1. Workshop #6 Rachel Karlsen
Learning goals and activities: Discuss and understand strategies for teaching and learning
Reading
Writing
‘Rithmetic

2. Approximate Schedule
6:00-7:00 Greeting, overview of class, reading discussion, assignments due, UDL 7:00-8:00 Math Trends/Concepts/Best Practices, Brainstorming with Pin Cards 8:00-8:20 Break 8:20-9:00 Reading Trends/info, Reciprocal Reading, CSR, books 9:00-9:20 Writing info, Round Robin 9:20-9:45 Classroom Management videos if time 9:45-10:00 Final Questions, wrap up

3. Focus Questions: Math
What are some of the current trends in math curriculum and instruction?
What are some reasons students with learning problems have difficulty with traditional mathematics curricula?
What teaching strategies are most important in helping all students acquire basic math skills?
How can teachers ensure students understand the meaning of mathematical operations?
How can teachers help students develop and use problem-solving strategies?

4. Focus Questions: Reading
What are current trend and issues in reading?
What are the components of reading instruction?
What are principles of effective reading instruction for struggling readers?
What are some activities you can use to help students become more fluent readers?
What strategies can you teach to improve students’ comprehension?

5. Focus Questions: Writing
What are the current trends in writing curriculum and instruction and how do they align with your beliefs about writing instruction?
What are advantages of teaching writing as a process and how does this process promote effective writing instruction?
What strategies can you implement:
To establish an environment that promotes writing?
For conducting effective writing workshops?
For students who have difficulties writing stories?
For students who have difficulties with narrative writing?
For students who have difficulties with informational writing?
To help students who have difficulties with persuasive writing?
To help all students develop handwriting skills?

6. Warm up activity Two truths and a lie
On a 3 X 5 notecard, write down two true things about yourself that people in here don’t know
Also write down one lie about yourself
Switch cards with a random person
Choose the truths and choose the lies

7. Toothpick Activity
Remove two toothpicks to create four squares, with four complete sides and no extra toothpicks.

8. Bible promise Galatians 6:9 (NIV)
“Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

9. “Fish is Fish”
Quickwrite:
How does this story connect to teaching?

10. Fish is Fish Important Note:
What we teach is sometimes different from what our students learn.

11. Comments from Class
Tell about something you are happy about and something you are celebrating
Share a thought about reading, writing and math from textbook (specific quote, page)

12. Assignments due tonight
Read chapters 12, 13 and 14
Read one of the following:
McGrath, A. (2005) A new read on teen literacy.
Schroder, M. (2008) Reading is thinking, part 1.
Wadlington, E., and Wadlington, P.L. (2008) Helping students with mathematical disabilities to succeed.
Reflection journal, three pages
Learning team presentation: work will be done in class tonight

13. Assignments due next week Last night of class
Final presentation/Final paper
Each class member will “present”
Each class member will turn in a “paper”
See Choices….next slides
Learning team evaluation (in file)
Instructor evaluation…next week? This week? On paper?

14. CHOOSE TOPIC TONIGHT, IF READY About 10 minutes Intro/Concl
CHOICE #1: Final presentation (Case Study) Individual If this is your choice, please turn in a copy of your outline/notes/other
CHOOSE TOPIC TONIGHT, IF READY
About 10 minutes
Intro/Concl
Diagnosis/behavior/treatment
Teaching techniques
Annotated reference page for each person in class
Disability from any category
Physical
Psychological
Learning
developmental,
Other

15. CHOICE #2: Final paper (same topic as presentation) If this is your choice, be ready to discuss your paper
8 to 10 pages, APA
Diagnostic criteria
Behaviors associated with criteria
School’s legal responsibility
Assessments that would aid student
Helpful teaching techniques and tips
Ideas to assist and educate parents of disabled children
Least Restrictive Environment
Create a hypothetical Case Study, which combines these components

16. Universal Design for Learning (Universal Strategies)
Universal design for learning (UDL)
Set of principles for designing curriculum
Provides all individuals with equal opportunities to learn.
Research –based (learner differences and effective instructional settings) 
UDL principles call for varied and flexible ways to
Present or access information, concepts, and ideas (the "what" of learning),   
Plan and execute learning tasks (the "how" of learning), and
Get engaged--and stay engaged--in learning (the "why" of learning)
Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research.
Source URL:

