Instructional Ladders  for
This presentation is the property of its rightful owner.
Sponsored Links
1 / 110

Carolyn Downing and Sherida Gentry Educational Consultants West Kentucky Special Education Coop PowerPoint PPT Presentation


  • 89 Views
  • Uploaded on
  • Presentation posted in: General

Instructional Ladders for Planning Across Grade Levels With Instructional Samples for Alternate K-PREP Standards Reading fall 2011. Carolyn Downing and Sherida Gentry Educational Consultants West Kentucky Special Education Coop. Objectives. Participants will…..

Download Presentation

Carolyn Downing and Sherida Gentry Educational Consultants West Kentucky Special Education Coop

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

Instructional Ladders for Planning Across Grade Levels With Instructional Samples for Alternate K-PREP StandardsReadingfall 2011

Carolyn Downing and Sherida Gentry

Educational Consultants

West Kentucky Special Education Coop


Objectives

Objectives

  • Participants will…..

    • learn how to deconstruct the Anchor Standards for Reading (General Education) for increased understanding of the new Alternate K-PREP Reading Standards.

    • learn the importance of teaching pre-requisite skills at all grade levels in preparation for assessment

    • understand the scope and sequence of instruction for the Anchor Standards for the Alternate K-PREP Reading Standards.

    • become familiar with a multi-grade level planning process to be utilized with the existing KDE Individual Student Planning Tools to assist special education teachers in planning instruction for the New Alternate K-PREP Standards across grade levels.

    • learn how to adapt evidenced based reading strategies utilized with general education students for those students participating in Alternate Assessment.


Kcas general education standards

KCAS (General Education Standards)

  • *Anchor Standards are broad standards that define the skills and understandings that all students must demonstrate to be College and Career Reader (CCR)

  • *Standards from the placemats define what students should understand and be able to do by the end of each grade.

  • *Alternate K-PREP Standards -define what our students who are on certificate of completion should understand and be able to do by the end of each grade. These are derived directly from the CC standards (General Ed.) found on the placemats.


Scope and sequence for training anchor standards for alternate assessment

Scope and Sequence for Training Anchor Standards for Alternate Assessment


Literature vs informative text

Literature vs. Informative Text

  • Informational Text: Text that gives factual information designed primarily to explain, inform, instruct, argue or persuade, or describe rather than to entertain. Informational text sequences, describes, categorizes, compares/contrasts, or addresses problem and solution.

  • Literary Text: The type of writing used with creative literature or story telling.


Literary text

Literary Text

Types of literary text:

  • Drama

  • Prose fiction

  • Poetry

  • Autobiography

  • Film


Informative text

Informative Text

Types of informational text:

  • Expository Text: Examples of Expository texts are textbooks, encyclopedias, scientific books/journals, atlases, direction guides, biographies and newspapers.

  • Informational text may use narrative story elements.


Disclaimer

Disclaimer

  • The information in this Powerpoint was not meant to be utilized as the only instructional options for the Alternate K-PREP Reading Standards. The examples are simply meant to be a starting point to show how strategies for teaching reading can be adapted for use with the alternate K-PREP standards.

  • CAUTION: You should utilize the Instructional Planning Tools located on the KDE websiteto organize your collaborative discussions with content specialists in order to develop the most appropriate instructional options for your students.


How instructional ladder for anchor standard 1 literature 3 rd grade informative hs

How? Instructional Ladder for Anchor Standard 1 (Literature 3rd grade/Informative HS)

NOTE: Use this time to pre-teach Get the gist, and supporting details –have students

make ongoing predictions with all texts

as part of the questioning process


Story based lessons and leveling comprehension questions

Story Based Lessons and Leveling Comprehension Questions


You have some strategies and organizers to teach comprehension what questions will you ask

You have some strategies and organizers to teach comprehension…What questions will you ask?

Using Bloom’s Taxonomy to Construct Comprehension Questions


Bloom s taxonomy

Bloom’s Taxonomy

  • Classification of levels of intellectual behavior important in learning

  • The six levels are:

    • Knowledge

    • Comprehension

    • Application

    • Analysis

    • Synthesis

    • Evaluation


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

http://www.flickr.com/photos/dougbelshaw/4100721032/

Categories

Key Words

Suggested Activities


Comprehension questions at levels knowledge

Comprehension Questions at Levels-Knowledge*

*Browder & Spooner, 2011

  • Answers can be “pulled from the page” (literal)

    • Title, author, characters, setting, action, descriptors

    • Point to the title.

