“If you don’t know where you are headed, you’ll probably end up someplace else.” -Douglas J. Eder, Ph.D

Providing Specially Designed Instruction in Inclusive Settings

Hmmmm!!!!!

Begin with the End in mind

• Administer assessment linked to CCSS

• Analyze test data Reading Skills (learning HOW to read) vs. Comprehension (reading for meaning) Vocabulary

• Determine focus for intervention Curriculum analysis Point of entry into curriculum Degree of accommodations/ modifications

Assessment tied to CCSS

Begin with the End in mindAnalyze curriculum (CCSS)

Anchor Reading Standards (RI): Key Ideas and details (RI.1,2,3) Craft and Structure (RI.4, {L.4,5,6} 5,6) Integration of Knowledge and ideas (RI.7,8,9) Range of Reading and Level of Text complexity (RI.10)

Anchor Reading Standards (RL): Key Ideas and details (RL.1,2,3) Craft and Structure (RL.4, {L.4,5,6} 5,6) Integration of Knowledge and ideas (RL.7, NO 8, 9) Range of Reading and Level of Text complexity (RL.10)

CCSS - Vocabulary• Reading Areas in CCSS:

– Reading for Literacy – 9 standards– Reading for Informational Text – 10

standards

• R.L.4 and R.I.4 – Vocabulary– Add Language Standards 4, 5 and 6

• Standards in each reading area minimally– 4 of the 12 (33%) in the area of

Vocabulary

• CCSS Vocabulary – 3 tiers

Vocabulary in context of ELA standards:

“vocabulary instruction has been neither frequent nor systematic in most schools”

National Governor’s Association Center for Best PracticesCouncil of Chief State School Officers [NGAC/CCSSO}, 2010, p. 32

“vocabulary has been empirically connected to reading comprehension since at least 1925 and had its importance to comprehension confirmed in recent years” (Whipple, 1925) (NGAC/CCSSO. 2010, p.32)

Rank

Strategy

Percentile Gain

1 Extending Thinking Skills

(compare/contrast; cause/effect; classifying; analogies/metaphors

45

2 Summarizing 34

3 Vocabulary In Context

33

4 Advance Organizers

28

5 Non-VerbalRepresentations

25

Strategies That Most Impact Achievement

Visible Learning ES = 0.67

3 Tiered System for Selecting Target Words Beck & McKeown (1985)

400,000 words

7,000 words

5,500 words

Tier 1: Basic Tier 2: Academic Tier 3: Content Specific

home analyze volcano dog approach lava happy role pumice see consist glaciated come major abdominal again require peninsula find significant molt go vary phonological look interpret diphthong boy consequence quadrilateral

Beck et al. (2002)

Word Types

• Have poor or no context clues in the text being read• Are critical to understanding academic texts, both

literary and informational• Appear in all sorts of texts and are highly generalizable• Require deliberate effort to learn, unlike Tier 1 words• Are far more likely to appear in written

texts than in speech.• Often represent subtle or precise ways

to say otherwise relatively simple things• Are seldom heavily scaffold by authors or

teachers, unlike Tier 3 words

Beck, et al

Criteria for selecting words to teach

Choosing words

• Jose avoided playing the ukulele.• Which word would you choose to

pre-teach?

Which word?

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so

hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Find this handout

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is

so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Red Words are Tier 2 Green Words are Tier 3

• In school settings, students can be explicitly taught a deep understanding of about 300 words each year.

• Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words

can be taught within one subject area

each year. • It is reasonable to teach thoroughly about five to ten words per week. (Marzano, Beck, and Chall )

How Many Words?

Vocabulary CasseroleIngredients Needed:

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying

words

Put 20 words on chalkboard. • Have students copy then look up in dictionary. • Make students write all the definitions. • For a little spice, require that students write words in sentences. • Leave alone all week. • Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed:

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom. • Have students test each word for flavor. • Toss with a thesaurus to find other words that mean the same. • Write definitions on chart paper and let us draw pictures of words to remind us what they mean. • Stir all week by a teacher who thinks learning is supposed to be fun. • Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most.Serves: Many Adapted from When Kids

Can’t Read, What Teachers Can Do by Kylene Beers

4th grader with overall 2nd grade vocabulary skills

POE: Point of Entry into Curriculum

R.I. 3.4

R.I. 3.4, L.4.4, 4.5

R.I. 2.4, L.3.4

Grade: Fourth – Checklist of CCSS Essential Skills

Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Reading Standard for Literature: RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant character found in mythology (e.g., Herculean). (see Language Standards 4-6 for additional expectations)

Reading Standard for Informational Text: RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language Standards 4-6 for additional expectations.)

