Be Careful What You Wish For

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Be Careful What You Wish For
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Project of CAST with Two Schools

• Two teams of teachers
• special education teacher
• General Ed. English teacher
• Ninth and Tenth grade classrooms
• integrated rooms
• 25-29 students in the room
• 1/3 to 1/2 students with disabilities
• Challenges
• engagement, difficulty levels, supports, recall,
  background knowledge

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English Language Arts Secondary Level

• Massachusetts State Standard 12 Students will
  identify, analyze, apply knowledge of the
  structure elements of fiction provide
  evidence to support their understanding.
• Goals
• Understand the elements of plot in literature.
• Understand how an authors use of symbolism and
  foreshadowing supports the plot.

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The Monkeys Paw Summary

• The story centers on a dried-up monkey's paw that
  has magical powers. The owner is granted three
  wishes. The monkey's paw is given to a family of
  three, father, mother, and son. They wish for
  some money, and the next day an employee of the
  company where the son is working arrives at the
  family's residence and tells the parents that
  their son has died in an accident and they will
  receive a monetary compensation, the exact amount
  they wished for. About a week later, the mother
  wishes that their son would return home alive.
  When knocking is heard at the door, the father
  realizes what has happened and before the mother
  can open the door, the father uses the last wish.
  The knocking stops and when the door is opened,
  no one is there.
• http//www.westgatehouse.com/monkey.html

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A simulated monkeys paw, made by the Art Teacher
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Planning the UDL Lesson

• First Barrier
• VOCABULARY

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Vocabulary Instruction

• . . .vocabulary instruction often fails to
  produce measurable gains in reading comprehension
  because it does not include sufficient depth of
  word knowledge.
• Lack of depth of instruction (Nagy, 1988)

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Vocabulary Instruction

• Therefore integrate good teaching strategies
  with vocabulary instruction to help teach word
  meanings that will become a part of readers
  oral, written and reading language.

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Obstacles to Vocabulary Development

• Appreciate the size of the task
• On average, students add 2,000-3,000 words to
  their reading vocabularies each year.
• The average student learns from 6-8 new words
  each day.

Result Vocabulary Gap
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Obstacles to Vocabulary Development

• Differences between spoken English and written or
  literate English.
• Variations in experiences with words and concepts
• Complexity of word knowledge

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Three Central Principles of Vocabulary Development

• Include both definitional and contextual
  information about word meaning
• Involve students actively in word learning
• Provide multiple exposures to functional
  information about the word
• (Stahl, 1999)

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Connections Reading Comprehension Vocabulary

• Vocabulary development is a
• critical element of reading success
• Vocabulary and concept understanding are the
  hooks on which ideas are hung.
• (William Rupley, 2001)

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Effective Vocabulary Instruction

• Provide multiple opportunities for word learning
  - Read Widely -or Wide Reading
• Expose students to high quality oral language
• Promote word consciousness
• Provide modeling and instruction in independent
  word-learning strategies

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Provide multiple opportunities for word learning
- Read Widely -or Wide Reading

• Avid readers acquire vocabulary apart from
  explicit instruction - Reading
• Wide reading allows learners to experience
  richness of language and develop vocabulary
• What are some of the procedures you use to
  promote wide-reading?

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Expose students to high quality oral language.

• Read alouds Storytelling
• Audio books Modeling Language
• Pretend Play Source Books

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Promote word consciousness

• Word consciousness is the knowledge of and
  interest in words.
• Play with language
• Word games Puns Limericks Anagrams
• Word Wizard Puzzles Jokes/Riddles
• Provide modeling and instruction in independent
  word-learning strategies

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Models - Vocabulary Instruction

• Teach the meanings of words in a passage prior to
  initial reading of that passage.
• Preteaching meaning prior to reading reduces the
  cognitive load during reading.
• (Brett, Rothlein, Hurley, 1996 Carney,
  Anderson, Blackburn, 1984 Wixon, 1986)

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Monkeys Paw Vocabulary
Tier I includes words functional for life long
learning. Tier II includes high frequency words
for mature language users.   Tier III includes
words whose frequency of use is normally quite
low and limited to specific domains. Isabel Beck

• Monkey Paw Vocabulary
• Amiably good naturedly agreeably
• Antimacassar a protective covering for the backs
  of chairs and sofas
• Apathetically indifferently listlessly
• Apathy lack of interest in things, indifference
• Assurance a statement that inspires confidence
• Avaricious someone fond of accumulating wealth
• Betokened gave a sigh or sign of things to come
• Bibulous having to do with social drinking
• Credulity believing something too quickly to be
  gullible
• Disclaim denying any connection with
• Doughty courageous brave
• Ere before
• Fakir a Moslem religious beggar
• Frivolous not worthy of serious attention
  insignificance
• Fusillade a quick discharge of many firearms
• Hospitable welcoming guests with warmth and
  generosity friendly
• Liability an obligation or debt
• Maligned spoke evil of

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Monkeys Paw Vocabulary

• Tier I includes words functional for life long
  learning.
• .

• Monkey Paw Vocabulary
• Apathy lack of interest in things, indifference
• Disclaim denying any connection with
• Ere before
• Frivolous not worthy of serious attention
  insignificance
• Hospitable welcoming guests with warmth and
  generosity friendly
• Liability an obligation or debt

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Monkeys Paw Vocabulary
Tier II includes high frequency words for
mature language users.  

