ELA Curriculum Council grades 6-8
TST BOCES Component DistrictsELA Curriculum Council:grades
6-8October 23, 2013Jenn Gondek, Instructional Specialist for
Inclusive EducationBeth Dryer, Literacy Instructional
Specialist
Scaffolding Support in the ELA Curriculum Modules
Key IdeasThe goal of specially designed instruction (SDI) is to
provide access for all students with disabilities to the general
curriculumExplicit instruction (I do, we do, you do OR gradual
release of responsibility) is the foundation of SDI (effect size of
.75*) Scaffolding level of skill performance supports all
struggling learners on their way to mastery
*[Hall, NCAC Effective Classroom Practices, Explicit
Instruction, June 2002]3Lori Ostrander & Kimberly Matthews,
DCMO BOCES3Scaffolding Skills
Level of SupportSkill ProficiencyMastery4Lori Ostrander &
Kimberly Matthews, DCMO BOCES* All Students4Collaborative
Discussion
5Lori Ostrander & Kimberly Matthews, DCMO BOCESLets look at
how we might use the scaffolding framework when considering
collaborative discussion/Speaking & Listening CCLSWhat are
different scaffold strategies to support students on the path to
mastery? Turn and Talk. Then compare with suggestions in next
slide.51:1 teacher prompts and cues to share thinking with
collaborative pair or groupProvide fill in the blank sentence
starters to individual studentsProvide sentence starters for
collaborative discussion on the boardProvide visual and verbal cues
for collaborative discussion topicProvide the discussion prompt
embedded in the moduleScaffolding Collaborative Discussion for
Students with Disabilities
Level of SupportSkill ProficiencyMastery6Lori Ostrander &
Kimberly Matthews, DCMO BOCES6Sentence StartersUse this sentence
starter to share your thinking with your partner:
One strategy I know for figuring out challenging words in
context is _______7Lori Ostrander & Kimberly Matthews, DCMO
BOCESConcrete example of sentence starter strategy mentioned in
previous slide
7
Collaboration Anchor Chartwith Visual CuesDesks touchingEye
contactPoint to textRespect ideasOne person talks at a timeEveryone
shares
8Lori Ostrander & Kimberly Matthews, DCMO BOCESSample #2, as
referenced in slide (6)8Shift 6: Academic Vocabulary
9Language Standard [L]6 Shift focus to Academic Vocabulary tie
to ELA Language Standard 6 [L6]9
TST ELA Curriculum CouncilRead standard 610
3 common to informational texts; specific to a particular domain
or field of study.2 more likely to appear inwritten texts than in
speech;appear in all sorts of texts.1 primarily conversational
non-academic words.Vocabulary Tiers:walksaunterambulateTST ELA
Curriculum Council11One factor that influences the readability of
texts is the number of technical, tier 3 words, that it contains.
Students need more scaffolding, direct instruction, in order to
reach those words to access them. However, direct/explicit
vocabulary instruction of tier 2 words is key to influencing
literacy across the content areas.
Revisit Tiers and provide
exampleshttp://www.google.com/imgres?imgurl=http://www.bigindoortrains.com/indoor_resources/0_s_scale_building_fronts/three_story_0_scale.jpg&imgrefurl=http://www.bigindoortrains.com/indoor_resources/0_s_scale_building_fronts/0_s_scale_building_fronts.htm&usg=___1i8-pBSny15TE1zMONMIzV9vWY=&h=2342&w=1920&sz=956&hl=en&start=18&um=1&itbs=1&tbnid=LBQ4CCLmXPNrCM:&tbnh=150&tbnw=123&prev=/images%3Fq%3D3%2Bstory%2Bbuilding%26um%3D1%26hl%3Den%26sa%3DN%26rls%3Dcom.microsoft:en-US%26tbs%3Disch:1
Tier 1- Conversational words that are likely familiar to most
students. i.e. cousin, rainbow, bumper, driveway
Tier 2- High frequency words more advanced and academic than
Tier 1. Useful in other content areas. i.e. compare, contrast,
analyze, summarizeTier 3- Low frequency words very specific to a
particular content. i.e. microprocessor, hallucinogens, isotope
TST ELA Curriculum CouncilTarget Academic Vocabularyvia Direct
Instruction:4a. Context clues (direct or indirect)4b. Word parts
(affixes; roots)4c. Reference materials 4d. Guess & Check
5a. Figures of speech5b. Word relationships5c. Shades of
meaning/multiple meanings
via Wide Reading (& Listening):Interactive Read AloudGuided
ReadingIndependent ReadingTST ELA Curriculum
CouncilStandards-aligned way of thinking about the skills/concepts
required of students who are prepared to acquire and use academic
vocabulary.