RL.4.4 Essential Skills and Concepts: Use context clues to help determine the meaning of unknown words or phrases in text Use definitions, examples, or restatements to help figure out the meaning of unknown words or phrases in text Use strategies such as: using a glossary, footnote, or digital media, to determine the meaning of an unknown word or phrase Identify major mythological characters and their traitsRI.4.4 Essential Skills and Concepts: Know how to use a dictionary to determine the meaning of unknown words Understand that words may have multiple meanings Use root words, Latin and Greek suffixes and prefixes to determine the meaning of academic words used in science, history/social studies Use antonyms and synonyms as clues to find the meaning of grade level words Understand that words may be used as figurative Language Recognize when words are used as a common idiomatic expression

X

X

X

Grade: Fourth – Checklist of CCSS Essential Skills Language Standard: L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas

L.4.4 Essential Skills and Concepts: Have strategies for solving unknown words Understand that the context may provide clues to help determine the meaning of a word or phrase Identify the most common Greek and Latin affixes and roots Use common Greek and Latin affixes and roots to solve unknown words Use a pronunciation guide in a dictionary to help read unknown words Know how to use a textbook glossary Access reference materials, including digital, to help determine the precise meaning of key words Use a print or digital dictionary to locate definitions of key words and phrases Identify alternate word choices using print or digital thesauruses or dictionaries

X

Grade: Fourth – Checklist of CCSS Essential Skills

Language Standard: L.4.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

L.4.6 Essential Skills and Concepts: Develop a corpus of grade level academic words and phrases Determine which word best describes an action, emotion or state of being Understand that words have nuances and various shades of meaning Acquire and use words that are basic to under- standing a concept

X

R.L.2.4 Essential Skills and Concepts: Distinguish between words and phrases Distinguish the “cadence” of spoken language Ability to hear same and/or differing sounds in words Ability to see and hear the pattern of the spoken language Know that alliteration means words start with the same or similar sounds Know that often authors repeat the same lines for emphasis or effect

R.L.3.4 Essential Skills and Concepts: Distinguish between words, phrases, and sentences Determine word and phrase meaning through context Distinguish between literal and non-literal language

R.L.4.4 Essential Skills and Concepts: Use context clues to help determine the meaning of unknown words or phrases in text Use definitions, examples, or restatements to help figure out the meaning of unknown words or phrases in text Use strategies such as: using a glossary, footnote, or digital media, to determine the meaning of an unknown word or phrase Identify major mythological characters and their traits

R.L.5.4 Essential Skills and Concepts: Use context clues to help determine the meaning of unknown words or phrases in text Use definitions, examples, or restatements to help figure out the meaning of unknown words or phrases in text Understand that words and phrases often have literal and figurative meanings Know that similes and metaphors are words used to compare two objects Use glossary, footnotes, or digital sources to determine the meaning of an unknown word or phrase

Use context clues

Determine word and phrase meaning through context

Use context clues

Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone .

Vocabulary objectiveIn Reading assessment

Creating a Tiered Lesson

Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade Level Standard: (4th grade) CCSS RL.4.1/RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Preassessment: Evidence the students can answer who, what, when, why, and where questions and refer to the text for the answers. Informal checkup (thumbs up/down) by asking: “Do authors always say exactly what they mean?”

Vocabulary quiz: 10 Tier 2 words relating to reading selection

Grade: Ninth and Tenth Grade: Eleventh and Twelfth

Reading Standard for Literature: RL.9-10.1/RI.9-10.1)Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Standard for Literature: RL.11-12.1/RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.9-10.1 Essential Skills and Concepts: Analyze the text Identify explicit textual evidence Cite evidence Draw inferences Support inference using several pieces from the text Provide varying degrees of support (evidence) RI.9-10.1 Essential Skills and Concepts: Identify what is explicitly stated in the text Identify inference that can be drawn from the text Provide support for analysis of the text Identify hierarchy of evidence to support analysis

RL.11-12.1 Essential Skills and Concepts: Analyze the text (RI.11-12.1) Identify explicit textual evidence (RI.11-12.1) Cite evidence Draw inferences Support inference using textual evidence Determine matters of uncertainties (RI.11-12.1) RI.11-12.1 Essential Skills and Concepts: Infer additional information from a text Distinguish between inferences and explicit ideas Determine uncertainties in the text

Tier 1 Tier 2 Tier 3 CriticalQuestions

• Can the student apply knowledge of an author’s use of inferences to own writing of paragraphs, poems, or songs?

