roseberry 4th exam > Connecting intervention w/ common core state standards > Flashcards

Connecting intervention w/ common core state standards Flashcards

(47 cards)

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1
Q

4 major goals of CCSS

A

1) create globally competitive citizens in 21st century
2) prepare–COLLEGE
3) create critical readers who “read deeply”
4) students→responsible citizens who use EVIDENCE for deliberation

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2
Q

the overarching goal

A

to create students who are ready to succeed in a twenty-first century, globally competitive society.

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3
Q

The Common Core State Standards, enacted …

A
  • in 2010, have been adopted by 46 out of 50 states.
  • The standards address English Language Arts and Math
  • We are concerned with ENGLISH LANGUAGE ARTS of course
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4
Q

English Language Arts Consists of 4 Areas

A
  • Reading
  • Writing
  • Speaking and Listening
  • Language
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5
Q

Key Changes in ELA Standards

A
  • Increase in text complexity, emphasis on expository (informational) text
  • Students: analyze, infer, provide evidence
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6
Q

Comprehension of Expository Text

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For me, probably the biggest game changer is an increased emphasis on expository reading (I have been SO used to narratives!)

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7
Q

Because the Common Core State Standards have put a great emphasis on expository reading (reading for information)….

A

Some experts are recommending that professionals expose children to expository reading as young as preschool. These books relate to interesting topics such as jellyfish, slugs, and lizards.

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8
Q

While narratives/story books are important to development,

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books that present expository information can be used STARTING IN PRESCHOOL to PREPARE ELL children for the greatly increased emphasis on expository reading beginning in the early grades of elementary school.

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9
Q

As we have said, reading is difficult for ELL students with LI

A
  • Academic materials are written in their second language of English
  • The LI often makes reading difficult
  • And, many children are seldom read to at home
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10
Q

I have found that using a Kindle (Amazon) or Nook (Barnes & Noble) is very advantageous (if possible) because

A
  • Reading is much “cooler”

- Increase font size without embarrassment

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11
Q

If ELL students with LI sound out basic sight words each time they encounter these words,

A
  • reading comprehension and fluency will be slowed down greatly.
  • Professionals can drill these sight words with students until the students can read them quickly and automatically
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12
Q

In order to help students read deeply

A
  • We can use the Preview-View-Review Approach

- We can use their class text books, especially their language arts books

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13
Q

PREVIEW-VIEW-REVIEW APPROACH

A
  • Use classroom textbooks to teach students this approach

- This helps teach class curriculum content and enhance reading skills

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14
Q

BEGIN WITH PREVIEW

A
  1. Overview of chapter
  2. Read main idea sentence of key paragraphs
  3. Highlight key vocab
  4. Read concluding paragraph or summary.
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15
Q

VIEW THE CHAPTER

A
  1. Read the text aloud and have students follow along
  2. Stop and have students EXPLAIN CONTENT in their OWN WORDS
  3. Help the student organize and outline notes and readings
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16
Q

view the chapter cont.

A
  1. Review class notes which pertain to chapter
  2. Scaffold (go back and build up)
  3. Use context to increase comprehension
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17
Q

Help the student visualize what is being read

A

They can make mental pictures

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18
Q

REVIEW

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  1. Look over chapter headings and divisions again
  2. Ask questions about the content
  3. Help the student answer questions at the end of the chapter
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19
Q

Also review by

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A
  1. Have the student summarize the chapter in her own words
  2. Ask the student for his opinions about what was read (with supporting evidence)
  3. Ask the student if she has any questions about the chapter
  4. Help the student make up test questions about the content they have just read.
20
Q

VOCABULARY

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A
  • Montgomery: To truly “learn” vocab, typically-developing students need 12 encounters
  • LI students-25 exposures
21
Q

When teaching vocabulary

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A

Multiple exposures + active engagement = success!

22
Q

DEVELOPING VOCABULARY SKILLS: Practical Strategies

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A

It is important for students of all ages to build their content knowledge/ conceptual foundation within meaningful contexts. Drill without context is usually ineffective.

Develop knowledge of classroom/ curriculum vocabulary. We can ask teachers to provide us information about what vocabulary they are teaching in the classroom.

23
Q

New words need to be learned in context

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A

Ideally, students should have concrete experiences when they learn new information

When low-SES children first learn new vocabulary, that vocabulary needs to be contextualized—concrete experiences are best

24
Q

If concrete experiences are not available…

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A

Small objects next best

Pictures-3rd choice

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If students draw pictures of new words they are learning
Remember words much better
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Turnbull & Justice stated that:
Research shows that merely exposing children to new words through reading is OK, but more is needed
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Students benefit from learning words “deeply” and retain the words better when:
We provide elaborated discussions about meaning of words in context We prime words in discussion BEFORE reading passage Students actively practive using new words in sentences
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To increase comprehension of vocabulary:
- When reading, place each word in context of story - Define using student-friendly definitions - Provide examples beyond story context - Students provide examples beyond story context
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Biemiller
Choose words that give children more sophisticated ways to talk about what they already know
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known word
- search, hunt - have to - keep going - lucky
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new word
- explore - required - maintain - fortunate
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This is perfect
Common core state standards in English Langauge arts emphasize synonyms
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In order to implement the Common Core State Standards into intervention,
many experts today agree that when working with students with LI, even if they are ELLs, it is optimal to focus on developing “TIER 2” VOCABULARY WORDS.
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Tier 1 words are... | Tier 3 words are...
- the most basic, common words that many students pick up automatically from their environment (e.g. clock, happy, play). - Tier 3 words are highly specialized, and the frequency of their use is low (peninsula, isotope, radiation
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Tier 2 words are
High frequency words found across a variety of domains (eg: fortunate, coincidence, similar)
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There are many online resources to guide professionals to lists of appropriate Tier 2 words** http://www.flocabulary.com/wordlists
The research team created word lists for grades 2-7 by compiling words from appropriate basal readers and novels, with an emphasis on Tier 2 words. They then analyzed how often these vocabulary words appeared on STATE TESTS, and listed those as the ones to teach in The Word Up Project. One can go to the website and print lists of words by grade level for use in intervention.  
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An free online resource that I have had great success with, especially with teenagers, is www.freerice.com
This teaches new synonyms (many of which are Tier 2 words) through MULTIPLE CHOICE ITEMS; 65 levels
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Happy means the same thing as
Bored Content Joyful Fatigued -If a student answers correctly, 20 grains of rice are literally donated to the United Nations World Food program and given to a hungry person in a developing area of the world. -If they get the answer wrong, the item is cycled back until they get it right. As the player becomes more knowledgeable and goes up through the levels, the items become more sophisticated.  
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morphology
- Increase 50% of english words morphologically complex​ - Students with stong MA- approach novel multisyllabic word, break it into parts – predict words meaning ​ - Helps: decoding, spelling , comprehension , oral language
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the CCSS
-have a strong on building morphological awareness skills beginning in kindergarten. ​ ​ -For example, one kindergarten standard is:​​ [Students will] use the most frequently-occurring inflections and affixes (e.g., -ed, -s, re-, un- pre-, -ful, -less) as a clue to the meaning of an unknown word.​
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because of this..
-we can implement simple, inexpensive activities to promote morphological awareness skills as part of overall programs to build oral and literate language skills in ELLs with LI​
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Activities for Increasing Morphological Awareness**
Teach the terms affix, prefix, suffix, root word. Explicitly teach students that affixes are extra parts that are “fixed on” to root words. Affixes at the beginning of words are called prefixes because “pre” means “before;” suffixes come at the end of the word. ​ ​*Have students highlight the root word in words such as hopeful, carefully, sleepless,
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Ask students to bring in a classroom textbook (e.g., a language arts or social studies book).
Write down 10 ”big words”. Highlight root words – yellow, prefixes – green, suffixes– blue.​
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Schwartz et al. (2016) The role of emergent bilingualism… Journal of Speech, Language, and Hearing Research, 59, 797-809.**​
Studied 93 6-year old bilingual children who spoke Arabic and Hebrew​ ​ They tested morphological awareness (MA) in both languages
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Schwartz et al 2016 found:​
Bilingual ch had significantly better MA skills than monolingual ch ​ Being bilingual increased ch’s sensitivity to word structure in both langs. ​
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To extrapolate Schwartz et al. 2016:​
We can speculate that increase MA in english might help MA in L1​
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INCORPORATING CCSS INTO IEP GOALS*
A wonderful app is called “Common Core Library"
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