1. Modifying Reading and Writing Workshop in Self-Contained and CTT Settings using Our Data to Help All Our Kids Meet the Levels of the Common Core
   

2. MacBeth
Macbeth, Banquo and the Weird Sisters. In 'From the Bells to King Arthur', 1897.

3. Shifts What do the CCLS instructional shifts mean for Grade 3?
The six instructional shifts described in the left-hand column were created by the writers of the Common Core Learning Standards. They are intended to summarize the “big picture” of instructional change that needs to happen in every K-12 school and classroom.
1: PK-5, Balancing Informational & Literary Texts
2: 6-12, Knowledge in the Disciplines
2: Reading and writing grounded in evidence from text
3: Staircase of Complexity
4: Text-based Answers
5: Writing from Sources
6.Academic Vocabulary
1: Building knowledge through content-rich nonfiction and informational texts
Read a balance of 50 % informational and 50% literary text.
2: Beginning in grade 3, demonstrate mastery of all grade level standards with fluency and independence. Choose words and phrases for effect. Write clear sentences and paragraphs on a range of topics students have read about.
Describe relationships among ideas in a text.
Read increasingly challenging books, drawing on expanding vocabulary. Comprehend and use multisyllabic words, understand that words have meanings that are not literal (e.g. piece of cake) and have relationships with other words (e.g. company and companion).
Comprehend pronoun-antecedent agreement in texts read. Ensure subject-verb agreement in writing

4. Reading and Writing Workshop cannot do everything.
Students need to come to this work with the ability to read independently for at least five minutes. If they can’t, there can be several issues at play.
Kids might not have the decoding skills to read texts on their own. In this case, kids will need word work. Some turn to programs like Wilson for this kind of intervention.
Some classroom communities do not have the structures that support reading. Establishing specific school-wide practice that is flexible enough to accommodate kids with disabilities is critical here. No teaching is effective without this foundation.
Be truly sensitive to each disability in your classroom. It is true that some disabilities prevent children from doing specific tasks or engaging in certain cognitive processes.
Expect that, but also expect that you can create ways to lead students into this work. For example, know that kids with speech difficulties will not have high accuracy scores on a “running record”. You’ll have to move them up levels relying on things other than accuracy, but you can support them in other activities that support their speech production alongside the work that you are already doing to strengthen comprehension.
The final section lists different activities, approaches, and resources that you can use with students in your classroom

5. When seeking to construct your workshops this year, if you serve any students with disabilities there are four things that you will want to consider:
Which students are present in my class, what are they able to do well, and what specific learning needs do they have? What components of Universal Design for Learning are already embedded into the units of study and how will I move through the units given the specific needs of my learners? What are the most common student disabilities and what are some ways that I can address them? What additional accommodations will I (my grade team, department) make to my classroom/grade/school in order to match the learning needs of my specific students? What additional modifications and instructional choices will I make to reading and writing workshop in order to meet the learning needs of my specific students?

6. Language and Speech Disabilities
To say that certain students contend with “language and speech disabilities” is a broad way to describe hundreds possible of conditions. These are among the most common of all learning disabilities, and they have a profound impact on all of the subjects, because most learning is based on language -- how it is received and how it is communicated. When students live with these disabilities, some things that you might notice in your classroom are: Students exhibit difficulty reading, spelling, writing, and speaking. Students might have difficulty understanding what is heard or read. Students might have a hard time recalling or understanding information previously heard or read. Students might have difficulty following instructions or understanding explanations. Students could face difficulty expressing themselves.

