Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 4: Specific Strategies for Student Success - PowerPoint PPT Presentation

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Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 4: Specific Strategies for Student Success

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Title: Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 4: Specific Strategies for Student Success


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Common Core Georgia Performance StandardsMaking
Challenging Texts Accessible, K-12Part 4
Specific Strategies for Student Success
  • Cynde Snider

3
Essential Question
  • How can I achieve the CCGPS expectation that
    students will meet grade level standards and read
    grade level texts when my students come to me
    reading significantly below grade level?

4
Learning Target
I can list and describe 4-5 specific practices
or strategies to help students access complex
texts successfully.
5
Scaffolding
  • Providing temporary instructional supports to
    help students successfully read texts that are
    supposedly too hard for them.

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Scaffolded Science Text Example
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Direct Vocabulary Instruction(refer to Handouts
7,8,9, 10)
  • Specific instruction in Tier 2 words
  • Glosses and/or instruction in Tier 3 words
  • Specific instruction in prefixes, suffixes, roots
  • Strategy instruction in determining meaning from
    context
  • Word play

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Importance of Vocabulary Instruction
  • Over the course of a single year, children
  • in less advantaged families heard 3 million
    words, while over the same period of time,
    children in the most economically advantaged
    families heard 11 million words.
  • Hart, B., Risley, R. T. (1995). Meaningful
    differences in the everyday experience of young
    American children. Baltimore Paul H. Brookes.

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Self-Efficacy Strategies
  • Stop and summarize
  • Stop and question
  • Text coding (Handout 11)

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Additional Practices/Strategies
  • Choice
  • Text Ladders
  • Oral Fluency Work
  • Productive Work with Texts

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Learning Target
I can list and describe 4-5 specific practices
or strategies to help students access complex
texts successfully.
12
Essential Question
  • How can I achieve the CCGPS expectation that
    students will meet grade level standards and read
    grade level texts when my students come to me
    reading significantly below grade level?

13
Imagine the Possible
  • NOT, can I . . . ?
  • But, HOW can I . . .?

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ResourcesStrategies Best Practices
  • Dalton, B., and Proctor, C. P. (2007). Reading
    as thinking Integrating strategy instruction in
    a universally designed digital literacy
    environment. In D. S. McNamara (Ed.) Reading
    comprehension strategies Theories, intervention,
    and technologies (pp. 421-439). Mahwah, NJ
    Lawrence Erlbaum Assoc. Inc. Retrieved from
    http//dl.dropbox.com/u/45906974/ReadingAsThinking
    .pdf.
  • Gallagher, K. (2004). Deeper reading
    Comprehending Challenging Texts, 4-12. Portland,
    ME Stenhouse Publishers.
  • Shanahan on Literacy. (March 20, 2012).
    Pre-Reading. Retrieved from http//www.shanahanon
    literacy.com/2012/03/part-2-practical-guidance-on-
    pre.html.
  • Shanahan on Literacy. (February 6, 2011).
    Scaffolding. Retrieved from http//www.shanahanon
    literacy.com/2011/02/recently-american-educator-re
    published.html.
  • UDL, Part 2 (2012). Georgia Department of
    Education. Retrieved from http//www.gpb.org/educ
    ation/common-core/udl-part-2.

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Cynde SniderGeorgia Department of
Educationcsnider_at_doe.k1.ga.us404-657-9971
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