Transcript Specially Designed Instruction

Specially
Designed
Instruction
Providing Accessible
Instruction for all
Students with
Disabilities
NYS CCLS
Grades 6-8
Modules
Embedded Supports
for Students
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Tri-State Rubric: Instructional Supports
• Provides all students multiple opportunities to
engage w/ text of appropriate complexity for
the grade level; includes appropriate
scaffolding so that students directly
experience the complexity of the text.
• Engages students in a productive struggle
through discussion questions and other
supports that build toward independence.
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Tri-State Rubric: Instructional Supports
• Integrates appropriate supports … for
students who are ELL, have disabilities, or
read well below the grade level band.
• Gradually removes supports, requiring
students to demonstrate their independent
capacities.
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Embedded
Supports
Additional
Supports
• Vocabulary Instruction
• Reading Complex Text
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Instructional Practices
• Connect lessons to clear, explicit, standardsbased learning targets
• Anchor charts provide continuity
• Protocols provide supportive routines and
structures
– Evidence collection tools
– Collaborative discussion routines (triad talk, thinkpair-share)
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Specially Designed Instruction
Regulations of the Commissioner of
Education: Part 200 Students with
Disabilities (200.1)(vv)
Specially designed instruction
means adapting, as appropriate
to the needs of an eligible
student under this Part, the
content, methodology, or delivery
of instruction to address the
unique needs that result from the
student’s disability; and to ensure
access for the student to the
general curriculum, so that he or
she can meet the educational
standards that apply to all
students.
• Content –Planning for how
content is represented –
What will students learn?
• Methodology –Planning a
learning environment free
of barriers – How will
students learn it?
• Delivery of Instruction –
Planning for engagement
and motivation – Why is
this learning important to
students?
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Key Ideas
• The goal of specially designed instruction (SDI) is to
provide access for all students with disabilities to the
general curriculum
• Explicit 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]
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The ESSENCE of Scaffolds
“Give me a fish while you’re
teaching me how to catch my
own. That way I won’t starve
to death while I’m learning
to tie flies.”
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Scaffolding Skills for
Students with
Disabilities
Level of Support
Mastery
Skill Proficiency
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Collaborative Discussion
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Collaborative Discussion Scaffolds
Embedded Module Support
Grade 7, Module 1: Unit 1,
Lesson 10
• Ask students to turn and
talk about strategies they
know to use for figuring out
challenging words in
context
• Ask students to turn and
talk about words they were
able to figure out
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1:1 teacher
prompts and cues
to share thinking
with collaborative
pair or group
Level of Support
Provide fill in the
blank sentence
starters to
individual
students
Scaffolding Collaborative
Discussion for Students
with Disabilities
Provide sentence
starters for
collaborative
discussion on the
board
Mastery
Provide visual and
verbal cues for
collaborative
discussion topic
Skill Proficiency
Provide the
discussion prompt
embedded in the
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module
Collaboration Anchor Chart
with Visual Cues
• Desks touching
• Eye contact
• Point to text
• Respect ideas
• One person talks at a time
• Everyone shares
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Sentence Starters
Use this sentence starter to share your thinking
with your partner:
“One strategy I know for figuring out
challenging words in context is _______”
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Explicit Instruction in Collaboration
Decide who is Partner A and who is partner B in your pair.
I am partner A and Lorie is partner B. Let us show you what
collaboration looks like:
I Do
Lorie, I know that one strategy I use to figure out the meaning of unknown
words is to keep reading to see if the next sentence will give me some
clues. What is a strategy you use?
We Do
Now you try it with your partner. Lorie and I will listen in and help you if you
need it. Partner A, tell your partner a strategy you use to figure out the
meaning of unknown words. When Partner A finishes, Partner B, you tell
your partner a strategy you use.
You Do
Now that we’ve practiced collaborating around strategies you and your
partner use to figure out the meaning of unknown words, talk to your
partner about which words you were able to figure out the meaning of.
Partner B go first this time to share one idea or word. Partner A, when
Partner B has finished sharing on word, share your thinking about their
definition of that word, then share one of your own.
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Understanding Vocabulary in Context
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Reading Deficit
can be tied to
Knowledge Deficit
• Understanding is possible only
to the extent that one can map
what one reads to concepts
already in memory.
• The amount a student already
knows about a topic is the best
predictor of how much she or he
will learn through reading about
it
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Comprehension depends on
vocabulary
• A network of words enables
processing of text
• Vocabulary power is NOT in the
single word, but the web of
connections you build around
that word.
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excrescence
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excrescence
1. Decoding
ex·cres·cence
2. Comprehension
noun: a projection or outgrowth especially when
abnormal
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Staying on Topic Matters
It provides context and repetition that foster
implicit learning of vocabulary:
• Most vocabulary is learned implicitly.