7. Star Wars

8. Comprehension
Listening Monitoring Synthesis Knowing Relating Envisionment

9. Lyrics

10. Question
Jeopardy

12. Questions Questions One might ask when they argue or persuade
How should I ask this
Why would I ask this
Alternative means question
Is there a way to prove this differently from what I did
How else could this be said
What other information can I ask
I want to ensure that I am addressing all angle or all different ways I could represent what I care a lot about my side
Acceptable/Best Option Possible Question
Is this the best option for my argument
Would there be better ways
Should I angle it differently
I want to ensure myself that I am asking this in the best way possible have to look at al sides that agree with me not just one.
Possibility Question
What are the possibilities for proving this
What are the outcomes I might expect from this argument
What counterarguments an my opponent or the reader use?
What details or quotes can I use to prove my point
What will they use
I want to make sure I am thinking about everything. I also need to do some backward planning
Negative Side Effects Question
What can go wrong with this argument
What problems can this cause
What can this statement do to my argument
Is this really what I want to say
Am I reaching the audience that really can help me
I want to ensure that there aren’t any negative effects to what I am saying
Conflicting Goals Question
Do I have two conflicting or opposite goals to my argument?
Am I representing both sides in this argument
I want to ensure that I am looking at both sides but not representing both sides in my argument

13. Word study
Put words in a sort and categorize them Prefixes Suffixes Ending

14. Description words

15. Description Word

16. Looney Tones

17. Richard Allington
Exemplary Teaching is responsive to children’s needs, not regurgitation of a common script. In the end, it will become clearer that there are no proven problems just schools where we find more expert teachers – teachers who need no script to tell them what to do.

18. Richard Allingtons Six T’s Time
Time
Children Should actively be involved in reading and writing for as much a half of the school day – often around a 50/50 ratio of reading and writing to.
Texts
Students need enormous quantities of successful reading to become independent, proficient readers. By successful reading, I mean reading experiences where students perform with a high level of reading accuracy, fluency, and comprehension.
Teach
Active instruction – the modeling and demonstration of the useful strategies that good readers employ.
Talk
Teachers and students discuss ideas, concepts, hypotheses, strategies, and responses with others. The questions teachers posed were more "open" questions, where multiple responses would be appropriate.

19. Tasks
Tasks are what we assign the students to do in and across the day week year. When there is a greater use of longer assignments and reduced emphasis on filling the day with multiple, shorter tasks. In these classrooms, students often worked on a writing task for ten days or more. They read whole books, completed individual and small group research projects, and worked on tasks that integrated several content areas (reading, writing, and social studies).
Test
Tests are formative summative and initial. They test students in many different ways.The complexity, though, of effort and improvement grading lies in the fact that teachers must truly know each student well in order to assign grades. They have to be able to recognize growth and to track or estimate the student effort involved. The exemplary teachers often used a rubric-based evaluation scheme to assign grades. Improvement was noted based on where students started and where they ended up rather than on simply the latter.

20. Data
IEP Running Record Talk Post Its Notebook Writing – On Demand and notebooks- content area Exams Graphic Organizers

21. UDL Universal Design for Learning
UDL addresses the three learning networks within a broadly defined concept of curriculum that includes goals, materials, methods, and assessment (Hitchcock et al., 2005). According to the following three UDL principles, each area of the curriculum should provide multiple, varied, and flexible options for representation, expression, and engagement: Principle 1: Provide multiple means of representation (recognition network). Principle 2: Provide multiple means of action and expression (strategic network). Principle 3: Provide multiple means of engagement (affective network).

22. The four interrelated components of the UDL curriculum require further explanation.
Goals are typically described as learning expectations. They represent the knowledge, concepts, and skills students need to master and are usually aligned to state standards. Recent national discussions about Common Core Standards have heightened the critical importance of linking goals in Individualized Education Programs (IEPs) with state standards and classroom expectations

23.   If there are students in your room with language and speech disabilities, you will want to make sure that you create opportunities for them to:
Choose books that are challenging and rewarding. Be considerate of the subject matter, the reading level, and of how your introduce books to students. Set challenges and goals that are worthy, realistic and attainable. Instead of setting large goals with students, set a series of small goals that students can realize at the end of a day or end of a period. Talk lots about things that you are learning together. Allow students time after the lesson to summarize the day’s learning, directions, and their plans for independent work. Give students the opportunities to work with multiple partners who might say things differently. Make sure that important ideas are not only said out loud, but that they are represented in writing and visually on your classroom walls in a way where students can access them continually.

