Language Arts Supporting High Achievement for Students with Disabilities

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Language ArtsSupporting High Achievement for
Students with Disabilities

• Ervin Knezek
• ervin.knezek_at_esc13.txed.net

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How did we get here?
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Reading

• (AND Listening)

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SDAA II - Reading

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Passage lengths somewhat shorter
• IL K-1 objectives represent learning to read
  tasks
• IL 2-8 objectives represent a direct correlation
  with TAKS on content, context, cognitive level

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SDAA II Reading

• Reading Selections
• Narrative
• Expository
• Mixed (starting at IL 2)
• Paired (starting at IL 4)
• Triplets (Starting at IL 9)

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SDAA II Reading IL K
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SDAA II Reading IL 1
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SDAA II Reading IL 2
TAKS!
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SDAA II IL 3 -8

• Beginning at Instructional Level 3, paragraphs
  are numbered
• When appropriate, each selection is preceded by a
  title.
• At Instructional Levels 6, 7, and 8, narratives
  are formatted so that students have the option of
  taking notes.

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SDAA II
TAKS
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SDAA II
TAKS
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SDAA II IL 9

• Triplet of three published pieces
• Narrative
• Expository
• Viewing and Representing
• Multiple Choice
• Open ended items
• Dictionary

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SDAA II IL 9
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Reading
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Reading Overview

• Longer passages at all grades
• More expository text
• Paired selections except at grade three
• Narrative, expository, mixed passages
• LITERARY ELEMENTS
• New objectives/Student Expectations tested
• True summary
• Context
• Dictionary usage
• Fact and Opinion
• Conclude!
• Graphic organizers
• Viewing and Representing

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To do

• TEKS training
• Struggling readers
• Struggling writers
• Three tiered reading instruction
• DIBELS
• Strategic instruction

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Reading TAAS v. TAKSInstructional Strategies to
Reconsider

• Short passages
• Over reliance on key words
• Single passage selections
• Any materials with TAAS summarization, fact and
  opinion, context clues
• Single meaning vocabulary lessons

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the objectives (gr. 3-8)

• The student will
• Demonstrate a basic understanding of culturally
  diverse written texts
• Apply knowledge of literary elements to
  understand culturally diverse written texts
• Use a variety of strategies to analyze culturally
  diverse written texts
• 4. Apply critical-thinking skills to analyze
  culturally diverse written texts

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Grades 10 11 ELA (reading section)Grade 9
Reading

• Objective 1
• Basic understanding of the text
• Objective 2
• Knowledge of literary elements and techniques
  as used in texts
• Objective 3
• Critical analysis and evaluation of texts and
  visual representations

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Gr 3
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Gr 5
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Gr 8
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Gr 9
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Gr 10
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Scaffold

• Instructional
• Teacher does, student watches
• Teacher does, student helps
• Student does, teacher helps
• Study Guides
• Advance Organizers
• Graphic organizers
• Tiered Activities

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A Tool
Think about how to get the right answer. Think
about how to get the wrong answer!
Thinking Thing
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A ResourceSpecial Connectionshttp//www.specialc
onnections.ku.edu/
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Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading

• Connected text
• VOCABULARY!
• Scaffolded materials
• Cognitive walkthrough
• Talkbacks
• Construct of text
• Paragraph stop points

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Writing and ELA (IL 10)

• And Speaking

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Writing is important because it

• Contributes to intelligence.
• It requires analysis and synthesis of
  information.
• Develops initiative.
• The writer must supply EVERYTHING.
• Develops courage.
• The writer must give up ANONYMITY.
• Increases personal knowledge and self esteem.
• Encourages reading skills.
• From Donald Graves

The vulnerable writer
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Writing

• Instructional Levels
• K/1
• 2
• 3/4
• 5
• 6/7
• 8/9

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SDAA II Writing IL K/1
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SDAA II Writing IL 2
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SDAA II IL 2 Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Convention

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SDAA II Writing IL 3/4 through 8/9
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SDAA II Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Voice
• Conventions

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SDAA II Revising and Editing
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SDAA II ELA IL 10