17. Universal Design for Learning (Universal Strategies)
Curriculum includes the goals, methods, assessments and materials we use to teach and learn.
Traditional curriculum
Often "fixed" and inflexible.
Individual differences become learning barriers
Individual styles, skills, and abilities often overlooked to fit the curriculum, at the expense of genuine learning
Universal Design for Learning
Curriculum is made flexible and customizable so that individuals can learn in ways that work best for them.
Common aim of learning effectively and efficiently
High standards are reached through many different means
Source URL:

18. Instructional Guidelines for Universal Design planning
Use multiple means of representation
Use multiple means of expression
Use multiple means of engagement

19. Universal Design Articles
Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan)
This article discusses teaching at-risk students and gives specific ideas for study guides.
Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray)
This article explains the three main principals of Universal Design: Representation, Expression and Engagement.

20. “Go Around All” protocol Time: 20 minute check
1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4)
Group #1 reads “Using Universal Design to unlock the Potential…” p
Group #2 reads “Using Universal Design to unlock the Potential…” p
Group #3 reads “Accurate for All…” p
Got a computer? Group #4 researches “Universal Design for Learning” online
While reading or researching, record/highlight important ideas
In small group, first person reports all of the information that she/he has recorded and is comfortable reporting.
While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay).
After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above.
Repeat until all group members have reported.
Discuss and make a visual, using poster boards or other method to report to entire class.

21. Helping All Students Succeed in Mathematics
Chapter 14

22. Developmental Arithmetic Disorder
Students have difficulties learning arithmetic-difficulties that are unexpected given the students’ overall cognitive functioning and academic performance in other subject areas.
Nonverbal math difficulties
Students display good reading and verbal skills but have extreme difficulty in math.
Other problems include: social immaturity; disorientation; deficits in visual, motor, and self-help skills; and problems estimating distance and time

23. Favorite Math Websites
purplemath.com (explains algebra concepts)
mathisfun.com (useful, kid-friendly activities, great math dictionary in understandable terms)
khanacademy.org (short video clips of every imaginable math and many science topics)

24. Current Rock Stars of Math
(Professional Learning Communities) Boaler 2006; McLaughlin and Tolbert 2006; DuFour 2009
(Mathematical Discourse) Leahy, Lyon, Thompson and Wiliam, 2005; Yackel and Cobb, 1996
(Cognitive Demand) Stein, Smith et al 2000
(Lesson Study) Stigler and Hiebert 1999; Lewis 2006; Watanabe 2003
(Specialized Math Content Knowledge) Ball, Thames and Phelps 2008
(High Yield/leverage Teaching) Franke 2008; Franke and Kazemi 2009; Ball 2008
For newer teachers, especially: EDC Addressing Accessibility in Mathematics, Deborah Ball, Megan Franke, Mary Kay Stein, Marilyn Burns, E. Kazemi

25. How Students Learn Math (also see poster)
Research based requirements for meaningful, enduring student learning
Mathematically productive classroom norms and relationships
Mathematical discourse that involves students’ mathematical reasoning
Sense-making, representations, justifications, and generalizations
Students’ reflection and metacognition about their own mathematical thinking
Relentless attention to understanding students’ mathematical thinking about important mathematical concepts and processes
Productive disequilibrium (not frustration) about mathematical ideas and relationships
High cognitive student engagement in high cognitive mathematical tasks

26. Lesson Planning Framework (also see poster)
Do the Math
Lesson Goals and Flow
Anticipate Students’ Strategies and Conceptions
Set up the Task
Monitor and Support Student Thinking
Select and Sequence
Connect and Extend
Collect artifacts and look ahead

27. What Research Says About Effective Classrooms (also see poster)
Activity centers on mathematical understanding, inventing, reasoning, and sense making by all students
The culture is one in which inquiry, incorrect answers, personal challenge, collaboration and disequilibrium provide opportunities for mathematics learning by all students
The tasks in which students engage are mathematically worthwhile for all students
A teacher’s deep knowledge of the mathematics content she/he teaches and the trajectory of that content enables the teacher to support important, long-lasting student understanding.

