1. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 1

2. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Support Strategies for Skills Strand Routines Session 5

3. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Objective We will be able to identify a range of techniques that can support diverse learners during Skills routines. 3

4. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ A Structure that Supports Strong Skill Building Skills lessons embed scaffolds:  modeling  guidance  practice 4 The what of instruction is clear automaticity & fluency

5. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Looking at Skills lessons through UDL Lens The What of Learning? What are students asked to gather, identify, or recognize? The How of Learning? How are students asked to organize & express ideas? The Why of Learning? How are students engaged in learning & motivated? 5

6. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Representation Perception Language, Mathematical Expressions, & Symbols Comprehension 6 Mirror, Mirror I’m Thinking of Something Pocket Chart Chaining for Reading Code Flip Book Introducing the Spelling Routines: Meet the Spelling Worksheet Pocket Chart Chaining for Spelling Tricky Words

7. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Mirror, Mirror Procedure: T – The first sound you will learn is the /m/ sound. T – We make sounds by putting parts of our mouth like our lips and tongue into special position while breathing out air. T – Distributes handheld mirror to each student T – Use your mirror to observe the shape our your mouth as you say /m/ T – Is your mouth open or closed when you say this sound? T – What do your lips do when you say /m/? T – Watch your mouths as you echo these words… 7 Providing Visual information

8. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Action & Expression Routines: 8 Physical action Expression & communication Executive functions Dictation with Words Large Chaining Cards Code Flip Book Blending Gestures using arm movements Blending Gestures using tapping & wiggling movements Segmenting Gestures using tapping & wiggling movements Three-Stage Writing Process

9. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Engagement 9 Recruiting interest Sustaining effort and persistence Self-regulation Linking writing to read literature Options for student writing Class editing Peer editing Editing checklist Writing conferences

10. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Peer Editing T – Display the copy of the editing checklist. This checklist that has steps to help edit your drafts. T – Distribute students’ drafting templates. T – Today we will work with peer partners to complete our edits. Partner students. T – You should first read over your partner’s draft, and then follow the editing checklist. S – Mark their partner’s draft in another color. T – Give each pair two sticky notes. On the pink sticky note, write down something you like about you partner’s draft. On the blue sticky note, write down something that could be improved in the draft. 10 Fostering collaboration

11. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Building in supports through UDL Lens No curricular lesson plan can fully support the how of instruction Review lessons with UDL lens to ensure all your students have access 11

12. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Examining a Teacher’s Scaffolds With a Partner: Review the instructional adjustments the teacher brought to the lesson. What changes/adjustments did the teacher make? How do these adjustments benefit students? 12 Record how the supports benefit students (providing access through UDL framework)

13. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Table Share Share suggestions Where is there consensus New ideas Thinking of your students: Do they have similar needs Would you add anything else? 13

14. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Options Provided to Students Defining key words Checking student comprehension Modeling Group Practice 14

15. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Identifying Scaffolding Opportunities (Part 1) Count off 1-2 at your table Peruse Skills Routine  1’s – Dictation with Words  2’s – Large Card Chaining Review the reflective questions  Use as a guide, identifying where addition supports may be needed for YOUR students Label scaffolds on the lesson plan Be prepared to share your rationale 15 1’s 2’s (H)

16. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Partner Discussion Pair up (1-1 and 2-2) Share your adjustments Note how scaffolds are similar/different when addressing the same need. Take a silent minute to add or adjust scaffolds based on partner discussion 16

17. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Identifying Scaffolding Opportunities (Part 2) Switch -- Review the remaining Skills routine Use questions to identify opportunities for layering in supports Label scaffolds on the lesson plan Be prepared to share your rationale 17

18. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Stand, Pair, & Share Stand-up and find someone with the same number Share your adjustments Note how scaffolds are similar/different when addressing the same need. Take a silent minute to add or adjust scaffolds based on partner discussion 18

19. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Debrief Did you often use the same scaffold to address a similar need?  If not, did both scaffolds meet the need? What else did you notice? 19

20. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Important Resources Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts ELLs Students who need language supports 20 https://www.engageny.org/resource/scaffolding-instruction-english- language-learners-resource-guides-english-language-arts-and

21. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Summary The Skills strand builds in many supports that lead to automaticity Consider UDL framework when layering scaffolds and making instructional adjustments 21