• How can the author’s meaning be determined if it is not explicit in the text?• What clues (details) in the text can be used to infer meaning?• How is inferring a problem-solving strategy?

• What does infer mean?• How can context clues help in the process of inferring?• What clues besides words can help infer author meaning?

Resources Literature bookInference chartWriting Journal

Day 1: Group leader/partner at learning centers

Day 2: Must complete centersFocus group for sharing writing

Literature BookSmart Board

Day 1Learning Centers: Student selected and lead 1.Inferring Meaning from Pictures2.Inference Riddle Game3.Who’s Talking?4.Inferring Meaning from Poems

Day 2Learning Centers: 1.Reading story and Infer (teacher-lead)2.Create Your Own Inferences3.Test Prep Story (teacher-lead)Graphic organizer: Inference Chart

Parallel and Station Teaching Co-Teaching ModelsVocabulary development (Base on PreAssess) Word Questioning Strategy Marzano’s Six Step Process for Learning VocabularyCooperative Group Learning Activity to discover meaning of infer: Detectives and cluesStory on CDContext Clues: Silly Word GameTeacher selected centers based on individual abilities and needsAll written work adjusted to student independent reading level

Means of Assessment

Center Checklists for teacher-led centersRubric for writing activityHomework

Center Checklists for teacher-led centersHomework

Rubric for cooperative group learning activity for roles assignedCenter Checklist for teacher-led centersHomework to focus on Context Clues with adjusted reading level

Where Next Quote from text using author’s name and opinion

Citing specific example and details to support inferences

Draw inferences

Estimated length of activity in minutes, periods, days: 3 days

Your Turn

1. Find the handouts entitled “Creating a Tiered Lesson” (one elementary science and one secondary math)2. Choose the one appropriate for the level you prefer 3. Tier 2 has been completed as the lesson for that grade level4. Modify the topics on the lesson plan for Tiers 1 and 3

Unit, Chapter, or Big Idea: Animals, like humans, change as they grow. What are the similarities and differences between humans and animals?Grade Level Standard: (2nd grade) Relate observations of an animal’s (ex. butterfly) life cycle to students’ growth and changes.Preassessment: Have students studied life cycles of other animals before? What do they know already about changes and growth?

Tier 1 Tier 2 Tier 3CriticalQuestions

Compare your life cycle to that of animals other than butterflies. How is it similar or different?

How is your life cycle similar to and different from that of a butterfly? Compare and contrast.

How are you like a butterfly? How are you different from a butterfly?

Resources Butterfly kitObservation forms, and journals,Graphic organizer (can also create own if desired)KWL (can research independently for “what I want to know”)Word Wall

Butterfly kitObservation forms and JournalsGraphic organizerKWLWord Wall

Butterfly kitDomain-specific VocabularyModified observation forms (simplified terms) and journals (can, cut and paste)Modified graphic organizer (Cloze)Word Wall (only required to do some based on voc. assessment)

Means of Assessment

Cooperative groups create slideshow of animal life cycle and model of butterfly’s life; all students participate and have active roles (roles will be sufficiently challenging); modified rubric

Cooperative groups create slideshow of animal life cycle and model of butterfly’s life; all students participate and have active roles; Rubric

Cooperative groups create slideshow of animal life cycle and model of butterfly’s life; all students participate and have active roles (roles will match readiness level); modified rubric

Where Next Begin to observe other animals and discuss habitats as they relate and differ from humans

Begin to observe other animals and discuss habitats as they relate and differ humans

Begin to observe other animals and discuss habitats as they relate and differ from humans

Estimated length of activity in minutes, periods, days: Entire unit is five weeks long

Tiered Lesson: 2nd Grade Science

Unit, Chapter, or Big Idea: Solving with variablesGrade Level Standard: CCSS HSA REI.C.6 (Algebra 1 Reasoning, Equations & Inequalities) Solve multistep linear equations in multiple variable and apply skills toward solving practical problemsPreassessment: Do students know what variables are? Can they solve single-step linear equations using variables?

