© 2015 core knowledge foundation. this work is licensed under a creative commons attribution-...

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

Making Learning Accessible for Diverse Learners:

Resources to support Listening and Learning instruction

Session 2

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Objective

We will be able to identify ways in which questions asked during read-alouds can be tailored to support the diverse needs of students.

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Goals of Listening and Learning

• Builds knowledge & vocabulary

• Familiarization with academic language structures

• Participation in text-dependent conversation

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How L&L Provides Access

Students build vocabulary and knowledge through…

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Flip Book images that illustrate key concepts & vocabulary

Image cards students use to demonstrate understanding

Connections to previous texts that activate prior knowledge

Think-pair-share exercises to engage students in discussion

Scaffolded questions that check comprehension and prime students for inferential thinking

Extensions that

engage students in

content Promoting active listening through questioning



When a Barrier Exists?

1. Read-Alouda) Introduction

b) Presentation

c) Discussion

2. Extension

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Think for a moment:

Where have students experienced a barrier?

Turn and Talk:• Share your experience • Describe how you adjusted

the instruction (providing students access)



Fostering Engagement

• Engagement supports language and knowledge development.

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• When a barrier exists that engagement can break



Many Ways to Foster Engagement

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1. Adjusting Pace 2. Scaffolding Language Opportunities

3. Promoting Active Listening

4. Establishing Routine



1. Adjusting the Pace

• How fast am I reading the text?

• How much do I read before pausing/checking in?

• Is ‘pause time’ (for students to think) built into routines that involve talking and sharing?

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2. Scaffolding Language Opportunities

• Are there visual prompts to support participation/language formulation?

“Tell your partner what you think the weather is like during the season of winter.”

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• How easy is it for students to get in the conversation?

I think the winter season is ____ because_______.



2. Scaffolding Language Opportunities

• Do I need to provide multiple prompts towards a challenging question?

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What is a habitat?

Describe arctic tundra habitat.

Would polar bears be able to survive in the arctic tundra habitat?



3. Promoting Active Listening

• Are there ways to participate non-verbally?

• Are specific targets for listening given to specific children/groups (e.g., thumbs up when you hear this word)?

• Is the purpose for listening referenced and concrete? Is it repeated beyond the initial conversation?

• Are there peer teams with listening goals?

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4. Establishing a Routine

With a Partner:

What norms are important to establish for

Think-Pair-Share?

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Important think-pair-share (discussion routines) norms may include:

• think time (before students pair)

• pairing up (2 students in each group; process in which students pair up)

• multiple rounds of conversation (who speaks first, # of rounds)

• listening to partners (no interrupting)

• sharing what was discussed

• Other ideas?

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• Are discussion norms established?

• Are there norms that everyone participates and routines to ensure accountability?

• Are peer pairs used in ways that support peer-to-peer learning/modeling?

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Reflection

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Teachers Coaches/Administrators

• 2-3 types of adjustments that I have made during instruction that fostered student engagement

What are some adjustments noted here that I would like to share with teachers (what would be most beneficial to students in my school/district)

• 1-2 new adjustments I would like to incorporate for the benefit of my students



Taking a Close Look at GLS and Discussion Questions

Engaging students in text & Maintaining High Expectations

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Text-Dependent Questions

• Text-dependent questions are questions that can only be answered through close analysis of text.

• Encourage student to gather evidence, insight, and knowledge from the text.

Why?• Focuses questions on what’s important versus

on distractors (provided text is appropriate)

• Focuses on and builds habit for textual support of answers (future skills and expectations)



CCLS Shift #4: Text-base Responses

Expectations of CCLS:• Students have rich, rigorous, and

collaborative conversations which are dependent on a common text which has been read aloud.

• Students develop the habit of using complete sentences to describe relevant facts & key details, orally, in response to a text that has been read aloud.

• Classroom experiences stay deeply connected to the content of the text on the page.

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How L&L Elicits Text-Based Responses

• Prior knowledge supports ability to make inferences needed for text based “evidentiary arguments”

• Post-reading conversations provide opportunity:

Teachers to model Students to use text-based vocabulary Students to answer text-based

questions

• Guided Listening Supports (GLS) model text-based questions

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Types of Questions

———

assess students’ recall of contentLiteral

guide students to infer information from the text

Inferential

guide students to build upon what they have learned from the text to use their creative, analytical, and application skills

Evaluative



In groups of 2-3:

1. Read a grade-level passage (Your Choice)

2. Determine whether each question is: Literal

Inferential

Evaluative

Your Turn

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Types of Questions: K

———

23EngageNY.org

What does Jack pull out of the pie?

Literal

During what season does this nursery rhyme take place?

Inferential

Could the events in the nursery rhyme really happen?

Evaluative



Types of Questions: 1

———

24EngageNY.org

What kind of plants might you see in a temperate deciduous forest?

Literal

Inferential

How is the temperate deciduous forest habitat of the Great Smoky Mountains like other habitats that you have learned about?

Evaluative



Types of Questions: 2

———

25EngageNY.org

What did Sequoyah create?Literal

Did people like what Sequoyah was doing at first? How do you know?