• Triplet
• Narrative
• Expository
• Viewing and Representing
• Writing prompt
• Student must be on level in both reading and
  writing

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Writing

• Voice
• Focus
• Writing in any mode
• Revision and editing

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Writing TAAS v. TAKSInstructional Strategies to
Reconsider

• Formula approaches
• Over reliance on key words
• Any TAAS practice materials

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guidelines for writing

• Student selects approach
• Must use standard English prose
• Four point scale
• Focused, holistic scoring using a rubric
• Use of standard English integral part of rubric
• Expectations appropriate for grade level and
  testing situation

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the writing TEKS

• Were organized to ensure that at each grade level
  students acquire the writing skills they will
  need for success in the next grade.
• Even though only some writing TEKS will be
  tested, ALL TEKS must be taught to ensure that
  students receive a solid program of writing
  instruction.

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writing
In order for students to be successful writers,
writing must occur at every grade level, not
merely at the tested grades. -Introduction to
TAKS
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guidelines for writing

• Student selects approach
• Must use standard English prose
• Four point scale
• Focused, holistic scoring using a rubric
• Use of standard English integral part of rubric
• Expectations appropriate for grade level and
  testing situation

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(No Transcript)
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Revising and Editing

• Whats the difference?

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In revision you When editing you

• Substitute
• Add
• Delete
• Reorder words, phrases, sentences, ideas and/or
  sections in your draft.

• Make your writing ready for publication by
  focusing on conventions and mechanics such as
• Punctuation and capitalization
• Spelling
• Sentence Syntax
• Paragraph structure

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Gr 4
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(No Transcript)
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Gr 7
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(No Transcript)
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Gr 10
It all looks right! Spelling issues!
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(No Transcript)
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Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing

• Multiple journal writing opportunities
• Joke telling
• Connections with reading passages
• Multiple story telling opportunities
• Peer review
• Emphasis on voice
• Structuring revising and editing based on high
  success opportunities

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A Tool

• The student sample

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Expository Text (Quinn)

• Science
• Social Studies
• Mathematics

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You Cant Tutor What HasntBeen Taught

• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught

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The Model

• Rigorous state Standards that raise
  expectations
• Curriculum and benchmarks aligned to state
  standards
• Quality, on-going professional development for
  teachers who support and teach reading
• Resources to support new instructional strategies
  and classroom management strategies
• Informal classroom diagnostic assessment for math
  and reading growth
• STATE TEST ALIGNED to STANDARDS

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Teacher led intervention

• Find and use ALL data
• Do analysis for strength and weakness
• Prioritize needs
• Set goals Brainstorm specific strategies
• Results indicators
• Action Plan

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Assessment (Quinn, 2004)

• Summative Assessment External Reporting
• Scorekeeping
• Broad data for identifying specific populations
• Program evaluation and budget indicators
• Formative Assessment Internal Reporting
• Intervention Do something differently,
  immediately (STOP Spray and Pray!)
• Progress monitoring over time for individual
  students
• Data used to plan next move for instruction
  (lesson design)
• Getting a Grade Comfort the troubled, trouble
  the comfortable
• Public relations
• A,B,C,D,F Coin of the realm

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Students with Disabilities

• Incomplete beginning reading instruction
• Serious vocabulary deficit
• Very limited knowledge of text structure
• Misconceptions about fluency
• Lack of meaningful early comprehension assessment

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The three most important words for the struggling
reader

• VOCABULARY
• VOCABULARY
• VOCABULARY
• Words-words-words-words-words-words-words-words-wo
  rds-words-words-words-words-words-words-words-word
  s-words-words-words-you get it!!!!

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What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen

• First tier words Words that you wish students
  knew, hope they can get, but you dont have time
  to teach.
• Second tier words High utility words that they
  need to know in your class, and everyone elses.
• Third tier words Extremely specific words in your
  content area that require considered, deliberate
  and in depth instruction.