Tier 1 Tier 2 Tier 3 CriticalQuestions

Given a multistep linear equation in multiple variables, can you apply skills toward solving a practical problem?

Given a multistep linear equation in one variable, can you apply skills toward solving a practical problem?

Given a single-step linear equation in one variable, can you apply skills toward solving a practical problem?

Resources Textbook Worksheet (with more complex problems)

TextbookWorksheet

TextbookDomain-specific VocabularyAdapted worksheets (with single-step equations)Reader for problemsManipulatives, Examples

Means of Assessment

Compete adapted worksheetHomework 1-5 (application questions)

Complete worksheetHomework 1-30 (process and calculation)

Compete adapted worksheetHomework (modified 1-5)Can talk out problems with teachers

Where Next Analyzing complex linear equations and interpreting results on number line; demonstrating application of number line results

Solving multistep linear equations with variables and interpreting results on number line

Solving multistep equations OR solving single-step equations with variables and interpreting results on simple number line

Estimated length of activity in minutes, periods, days: One period, possibly two (plus homework)

Secondary Work Task

Objectives:

1. Student will identify areas of responsibility in personal

appearance.

2.Students will identify appropriate and inappropriate dress,

appearance.

3.Student is expected to choose appropriate garments for

various social situations.

4.Student will be able to observe his or her own appearance

and determine if acceptable.

5.Student will be able to observe the appearance of others

to determine if acceptable.

6.Student is expected to choose and identify from pictures

which examples of appearance are socially acceptable.

Functional Skills

Key daily topics use prompts as needed, augmentative communication devices, one to one training and small group strategy teaching. Daily one to one training [or small group training with higher level]

Assignment Choices: [some students require physical assistance here] Each day present 2 activities to student for choice. Keep a checklist record of choice activities for each child and rotate activities so by Friday each student has done most activities.

1. Watch videotaped illustrations of presentable appearance, and unacceptable appearance. [These can be commercial or your taped videos of different people.] 2.Students create clothing 'ensembles' to dress paper dolls -student chooses articles of clothing to dress appropriately dressing paper dolls as examples and next communicates with teacher as to where their dolls might be going when dressed this way. 3.Language Master: students choose what to wear to one of these social events; a party, going to church, baseball game, school, add your own ideas. [ tape the clothing words on cards and attach pictures to language master cards.] 4.Match picture and words cards with set of Barbie/Ken dolls dressed for various occasions. 5.Choose and listen to a tape recorded story of dressing up for specific occasions, birthdays, church, dances, the movies, working on the farm, etc. [have 4 or 5 on tape.] 6.Match pictures of clothes to picture illustrations of categories, slouchy, dress up, everyday. 7.Sort clothes for washing, into whites, and colors piles, or into tops and bottoms piles, and name them as you sort. 8.Name label each article of clothing in the clothes basket with a name card, or picture.

C Layer

Note: Use prompting only if needed. The way others dress 1. Teacher dresses differently each day, depicting different social and work situations. Students guess/decide what activity the teacher is dressed for, where she is going, what she will do there. 2. Students go throughout the school building and take pictures of others students and adults. Then back in class print out or use on computer and critique dress of others and record if they were appropriately attired for school and work or their outfit was not appropriate for school or work. [Be sure to get PE coach and café workers] 3. Selecting clothes for another person. Students select an appropriate outfit for someone else, from a clothes basket collection, of like or similar colors, complementary colors, and colors they would like that other person to wear, to complete an outfit suitable to wear out to a social event. [Name/ID, colors and pieces of clothing] 4. The chosen partner student dresses up using clothes outfit chosen, then asks another persons opinion, Am I dressed appropriately, what do you think?

B Layer

Choose and modify according to student Teacher: Use a digital camera to record student dress everyday for the previous week. The way I dress. 1.Ask the student to look at what he or she is currently wearing.[today] Are you dressed well today? Tell/show me two places it would be appropriate to wear this outfit. [some students will use pictures to communicate answers here.] Where else could you wear this outfit? 2. Go to computer and show student their dress from the pictures you took everyday last week. Evaluate appropriateness

Grade scale: Introduce, [teaching], In progress [learning] , Mastery [performance criteria met], Maintain. [skill maintenance]

A Layer

Questioning Strategies-Study Skills

C Layer: Maximum 65 points in this section.

