PowerPoint Presentation

Supporting students with special needs in the common coreFourth-Sixth

Presenter: Gina GrellingDirector II Special EducationOntario-Montclair School District 1

Level 1 = Recall and ReproductionsSpecific Facts, Definitions, Routine Procedures, Concept Map, Timeline, Keywords, Chart, Recite Facts, Cut Out,Draw, Cartoon Strip, Oral Report, Outline, Paraphrase, Retell

Teacher DirectsShowsQuestionsDemonstratesComparesExaminesTells EvaluatesStudent RespondsRemembersMemorizesExplainsRestatesInterpretsRecognizesTranslatesLevel 2 = Skills and ConceptsApplying Skills and Concepts, Relationships, Main Ideas, Classify a series of Steps, Construct a Model---Demonstrate How it Works, Perform A Play, Make a Game of Puzzle About the Area of Study, Explain the Meaning of a Concept, Explain Relationship Among a Number of Concepts, Multi

DOK Level 2 Skills and Concepts Teacher ShowsObservesFacilitatesQuestionsOrganizesEvaluatesStudent Solves ProblemsCalculatesCompletesConstructs DemonstratesCompilesLevel 3 = Strategic ReasoningReasoning and Planning in Order to Respond, Venn Diagram to Show How Two Concepts are the Same and Different, Design a Questionnaire, Flow Chart to Show Stages, Conduct an Investigation, Debate, Persuasive Speech, Letter with Point of View, Research and Report on the Why of an Issue or Topic.

DOK Level 3 Strategic Reasoning Teacher ProbesClarifiesGuidesOrganizes DissectsQuestionsAccepts Acts As a ResourceStudent DiscussesDebatesExamines JudgesJustifiesUncoversDisputesDecidesLevel 4 = Extended Reasoning Complex Planning and Thinking---Usually Over a Period of Time, Formulate and Test Hypotheses, Perspective Taking and Collaboration, Persuasive Writing Tasks, Devise a Way To, Sell An Idea, Write a Jingle to Sell An Idea, Develop a Menu with a Variety of Healthy Foods.

DOK Level 4 Extended Reasoning Teacher FacilitatesReflectsExtendsAnalyzesEvaluatesStudent Designs Takes Risks ProposesFormulatesPlansCreatesModifies Outcomes for English language Arts :Applied level of understanding in:

Close and Critical Reading ( Anchor Reading 1)

Evidence Based Questions ( Anchor Reading 1)

Collaborative conversations ( Anchor S/L 1)

Arguments to Support claims using Evidence from Text (Anchor Writing 3)

Collaborative conversationsStandards for Speaking and Listening:teachers and students in grades K3 will participatein collaborative conversations about age-appropriate, grade-level topics and texts after listening attentively to texts read aloud in whole class and small groups (CCSS, 2010). Students are expected to participate and demonstrate understanding as they: Continue conversations through multiple exchanges Seek help and ask questions to request clarification Ask and answer text-dependent questions about key details Describe and discuss relevant details by comparing and contrasting, analyzing, and synthesizing information Add drawings, visual displays, or audio recordings of stories or poems to clarify ideas, thoughts, and feelings.

Collaborative ConversationsIn grades 4-5, teachers and students are expected to engage in a range of collaborative discussions whose discourse complexity increases per grade level. The discussions may occur one-to-one, in groups, or during teacher-led conversations about grade-level topics and texts that are read aloud. Student responsibilities and performance expectations become more challenging as they: Come prepared for discussions having read or studied required materials Use information and media to explore ideas under discussion Build on others ideas and speak clearly at an understandable pace Determine the main ideas and supporting details of text that was read aloud from information presented in diverse media and formats

Collaborative conversations cont. Speak in complete sentences, using good grammar to report on topics or texts, or tell a story or recount experiences with appropriate facts and details Paraphrase portions of a text readaloud and identify reasons and evidence a speaker provides to support particular points Summarize written text that was read aloud and identify key details and points, then explain how each claim is supported by reasons and evidence Include multimedia components and visual displays in presentationsDifferentiate between contexts that call for informal or formal English and adapt their speech to a variety of contexts and tasks using formal English when appropriate to task and situation.

ActivityARTICLE READING:

http://mhreadingwonders.com/wp-content/themes/readingwonders/docs/9456_Gibson_Author_9-4.pdfOpinion/Argumentative writing with common corehttp://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdfSample writings

Frontload vocabulary Graphic organizers such as Thinking Maps

K 1 Opinion Writing and the Common Core

http://www.youtube.com/watch?v=f4xUQUl-AJM

Strategies to support Math The Teaching Channel https://www.teachingchannel.org/videos/middle-school-math-teaching-tip

Color coding Critical Reading in Math and ELA Among the many higher-level thinking skills our students need is the skill of generating thoughtful questions. The ability to routinely generate mental questions while reading, listening, or viewing something not only boosts attention and alertness, but also strengthens comprehension (Duke & Pearson, 2002). When you ask yourself questions about incoming information, you are paying attention, self-monitoring, and actively constructing knowledge.

Supports to Critical Reading in ELA and Math Example:Questions Mailed to My Teacher:

Why did grave robbers sometime steal the mummy?Why are the step pyramids called step pyramids? I wonder why the people blamed the pharaohs for angering the gods?

What are some other ways.What if youIf ., then.

Sentence StemsVisual pictures to support possible questions.

http://www.ascd.org/publications/educational-leadership/mar10/vol67/num06/Teaching-Critical-Reading-with-Questioning-Strategies.aspx

New English development standardsEmerging Expanding Bridging21

ELD standards Grade 5http://www.cde.ca.gov/sp/el/er/documents/sbeeldstdg7c.pdf

ResourcesADDITIONAL RESOURCES:

http://www.ocde.us/CommonCoreCA/Pages/default.aspxhttp://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp http://www.cde.ca.gov/ta/tg/sa/ab250.aspwww.coresrtandards.orgwww.commoncore.org/mapshttp://www.smarerbalanced.orghttp://www.ncscpartners.org/www.udlcenter.orghttp://ctaipd.ning.com/group/ipd-strand-ucla/page/summer-institute-materials-and-resources

Resources cont.Additional resources cont:

http://www.gpb.org/education/common-core/facilitating-student-led

http://sped.dpi.wi.gov/sped_udl

http://www.schoolimprovement.com/common-core-360/blog/common-core-implementation-udl/

http://www.ncesd.org/Page/1059 - ELA vertical progressions

www.e1b.org/Portals/0/.../2013.../Math_CCSS_vertical_alignment.pdf - Math vertical progression