Why Intensive Interventions are Necessary: Response to Common Core Sharon Vaughn

1. Why Intensive Interventions are Necessary: Response to Common Core Sharon Vaughn The University of Texas at Austin (Pearson Author)

2. WWW.MEADOWSCENTER.ORG

3. Purpose of the Common Core Reading The goal of the Common Core is to ensure that students gain adequate exposure to a range of texts and tasks. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades

4. Common Core: Big Ideas • College and Career Readiness • Cumulative Standards • High Cognitive Demand • States Define the curriculum and instructional strategies • Can we do EQUITY and EXCELLENCE?

5. In Common Core Comprehension through Close Examination of Text

6. Portrait of Students Who Meet Standards • Demonstrate Independence • Build Strong Content Knowledge • Respond to Varying Demands of Audience, Task, Purpose & Discipline • Comprehend and Critique • Value Evidence • Use Technology and Digital Media • Understand other Perspectives and Cultures

7. A Review of the Facts Approximately 75% of students graduate within 4 years. (Chapman, Laird, & KewalRamani, 2010) About 55% of students with reading disabilities graduate in 4 years. (Data Accountability Center, 2008) High school students in the lowest 25% of their class are 20 times more likely to drop out than the highest-performing students. (Carnevale, 2001) More than 8 million students in grades 4–12 are struggling readers. (Perie, Grigg, & Donahue, 2005) Approximately 53% of high school graduates enroll in remedial courses in postsecondary education. (National Center for Education Statistics, 2001)

8. Mean Weighted Effect Sizes Elementary (K-3) Secondary (4-12) Comprehension .46 (25 effects) Reading Fluency .34 (11 effects) Word Reading .56 (53 effects) Spelling .40 (24 effects) Comprehension .14 (37 effects) Reading Fluency .12 (8 effects) Word Reading .21 (22 effects) Spelling .20 (5 effets)

9. Moderator Effects • Statistically significant differences on moderator variables at elementary. • However, no statistically significant difference at secondary. • Group size • Hours of intervention • Grade Level • Learner Type

10. There is 1 Absolutely Necessary Activity for Students to Engage in to Improve their Reading Comprehension

11. INCREASE TIME • READING!!!

12. Cunningham & Stanovich, 1999)

13. Promising Practices for Secondary Students

14. High Priority Needs5 Minute Word List for Rapid Word Reading Lists 1-4

15. Directions: Read each list in 20 seconds or less without errors. For every word missed during a timing add 5 seconds. Repeat lists until mastered. (Ex. Student read list in 15 seconds made 3 errors first timing: T1= 30 seconds) • List 1 • there • were • of • any • thought • this • saw • often • ate • through • look • what • weren’t • was • throughout • maybe • a • those • through • thoughtful • Score Timed Seconds: T1_____ T2_____ T3_____ T4_____ T5______ T6______ • List 2 • on • was • through • these • just • thought • help • when • thoughtfulness • into • why • find • through • yes • didn’t • been • thorough • have • through • although • Score Timed Seconds: T1_____ T2______ T3_____ T4______ T5______ T6______

16. Directions: Read each list in 20 seconds or less without errors. For every word missed during a timing add 5 seconds. Repeat lists until mastered. (Ex. Student read list in 15 seconds made 3 errors first timing: T1= 30 seconds) • List 3 • their • where • his • through • hadn’t • soon • said • though • some • could • thought • threw • jumped • under • although • though • through • either • own • enough • Score Timed Seconds: T1_____ T2_____ T3_____ T4_____ T5______ T6______ • List 4 • not • has • thorough • gave • whose • where • thoroughness • keep • those • thorough • thought • thoughtful • although • like • know • see • must • out • enough • behind • Score Timed Seconds: T1_____ T2______ T3_____ T4______ T5______ T6______

17. Move to Sentences • Throughout the day there was a continuous downpour of rain. • Therefore, he wondered, is it ever possible to finish my work without interruption?

18. Common “Tricky” Vowel Rules • Phonics Rules Students Often Miss: •  1. CVC (in one, two, and three syllable words) •   cat, napkin, fantastic •  2. Closed syllable   • lot, pram • 3. Open syllable • we, pirate 

19. Tricky vowels (cont) • 4. Combined open and closed • pilot •  5. Vowel Pair • oa, ea, ee, ai •  6. r controlled or bossy r • car, cardinal, bar, barnacle  • 7. consonant le • middle, riddle,

20. Practice Inferences • 1.  Joey happily blew out the colorful candles and got many presents. • 2.  Julia plays her new trumpet for 2 hours every day. • 3.  I honestly forgot to set my digital alarm clock last night. • 4.  Sharon grabbed her raincoat and her umbrella. • 5.  Yesterday we cleaned out our lockers and took everything home. • 6.  Suddenly, Mark ran into the street without looking. • 7.  In the distance I could see a big black smoke cloud. • 8.  The red boat drifted into the middle of the river. • 9.  Everyone stopped when the referee blew the whistle. • 10. When I woke up, there were branches and leaves all over the yard.

