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Co Teaching: Up Your Game

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

CT4GC

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Today’s 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.

• Independently Comprehend and Critique

• Read purposefully across content• Value Evidence• Set a purpose for reading, writing,

speaking and listening

Are we College and/or Career Ready?

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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.

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Ineffective Curriculum

cp rabc f bicn nmt v

www.ldonline.org

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Highly Effective Curriculumcpr abc fbi cnn mtv

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Comprehension- constructing meaning from text

Phonics

DecodingWord IdentificationVocabularyComprehension

Phonemic Awareness

Phonics

Fluency

DecodingFluency

Phonemic Awareness

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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

It’s the bell curve, and it is more complex than medicine!!!

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It All Works Together

STUDENT LEARNING

Strategies

Common Core

Standards

Assessment

and Data

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PDSA Model…Stan

dards

The Common Core State Standards have allowed Kentucky the framework to develop their own standards…they are known as Kentucky Core Academic Standards (KCAS)

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6 Shifts in ELA Literacy…

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STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL SUBJECTS

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Design and Organization

Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies, Science, and Technical

SubjectsShared 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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Design and OrganizationFour 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

StandardsAnchor StandardsStrandsClusters

Text Complexity Quantitative - Lexile RangeQualitative

Reader and Task Consideration

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What do they need to know and how can we decide where to start?

Work with your

elbow partner to

discuss how this w

ill

be used in your

classroom…

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Vertical Progression

Chart

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Work with your

elbow partner to

discuss how this

relates to vertic

al

progression…

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How do we “crosswalk” standards and strategies...(you don’t have to reinvent the wheel)

Illinois Standards with strategies for 6-12Illinois Standards with strategies for K-5

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PDSA Model…Stan

dard

s

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 student’s 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

How will we know …• where to start?• if they have learned what they need to know?

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

Instruction Assessment

Balancing informational and literary text (K-5) Literary textsNonfiction textsAuthentic textsBuilding knowledge in the disciplines (6-12)

Text ComplexityHigher level of text complexity, paired reading

Text-based answers

Evidence from text

Writing from sources

Academic Vocabulary Academic Vocabulary

What does that mean for us…

Grade Literary Information

4 50% 50%8 45% 55%

12 30% 70%

Distribution of Literary and Informational Passages

  Argue Explain/Inform

Narrate

Elementary 30% 35% 35%Middle School 35% 35% 30%High

School 40% 40% 20%

Distribution of Student Writing

corestandards.org

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DISCLAIMERWhat is your Universal Screener?Are you using CIITS?

MAP reportsWhat are our strengths? Weaknesses?

NWEA.org

Down to the student desk…

NWEA.org

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Remember Joel…Joel is now a 6th 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).

Joel’s 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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CIITS data…

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CONTENT ALL STUDENTS MUST KNOW

Table Talk:

What are Joel’s

strengths?

Weaknesses?

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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…

With our plan

developed…We 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

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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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 IEP’s that could benefit from the same strategies?

Co-Teaching is Blending

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CollaborationIf 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

Elbow Partner: Who

will implement

what? What are the

teacher strengths?

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

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?

In the near future…(don’t 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 FreyUniversity of Louisville

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PDSA Model…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?

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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

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

Strategy

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

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

Best Practice

Let’s Read Complex Text

Strategy

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

Features of Complex Text…• 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

It’s OK

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“Read like a detective--write like a reporter.”

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)

Finding Engaging Text Action #7• Article of the Week

▫ http://vms.vale.k12.or.us/articles-week▫ http://

www.carlisleschools.org/webpages/dewaldf/index.cfm?subpage=1122423

Book Wizard-http://www.scholastic.com/bookwizard/

Common Core Appendix B

• Teen Ink ▫ www.teenink.com

• Science News ▫ www.sciencenewsforkids.org

• Chicken Soup for the Soul• Blogs, Wikkis, Bathroom Readers• http://tweentribune.com/junior

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Texts for Teaching…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

Leveled ArticlesKentucky 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

Probable Passage… (Action #2)

▫Make predictions▫Activate or build prior knowledge

about a topic▫See relationships▫Make inferences▫Form images about the text

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Strategy

Probable Passage/Predicting

Steps1. 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.

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Building Background Knowledge: Using Illustrated Text

•Active Listening:▫Read with a Pen in

Hand

Strategy

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How do you build background knowledge?

▫Volumized Reading▫Magazines▫Newspapers▫Internet sources▫Brochures▫Podcasts▫Videos

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.Strategy

Example of Carousel K-W-L

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

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

Best Practice

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Develop Vocabulary(Action #4)

• 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

Best Practice

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.

Strategy

Karen Campbell Video

Volume of ReadingAction #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

Best Practice

Pump up the VOLUME…7 Minute Challenge

• Students must understand the importance• Modeled at home and at school

Best Practice

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Achievement %tile

Minutes reading per day

Words Read per year

90th 40.4 2,357,000

50th 12.9 601,000

10th 1.6 51,000

Richard Allington, 2001

So What?

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Reading StaminaAction #6

• Reading “across” text and reading long text

• Struggling readers do not LIKE to read

• The electronic generation needs various input

Best Practice

Text Coding/ Annotating•Keeps them focused and engaged

•Mark most important words and write down their thinking

•Conversation with the text Strategy

Read, Write and Talk

Strategy

Read with a Question In Mind“What’s the Fuss About Frogs?”

Strategy

“Examination Day”

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.

Best Practice

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.

Strategy

Text Dependent QuestionsText Dependent Questions Video

Strategy

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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”?

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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.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

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Close reading…

Close Reading 5th grade-video link

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Let’s Do Our Own Close Reading!

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

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Which Co-teaching Model?

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