• Word learning is most efficient when the
reader (listener) already understands the
context well.
• Tiny gains on a dozen words is more efficient
than large gains on just one word at a time.
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Vocabulary Instruction
• Text-based instruction contextualizes words
• Content learning and vocabulary learning are
synergistic – texts work together to build
content knowledge and academic vocabulary
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Vocabulary Scaffolds
Embedded Module Support
Grade 7, Module 1: Unit 1, Lesson 10
• Ask students to notice words in bold in the informational text
and the words that are defined [ ] for them in the text
• Ask students to turn and talk about strategies they know to use
for figuring out challenging words in context
• Ask students to turn and talk about words they were able to
figure out
• Model thinking around using context clues to figure out
unknown words (“I’m 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 needed
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Vocabulary Challenges
Students enter
school with
disproportionate
vocabulary
experiences
which lead to
accelerated gaps
between them
•
Some children enter school with
thousands of hours of exposure to books
and a wealth of rich and supportive oral
language experiences; others begin
school with very limited knowledge of
language and word meanings (Hart &
Risley, 1995; National Research Council,
1998). )
• The vocabulary gap grows larger in the
early grades as children with limited
vocabulary knowledge grow much more
discrepant over time from their peers
who have rich vocabulary knowledge
((Becker 1977; Stanovich, 1986).
• Biemiller and Slonim (2001) - most of the
vocabulary differences among children
emerge before grade two, at which point
children with high vocabularies know
approximately 4,000 more root word
meanings than children with delays in
vocabulary development
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Vocabulary Challenges
Students with
limited vocabulary
struggle with
comprehension
which often leads
to classification as
learning disabled
•
Children who have difficulty learning word
identification skills are also less able to
develop their vocabulary knowledge
through independent reading (Cunninghan
& Stanovich, 1998).
• Vocabulary knowledge becomes
increasingly more predictive of overall
reading proficiency as students progress
through the elementary grades
(Scarborough, 2005; Storch & Whitehurst,
2002)
• As the vocabulary gap among students
widens and texts become more complex,
vocabulary knowledge becomes a critical
determinant of successful comprehension
(Becket, 1997; Stahl, 1991)
• Early language and vocabulary deficits are
predictive of later learning disabilities
related specifically to reading
comprehension (Catts, Hogan & Adlof,
2005)
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Explicitly preteach words or
concepts
essential to
understanding
the text
Level of Support
Embed visual
cues for
unfamiliar word
meanings in the
text
Scaffolding Vocabulary
for Students with
Disabilities
Provide
instruction in
related word
families using
instructional text
Mastery
Provide
individual
cards which
prompt for
context clue
strategies
Skill Proficiency
Provide an anchor chart
prompting strategies to
use context clues to figure
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out unknown vocabulary
Explicit Vocabulary Instruction
1. Provide students with the pronunciation or guide them in
decoding it
2. Introduce the meaning of the word by:
 Providing a student friendly definition AND/OR
 Guiding students in analyzing parts of the word
(roots/prefixes/suffixes) AND/OR
 Determining critical attributes embedded in a glossary definition
3. Illustrate concept with a number of concrete, visual, or
verbal examples
4. Involve students in making meaning of the word by:
 Asking them to distinguish between examples and non-examples
AND/OR
 Asking them to generate their own examples AND/OR
 Asking them questions which require deep processing of the
word’s meaning
5. Ask students to identify the word and its meaning in context
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Key Concepts
tradition
tribe
Write a definition
for each of the these
terms with your
learning partner
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Key Concepts
tradition
• A valued behavior or belief
that has been practiced for
a long time by a group of
people
tribe
• A group of people with
common beliefs, ancestors,
customs and leadership
Turn and Talk to your partner:
Does each of the following
illustrations meet the criteria for
the definition of the word?
WHY? WHY NOT?
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Does this picture illustrate the word?
tradition
A valued behavior
or belief that has
been practiced for a
long time by a
group of people
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Does this picture illustrate the word?
tradition
A valued behavior
or belief that has
been practiced for a
long time by a
group of people
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Does this picture illustrate the word?
tradition
A valued behavior
or belief that has
been practiced for a
long time by a
group of people
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Does this picture illustrate the word?
tradition
A valued behavior
or belief that has
been practiced for a
long time by a
group of people
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Does this picture illustrate the word?
tradition
A valued behavior
or belief that has
been practiced for a
long time by a
group of people
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Does this picture illustrate the word?
tribe
A group of people
with common
beliefs, ancestors,
customs and
leadership
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Does this picture illustrate the word?
tribe
A group of people
with common
beliefs, ancestors,
customs and
leadership
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Does this picture illustrate the word?
tribe
A group of people
with common
beliefs, ancestors,
customs and
leadership
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Does this picture illustrate the word?
tribe
A group of people
with common
beliefs, ancestors,
customs and
leadership
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Does this picture illustrate the word?
tribe
A group of people
with common
beliefs, ancestors,
customs and
leadership
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Make Meaning
tradition
tribe
PARTNER UP: Create a sentence or short story about the picture which
links the terms above.