28. Mathematically Productive Teaching Routines (also see poster)
Fostering mathematical habits of mind and interaction (see green and blue mini-posters on wall)
Structuring Student Math talk (see handout in folder)
Listen and compare
Interpret and compare
Revoice and compare
Selecting and sequencing Student math ideas for discussion
Using public records of students’ mathematical thinking
Conferring with student mathematicians
Connecting multiple representations of students’ mathematical thinking
Math seminar

29. Also see pink posters on wall.
Operation: Division (Learning goal: Practice and be aware of mathematically productive teaching routines)
Also see pink posters on wall.
Work through the problem using visual, numerical/symbolic, verbal and everyday life examples
Choose one: sharing method, grouping method or area method. If you are adept at one method, try another.
Here’s the problem: 1 ÷ 2/3=

30. Process/reflection time…
Take sticky notes to write down thoughts
Wander, read through…
Place sticky notes on areas where you have thoughts, ideas, questions…
Discuss….

31. Math Overview To me, math problem solving is three things
the mathematics (skills and correct answers)
the process (strategies)
the explanation (the why and how).

32. Math Overview
Process, or the strategies, that students can use (All of these are not used with every problem, obviously):
Work Backwards: start with data at the end of the problem and work toward the beginning of the problem
Organized List, Table or Chart: recording work in a list format allows a student to number and check work easily
Guess and Check: useful if there are large numbers or many pieces of data. Guess the answer, test it and choose another reasonable guess.
Making it Simpler: reduce complex problems
Use Objects or Act it Out: Moving objects around can be useful
Making a Picture or Diagram: Useful especially with mapping, geometry or graphing
Look for a Pattern: Useful when identifying and predicting “what comes next”
Logical Reasoning: Sort through for the useful pieces of information in a logical, organized fashion

33. Math Overview
Here is a four step problem solving technique to work through and explain the “why” and “how.”
Understanding the problem: Circle the question and rewrite it as a statement, leaving a blank for the correct answer. Write or highlight the important facts. Identify what skills you need to know and use.
Devise a plan: What is your strategy? Organize it and explain it.
Carry out the plan. Solve the problem, using a picture, table or numbers to show what you are doing. Your work should prove your solution. Number the steps and label everything. Use the words first, next, then and finally to tell what and why you solved the problem in this way.
Look back. consider the reasonableness of your results. Does it make sense? Is it a good explanation?

34. Math Ideas Base ten pieces (bits, skinnies and flats)
Used to help students gain number sense
For example,
234 is two flats, 3 skinnies and 4 bits
OR 23 skinnies and 4 bits
OR 234 bits

35. Use music to cement concepts
Improper Fractions
When the numerator’s Larger than the denominator,
When the top number’s Larger than the one below,
It’s an improper fraction. An improper fraction,
It has more pieces and parts Than a whole.
5/4 9/8 6/3 improper
That’s how these fractions go.
4/3 6/5 3/2 improper
The top number’s larger than the one below. When the numerator’s
Larger than the denominator, When the top number’s
Larger than the one below, It’s an improper fraction.
An improper fraction,
When the numerator’s larger Than the denominator below.
They’re so improper!

36. Math Ideas Pattern blocks White boards Show 2 divided by ½
Show 2 times ½
White boards
Quick way of checking understanding
Fun for the kids
Practice multiplication, etc.

37. Facilitating Reading
Chapter 12

38. Current Trends in Reading and Reading Instruction
Two national reports on reading stress:
Importance of a balanced approach to teaching early reading
Importance of phonological awareness and phonics instruction
Critical role of repeated readings in development of reading fluency
Importance of teaching reading comprehension strategies, vocabulary, and text structure

39. Three Key Concepts for Effective Reading Instruction
Reading is a skilled and strategic process.
Decoding and word identification
Alphabetic principle
Phonological awareness skills
Fluency
Reading entails understanding and constructing meaning from texts.
Reading comprehension
Comprehension monitoring
Reading is a socially mediated language-learning activity.

40. Effective Reading Instruction for Struggling Readers
Features of effective reading instruction include:
Establishing an environment to promote reading
Using appropriate and ongoing assessment so that you know students’ reading levels and what skills and strategies your students have mastered and need to develop
Providing intensive instruction
Obtaining early intervention when needed

41. Types of Assessments Critical aspects to choosing a test include:
The purpose of the test
The specific information needed about the student’s reading
The number of students being tested
The examiner’s qualifications
Types of assessments:
Diagnostic
Norm-based
Curriculum-based (CBM)
Informal reading inventories (IRI)

42. Providing Intensive Instruction
Reading instruction is appropriate and intensive when:
Students have a clear understanding of expectations
Students are grouped appropriately
Instruction provided matches the reader’s instructional reading level and needs
Instruction includes frequent opportunities for responding with feedback
Adequate texts are used that are engaging
Student progress is monitored frequently
Instruction is explicit and direct
Teachers and peers support the students

43. Strategies for Teaching Phonological Awareness and Phonics
Phonological Awareness Skills
Phonological Awareness Activity Guidelines
Rhyming
Alliteration
Blending
Segmenting
Manipulating
Consider students’ level of development
Model each activity
Use manipulatives and movement
Move from less to more difficult tasks
Provide feedback
Make learning FUN!

44. Instructional Features of Most Phonics Programs
Teach a core set of frequently used consonants and short vowel sounds
Begin immediately to blend and segment the sounds
Separate the introduction of letter sounds with similar auditory and visual features
Use consistent key words to assist students in hearing and remembering the sound
Teach that some letters can represent more than one sound
Teach that different letters can make the same sound
Teach that sounds can be represented by a single letter or combination of letters
Color-code consonant and vowels
Add a kinesthetic component
Have students use mirrors and feel their mouths

45. Strategies for Teaching Word Identification
Teaching sight words
Automaticity
High-frequency words
Teaching decoding strategies
Phonic analysis
Onset-Rime
Structural analysis
Syllabication
Syntax and semantics

46. Strategies for Helping Students Develop Fluency
Using RTI to promote fluency
Oral reading fluency
Reading aloud
Big books
Repeated readings
Peer tutoring
Peer-assisted learning
Classwide peer tutoring

47. Strategies for Improving Reading Comprehension
K-W-L Strategy
Question-Answer Relationships Strategy (QAR)
Questioning the author
Collaborative strategic reading

48. Effective Comprehension Instruction
Effective comprehension instruction includes:
Activating background knowledge
Predicting
Generating and answering questions
Clarifying
Summarizing
Using text structures
Monitoring comprehension
Engaging text and conversations about reading

49. Collaborative Strategic Reading (CSR)
Read text…
Each group of two to three people speaks briefly on one of the following
Key Ideas
“Clicks” and “clunks”?
“Getting the gist”
Wrap up

50. Reciprocal Reading/teaching
A method of teaching reading in all areas, using the skills of predicting, questioning, clarifying, and summarizing.
Can be used in elementary/middle school/high school
Can be modified
Can be used in small groups, with student leaders

51. Teaching English Language Learners with Reading Difficulties
Teachers who implement effective instructions for ELLs:
Consider commonalities in reading instruction in English and native language
Capitalize on every opportunity to use and promote language development
Identify procedures for instructing students in all critical elements
Promote all opportunities to teach and engage in vocabulary and concept building
Recognize that English is the most difficult language to learn to read
Use peer pairing and cooperative groups to enhance learning
Make connections between home and school language

52. Books Strategies that Work by Harvey and Goudvis
Informal Reading Inventory (IRI)
The emphasis is on learning about the skills, abilities and needs of the individual in order to plan a program of reading instruction that will allow a maximum rate of progress (p. 1)
Phonics They Use by Cunningham
Literacy for the 21st Century by Tompkins.
Characteristics of Effective Instruction
Connections to background knowledge
Repitition
Higher-level word knowledge
Strategy learning
Meaningful use

53. Accommodations and Modifications: How can you support the learning of this student in the classroom? What ideas or concepts from our reading this week (Chapter 12, 13 and 14) will be useful to meet the learning needs of this student?
Charlie is in the third grade and has difficulty writing a complete sentence. His handwriting is hard to read and his words are often misspelled. However, Charlie does have many interesting ideas.
Madelaine is a very active child and has a hard time sitting still at school. She gets distracted easily and has a hard time focusing in her 2nd grade classroom.
Hailey recently moved into the school, two months after the year started. She is having a hard time adjusting to her new fifth grade textbooks. History and Science, especially, seem difficult for her to read.
Riley scored very high on the district math test. He could have gone into a program for gifted students, but his parents chose to keep him in a typical general education 4th grade classroom.
Kent is a high functioning student with autism in your advanced high school math class. He works with a one-on-one assistant, but has a hard time working with people his own age.

54. Facilitating Writing
Chapter 13

55. Current Trends in Writing Curriculum and Instruction
Movement toward standards-based writing instruction and research-based practices
Increased emphasis on assessment
Emphasis on balanced and effective writing instruction for all students
Implementation of writing practices based on research and represent standardized writing and spelling outcomes.

56. Progress Monitoring and Writing
Teachers monitor students’ progress by noting:
Whether students can complete the written project
How proficient they are at each element of the writing process
Whether they can apply the skills and knowledge to other contexts
How they explain the process they are using

57. Response to Intervention and Writing
Provide opportunities to work in pairs and groups toward cooperative learning writing products
Establish goals for students’ writing
Give students access and instruction in word processing
Assist students in developing prewriting practices
Use inquiry activities to analyze data related to writing reports
Use writing process approaches that provide extended time for writing and revision
Provide students with good models of writing
Use writing tools to enhance content knowledge
Carnegie Corporation of New York suggest the following research practices for teaching writing to older students:
Teach students writing strategies that include planning, revising, and editing compositions
Help students combine sentences to make them more complex and to summarize texts

58. Teaching Writing as a Process
Formulate message in your head
Organize ideas in a logical fashion
Think about the reader
Choose words carefully
Select words to convey meaning succinctly
Attend to spelling, capitalization, and punctuation
Consider appearance of final product

59. Writing is… An interactive process A strategic process
A process of constructing meaning
A student-centered process
A socially mediated language-learning activity

60. Strategies for Conducting a Writing Workshop
The Writing Process
Prewriting
Collect
information
Composing/
Drafting
Postwriting
Editing
Revising
Publishing

61. Prewriting: Getting Started
Selecting topics
Problems in topic selection
Planning
Identify the intended audience
State a purpose for writing
Decide on a format
Composing
Revising and editing
Publishing
Sharing

62. Strategies for Teaching Narrative Writing
Writing problems when composing stories include:
Lack of organization
Lack of unity and coherence
Lack of character development
Incomplete use of story elements
Strategies:
Use Story Webs to Plan
Instruct in Story Development

63. Strategies for Teaching Expository Writing
Paragraph Writing
PLEASE Strategy:
Pick the topic, audience, and paragraph type
List information about topic
Evaluate list and order
Activate writing
Supply supporting or detail sentences
End with a strong concluding sentence
Essay Writing
Think about audience
Plan the essay, using TREE method:
Write a Topic sentence
Think of Reasons to support the topic sentence
Examine your reasons
Think of an Ending or conclusion

64. Strategies for Teaching Expository Writing
Research Paper Writing
SCORE A
Select a topic
Create categories
Obtain reference tools
Read and take notes
Evenly organize the information using note cards
Apply writing process steps (i.e., prewriting, drafting, etc.)

