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Co Teaching: Up Your Game 1

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Literacy Strategies for Closing the Gap in the Co-taught Classroom CT4GC 2

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Todays Agenda Define the standards as a system and a foundation for the PLAN Understand school and classroom data in order to determine the ACADEMIC needs of students. Learners will gain insight into best practices regarding to research based High Yield Instructional Strategies in the ELA classroom. 3

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Independently Comprehend and Critique Read purposefully across content Value Evidence Set a purpose for reading, writing, speaking and listening

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Phonemic Awareness Phonics Fluency Vocabulary Comprehension The report can be found at: www.nationalreadingpanel.org or at www.nichd.nih.gov.www.nationalreadingpanel.org 5

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Ineffective Curriculum cp rabc f bicn nmt v www.ldonline.org 6

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Highly Effective Curriculum cpr abc fbi cnn mtv 7

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Phonics Decoding Word Identification Vocabulary Comprehension Phonemic Awareness Phonics Fluency DecodingFluency Phonemic Awareness 6 8

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We know that For 30% of students, learning to read is easy, regardless of reading approach (5-10% of our students begin school as readers) For 40% of students, learning to read is a challenge and the reading approach used is important. The reading approach used is a function of the respective student needs. For 30% of students, learning to read is very difficult. A systematic and structured approach which includes phonemic awareness, phonics, fluency, and comprehension strategies is essential for them to succeed in reading 9

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It All Works Together STUDENT LEARNING Strategies Common Core Standards Assessment and Data 10

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PDSA Model 12 Standards The Common Core State Standards have allowed Kentucky the framework to develop their own standardsthey are known as Kentucky Core Academic Standards (KCAS)

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6 Shifts in ELA Literacy 13

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14 STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

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15 Design and Organization Three main sections K5 (cross-disciplinary) 612 English Language Arts 612 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

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16 Design and Organization Four strands within the ELA standards Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

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KCAS English Language Arts Standards Anchor Standards Strands Clusters Text Complexity Quantitative - Lexile Range Qualitative Reader and Task Consideration 17

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What do they need to know and how can we decide where to start? 18 Work with your elbow partner to discuss how this will be used in your classroom

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21 Work with your elbow partner to discuss how this relates to vertical progression

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How do we crosswalk standards and strategies... (you dont have to reinvent the wheel) 22 Illinois Standards with strategies for 6-12 Illinois Standards with strategies for K-5

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PDSA Model 23 Standards What does the data tell us about our current progress in teaching the standards? Are there gaps in the curriculum? Are there gaps in the students knowledge? Was the rigor there? Are we holding back our gifted learners?

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Assessment Formative: Quizzes Observation Notes Clickers Summative: Common Assessments Performance Events Universal Screeners 24 Table talk: What are your universal screeners? Do you have common assessments? What formative assessments are currently being used?

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Shifts in ELA Instruction InstructionAssessment Balancing informational and literary text (K-5) Literary texts Nonfiction texts Authentic texts Building knowledge in the disciplines (6-12) Text Complexity Higher level of text complexity, paired reading Text-based answers Evidence from text Writing from sources Academic Vocabulary 25

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What does that mean for us Grade LiteraryInformation 4 50% 8 45%55% 12 30%70% Distribution of Literary and Informational Passages ArgueExplain/ Inform Narrate Elementary 30%35% Middle School 35% 30% High School 40% 20% Distribution of Student Writing corestandards.org

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DISCLAIMER What is your Universal Screener? Are you using CIITS? 27

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MAP reports What are our strengths? Weaknesses? NWEA.org

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Down to the student desk NWEA.org

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Remember Joel 31 Joel is now a 6 th grade student with an average IQ. He continues to struggle in the area of reading. He has been identified to receive special education services under the identification of Specific Learning Disability (SLD). Joels assessment indicates that he has strengths in the area of basic reading. He calls words proficiently, has a strong background in phonetics and fluency. He struggles with vocabulary and comprehension strategies. He enjoys small group instruction and contributes to the discussion; however, he tends to panic when called upon in front of the class during whole group instruction.

