1. Consider This: Best Practice to Inform Our Planning The Next Chapter Session 4 Barb Mick - COOR ISD Jackie Fry - COP ESD

2. Let’s check our roadmap…  We’ve introduced assessment, thought about our literacy histories and those of our students, looked at the developmental progression of readers and how to determine the level of our students, and begun to look at comprehension.

3. Goals for Session 4 1.Understand how to use UDL when planning 2.Consider what it means to RESCUE vs SCAFFOLD 3.Understand deeper comprehension through close reading 4.Begin to understand how to assess comprehension

4. Your Turn… 1.Appoint a time-keeper at your table. 2.Spend time with your table group talking about your Close Reading lessons. How did the lessons go? How did each of your case study students do? What evidence do you have of NEW understanding? What was hard? What was successful? (15 minutes) 3.Share your Retelling Rubric scores and talk about how that went. (5 minutes) 4.Share your Summary Rubric scores and discuss what you did to move your students into Summary from Retelling. (5 minutes)

5. Let’s turn our attention to some foundational best practices…  Look at “the list” of what we need to know to teach reading.  If we want the optimum success for all of our students, we must start by designing our instruction to support success.  Practices to consider: - Universal Design for Learning (UDL) - Scaffold vs Rescue Let’s make sure we all know what these mean.

6. What is UDL?  Not one size fits all – but alternatives for everyone.  Not added on later – but designed from the beginning.  Not access for some – but access for everyone.

7. Universal Design (UD) The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. *See Connell, et al. (1997, April 1). Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

8.  Drawbacks of Retrofitting  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY! What is Universal Design?

9. A Universal Design approach is simply more practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.

10. What is Universal Design for Learning (UDL)? The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning “Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace

11.  Ramps  Curb Cuts  Electric Doors  Captions on Television  Easy Grip Tools… What is Universal Design?

12. One Simple UD Example Automated Door People carrying things People in wheelchairs People with service animals Everyone! Can be used by:

14. Universal Design for Learning (UDL) “ The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled. ” *See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

15. Universal Design for Learning  UDL Guidelines have three primary principles: http://www.udlcenter.org/aboutudl/udlguidelines WHAT? (Recognition)HOW? (Strategic) WHY? (Affective)

16. So…if we use UDL, we need to make sure we aren’t enabling students.  Don’t forget that we always have AGENCY in mind.  Ask yourself, “Am I RESCUING or SCAFFOLDING?”

17. Who do we typically RESCUE?  Struggling readers and writers  Unmotivated learners  English Language Learners  “hard to accelerate” students Possible learned helplessness…

18. When do we rescue?  Working with needier students  Randomly (in the moment)  Need to feel effective  Low energy or bad day  Uncomfortable with the instructional goal  Unplanned lessons  Pressures of time, tests, curricula  Skip steps in the scaffolding process

19. Scaffolding  Occurs in the ZPD  Utilizes the Gradual Release of Responsibility  Debbie Miller reminds us to “TRUST AND WAIT”

20. Guided Highlighted Reading

21. Comprehension Big Idea : COMPREHENSION Keep at the heart of our thinking : 4 QUESTIONS To Get to Deeper Comprehension: CLOSE READING Some Strategies for Close Reading : GUIDED HIGHLIGHTED READING THINKING STRIPS…

22. Your Turn… 1.Work at your table teams 2.How would you take this hard article and help us understand it better (without just telling us what it is)? 3.Read the selection together, annotating as needed, and deciding what makes it “hard”. 4.Your job: work together to create the scaffold (GRR) for students to be able to respond to the prompt: Write a 1-2 sentence summary of this selection. 5.Be ready to share your lesson/framework with the group.

23. Your Assignment 1.Select a text that you will use to create a Close Reading lesson. Be ready to share your reasons for choosing it, and what makes it “hard”, at the next session. Bring the text with you to the next session so you can talk about it. (We do not expect you to create and teach the lesson at this time.) 2.Fill out the Reflection for Session 4.

24. Ticket Out the Door & Wrap Up  Make sure to clean up your area and recycle your water bottles.  Please complete your Exit Ticket and turn it in as you leave.  Our next meeting will be: Getting on the “Write” Road: Assessment, Fluency, and Workshop  Thank you for your hard work, thoughtful contributions, and professionalism.