Title: Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 4: Specific Strategies for Student Success
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2Common Core Georgia Performance StandardsMaking
Challenging Texts Accessible, K-12Part 4
Specific Strategies for Student Success
3Essential 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?
4Learning Target
I can list and describe 4-5 specific practices
or strategies to help students access complex
texts successfully.
5Scaffolding
- Providing temporary instructional supports to
help students successfully read texts that are
supposedly too hard for them.
6Scaffolded Science Text Example
7Direct 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
8Importance 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.
9Self-Efficacy Strategies
- Stop and summarize
- Stop and question
- Text coding (Handout 11)
10Additional Practices/Strategies
- Choice
- Text Ladders
- Oral Fluency Work
- Productive Work with Texts
11Learning Target
I can list and describe 4-5 specific practices
or strategies to help students access complex
texts successfully.
12Essential 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?
13Imagine the Possible
- NOT, can I . . . ?
- But, HOW can I . . .?
14ResourcesStrategies 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.
15Cynde SniderGeorgia Department of
Educationcsnider_at_doe.k1.ga.us404-657-9971
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