Scaffolding Learning During Listening Learning Session 4 2014

Objective By the end of this session, you will be able to: • scaffold

What is Listening & Learning? © 2014 Core Knowledge Foundation. This work is licensed

Model Read-Aloud: Humans are Animals As you listen, think about: • How does this

© 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non.

What Did you Notice? • How did this read-aloud build knowledge and understanding? ¦

Building Knowledge Over Time Preschool Year Scaffold Domain Scaffold Content Activities Read-Aloud Page Scaffold

DAP 167 Interactive Reading Supports Content: • • • Student-to-Text Connections Concept development Connection

Creating your own Interactive Reading Supports • Why? ¦ Tailor instruction to your own

Do Now • Read Groups of Animals: Birds, Fish, and Insects (pages 268 -278).

Interactive Reading Supports: How do they work? Receptive Expressive © 2014 Core Knowledge Foundation.

Interactive Reading Supports: How do they work? Receptive Concrete Expressive Abstract © 2014 Core

Do Now in Groups of 2 -4 Choose one of these Flip Book Pages

Table Share • Share one IRS with your table. ¦ ¦ Is it higher/lower

DAP 161 Creating Interactive Reading Supports • Read the entire story first. • Highlight

Putting it All Together Core Vocabulary High Support Pacing/ Interest Expressive Interactive Reading Supports

Debrief • Are your IRS flexible enough to allow for low and high support?

Reflect How can you use what you learned about Interactive Reading Supports to enhance

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Scaffolding Learning During Listening & Learning Session 4 © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 1

Objective By the end of this session, you will be able to: • scaffold a Listening & Learning Read-Aloud using the Planning Tool (handout) and your knowledge of scaffolding strategies. • Write differentiated Interactive Reading Supports tailored to your class. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 3

What is Listening & Learning? © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 4

Model Read-Aloud: Humans are Animals As you listen, think about: • How does this read-aloud build knowledge and understanding over time (think stair steps)? • What are the opportunities for scaffolding? © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 5

© 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 6

What Did you Notice? • How did this read-aloud build knowledge and understanding? ¦ ¦ ¦ What was the main point? (end goal) What knowledge did we assume? What new information was presented? (end goal) • What were the opportunities for scaffolding? ¦ ¦ What kinds of questions were asked? What was expected of students? (end goal) © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 17

Building Knowledge Over Time Preschool Year Scaffold Domain Scaffold Content Activities Read-Aloud Page Scaffold © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 18

DAP 167 Interactive Reading Supports Content: • • • Student-to-Text Connections Concept development Connection to Prior Knowledge Integration of Knowledge Drawing Knowledge from Picture or Text Vocabulary: • Word Introduction • Word Clarification • Picture-to-Word Connections © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org p. 54 19

Creating your own Interactive Reading Supports • Why? ¦ Tailor instruction to your own class • How? ¦ Think about… • end goal (objectives) • prior knowledge • upcoming end goals (What’s the Big Idea? ) ¦ Apply scaffolding strategies • When? ¦ ¦ Plan them in advance On the fly during read-aloud © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 20

Do Now • Read Groups of Animals: Birds, Fish, and Insects (pages 268 -278). • As you read think about ¦ ¦ ¦ What is the end goal of the read-aloud? What kind of scaffolding is already provided to reach the end goal? What kind of scaffolding could you provide to reach the end goal? © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 21

Interactive Reading Supports: How do they work? Receptive Expressive © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 22

Interactive Reading Supports: How do they work? Receptive Concrete Expressive Abstract © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 23

Do Now in Groups of 2 -4 Choose one of these Flip Book Pages 16 -2, 16 -4, 16 -6, 16 -7, 16 -8, 16 -9, 16 -10 THEN: • • Identify the “mini” learning goal for that page Discuss the Interactive Reading Supports Change each IRS to give higher or lower support. Be prepared to share one IRS change with your table. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 25

Table Share • Share one IRS with your table. ¦ ¦ Is it higher/lower support? Are you modifying materials, teacher feedback, or expected child response? • As a table, choose one to share with the whole group. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 26

DAP 161 Creating Interactive Reading Supports • Read the entire story first. • Highlight and Circle Using the Core Content Objectives & Big Ideas • Reference the Flip Book as necessary to see image details. Use sticky notes if you want! © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org p. 161 27

Putting it All Together Core Vocabulary High Support Pacing/ Interest Expressive Interactive Reading Supports Prior knowledge Low support Objectives/ end goal Receptive © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 28

Do Now in Groups of 2 -4 Choose one of these Flip Book Pages 16 -1, 16 -5, 16 -9, 16 -10 THEN: • Identify the “mini” learning goal for that page • Write Interactive Reading Supports you might use in the classroom © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 29

Table Share • Share one IRS with your table. ¦ ¦ Is it higher/lower support? How could you change it on the fly to provide more or less support? • As a table, choose one-two IRS ideas to share. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 30

Debrief • Are your IRS flexible enough to allow for low and high support? • How do your IRS fit into the end goal of the page? Of the whole read-aloud? • How do your IRS fit into the end goal of the lesson as a whole? • Are your IRS fast paced enough? © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 31

Reflect How can you use what you learned about Interactive Reading Supports to enhance the support you provide during read-alouds? © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ Engage. NY. org 32