Context clues and reference materials both require students to
INFER. Regarding reference materials: students must infer which of
several glossary or dictionary definitions is useful in
understanding the current (con-)text. 4d. Sounds like the literacy
strategy Guess & Check.
13Scaffolding Language Skills: Academic Vocabulary
Level of SupportSkill ProficiencyMastery14Lori Ostrander &
Kimberly Matthews, DCMO BOCES14Your turnSelect & read one grade
level (6, 7 or 8) lesson excerpt emphasizing academic vocabulary
skill development.2. Identify embedded scaffolding strategies.3.
Suggest/plan additional scaffolding strategies to support
individual students.4. Prepare to share out in grade-alike
groups.TST ELA Curriculum Council 6-8Explicitly pre-teach words or
concepts essential to understanding the textEmbed visual cues for
unfamiliar word meanings in the textProvide instruction in related
word families using instructional textProvide individual cards
which prompt for context clue strategiesProvide an anchor chart
prompting strategies to use context clues to figure out unknown
vocabularyScaffolding Vocabulary for Students with Disabilities
Level of SupportSkill ProficiencyMastery16Lori Ostrander &
Kimberly Matthews, DCMO BOCESCompare your findings/plans with those
outlined in this visual.16Explicit Vocabulary InstructionProvide
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 definitionIllustrate concept with a number
of concrete, visual, or verbal examplesInvolve students in making
meaning of the word by:Asking them to distinguish between examples
and non-examples AND/ORAsking them to generate their own examples
AND/ORAsking them questions which require deep processing of the
words meaningAsk students to identify the word and its meaning in
context
17Lori Ostrander & Kimberly Matthews, DCMO BOCESFlip-side of
stair slide (slide 16) FYI/Take-away17Consider uploading additional
scaffolding supports to the Council Wiki
Ex: Grade 6. Module 1, unit 1, lesson 1.Which strategy does this
represent from the list of explicit vocabulary instructional
strategies (slide 17)?18Consider uploading additional scaffolding
supports to the Council Wiki
Ex: Grade 6. Module 1, unit 2, lesson 1.AllusionGreek Mythology
Allusions in Modern Teen Literature by Jessica Gillum on PreziJust
FYI19
Another FYI20PARCC: Grade 6 Evidence-Based Selected-Response
Item #1Part AWhat does the word regal mean as it is used in the
passage?generousthreateningkingly*uninterested
Part BWhich of the phrases from the passage best helps the
reader understand the meaning of regal?wagging their tails as they
awokethe wolves, who were shytheir sounds and movements expressed
goodwillwith his head high and his chest out21Dryer, B. 2013.
[email protected] sample item Answer is d21
So many wordsso little time. Which words should we teach?22Tier
2Tier 3Prioritize/highlight the words essential to understanding
the text.IgnoreTarget2/28/2013Dryer, B. 2013.
[email protected] and prioritizing.23Tier 2Tier
3Prioritize words that students are likely to meet often in other
texts/content areas.IgnoreTarget2/28/2013Dryer, B. 2013.
[email protected] mins24Tier 2Tier 3Prioritize words that relate
to other words, to ideas that students know or have been
learning.IgnoreTarget2/28/2013Dryer, B. 2013. [email protected]
mins25 Plan explicit instructional approaches and scaffolding
strategies to support all learners.
IgnoreTarget2/28/2013Dryer, B. 2013.
[email protected] takes over26
Vocabulary ScaffoldsEmbedded Module SupportGrade 7, Module 1:
Unit 1, Lesson 10Ask students to notice words in bold in the
informational text and the words that are defined [ ] for them in
the textAsk students to turn and talk about strategies they know to
use for figuring out challenging words in contextAsk students to
turn and talk about words they were able to figure outModel
thinking around using context clues to figure out unknown words (Im
not sure what mystical means, but it sounds sort of like mystery.
So maybe it has something to do with something unknown?)Ask
students to share out word meanings they figured out and clarify
definitions as needed27Lori Ostrander & Kimberly Matthews, DCMO
BOCES27