• Monkey Paw Vocabulary
• Amiably good naturedly agreeably
• Apathetically indifferently listlessly
• Apathy lack of interest in things, indifference
• Assurance a statement that inspires confidence
• Avaricious someone fond of accumulating wealth
• Betokened gave a sigh or sign of things to come
• Credulity believing something too quickly to be
  gullible
• Disclaim denying any connection with
• Ere before
• Frivolous not worthy of serious attention
  insignificance
• Fusillade a quick discharge of many firearms
• Hospitable welcoming guests with warmth and
  generosity friendly
• Liability an obligation or debt
• Maligned spoke evil of

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Monkeys Paw Vocabulary

• Tier III includes words whose frequency of use
  is normally quite low and limited to specific
  domains.

• Monkey Paw Vocabulary
• Antimacassar a protective covering for the backs
  of chairs and sofas
• Bibulous having to do with social drinking
• Doughty courageous brave
• Fakir a Moslem religious beggar

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Monkeys Paw Vocabulary

• Tier I includes words functional for life long
  learning.
• Tier II includes high frequency words for
  mature language users.  
• Tier III includes words whose frequency of use
  is normally quite low and limited to specific
  domains.
• Isabel Beck

• Monkey Paw Vocabulary
• Amiably good naturedly agreeably
• Antimacassar a protective covering for the backs
  of chairs and sofas
• Apathetically indifferently listlessly
• Apathy lack of interest in things, indifference
• Assurance a statement that inspires confidence
• Avaricious someone fond of accumulating wealth
• Betokened gave a sigh or sign of things to come
• Bibulous having to do with social drinking
• Credulity believing something too quickly to be
  gullible
• Disclaim denying any connection with
• Doughty courageous brave
• Ere before
• Fakir a Moslem religious beggar
• Frivolous not worthy of serious attention
  insignificance
• Fusillade a quick discharge of many firearms
• Hospitable welcoming guests with warmth and
  generosity friendly
• Liability an obligation or debt
• Maligned spoke evil of

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Pre-teaching

• Preview passage for students to read
• Find challenging words/concepts (word meaning)
• Determine the importance of the word
• Life long learning
• Central to passage comprehension
• Prioritize

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Antimacassar
macassar
Anti
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solemnly
Categorize -a word about mood or
emotions Demonstrate act out Create the
language to support the demonstration Solemnly -
seriously gravely
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Integrated Vocabulary Instruction An
Illustration of both Contextual and Definitional
Information
unorganized
Chaos in science, in a classroom, in a crowd, in
thinking
Synonym
order
Expanded Use
Antonym
- CHAOS - The state of disorder or confusion
Examples Non-Examples
New Definition
Grammar
noun
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Teach Definition identify word class, describe
how word is unique in class
- CHAOS - The state of disorder or confusion
New Definition
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Restate Definition student paraphrase to make
definition their own
Chaos in science, in a classroom, in a crowd, in
thinking
Expanded Use
- CHAOS - The state of disorder or confusion
New Definition
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Teach Synonyms provide single word or a phrase
unorganized
Chaos in science, in a classroom, in a crowd, in
thinking
Synonym
Expanded Use
- CHAOS - The state of disorder or confusion
New Definition
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Antonym may help identify critical features
unorganized
Chaos in science, in a classroom, in a crowd, in
thinking
Synonym
order
Expanded Use
Antonym
- CHAOS - The state of disorder or confusion
New Definition
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Examples Non-Examples refine understanding of
meaning
unorganized
Chaos in science, in a classroom, in a crowd, in
thinking
Synonym
order
Expanded Use
Antonym
- CHAOS - The state of disorder or confusion
Examples Non-Examples
New Definition
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Grammar Model appropriate grammatical name and
application of the word.
unorganized
Chaos in science, in a classroom, in a crowd, in
thinking
Synonym
order
Expanded Use
Antonym
- CHAOS - The state of disorder or confusion
Examples Non-Examples
New Definition
Grammar
noun
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Summarizing the Elements of a Vocabulary Lesson

• Before Instruction
• Preview text and identify critical vocabulary
• During Instruction
• Teach word meanings
• Practice with examples and non examples
• Discuss words, engage in word play
• Scaffold student responses
• After Instruction
• Incorporate the new vocabulary into language
• Rehearse/practice (word wall, write, read)

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Your Challenge

• Develop vocabulary plan
• Select one or two words from
• The Monkeys Paw
• Consider the three principles of Universal Design
  for Learning
• Use your resources

Vocabulary List
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Provide multiple representations of print-based
material

• Printed text
• Digitized text
• MP3

• Video
• Audio
• ?

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(No Transcript)
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UDL Lesson Planning Form
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Unit Goals

1. Understand the elements of plot in literature

2. Understand how authors use of symbolism and
foreshadowing

supports the plot

Day 1


a. Create Engagement c. Review elements
of plot

Goals
b. Background voca
bulary

Class
-
Engagement act.
-
Be careful what you wish for

Class
-
Vocabulary instruction
-
demonstration and

examples of priority words prior to reading

Read
-
Choices,
-
section 1 of Ms Paw
-


individual, group

(a) text (b) read
aloud (c) eReader/computer TTS (d)
Methods
Assessment

audio, mp3 (e)

Class
-
Review Elements of Plot

Jigsaw
-
Activity be careful what you wish for use
vocabulary (act out, talk out, read/write, draw)
pairs or
small groups)

Multiple versions of The Mon
keys Paw
(digital, mp3, audio, text
versions)

Versions of vocabulary worksheet/ glossary

Drawing and writing tools (paper, pencil, pen,
computers,
Materials

alpha smart)

Tools
Audio tape player, overhead and transparencies,

e Reader