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Three Muscles (Quinn, 2004)

• Early Language Experience
• Phonemic awareness and concept development
• Vocabulary, academic language and alphabetic
  principle
• Decoding muscle
• Three ways of getting meaning off the page
• (1)phonicsprimary decoding strategy
• (2)semantics and vocabulary
• (3) syntax and structure
• Fluency muscle
• Reads a lot of words fast w/ comprehension
• Class libraries of high-interest content related
  articles
• Every day, every reader reading at a level of
  success of self-selected quality literature
  (fiction or non-fiction)

intentional thinking during which meaning is
constructed through interactions between the text
and the reader (Harris Hodges,1995)
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Testwiseness An Important Piece of a
Comprehensive Intervention Strategy

• On-going, sustained test readiness and rehearsal,
  i.e. testwiseness
• Phonics instruction for those who received
  hit-or-miss decoding during whole language
  approach analyze spelling errors
• Build fluency with an every day, every child
  reads at a level of success approach assess for
  oral expression, pace and accuracy
• Use regular non-fiction writing events to teach
  science soc. studies syntax high-level
  comprehension objectives

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Teaching Comprehension Directly

• Monitor the use of the strategy
• Offer less coaching as less is called for
• Ask what strategy they are using why, therefore
  bringing the strategy to the students awareness
• Give students continued opportunity to observe
  more modeling
• Provide multiple and ongoing opportunities for
  students to interact w/others using a variety of
  text

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How do I teach those strategies?

• Decide which strategy you want to model and which
  text to use
• Tell your students which strategy you are going
  to practice while you read
• Read the passage to the students modeling the
  strategy you are using..think aloud
• During real reading, give your students multiple
  chances to practice
• Continue modeling as the genre or text structure
  changes
• Give students a chance to practice without your
  coaching or support

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Five Critical Elements for Rapid Growth (Quinn,
2004)

• Lesson Design
• Reading Content alignment vertical and
  horizontal teamingELL, Spec.Ed.
• Assessment driving differentiated instruction
• Classroom Management
• Instruction in terms of minutes
• Collaboration
• Whole class, small group, think-pair-share,
  indep.
• Grade Level Meetings
• Agendas, increased frequency, evidence driven
• Student specific with proofs of
  instruction/learning
• The Role of the Literacy Coach

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• New expectation for ALL learners
• Interactive learning and discourse for meaning
• What the brain likes-MULTISENSORY
• Reading for MATH
• Analyzing Data
• Moving from being data rich to analysis poor
• SOAP
• Subjective, Objective, Analyze-Assess, Plan
• ELL, Spec. Ed.

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Struggling Older Reader

• Incomplete beginning reading instruction
• Lacks metacognitive strategies
• Limited prior knowledge
• Limited word study skills and spelling
• No text available at level of success
• No adults modeling reading
• No history of reading success

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What should be done?

• Dedicated developmental reading testing
  preparedness program 5th through 8th
• Continued professional development for ALL
  teachers in reading intervention 5-12
• Initiate on-going professional development in
  science, social studies, and math reading
  writing
• Integrate a testwiseness curriculum for state
  testing programs with strong emphasis on the
  content areas

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Reader Response

• Review the story
• Select a sentence or phrase that lingers
• Write down two reasons for selecting that
• Share your sentence and reasons w/others
• Come to consensus
• Be prepared to share to group

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What is being done?

• Mandatory summer school
• Same thing, but LOUDER
• Expensive intervention programs with uneven
  results
• Teacher training institutions changing reading
  requirements

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Five Steps to Two Years Growth for One Year of
Instruction

• Vertical team study of k-8 reading curriculum
  with evidence of student work
• Phonics training for 3rd through 8th grade
  teachers
• Vocabulary instruction training geared more
  toward word harvest
• Ready availability of compelling leveled text
  with conditional assessment
• Classroom management strategies that provide
  intensity and focus for below level readers

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Professional Development

• Planning
• TEKS
• Assessment
• Evaluation

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Planning Time

• A focus on the curriculum
• Assigned tasks demonstrating that teachers are
  sharing materials and resources
• Common assessments being developed
• Discussion of student work around a priority
  objective

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Making use of Teacher Leader TeamsWho is on your
staff?
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Questions
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• Contact Information
• ervin.knezek_at_esc13.txed.net