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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…..
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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 • 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) • *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
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 Types of literary text: • Drama • Prose fiction • Poetry • Autobiography • Film
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 • 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 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
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 • Classification of levels of intellectual behavior important in learning • The six levels are: • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation
http://www.flickr.com/photos/dougbelshaw/4100721032/ Categories Key Words Suggested Activities
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* • 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* • 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* • 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* • 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* • 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 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 • 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?
How? Instructional Ladder for Anchor Standard 2 (Literary) (WKSEC Sample using Theme and Table Top Organizers)
R-6.2 and HS-3 Theme details details
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
R-8.2 Hatchet Plane crashed and he was stranded in wilderness Brian That he had to stay calm, work to eat and survive
HS-3 Details Details Details Details Details Details Details Details Details
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 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
How? Instructional Ladder for Anchor Standard 2 (Informative) (WKSEC Sample using Get the Gist Strategy and Supporting Details)
. Mayfield team won state last year Strong offense All State Running back Worked hard Good Coach Play baseball