against her mother’s expectations because she thinks these expectations imply that she is not good enough as she is. Jing-mei refuses to learn from Old Chong, she puts all of her effort into playing terribly rather than playing well.


February 2014


Reflections Note Catcher Directions: Using what you have learned today, respond to the following statements.

“The academic growth of students with diverse learning needs is directly tied to our belief in their

ability to be successful.” Reflect on this statement.

Describe a specific adaptation and scaffolding practice for each domain that maintains rigorous

instruction while supporting students with diverse learning needs in secondary ELA classrooms.

Reading

Speaking

Listening

Language

Writing

Describe a particular differentiation practice and how it supports students with diverse learning needs.

Documents

Support for Students with Diverse Learning Needs - … · Support for Students with Diverse Learning Needs. ... brainstorm a list of instructional supports that might help ... discuss: