CONNECTING INTERVENTION WITH COMMON CORE STATE STANDARDS

1. CONNECTING INTERVENTION WITH COMMON CORE STATE STANDARDS

2. 1. INTRODUCTION: NATURE AND PURPOSES OF THE CCSS—Brief Review

3. 4 major goals:** • 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

4. **The overarching goal is to create students who are ready to succeed in a twenty-first century, globally competitive society.

5. **The Common Core State Standards, enacted in 2010, have been adopted by 42 out of 50 states. • The standards address English Language Arts and Math • We are concerned with English Language Artsof course 

6. Some states…** • Have completely rejected Common Core—like Texas and New York (not on exam)

7. English Language Arts Consists of 4 Areas:** • Reading • Writing • Speaking and Listening • Language

8. Key Changes in ELA Standards

9. Comprehension of Expository Text** • For me, probably the biggest game changer is an increased emphasis on expository reading (I have been SO used to narratives!)

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

11. **While narratives/story books are important to development, again, 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. • Let’s look at a couple of specific examples

12. II. Enhancing Reading Comprehension of Expository Text

13. As we have said, reading is difficult for ELL students with LI…** • 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

14. I have found that using a Kindle (Amazon) or Nook (Barnes & Noble) is very advantageous (if possible) because:** • Reading is much “cooler” • ↑ font size without embarrassment

15. We Can Teach Basic Sight Words** • The of and a • To in you is • That it at he • For on are as • With his they be

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

17. **I like to… • Use index cards and write the words down, one word per index card. Magic cards are colorful and sprayed with glitter  • When students can read the words quickly and with automaticity, reading comprehension and fluency are greatly enhanced!

18. In order to help students read deeply…** • We can use the Preview-View-Review Approach • We can use their class text books, especially their language arts books

19. PREVIEW-VIEW-REVIEW APPROACH** • Use classroom textbooks to teach students this approach • This helps teach class curriculum content and enhance reading skills

20. BEGIN WITH PREVIEW

21. VIEW THE CHAPTER** • 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

22. 4. Review class notes which pertain** to chapter • 5. Scaffold (go back and build up) • 6. Use context to ↑ comprehension

23. Help the student visualize what is being read** • They can make mental pictures

24. REVIEW** • 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

25. Also review by…** 4. Have the student summarize the chapter in her own words • 5. Ask the student for his opinions about what was read (with supporting evidence) 6. Ask the student if she has any questions about the chapter 7. Help the student make up test questions about the content they have just read.

26. Youtube video: ** • Youtube channel Celeste Roseberry • Intervention for ELLs with Language Impairment: Preview-View-Review for Reading Comprehension • http://www.youtube.com/watch?v=YrA9DaRnbqo

27. We can work on narrative skills** • Miller, R.D., Correa, V.I., & Katsiyannis, A. (2018). Effects of a story grammar intervention with repeated retells for English learners with language impairments. Communication Disorders Quarterly, 40(1), 15-27.

28. Miller et al. 2018:** • ELLs with LI have difficulty with story grammar (SG) • SG structure appears to be consistent across cultures • Study had 4 Spanish-speaking children participate in an SG intervention to evaluate its efficacy in improving the children’s narrative skills

29. Miller et al. 2018 used a visual-kinesthetic tool:

31. There were repeated story retells (Miller et al., 2018)

32. III. VOCABULARY

33. When teaching vocabulary…** • Multiple exposures + active engagement = success!

34. A. DEVELOPING VOCABULARY SKILLS: Practical Strategies** • 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.

35. For example, if I have students from a classroom where they are learning about the ocean and marine life…** • I use materials about the ocean and marine life as part of my therapy session. • In this way, students are getting classroom vocabulary and concepts reinforced.

36. New words need to be learned in context** • Ideally, students should have concrete experiences when they learn new information • When children first learn new vocabulary, that vocabulary needs to be contextualized—concrete experiences are best

37. If concrete experiences are not available…

38. I will sometimes use Internet or iPad** • Google Images is so helpful • Youtube sometimes has relevant videos; I always prescreen just in case!

39. If students draw pictures of new words they are learning….

40. I have students bring their language arts books to therapy…

41. ** • Research shows that merely exposing children to new words through reading is OK, but more is needed

42. Students benefit from learning words “deeply” and retain the words better when:** • We provide elaborated discussions about meanings of words in context • We prime words in discussion BEFORE reading a passage • Students actively practice using new words in sentences

43. To increase comprehension of vocabulary:

44. Page 346 is not on the test…** • But I use this in my job in the public schools a lot with elementary through teens

45. Biemiller:

46. Known WordNew Word** • Search, hunt Explore • Have to Required • Keep going Maintain • Lucky Fortunate

47. This is perfect** • CCSS in English Language Arts emphasize synonyms

48. **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. • Tier 1 words are the most basic, common words that many students pick up automatically from their environment (e.g. clock, happy, play). Tier 3words are highly specialized, and the frequency of their use is low (peninsula, isotope, radiation).

49. Tier 2: high frequency words found across a variety of domains(e.g., fortunate, coincidence,similar).

50. 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.