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Powerful co teaching in the literacy classroom
This document provides an overview of co-teaching strategies for literacy instruction. It begins by asking teachers to consider their current understanding of co-teaching models. It then discusses the basics of co-teaching, including defining key terms like collaboration and parity. The document outlines different co-teaching approaches like one teach-one assist. It emphasizes the importance of knowing students and differentiating instruction. Finally, it provides examples of strategies that can be used in a co-taught classroom, such as numbered heads together, annotation, and building background knowledge.
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Powerful co teaching in the literacy classroom
- 1. Powerful Co Teachingin the Literacy Classroom Summer 2015 Lisa King, Literacy Consultant lisa@cksec.org
- 3. When you thinkabout co teaching, what is the picture of it that is in your head? What is your role, your teaching partners role and student roles?
- 4. Today’s Plan Co teaching Basics Planningfor Successful Co Teaching Instructional Strategies
- 5. Photo by -Reji- Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/27365066@N02 Created with Haiku Deck
- 6. Rate Your Understanding WordDefinition NoClue HeardIt Useitina Sentence Know Definition
- 7. Rate Your Knowledge •Collaboration • Co teaching • Parity • Least Restrictive Environment • Teaming • Alternative teaching • Liability • Station teaching
- 8. Photo by lumaxart- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/22177648@N06 Created with Haiku Deck
- 9. Photo by 臺中市頭家國民小學Tuojia Elementary Scho - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/20107251@N00Created with Haiku Deck
- 10. Service Delivery Option LeastRestrictive Environment Regular Classroom Special Class Special School Hospital
- 11. Not an All-or-NothingApproach •Co-teaching is one option for serving students. •Students with disabilities may be in a co-taught classroom for only part of the day. Murawski, 2005
- 12. Two Certified Teachers Sharinginstructional and related responsibilities
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- 15. One Teach, OneObserve T1 T2
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- 17. One teach, Oneassist T1 T2
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- 24. Rate Your Knowledge •Collaboration • Co teaching • Parity • Least Restrictive Environment • Teaming • Alternative teaching • Liability • Station teaching
- 25. Using Strategies ina Co taught Classroom • Numbered Heads Together • Rate Your Knowledge • Word Sorting
- 27. 80% of students withdisabilities _______________
- 28. Purpose of Two Ensurethat specific instructional responsibilities are completed
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- 32. Examples of SpeciallyDesigned Instruction • Explicit Instruction • Scaffolded Instruction • Structured Overview • Strategy Instruction
- 33. Annotation is anote of any form made while reading text. “Reading with a pencil.”
- 34. Annotation slows down the readerin order to deepen understanding.
- 37. Students use literacymore than ever before!
- 39. Using Strategies ina Co taught Classroom • Two Column Notes • Annotation • Frayer Model
- 41. 41 Comprehension- constructing meaningfrom text Phonics Decoding Word Identification VocabularyComprehension P A Phonics Fluency DecodingFluency P A
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- 46. What We KnowFrom Research • Students learn new words by learning strategies for understanding unfamiliar words (Blaschowicz and Fisher 2004) • Knowing a word means more than knowing a definition (Scott and Nagy 1997) • Discussion leads to vocabulary learning (Stahl and Clark 1987)
- 47. Mess “disorderly mass” • “Amess of fish” • “You’re a mess!” • “This is a mess!”
- 48. Floozy • “ Aslovenly or vulgar woman”
- 49. remissible • “Capable ofbeing remitted”
- 50. Less Than 8% Of wordlearning carries over to long term memory when students look up words and write definitions.
- 51. 51 Word Recognition The cognitivelevel of a student is a factor in the number of exposures required for word recognition. 120-129………………..…….... 20 110-119……………..……….....30 90-109………………………......35 89- 80……………………………40 79- 70……………………….…..45 69- 60……………………..…….55 Dr. Bonnie Armbruster University of Illinois Urbana-Champaign
- 52. Effective Vocabulary Instruction: Howdoes it look? • Frequent and varied opportunities to use and think about words • Rich information about words and their uses • Meaningful, Memorable and Useful
- 53. 53Beck, McKeown, andKucan, 2002 Levels of Language Selecting Words Tier 1 High Frequency Words Tier 2 Vocabulary Tier 3 Specialized Vocabulary
- 54. Introducing New Vocabulary •Step 1: Introduce the word • Write the word on the overhead or board • Read and have students repeat the word • “This word is construct. What word?”
- 55. Introducing New Vocabulary •Step 2: Introduce the meaning • using a “student friendly definition” or • have them locate the word in text or glossary and break it into critical attributes or • Word relatives or parts
- 56. Introducing New Vocabulary •Step 3: Illustrate with examples • Concrete • Verbal • Visual
- 57. Introduce New Vocabulary •Step 4: Check for deep understanding • Ask deep processing questions • Examples/Non-examples • Generate their own examples
- 58. “Six for thePrice of One” agitate Agitation agitating agitational Agitates agitated
- 59. Strategy • Students pairup with a partner. They will create a sentence from the starter the teacher gives them with at least seven words. One student makes up the sentence and the other counts the words. Then they switch. •Let’s Give It a Try!
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- 61. Let’s Review • _______the word • ________ friendly explanation • Illustrate with _____________ • Check for _________________
- 62. Let’s Review • Introducethe word • Student friendly explanation • Illustrate with examples • Check for deep understanding
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- 64. How do youbuild background knowledge? • Voluminous Reading • Magazines • Newspapers • Internet sources • Brochures • Podcasts • Videos Textbooks are not enough!
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- 66. Using Strategies ina Co taught Classroom • KIM • Seven Up • Word Storming
- 67. Building my OwnBackground Knowledge
- 68. • Read thetitle and ask yourself what do you know • Read first and last paragraphs • Tell a partner everything you learned • Jot down what you learned • Set a purpose for reading
- 69. Read With aQuestion in Mind
- 70. Let them dothe work! 1.Find out 4 things you didn’t know about the civil rights movement. • http://www.history.com/topics/black-history/civil-rights-movement 2.Find out 4 things you didn’t know about cloning. • http://science.howstuffworks.com/life/genetic/cloning.htm 3.Find out 4 things you didn’t know about polynomials • http://www.mathsisfun.com/algebra/polynomials.html
- 71. Writing 6 and7 • Use internet to present ideas and information clearly • Conduct short research projects to answer questions, may be self generated
- 72. Put it inmy Pocket
- 74. Possible Questions • Studentgenerated questions support comprehension (Martin 1985) • Use specialized vocabulary to generate questions they think will appear in text before reading. • Answer or revise the questions during reading.
- 75. dinosaurs extinct asteroid travelingspeed impact
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- 77. Using Strategies ina Co taught Classroom • Building BK • Reading with a Question in Mind • Possible Question • Sum It Up
- 79. Best Idea of theDay!!!