24. Read Aloud
Use time to gather their thoughts before they are asked to speak, perform, or write for an audience. Even if that audience is only you. Use technology like word processors, smartphones, and tablets to record ideas that can be heard, viewed, or written later. Because reading and writing are just two of many other ways to communicate, privileging them in a classroom does put some students at a disadvantage. There are a few simple physical accommodations that you can make to your classroom and to your methodology that will allow students to work more productively. Incorporating these moves into your routine can make a world of difference.

25. Allowing longer oral response time is critical
Allowing longer oral response time is critical. Many teachers wait no more than three seconds before intervening orally. Allowing students at least 10 seconds gives them time to process and to form words. Model good speech production. You are teaching, even when there is not a formal lesson. Model good speaking by speaking evenly. Talk about the ways that your voice changes and why. Example: “Students, I’m really excited about our trip today. When I get excited, my voice elevates and my words go faster. Do you notice the difference? You can hear the excitement.” Provide seating around peers with good speech production. Kids learn a lot from peers. Be deliberate in your seating. Don’t just seat student for “behavior”. Seat students near peers that have something to teach. You can even talk to students about what you hope they will learn from each other. Don’t just correct students’ language use. Compliment effective use of language and production of speech sounds in order to reinforce and encourage its continued use. Work to reduce the amount of background noise in the classroom. Paper on walls dampens sound. Hang lots of student work. Use headphones for students that are easily influenced by sound.

26. Varying Methods: As you read the curricular suggestions in the calendars. Each lesson
does not have to be stated. We encourage you to vary your methods across each instructional week.
● Direct instruction - A mini lesson where you might explain the concept directly to students.
● Demonstration - A mini lesson where you supplement your explanation with clear demonstration.
● Read-Aloud/Close Reading - A lesson that hinges on the clear demonstration of a critical reading skill
● Shared Experience - A mini lesson that encourages students to do what you do as you do it so that they can grow to eventually do that work independently.
● Dramatization - A mini lesson that actively brings your concept to life.
● Inquiry - A mini lesson where you can engage kids in questioning that lead to deeper understanding.
● Document or Artifact Study - An opportunity for kids to study a physical object in order to build their understanding of a concept.

27. What of Learning How of Learning Why of Learning
Multiple means of representation
How of Learning
Multiple means of action and expression
Why of Learning
Multiple means of engagement
What is it you want the student to learn? What are the skills, concepts, habits of mind being developed?
How will the teacher model/explain/guide clear expectations for the students’ learning?
Why is the lesson appropriate to the students’ learning needs and addresses prior knowledge?
What standard(s) is the lesson either moving towards mastery in or moving towards proficiency in?
How will each lesson, conference, small group, promote rigorous thinking?
Why are these instructional strategies/learning activities appropriate to the lesson goals?
What supports this lesson design?
How will students be grouped for partnerships, small group instruction? How is the grouping related to the lesson content or to data or to prior work?
What assessments have you looked at to determine what is going to be taught?
How will lessons, talk, group work etc move up and scaffold across DOK?
What could go wrong?
How will accountable student talk and collaboration be encouraged in an atmosphere of mutual respect?
What are the goals the students, teachers you set and their action plans
How will assistance be provided to individual students (struggling students as well as those needing an extra challenge)?
How will student learning be assessed by the teacher and the students themselves?
How will student accomplishment be recognized?
How will the teacher do things differently the next time? How will instruction proceed from here?

28. Methods
Methods are generally defined as the instructional strategies used by educators to support student learning. Methods should be evidence-based and supported by an analysis of learner variability. UDL methods are flexible and adjusted through consistent monitoring of student progress.

29. Materials
Materials are the media used to present content and demonstrate learning. UDL materials offer multiple media options and include embedded supports.

30. Assessment
Assessment within the UDL framework refers to the process of gathering information about a learner's progress using a variety of methods and materials. UDL assessments are particularly concerned with accurately measuring learner knowledge, skills, and engagement by maintaining construct relevance and reducing or eliminating irrelevant or distracting elements that interfere with the assessment's validity.