    • What did Wilbur do?

    • What was the barn like? (size, color)


Comprehension questions at levels comprehension

Comprehension Questions at Levels-Comprehension*

  • Answers can be inferred from what is on the page

    • Prediction, sequencing, identifying conflict/problem, identifying ending

    • What happened last?

    • Why was the girl afraid? (conflict)

    • Put these pictures in order to show what happened in the story.

*Browder & Spooner, 2011


Comprehension questions at levels application

Comprehension Questions at Levels-Application*

  • Requires using student’s own background knowledge

    • Make connections; use materials in a new way

    • Point to a picture on the page of something we have in our classroom.

    • The children had a scavenger hunt. What did you find on our scavenger hunt?

    • This article is about whales. Where do whales live? What else do you know about whales?

*Browder & Spooner, 2011


Comprehension questions at levels analysis

Comprehension Questions at Levels-Analysis*

  • Breaking the information into parts

    • Classify, compare, contrast, categorize

    • Put these pictures into categories (people and actions)

    • Compare what is the same and different about these 2 characters

    • This article was about the past. What was different in their day?

*Browder & Spooner, 2011


Comprehension questions at levels synthesis

Comprehension Questions at Levels-Synthesis*

  • Combining the parts into a whole

    • Infer; determine the main idea; find cause and effect

    • Retell the story in your own words

    • What effect did the hurricane have?

    • What will happen to people if they have no jobs?

*Browder & Spooner, 2011


Comprehension questions at levels evaluation

Comprehension Questions at Levels-Evaluation*

  • Making a judgment according to some standard

    • Real/not real; nonfiction/ fiction; fact/opinion; author’s point of view

    • Do elephants talk?

    • Did this really happen or is it fiction?

    • Why did the author write this (persuade, entertain)

*Browder & Spooner, 2011


Comprehension questions teacher action

Comprehension Questions Teacher Action

  • Comprehension questions can be asked immediately after reading the line in which the answer appears or after reading the book.

  • Support student responding with offering choices with

    • distracter options varying number of options, and types of distracters

    • voice output devices, pair pictures with words, eye gaze board, etc.

      Example: “Who was in our story?” Was it an elephant or a steam train?


Systematic instruction of comprehension

Systematic Instruction of Comprehension

  • Use repeated readings of a story

  • Use supported comprehension

    • Simplify response mode

  • Determine if will use read aloud, student reading or both

  • Build from easy to hard

    • But include a mix of easy, medium, and hard questions….Why?


Inference chart

Inference Chart


Inference chart for hs 5 using a picture book as text

Inference Chart for HS-5Using a picture book as text.


Hs 5 picture bank for brown v board of ed evidence from picture book

HS-5 Picture Bank for Brown v Board of Ed.(Evidence) from Picture book


Picture bank for brown v board of ed answer

Picture Bank for Brown v Board of Ed.(Answer)


How instructional ladder for anchor standard 2 literary

How? Instructional Ladder for Anchor Standard 2 (Literary)

(WKSEC Sample using Theme and Table Top Organizers)


Picture bank for r 4 5

Picture Bank for R-4.5


Picture bank for r 5 3

Picture Bank for R-5.3


R 6 2 and hs 3

R-6.2 and HS-3

Theme

details

details


R 6 2 and hs 31

R-6.2 and HS-3

Karana is concerned about what will happen to her island. Ch. 1

strangers lands on the shore

Chowig and Orlov finally agree that they will split the spoils

There was a disagreement between Orlov and Chowig

Karana wonders to herself why her father reveals his secret name

strangers lands on the shore


Picture bank for islands

Picture bank for Islands


R 7 2 for literature

R-7.2 for Literature


R 7 2 for literature hatchet

R-7.2 for Literature Hatchet


Picture bank for hatchet

Picture Bank for Hatchet


R 8 2

R-8.2


R 8 2 hatchet

R-8.2 Hatchet

Plane crashed and he was stranded in wilderness

Brian

That he had to stay calm, work to eat and survive


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

HS-3

Details

Details

Details

Details

Details

Details

Details

Details

Details


Hs 3 step 1 cheaper by the dozen

HS-3 step 1 (Cheaper By the Dozen)