1. Take notes on questioning strategies. 5 points

2. Complete EASY strategy worksheet. 15 points

3. Complete FIST strategy worksheet. 15 points

4. Complete PARS strategy worksheet. 15 points

5. Complete RARE strategy worksheet. 15 points

6. Complete ReQuest strategy worksheet. 15 points

7. Complete QAR strategy worksheet. 15 points

8. Complete I-CHART strategy worksheet. 15 points

9. Complete QUESTION THE AUTHOR strategy worksheet. 15 points

10. Write 3-5 open-ended questions related to a topic/concept. 15 points

11. Write 3-5 closed-ended questions related to a topic/concept. 15

points

12. Pair with another student to design a questioning worksheet. 15 points

13. Exchange questioning worksheet with another pair and complete it.

B Layer: Choose one. Maximum 20 points in this section.

1. Apply a questioning strategy using expository text.

2. Apply a questioning strategy using narrative text.

3. Apply a questioning strategy on a test.

4. Read a passage and design questions for another student.

5. Document usage of strategy in another class or subject.

6. Design a structured interview.

A Layer: Choose one. Maximum 20 points in this section.

1. Document and discuss the academic and social benefits of questioning.

2. Use a questioning strategy to analyze a real world problem, issue or event.

3. Demonstrate how your favorite questioning strategy has improved your grades.

Grade Scale: 0-40 = F 41-55 = D 56-70 = C 71-85 = B 86-100 = A

Layered Curriculum for Nonfiction UnitEach student must complete the needed number of points at each level.  These projects

must be kept together, but they can be reviewed separately at anytime. 

C level activities: Must have at least 40 points

1. Oral read a nonfiction book to a friend. – 10 points

2. Listen and take notes of one of Mr./Ms _______ ‘s lectures – 10 points

3. Find a Nonfiction book and explain to friend the visual clues that tell you it is a nonfiction book –

5 points

4. Make a book list or chart of books that fit into the different nonfiction categories: Description,

Temporal Sequence, Compare and Contrast, Cause and Effect, and Problem and

Solution.  There should be five books in each category.  A book might be present in multiple

categories - 20 points

5. Make flash cards defining the meaning of the nonfiction visual clues and different nonfiction

categories – index, caption, glossary, table of contents, title page, Description, Temporal

Sequence, Compare and Contrast, Cause and Effect, and Problem and Solution.  – 15 points

6. Make a poster – reporting some of the interesting facts you learned from a nonfiction book.  –

5 points

7. Write a page, every-line letter to your friends about the book, sharing your thoughts. Read the

letter to the class. - 10 points.

8.  Write a rhyme or poem to help you remember the visual clues of a nonfiction book.  – 5 points

9.  Think of a topic -  Find as many nonfiction books about that topic as you can.  Use my library

and the school library.  Write the topic and all the titles on a piece of paper – 5 points

10. Read a nonfiction book quietly to yourself – 5 points

B level activities - 20 points

1. Find two books about the same topic Create a Venn Diagram showing the similarities and differences between the two books – 10 points

2.   Read and orally present a book to the class or a small group.  Tell us what it is about.  Why you liked or disliked it.  Tell us any interesting facts you found.  This should be short – 5 minutes of talk time.  You need to be able to field questions about your book.   -  10 points

3.  Read a nonfiction book and create 10 questions you could ask to test the comprehension of another student who read the book.  10 points

4. Make flash cards of at least ten new words you encountered in the book. Put the word on one side, the definition and the word used in context on the other side. 10 points

A level activities: 20 points needed

1.  Write an Essay explaining to me your three favorite reference books and why – 20 points

2.  Read a nonfiction book -  Write an essay explaining three reasons you liked or disliked the book. –

20 points

3.  You are an author, and you are writing a nonfiction book.  Write a letter to a publisher giving her three reasons why the company should print your nonfiction book.

20 points

What does it take to meet the needs of 100% of the students 100% of the time?

• Use assessment to drive instruction• Know curriculum• Use data to make decisions• Monitor student progress to inform

instruction• Use a problem solving approach to make decisions• Intervene early• Use a collaborative model of service delivery

(shared responsibility)• Use research-based instruction

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

John Dewey