31. Case 1: Adam
After Adam contracted meningitis at the age of 4 years, he was left with a severe bilateral hearing loss. Because of the rich background and early learning support provided by his parents, he was already reading at a third-grade level when he entered kindergarten. He is very interested in dinosaurs and art, and he wants to be an astronaut. Katherine's focus is on ensuring that his articulation skills do not deteriorate, teaching him to use his residual hearing as much as possible, and developing communication strategies that allow him to participate fully in the general education classroom. After Katherine and the teacher completed a UDL Class Profile and Curriculum Barrier Analysis, they included these options in the kindergarten curriculum to support and scaffold Adam's learning:

32. Multiple means of representation:
Video captioning and video description (i.e., adding text or audio to describe what happens in a video to support access by persons with visual difficulties); highlighted vocabulary in subject matter content, such as science and social studies materials; main ideas offered through graphic organizers; vocal directions matched with printed and visual/image representations (e.g., pictured directions in learning centers); pre-teaching opportunities for new vocabulary and concepts; color shading used for emphasis

33. Multiple means of action and expression:
Models of expert performance provided using differing approaches; paired voice with visual displays; outlines of subject matter content; use of Interactives

34. Multiple means of engagement:
Choice of topics for projects (including dinosaurs and astronauts, as appropriate); simple self-monitoring checklists in learning centers for students to self-assess completion and accuracy; consistent attention-getting techniques that use visual as well as auditory cues; paired peers to share small-group activities

35. Recognition Networks
The "what" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Present information and content in different ways
More ways to provide - Multiple Means of Representation
Strategic Networks
The "how" of learning- Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. - Differentiate the ways that students can express what they know
More ways to provide- Multiple Means of Action and Expression
Affective Networks
The "why" of learning - How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Stimulate interest and motivation for learning
More ways to provide - Multiple Means of Engagement

36. What does the data say
What are your students modifications What level are you as a reader and what should you be learner as a reader Accuracy, Fluency Comprehension retell What are you missing Qualities of Good Writing Stamina and Volume Depth of Understanding Levels

37. An IEP ensures provision of
Lets Look at Some data
Looking at an IEP
An IEP ensures provision of
appropriate learning opportunities,
accommodations, adaptations, specialized services, and
supports to meet a student’s unique needs related to his/her disability. 

38. If you notice:
Readers in complex texts who need support with synthesis: scan both pages, look for features, ask yourself, “What is this mostly about?” and create your own subheading.
Readers in easier texts who need support with synthesis: Think across pages, “How does this page fit with the page before it?” Or, create a heading after every few pages to help you hold onto what you are learning.

39. Running Records and Levels

40. 1. Show and Tell
How many of us say that we learn best by seeing something rather than hearing about it? Modeling for students is a cornerstone of scaffolding in my experience. Have you ever interrupted someone with “just show me!” while they were in the middle of explaining to you how to do something? Every chance you have, show or demonstrate to students exactly what they are expected to do. Try the fish bowl activity, where a small group in the center are circled by the class as the group in the middle, or fishbowl, engage in an activity, modeling how it’s done for the larger group. Always show students the outcome or product before they do it. If a teacher assigns a persuasive essay or inquiry-based science project, a model should be presented side-by-side with a criteria chart or rubric. You can guide students through each step of the process, model in-hand of the finished product. Use think alouds, which will allow you to model your thought process as you: read a text, solve a problem, or design a project. Remember that children’s cognitive abilities are still in development so opportunities for them to see developed, critical thinking are essential.

41. #2. Tap into Prior Knowledge
Ask students to share their own experiences, hunches, and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes you may have to offer hints and suggestions, leading them to the connections a bit, but once they get there, they will grasp it as their own. Launching the learning in your classroom from the prior knowledge of your students, and using this as a framework for future lessons is not only a scaffolding technique, many would agree it’s just plain good teaching.

