An Introduction to LASSIs Part 1: Overviewp ??Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text ...

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  • AnIntroductiontoLASSIsPart1:Overview

    DianeBrowder,Ph.D. CarynAllison,M.Ed.

  • WelcometotheLASSIs

  • TheLeastDangerousAssumption(Donnellan,1984)

    We assume that students with the most significant

    cognitive disabilities are competent and able to learn, and we support increased

    educational opportunities in a range of learning

    environments.

  • How to teach? What to teach?

    HOW?WHAT?

  • t1

  • Slide 5

    t1 my own flavortest, 9/20/2013

  • Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

    1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    CCCs CCCs CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).

    4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.

    5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.

    3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer.

    4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.

    5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.

    3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.

    4.RL.k1 Use details and examples in a text when explaining the authors purpose (e.g., what did the author use to scare you, surprise you?).

    CollegeandCareerReadinessAnchorStandardsforReadingKeyIdeasandDetails1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

    ReadingStandardsforLiterature

  • LearningProgressionsFrameworks

    CoreContentConnectorsCommonCoreStateStandards

    InstructionalResourceGuide

    ContentModules

    CurriculumResourceGuides

    =Standardsdocuments=Documentsthatpromoteteacher

    understandingofthecontent=Documentsthatpromoteinstructionof

    thecontent

    MSUnitUDLs

    EleUnitUDLs

    HSUnitUDLs

    MSMASSIs

    &LASSIs

    EleMASSIs

    &LASSIs

    HSMASSIs

    &LASSIs

    WHAT

    TOTEA

    CHHOWTOTEA

    CH

    GraduatedUnderstandings

    InstructionalFamilies

    ElementCards

    SCHEMAforCommonCoreStateStandardsResourcesNCSCInstructionalResources

  • ProvidesguidanceforteachingtheCCSStostudentswiththemostsignificantcognitivedisabilities

    Providesexamplesfordifferentiatinginstructionforawiderangeofstudentsinmultiplegradelevels

    Delineatesthenecessaryskillsandknowledgestudentsneedtoacquire/masterythecontent

    CurriculumResourceGuide

  • CurriculumResourceGuides

  • WhatisincludedinCRGuide?

  • WhatisincludedinCRGuide?

  • WhatisincludedinCRGuide?

  • WhatisincludedinCRGuide?

  • WhatisincludedinCRGuide?

  • LearningProgressionsFrameworks

    CoreContentConnectorsCommonCoreStateStandards

    InstructionalResourceGuide

    ContentModules

    CurriculumResourceGuides

    =Standardsdocuments=Documentsthatpromoteteacher

    understandingofthecontent=Documentsthatpromoteinstructionof

    thecontent

    MSUnitUDLs

    EleUnitUDLs

    HSUnitUDLs

    MSMASSIs

    &LASSIs

    EleMASSIs

    &LASSIs

    HSMASSIs

    &LASSIs

    WHAT

    TOTEA

    CHHOWTOTEA

    CH

    GraduatedUnderstandings

    InstructionalFamilies

    ElementCards

    SCHEMAforCommonCoreStateStandardsResourcesNCSCInstructionalResources

  • Instructional Resource

    Guide

  • What is included in IR Guide?

    OverviewofSystematicInstruction ImportanceofFindingaResponseMode ExplanationofInstructionalStrategiesandhowto ProvidessamplescriptformathandELAskillforeach

    instructionalstrategy TroubleshootingQ&A

    ConstantTimeDelay(CTD) SystemofLeastPrompts Model,Lead,Test Example/NonexampleTraining ReadAloud

  • Sample Script(System of Least Prompts)

  • LearningProgressionsFrameworks

    CoreContentConnectorsCommonCoreStateStandards

    InstructionalResourceGuide

    ContentModules

    CurriculumResourceGuides

    =Standardsdocuments=Documentsthatpromoteteacher

    understandingofthecontent=Documentsthatpromoteinstructionof

    thecontent

    MSUnitUDLs

    EleUnitUDLs

    HSUnitUDLs

    MSMASSIs

    &LASSIs

    EleMASSIs

    &LASSIs

    HSMASSIs

    &LASSIs

    WHAT

    TOTEA

    CHHOWTOTEA

    CH

    GraduatedUnderstandings

    InstructionalFamilies

    ElementCards

    SCHEMAforCommonCoreStateStandardsResourcesNCSCInstructionalResources

  • Read Aloud Methodologies for Students with Significant Cognitive

    Disabilities

    DianeBrowder

  • Origins in Early Literacy

    Interactive storybook reading

    A What Works Clearinghouse evidence-based practice

    Has been applied with students with disabilities

  • Adapted for Older Students with Disabilities

    Story-based lessonsUsing adapted

    text

    Task analysis for steps to participate in the lesson

  • Adapted Text

    Purchaseandreadtheoriginaltext Exposestudentstotheauthorsoriginaltoneandrichlanguage

    forahighqualityliteraryexperience Useoriginaltextwhenpossible

    Usesomeoriginaltextreadingsevenwhenusingadaptedtext Usesummariesofchapterbooks

    Textcomplexityincreaseswithgradebands Usebothliteratureandinformationaltextfromthe

    studentsassignedgradelevel Donotautomaticallyusepicturesupports

    Studentsmaybeabletoworkfromwithsimpleillustrationortextalone

  • Access to Text

    Specialeducationteacher

    Peerwhoisnondisabled

    Printtospeechtechnology

    Generaleducationteachermayposesomecomprehensionquestions

  • Higher Expectations for Outcomes

    College,Career,andCommunityReadiness

  • Thank you for your interest

    in the LASSIs!

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