details

Dad liked to take us riding in the car

details


Hs 3 cheaper by the dozen

HS-3 Cheaper by the Dozen

Dad tricked us by saying look at the birdie and then he blew the horn

We wore dusters in the car to keep our clothes clean

We went on a trip to visit the beach

Dad would line us up

Dad wanted us to be efficient

Dad would discipline us and give us treats

We would sing in the car on trips which made mother happy

We put on shows for mother and Dad

We played jazz on the record player


Picture bank for cheaper by the dozen

Picture Bank for Cheaper by the Dozen


How instructional ladder for anchor standard 2 informative

How? Instructional Ladder for Anchor Standard 2 (Informative)

(WKSEC Sample using Get the Gist Strategy and Supporting Details)


Organizer get the gist

Organizer-Get the Gist


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

.

Mayfield team won state last year

Strong offense

All State Running back

Worked hard

Good Coach

Play baseball


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

.

Mayfield team won state last year

Strong offense

All State Running back

Strong defense

Good Coach


How instructional ladder for anchor standard 3 literature

How? Instructional Ladder for Anchor Standard 3 (Literature)


R 3 5 literature

R-3.5 (Literature)


Picture bank for peter rabbit

Picture Bank for Peter Rabbit


R 4 4 literature

R-4.4(Literature)


Picture bank for charlotte s web

Picture bank for Charlotte’s Web


R 5 5 literature

R-5.5 Literature

Compare and Contrast Characters from

Peter Rabbit


R 5 5 literature1

R-5.5 Literature

Compare and Contrast Setting from Peter Rabbit


R 5 5 literature2

R-5.5 (Literature)

Compare and Contrast Events from Peter Rabbit


R 7 4 literature

R-7.4 (Literature)

Interaction between character, plot, and setting


Picture bank for hatchet1

Picture Bank for Hatchet


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

HS-2

Analyze how character’s develop over time.


Picture bank for cheaper by the dozen1

Picture Bank for Cheaper by the Dozen


Cheaper by the dozen character development

HS-2

Cheaper By the DozenCharacter Development

Father and mother get married

Father takes us to the beach

Father and mother go on a trip

Father dies

Father buys a house

Father is upset that sister cut her hair


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

HS-2 Father’s Character Development

Fatherbuys a house

Father and mother have a dozen children

Father is upset that sister cut her hair

Father and mother get married

Father dies


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

The Development of Father’s interaction with Children over time for HS-2

Father takes us around town in his car

Father teaches us to do chores and be efficient

Father takes us to the beach

Father and mother have a dozen children

Father teaches us new things as we grow up


How instructional ladder for anchor standard 3 informative

How? Instructional Ladder for Anchor Standard 3 (Informative)


R 5 6 informative

R-5.6 (Informative)

Determine relationships between events or ideas


R 7 5 informative

R-7.5 (Informative)

Explain the interactions between individuals & events in a text


Picture bank for boston tea party

Picture Bank for Boston Tea Party


How instructional ladder for anchor standard 4 literature

How? Instructional Ladder for Anchor Standard 4 (Literature)


R 3 4 literature

R-3.4 Literature

Determine meaning of words and phrases (literal and non-literal)


R 4 1 literature hercules

R-4.1 Literature- Hercules

Determine meaning of words and phrases from mythology

Text: According to the Greeks, Hercules was the son of a woman named Alcmene and the god Zeus. He was a great hero, and very strong. Even when he was only a few days old, Hercules was very strong. The goddess Hera was angry, because Zeus was her husband and she didn't want him to have children with other women. So she sent two huge snakes to strangle the little baby. But Hercules just sat up and grabbed those snakes and strangled them!


R 5 2 literature

R-5.2 Literature

Determine the meaning of figurative language


R 6 3 literature

R-6.3 Literature

Determine the meaning and impact of figurative and connotative words and phrases


R 7 1 literature

R-7.1 Literature

Determine the meaning of words and phrases as they are used in poetry-


R 8 1 literature

R-8.1 Literature

Determine the meaning or tone and impact of figurative and connotative words and phrases…


Carolyn downing and sherida gentry educational consultants west kentucky special education coop

calm

to help others understand what the sea looks like


R hs 1

R-HS.1

Determine the meaning, tone and cumulative impact of figurative and connotative works and phrases….


  • Login