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Make Meaning
tradition
tribe
Persian tribal dance is performed by women in
traditional safron colored clothing.
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Revise Thinking
tradition
tribe
In your group:
•Discuss what you have learned
about each term
•Revise your definition to integrate
new understandings
•Share out
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Contextualize Understanding
Talk with a partner:
• In the informational
text we will read today
you will come across
the sentence on the
right.
• What do you think this
sentence means?
Tradition in both
tribes held that
causing a death
created “spiritual
pollution” [harm
to a person’s well
being].
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Comprehending Complex Text
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Text Sets
Students learn to
read increasingly
complex texts.
• Multiple texts on
the same topic
• Build content knowledge, and
therefore vocabulary
• Intentionally sequenced – content
and complexity
• Simple texts “bootstrap” readers to
more complex texts on the same
topic
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Close Reading
Modules
gradually build
independence
and remove
scaffolds for
close reading.
• Independent proficiency is
the goal
• Teach it; don’t just assign it
• CTR protocol contains
scaffolds:
–
–
–
–
Read-alouds
Multiple reads
Text-dependent questions
Collaborative discussion
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Vocab and comprehension are
synergistic
• Weak vocabulary
impedes reading
comprehension
• Vocabulary grows
larger and richer
through reading with
comprehension.
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Comprehending Complex Text Scaffolds
Embedded Module Support
Grade 7, Module 1: Unit 1, Lesson 10
• Text is presented to students “chunked” into smaller sections which
reduces the load on working memory and anxiety
• Teacher initial read aloud of unfamiliar text
• Set a clear purpose for reading the text
• Ask students to annotate for the gist
• Ask students to turn and talk to a partner about their thinking regarding
the gist
• Text dependent questions included next to text selections focus student
attention and thinking on key concepts and ideas from the text
• Ask students to revisit the text after a subsequent read to refine their gist
statements
• Scaffolded note catchers (version 1 and version 2)
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Summarize the
text at the
student’s
independent
reading level
Level of Support
Embed visual cues
in the text or
highlight key ideas
which support the
purpose for reading
Scaffolding Complex Text
for Students with
Disabilities
Provide a graphic
organizer
supporting a text
comprehension
strategy that was
explicitly taught
Mastery
Provide text in
advance so
student may preread it prior to a
first read in class
Skill Proficiency
Provide an anchor
chart for reading
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text closely
Purpose for reading:
• What does the word “both”
refer to? Why does the
author use the word “both”
four times?
Highlight Key Ideas
• Improves and supports understanding of
spoken words or written text
Use visual cues
(to support purpose for reading)
(to support purpose for reading)
They are the Dinka and the Nuer, the
largest tribes in southern Sudan. Both
greet the dawn by singing. Both live in
square huts with round, uneven roofs.
Both walk the roadless plain split by the
White Nile. And both honor their
scrawny, hump-backed cattle as the
center of the temporal world, at once
wealth on the hoof and a mystical link to
the spiritual plane [level].
Nuer
Dinka
BOTH
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Summarize
(at independent reading level)
• Conveys important details and ideas at student’s
independent comprehension level
• Provides a framework for understanding the more
complex language in the grade level text
The two biggest tribes in southern
Sudan are called the Dinka and the
Nuer. They have many things in
common. Both tribes sing at dawn
each morning. Both tribes live in
square huts with round, uneven
roofs. Both tribes must walk
through the same plains (flat and
dry land with almost no trees) with
no roads. They both share the only
river: the White Nile. And both
tribes show great respect for their
cattle. Cattle represent a man’s
wealth. They also are connected to
their religious beliefs and are a link
to their idea of heaven.
They are the Dinka and the Nuer,
the largest tribes in southern
Sudan. Both greet the dawn by
singing. Both live in square huts
with round, uneven roofs. Both
walk the roadless plain split by the
White Nile. And both honor their
scrawny, hump-backed cattle as the
center of the temporal world, at
once wealth on the hoof and a
mystical link to the spiritual plane
[level].
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Scaffolding Reading
DO
• Provide explicit reading skill
instruction using text at the
student’s instructional level
in addition to whole group
instruction using grade level
text
• Fade scaffolds as student
demonstrates
understanding of content
and mastery of skills
DON’T
• Ask students reading below
grade level to
independently read texts at
grade level without support
• Provide the same scaffolds
to all struggling learners
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