Inferential

Do you think Ayoka will be able to read symbols Sequoyah created?

Evaluative



Considerations when Adjusting Questions

Ordering & Scaffolding Questions:• Begin with “winnable” question — foster confidence• Sequence coherently — build understanding• Add visual prompts to support student participation

or language formation• Adjust question to change response expectation• Provide prompts so a child can answer the ‘hard’

question• Increase the frequency of stopping to check

understanding

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Keep in Mind

• What do my Students Need?

Your adjustments meet a need(s)

• What are the lesson objectives and core vocabulary?Your adjustments: Support students with meeting

objectives, and Learning core vocabulary

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Your Turn

Teachers:

1. Select a read-aloud from your anthology

2. Review your checklist

3. Identify opportunities to add, adjust, & re-sequence questions (focus on 1 section, e.g., presenting or discussing the R-A)

4. Use Post-It Notes to mark changes in your anthology

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Coaches & administrators:• Review the Guide• check what your teachers

already do How often is this technique

used? Do you know of teachers

who could model this to others?

• Mark “x” what you haven’t see yet

How would this technique help students?



Stand, Pair, & Share

Stand up and find a partner from a different table, and share:

• What you consider to be the most challenging aspects of adjusting questions?

• Which techniques you feel would be the most beneficial to your students (or student body)?

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Debrief

• Challenges• Successes• New Insights

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Listening and Learning Supportive Resources

Supplemental Guide &

Tool Kit



Supplemental

Guide

Listening and Learning Materials

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Tell It Again! Read-Aloud Domain Anthology Image Cards

Flip Book

K 1

2



What is the Supplemental Guide?

• Companion to the Tell It Again! Read-Aloud Anthologies

• Makes learning accessible to students with limited language and literacy skills.

• Use is flexible and versatile

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Where to Find it

• Kindergarten:

• Grade 1:

• Grade 2:

www.engageny.org/resource/grade-1-english-language-arts

www.engageny.org/resource/grade-2-english-language-arts

www.engageny.org/resource/kindergarten-english-language-arts

www.engageny.org

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http://www.engageny.org/resource/grade-1-english-language-arts




http://www.engageny.org/resource/kindergarten-english-language-arts


http://www.engageny.org/



What Do You Notice?

1. Find a partner (or group of 3)

2. Select a lesson section:a) Core Vocabulary (pp. 1–2)

b) Introducing the R-A (pp. 3–4)

c) Presenting the R-A (pp. 4–5)

d) Discussing the R-A (pp. 5–6)

e) Extension Activities (pp. 6–7)

Domain Anthology Supplemental Guide

Examining Domain Anthology vs. Supplemental Guide:

3. What types of additional supports does the Supplemental Guide provide compared to the Domain Anthology?

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What Did You Notice?

What types of additional supports does the Supplemental Guide provide compared to the Domain Anthology?

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Contents

• Tiered Vocabulary Charts

• Modified Read-Alouds

• Multiple meaning word activities

• Syntactic awareness activities

• Vocabulary instructional activities

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Vocabulary Charts

• Starting point to keep track of:o oral language developmento retention of Tier 2 & 3

vocabulary

• Include additional words that would best serve students.

• Lists organized by:o Tier 1, 2, 3o Vital to understanding

the lessono Multiple

meanings/senseso Clusters of wordso Spanish word with

similar sound/meaning

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Core Vocabulary: Supplemental Guide, p. 1



Modified Read-Alouds

• Same core content as the Tell It Again! Read-Aloud Anthologies

• Shorter in length• More accessible vocabulary• Spread over 2 days

Day 1: Scaffolded Presentation of Core Content Day 2: Dialogic and Interactive Presentation

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Activities

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Multiple Meaning Word Activities

determine and clarify different meanings of individual words

Syntactic Awareness Activities

call students attention to sentence structure (e.g., structure of written language, relationship between words, and grammar)

Vocabulary Instructional Activities

build students’ Tier 2 vocabulary



Intended Users

• general education teachers

• reading specialists

• English as a Second Language (ESL) teachers

• special education teachers

• teachers seeking an additional resource for classroom activities.

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Transition Supplemental Guide

• (SG) Supplemental Guide (with Modified Read-Alouds)

• (TSG) Transition Supplemental Guide

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L&L Domains

Grade 1 2 3 4 5 6 7 8 9 10 11 12

K SG SG SG SG SG SG SG SG SG SG SG SG

1 SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG

2 SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG TSG



Transition Supplemental Guide

• vocabulary charts• Supplemental Guide

activities (e.g., Multiple Meaning Word Activities).

• augmented introductions & extensions

• rewritten read-alouds • adjusted pacing of

instruction

Does NOT Include:Includes:

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Listening and Learning Toolkit

A Supportive Tool



Listening and Learning Tool Kit

• techniques & language supports to interweave within lessons to students’ needs

• working document

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Closing

Key Points & Reflection



Key PointsSupplemental Guide

• Supplemental Guide designed to provide students with additional language support

• Used by different staff members in variety of ways

• Transition Supplemental Guide offers various supports, but advanced planning is needed to prioritize.

• Teachers can layer in scaffolds to meet students’ needs.

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