Co Teaching: Up Your Game

1. Co Teaching: Up Your Game

2. Literacy Strategies for Closing the Gap in the Co-taught Classroom CT4GC

3. Today’s Agenda

4. Are we College and/or Career Ready? • Independently Comprehend and Critique • Read purposefully across content • Value Evidence • Set a purpose for reading, writing, speaking and listening

5. Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension The report can be found at: www.nationalreadingpanel.org or at www.nichd.nih.gov.

6. IneffectiveCurriculum cprabc f bicnnmt v www.ldonline.org

7. HighlyEffectiveCurriculum cprabcfbicnnmtv

8. Comprehension- constructing meaning from text Decoding Word Identification Vocabulary Fluency Comprehension Phonics Phonemic Awareness Fluency Decoding Phonics Phonemic Awareness 6

9. 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!!!

10. It All Works Together

12. TheCommon Core State Standards have allowed Kentucky the framework to develop their own standards…they are known as Kentucky Core Academic Standards (KCAS) PDSA Model… Standards

13. 6 Shifts in ELA Literacy…

14. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

15. 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 Subjects Shared 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

16. Design and Organization Four strands within the ELA standards… Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

17. KCAS – English Language Arts • Standards Anchor Standards Strands Clusters • Text Complexity Quantitative - Lexile Range Qualitative Reader and Task Consideration

18. What do they need to know and how can we decide where to start? Work with your elbow partner to discuss how this will be used in your classroom…

19. Vertical Progression Chart

21. Work with your elbow partner to discuss how this relates to vertical progression…

22. How do we “crosswalk” standards and strategies...(you don’t have to reinvent the wheel) Illinois Standards with strategies for 6-12 Illinois Standards with strategies for K-5

23. What does the data tell us about our current progress in teaching the standards? PDSA Model… 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?

24. How will we know … • where to start? • if they have learned what they need to know? Assessment… Formative: • Quizzes • Observation • Notes • Clickers Summative: • Common Assessments • Performance Events • Universal Screeners Table talk: What are your universal screeners? Do you have common assessments? What formative assessments are currently being used?

25. Shifts in ELA Instruction

26. Distribution of Literary and Informational Passages What does that mean for us… Distribution of Student Writing corestandards.org

27. DISCLAIMER What is your Universal Screener? Are you using CIITS?

28. MAP reports What are our strengths? Weaknesses? NWEA.org

29. Down to the student desk… NWEA.org

31. 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.

32. CIITS data…

33. CONTENT ALL STUDENTS MUST KNOW Table Talk: What are Joel’s strengths? Weaknesses?

34. CONTENT ALL STUDENTS NEED TO KNOW What is the match or mismatch between the essential content and the students strengths or weaknesses?

36. PDSA Model… 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. With our plan developed…We are ready to DO!!

37. Implementation How will we implement the strategy? Will we use the strategy from the start or keep it in our “back pocket?” Which students will we use it with? All? Some? A few? One? What roles will each of us play in implementing the strategy? How will we gather evidence on whether the strategy is helpful for student learning?

38. Co-Teaching is Blending

39. Collaboration If you have an apple and I have an apple, and we exchangethese apples-- then you and I will still each have oneapple. But if you have an idea and I have an idea, and we exchangethese ideas--then each of us will havetwoideas. ~George Bernard Shaw

40. Elbow Partner: Who will implement what? What are the teacher strengths?

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

42. Evaluate… • What happened when you implemented the strategy? • Based on the evidence you collected, how helpful was the strategy for students? Why? • What might you do differently? Why?

43. 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.

44. Send to…Shannon FreyUniversity of Louisville

45. PDSA Model… ACT 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?

46. How Do We Effectively Use Strategies to Scaffold Student Learning in the Co-taught Classroom?

47. In order to Scaffold…. • Teachers must anticipate miscomprehension: to head it off, to be vigilant about it, and to be responsive to the problem

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

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

50. 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