42. #3. Give Time to Talk
All learners need time to process new ideas and information. They also need time to verbally make sense of and articulate their learning with the community of learners who are also engaged in the same experience and journey. As we all know, structured discussions really work best with children regardless of their level of maturation. If you aren’t weaving in think-pair-share, turn-and-talk, triad teams or some other structured talking time throughout the lesson, you should begin including this crucial strategy on a regular basis.

43. #4. Pre-Teach Vocabulary
Sometimes referred to as frontloading vocabulary, this is a strategy that we teachers don’t use enough. Many of us, myself included, are guilty of sending students all alone down the bumpy, muddy path known as Challenging Text – a road booby trapped with difficult vocabulary. We send them ill prepared and then we are often shocked when they: a) lose interest b) create a ruckus c) fall asleep. Pre-teaching vocabulary doesn’t mean pulling a dozen words from the chapter and having kids look up definitions and write them out (we all know how this will go. Again, see above a, b, and c). Instead, introduce the words to kids in photos, and in context to things they know and are interested in. Use analogies, metaphors and invite students to create a symbol or drawing for each word and give time for discussion of the words (small and whole groups). Not until they’ve done all this should the dictionaries come out. And the dictionaries will be used only to compare with those definitions they’ve already discovered on their own. .

44. Vocabulary
With the dozen or so words “frontloaded,” students are ready, you as their guide, to tackle that challenging text

45. #5. Use Visual Aids
Graphic organizers, pictures, and charts can all serve as scaffolding tools. Graphic organizers are very specific in that they help kids visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect. A graphic organizer shouldn’t be The Product, but rather it’s a scaffolding tool that helps guide and shape the student’s thinking so that they can apply it. Some students can dive right into the discussion, or writing an essay, or synthesizing several different hypotheses without using a graphic organizer of some sort, but many of our students benefit from using them with a difficult reading or challenging new information. Think of graphic organizers as training wheels; they are temporary and meant to be removed.

46. Cartoon

47. #6. Pause, Ask Questions, Pause, Review
This is a wonderful way to check for understanding while students read a chunk of difficult text or learn a new concept or content. Here’s how this strategy works: a new idea from discussion or the reading is shared, then pause (providing think time), then ask a strategic question, pausing again. By strategic, you need to design them ahead of time, make sure they are specific, guiding and open-ended questions. (Great questions fail without giving think time for responses so hold out during that Uncomfortable Silence.) Keep kids engaged as active listeners by calling on someone to “give the gist” of what was just discussed / discovered / questioned. If the class seems stuck by the questions, provide an opportunity for students to discuss it with a neighbor

48. Liberty Kids
School House Rock

49. Recipe
Make Chocolate puddng

50. Assessing Readers Who Seem to Be Really Struggling with Print
For students not yet focusing on the text: a teacher may ask the student to ‘read’ a familiar story in order to determine the student’s sense of story, and/or knowledge of how books go a teacher may informally interview the student about the kinds of books the student is interested in, the kinds of literacy experiences the student has had in the past a teacher may observe to watch the student’s level of engagement with texts, both familiar and unfamiliar a teacher may assess the student’s knowledge of concepts about print and book handling a teacher may ‘co-read’ a book with a student and then ask the student to retell the story.

51. Teaching Important Habits to Students Who Are New to Workshop
We will teach students how to carry on, as best they can, during the reading workshop. This means we’ll establish well-managed, predictable procedures for the reading workshop. We will teach students that readers focus on their reading. Readers read for the whole time. If they think they are finished, they can reread books. If readers think they are finished, they can find another book to read. We will teach students book handling skills and how readers take care of books. Readers put books back in the right place. We will model and reiterate how we develop into a community of readers who care about books and about each other and that each student has an important place in this community. We will teach students how to ‘read’ well and talk well with a reading partner about the same book. Emergent readers may use one copy of a text, and sit side-by-side and put the book in the middle. Partners may also have their own copies, but they may help each other get through the difficult parts by reading together. When readers read with partners, they take turns choosing which book to read because that’s the fair way to read together.