65. Strategies for Teaching Persuasive Writing
STOP
Suspend judgment
Take a side
Organize ideas
Plan more as you write
DARE
Develop your topic sentence
Add supporting ideas
Reject possible arguments
End with a conclusion

66. Students with Difficulty in Handwriting
Characteristics of poor handwriting (dysgraphia) include:
Poor letter formation
Inconsistent spacing between letters
Letters too large, small, or inconsistent in size
Incorrect alignment
Incorrect use of capital and lowercase letters
Incorrect or inconsistent slant of cursive letters
Letters crowded and cramped
Lack of fluency in writing

67. Principles of Effective Handwriting Instruction
Legibility
Fluency
Reasons for improvement in legibility and fluency include:
Posture
Pencil grip
Paper position

68. Writing Ideas Flipcharts Graphic organizers
Teach organization (ex. transition words)
“Round Robin” writing (see next slide)

69. Round Robin Writing
Directions: Choose a topic. Write for two minutes. Hand to your elbow partner to your right. You have two minutes to read and add to this…..be unique!
Ever since Obama became president…
My favorite place to hang out is….because….
I think vampires are….because….
My ideal classroom would be…
If I could have only one “super power” it would be……..because……..
………..is my favorite subject to teach, because……
Reflection: Some of the things I learned in this Exceptional Learners class are….
………are my favorite animals because……
So far, my favorite classroom management tip is…..because….
If I could choose my ideal job at this moment, it would smell like…..
My least favorite sight is…………because……….
My favorite Easter memory is…….….because………..

70. Writing: Overview Genres Process Areas of Significance
Expository (ex: reports, research, analytical essays)
Persuasive (ex: letters, point of view, advertisements)
Narrative (see elements of literature, stories)
Process
Prewrite
Rough draft
Peer feedback
Revise/edit
Final
Post/Publish
Areas of Significance
Content
Organization
Style
Conventions

71. Writing Rubrics and Portfolios
Writing Rubrics – a scoring guide that outlines the expected performance on a written product
Most include levels of performance from unacceptable to proficient
Rubrics can be developed by schools, districts, and states based on writing standards
Writing Portfolios – four types you can use are:
Showcase portfolios
Documentation portfolios
Process portfolios
Evaluation portfolios

72. Concepts Charts/Posters
Examples of “Concept Posters”
Learning goal: Identify main ideas and details of education articles; understand and practice concept posters
Procedure:
Read article with group
Make a Concept Poster. Please include:
Identify main concept or concepts
Identify important vocabulary words (tech terms) or examples
List details/characteristics
Draw a visual/picture/diagram/map/etc

73. Brainstorming with Pin Cards
Move into groups of four, around a table.
Take half a note card stack (color designates person) and brainstorm ideas; pass to person on right. One idea per card.
Read the note card (on your left) and pass on.
If this prompts another idea, write another note card.
After a while….gather and read the cards at your table.
Sort cards into categories and create a title card for each category.
Share categories with large group.
If possible, type up categories while sharing.
Look at categories in common.
Discuss with large group.
Walk around the room and read the categories and cards. Think about which ideas you find to be the best.
Large group conversation.

74. Answer question, using pin cards
What ideas or activities discussed, read or tried will you use in your classroom to accommodate exceptional students (TAG, learning differences, EBD, physical disabilities, etc) especially in reading, writing and mathematics?

75. Video Understanding Learning Difficulties How Difficult Can It Be?
A New Look at ADHD…about 35 mins.

76. Defusing statements that avoid power struggles Quickwrite: Choose one, two, three…that sound most like what you would say and write about it.
I’m disappointed that you are choosing to use such angry words even though I am sure there is much to be upset about.
I am really concerned! It is very important that I understand why you are so mad. Please tell me later when I can really listen
I know there is a solution to this, but I don’t know what it is right now. Let’s meet later when we can really figure it out.
Your words (actions) tell me you are bored. It takes a lot of discipline to hang in there when you are unsure about why we are doing certain things. Thanks for hanging in there.
I know you are angry but there is no problem too big that can’t be solved. Let’s use words to solve the problem.
You’re just not yourself today and that must feel lousy.
We both know there are other ways of telling how we feel while still being respectful. I look forward to hearing from you after class.
Wow, you must be feeling awfully mad to use those words in front of everyone. Let’s talk later after class.
That is an interesting opinion. Tell me more after class.

77. Behavior idea: Teaching tips and techniques
Social Skills Activity, part two
Purpose: To identify and encourage positive behavior in students
Learning goal: Middle and high school students will identify, visualize, describe and understand aggressive, passive and assertive behavior in themselves and others

78. Wrap up
Reflection:
What was useful to me tonight?