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33 CONTENT ALL STUDENTS MUST KNOW Table Talk: What are Joels strengths? Weaknesses?

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34 What is the match or mismatch between the essential content and the students strengths or weaknesses? CONTENT ALL STUDENTS NEED TO KNOW

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PDSA Model 36 With our plan developedWe are ready to DO !! It is important to stress that even the best laid plans do not give us the results that we think we want! Sometimes we learn even more than we had planned.

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Implementation 37 1.How will we implement the strategy? 2.Will we use the strategy from the start or keep it in our back pocket? 3.Which students will we use it with? All? Some? A few? One? 4.What roles will each of us play in implementing the strategy? 5.How will we gather evidence on whether the strategy is helpful for student learning?

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38 Instructional Strategies Classroom Management Behavioral Strategies Changes in academic instruction by teachers for either ALL students or target student (with reading problems) Tweaking already existing systems in use for ALL students Addition of specific strategies for target student Specificity of directions, verbal/visual cues & prompts, addition of permanent models, groupings, antecedents Token economies, level systems, group contingencies Behavioral contract, differential reinforcement, extinction, Premade, choices (Stough & Palmer, 2003) Use the expertise of the strategists (can be both general education teacher and special education teacher) to determine not only WHAT should be taught, but also HOW! What is the school plan? How do we implement it in the classroom, together? What does the IEP say? Are there students without IEPs that could benefit from the same strategies?

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Collaboration If you have an apple and I have an apple, and we exchange these apples- - then you and I will still each have one apple. But if you have an idea and I have an idea, and we exchange these ideas--then each of us will have two ideas. ~George Bernard Shaw 39

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Elbow Partner: Who will implement what? What are the teacher strengths?

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PDSA Model 41 Once you have laid out the PLAN and you DO the plan we want to STUDY the effectiveness of our plan STUDY

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Evaluate 1.What happened when you implemented the strategy? 2.Based on the evidence you collected, how helpful was the strategy for students? Why? 3.What might you do differently? Why?

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In the near future (dont panic) Choose a student and complete the student planning tool collaboratively. Complete the Co-Planner for a lesson with one strategy (we are getting to the strategies ) Video tape your lesson.

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Send to Shannon Frey University of Louisville 44

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PDSA Model 45 Once you have laid out the PLAN and you DO the plan we want to STUDY the effectiveness of our plan Now ACT, if it was effective, how do we make it a standard practice, if not, how can we make it better? ACT

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How Do We Effectively Use Strategies to Scaffold Student Learning in the Co-taught Classroom? 46

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In order to Scaffold. Teachers must anticipate miscomprehension: to head it off, to be vigilant about it, and to be responsive to the problem 47

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Scaffolding Strategies Activate prior knowledge Showing examples Modeling process Graphic organizers Pre-teaching vocabulary Questioning Providing feedback

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What Can We Do, Right Now? www.textproject.org/text-matters 49

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Why Challenging Texts? (article introduction) Intellectually challenging classroom activity correlates to reading comprehension gains (Rowan and Correnti, 2009) Best predictor of Literacy gains: Amount of reading challenging text (ACT,2006) 7 Actions that Teachers Can Take Right Now

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Lets Read Complex Text

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Our goal is critical thinking: Working through the confusion is part of the beautiful process!

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Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Unfamiliar settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that review or pull things together for the student Longer paragraphs

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Its OK

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Read like a detective-- write like a reporter. 55

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Making Complex Text Accessible Common Core Appendix B

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Replacing challenging texts with shorter excerpts and worksheets deprives students of experiences that allow them to develop the regions of the brain that enable them to think deeply. (Wolf, 2007) 57