52. CTD
When one partner is reading or talking about the book, the other partner is listening and thinking and looking. Readers can talk about their favorite pages with each other. Readers can talk about funny/sad/weird/surprising pages with each other. Readers can find the most important page in a book with each other and talk about why it’s so important to them. Readers can talk about what is going on in the pictures with each other.

53. Launching Turn and Talk Partners
As the teacher reads aloud, she provides opportunities for students to ‘turn and talk’ to each other about their thinking. At first, these ‘turn and talk’ partners may be more random, but eventually, students will have a consistent read aloud partner with whom they sit next to and turn and talk to during the read aloud. In the beginning, the teacher may prompt the ‘turn and talk’ by saying things like, “Turn and talk about what you think will happen next…” or “Turn and talk about how you think the character must feel right now…” After students have the technique of turn and talk and after they’ve learned about a range of things readers might think and talk about, the teacher may use more open-ended prompts, such as “Turn and talk to your partner about what you’re thinking right now…”

54. Coaching Turn and Talk Partners
Partners go knee-to-knee when they ‘turn and talk’ • Partners quickly sit forward when the teacher says, “Eyes this way,” or an equivalent prompt • Partners listen to each other and ask for clarification • Partners need to ‘turn their minds’ on for the story so that they’ll be ready to think and talk with each other.

55. Prompting Partners to Extend Conversations
questioning: “Turn and talk about why you think the character did that…” predicting: “Turn and talk about what you think she’s going to do about that…” connecting: “Turn and talk to your partner if this has ever happened to you and what you did…” or “Turn and talk to your partner about whether this makes you think of another time in the book when the character acted this way…” inferring: “Turn and talk about how you think the character really feels right now…” monitoring for sense through retelling: “Turn and tell your partner about what happened so far in the story…”

56. Teaching Readers to Get Their Minds Ready to Read
Readers use information from the cover to help them get ready to read their books. Readers read the title out loud, look at the cover illustration, and think, “What might this book be about?” Readers take notice of the author and think about whether they know any other books by the author. Readers can read the blurb on the back cover to get information about what might be inside the books

57. Teaching Readers to Read With Fluency
Readers read with smooth voices, like talking voices. Readers notice punctuation. When readers get stuck, they can go back and reread to make it smooth. Sometimes readers even go back and reread the whole book to make their voices smooth.

58. Teaching Readers to Make Sure They Understand What They Read
The big job for readers is to understand what they read. Readers ‘stop and think’ while they are reading. Readers need to notice when they don’t understand something. Readers can help themselves when they don’t understand. Readers can reread parts they don’t understand.

59. Data
Tales of gold in the West have been spreading. You make $300 or less a year, but you are told about a tenth of that in one day’s work. Sounds like an ideal situation, you get the gold, the money and you live a life of fortune forever. Something they didn’t tell was that you would have to leave your families. One thing you may not have thought of was a place to stay, eat, transportation, or considering the amount of miners how much gold could you actually get. Although gold being in the West seemed like a miracle and opportunity of a life time, many difficulties intervened between miners and their desired prize. Gold at first seemed as though a phenomenon, but no one thought ahead to things such as parting from your family and loved ones. People who went to search for gold in the gold rush were forced to leave their families, knowing that their families would have difficulties supporting themselves with there being a lessened population. Their children would send them letters telling them they are longing for them to come home. This was probably one of the hardest difficulties faced by gold miners.

60. Looking at a commercial
Watch a commercial and think about - comprehension - fluency - development of a concept

61. Looking at a game
What do you do as a reader to help you understand what is in a game

62. 1 Recall and Reproduction 2 Skills and Concepts
Read Aloud
DOK Level Title of Level
Recall and Reproduction
Skills and Concepts
Short-term Strategic Thinking
Extended Thinking

63. How do we use the common core to help us reach the moon with our students?
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Responding to Literature 11. Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. a. Self-select text based upon personal preferences. including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations. including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

64. Charts
Responsive to the students Differentiated for the students Some should reflect the unit Some should reflect the work across the year

65. Charts

66. Toolkits

67. Janet Steinberg Janet@readingandwritingproject.com
Janet Steinberg