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Finding Engaging Text Action #7 Article of the Week http://vms.vale.k12.or.us/articles-weekhttp://vms.vale.k12.or.us/articles-week http://www.carlisleschools.org/webpages/dewaldf/index.cfm?subpa ge=1122423http://www.carlisleschools.org/webpages/dewaldf/index.cfm?subpa ge=1122423 Book Wizard-http://www.scholastic.com/bookwizard/http://www.scholastic.com/bookwizard/ Common Core Appendix B Teen Ink www.teenink.com Science News www.sciencenewsforkids.orgwww.sciencenewsforkids.org Chicken Soup for the Soul Blogs, Wikkis, Bathroom Readers http://tweentribune.com/junior

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Texts for Teaching 59 Author, Linda Hoyt Organized by comprehension strategies Gives a list of text to use Comes in grades K-7, also great for intervention at the high school

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Leveled Articles Kentucky Virtual Library Offers articles at all levels in which you can choose the appropriate Lexile for your students. Numerous sources Opportunity to research Can use from home

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Probable Passage (Action #2) Make predictions Activate or build prior knowledge about a topic See relationships Make inferences Form images about the text 61

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Probable Passage/Predicting Steps 1.Select important terms/concepts. 2.Categorize terms/concepts. 3.Write probable story or gist statement. 4.Read stories or gist statements. 5.Compare stories. 6.Modify predicted story. 62

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Building Background Knowledge: Using Illustrated Text Active Listening: Read with a Pen in Hand

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How do you build background knowledge? Volumized Reading Magazines Newspapers Internet sources Brochures Podcasts Videos

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Carousel K-W-L Decide on major topics you will cover in the unit. Divide students into teams and each group gets a different color marker. One student is recorder and lists all things the group knows about the topic. Rotate. Check things they also know and add others. Give summary of charts. List questions. These are a work in progress during the unit.

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The standard K-W-L was transformed into an all-in-one K-W-L for the kinesthetic, auditory, and visual learner!

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What is currently happening in your classroom? (Action #3)

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Develop Vocabulary (Action #4) 86 About 90% of words come from a small percentage of words in the English language (e.g. help, helped, helps, helping, helper) Only about 10% come from new/unknown words. We have to focus on teaching the expectation of un known words and how to deal with them

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Word Storming Give students graphic organizer with alphabet. Read the title of the text/ topic Students generate a list of words they anticipate in the passage (from prior knowledge) and write them down. Share with small group or class. Read text and add to list.

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Karen Campbell Video

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Volume of Reading Action #5 Stanovich(1996) Inadequate exposure to print prevents children from building important knowledge structures such as vocabulary. Expanding volume of reading is the first step to increasing vocabulary Alone, Independent Reading is not the answer

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Pump up the VOLUME

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Achievement %tile Minutes reading per day Words Read per year 90th40.42,357,000 50th12.9601,000 10th1.651,000 Richard Allington, 2001 So What? 91

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Reading across text and reading long text Struggling readers do not LIKE to read The electronic generation needs various input 92

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Text Coding/ Annotating Keeps them focused and engaged Mark most important words and write down their thinking Conversation with the text

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Read, Write and Talk

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Read with a Question In Mind Whats the Fuss About Frogs?

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Examination Day

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Teacher Establishes a Purpose for Reading To examine how the author creates the tone of the story by using certain words, phrases, and character actions and reactions.

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Discussion/ Accountable Talk Describe your impressions of the tone and mood of the story Examination Day. Remember to use accountable talk (questions, providing evidence from text) to compare and contrast your responses.

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Text Dependent Questions Text Dependent Questions Video

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Text Dependent Question What is the tone at the beginning of Examination Day? What words or phrases does Henry Slesar use to set the tone at the beginning of Examination Day? 100

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Text Coding For Text Dependent Questions Mark sections of the text that evoke a feeling and then jot down why you marked that phrase or word. 101 Quick-write What are your impressions of the tone and mood of the story?

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Text Dependent Question With your partner, decide on a new purpose for reading and write a text dependent question. ****Make sure you use KCAS to decide your purpose 102

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Close reading 103 Close Reading 5th gradeClose Reading 5th grade-video link

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Q&A on Co-Teaching with CEC President Marilyn Friend: Part 1 104

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Which Co-teaching Model? 105

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