21. COMP:Research Evidence Teaching students who need them to use comprehension strategies within text to improve understanding • Answering and generating questions • Monitoring comprehension • Summarizing • Using graphic and semantic organizers Students can be taught how and when to use specific comprehension strategies flexibly and in combination Sources: 4TRA: Comprehension Strategies; NIFL, 2001; NRP, 2000

22. Inference Paragraph • In 1867, a boy found a large, glassy stone near Kimberley. When it proved to be a _______________________, fortune hunters came from all around the world. From that unexpected beginning, both gold and diamonds became a major source of revenue for South Africa.

23. Inference Modeling • The sweetest word anyone can say in this parched, war-ravaged land is peace. On September 6, U.N. Secretary-General Ban Ki-moon and Sudan's President Omar al-Bashir announced that peace(clues: peace, in first sentence and last sentence; a forward clue and a backward clue)talks between the government and rebel leaders would begin on October 27. They will be held in Tripoli, the capital of Libya, Sudan's neighbor to the northwest. Muammar el-Qaddafi, the Libyan dictator, has pledged his full assistance and support (or help, etc.; “assistance and” is a backward clue) to the Darfur peace effort.

24. INFERENCES • The mythical witch Medea had a great recipe for artificial blood. It called for thousands of ingredients like screech owl wings, water snake skins, crow eggs, stag livers, and werewolf innards. Medea’s specially blended blood substitute was reportedly quite effective. She drained an elderly patient’s tired, old blood and replaced it with a batch of her brew. The gentelman’s health and youthful vigor were magically restored.

25. Inference (cont) • What clue in the passage tells you that the witch’s recipe is probably mythical? • It has crow eggs in it • It has owl wings in it • It restored youthful vigor • It has werewolf blood in it • Where did you look?

26. (Passage not provided here but continues about hemophilia and anemia) • “Some need an influx of healthy blood to relieve the symptoms of disorders like hemophilia and anemia. Do you think Medea’s method would have helped them?

27. Inference (cont) • No because Medea’s blood is just a myth • No, because people didn’t have hemophilia or anemia back then • Yes, because they needed blook • Where did you look?

28. Using Text to Teach Meaning • All around the world, fall is a time to harvest. It is the result of many months of work. In spring before anything is planted, the fields are bare. Farmers plant their seeds. As the little plants grow, the farmers care for them. They water them during the sweltering heat of summer. They pull weeds and protect the plants from bugs.

29. Vocabulary Map for the Indian Wars 2.Definition: Underline the key words. 3. Illustration 4. Context: Circle the correct sentence. The conflict between the two tribes started when both tribes wanted to settle In the same area by the lake. The conflict broke out of prison last night after the guards went to sleep. 1. Conflict 5. Word Associations: Choose two related words. 6. Word Building: Choose a real word and then write another word. 7. Provide: an example phrase, sentence, or definition. • Conflicting • Conflictment • _______________ • Disagreement • Thump • Skip • Argument

30. Answering and Generating Questions Model Lesson • Asking and answering questions can help students to: • Identify main ideas & summarize text • Monitor their understanding • Connect what they read with what they know • Talk to others about what they read • Make inferences • Who • What • When • Where • Why • How 3TRA: Comprehension; NIFL, 2001; NRP, 2000; TEA, 2002a; UTCRLA, 2001

31. Question Cards • Question Types • Who? A person or group • What? A description or an effect • When? Related to time • Where?A place or location • Why? A reason or cause • How? A process or characteristic • How do I write a good question? • Identify the Important Idea or event in the passage and write a question about that Important Idea. • Why was there a conflict between the Plains Indians and the settlers in Texas? • _______________________________________ • Use a variety of question stems (who, what, when, where, why, and how). • Who was the leader of the Mexican Army? • Where was oil first discovered in Texas? • Why did cattle drives end in towns near railroads?

32. Get the Gist Example:The Caddo • The Caddo were farmers. During planting season, the Caddo gathered from neighboring villages and worked together to plant each field, day after day, until all the farmland was planted. In this way, the Caddo community worked together to make sure there was enough food for the next season. The Caddo also made fine pottery. If the Caddo needed something they could not make or grow, they traded food and pottery with other Native Americans to get it (p.97).

33. Get the Gist Example:The Caddo (cont.) • Who or What • The Caddo • Important Information • The Caddo were farmers. • The Caddo made pottery. • The Caddo traded with other tribes. • Write the gist in 10 words or less • The Caddo were farmers who also made pottery for trading.

34. What About Common Core? • Everything We Discussed • Aligns with the Common Core

35. Additional Key Ideas • Students have heterogeneous skills • Frequent progress monitoring benefits instruction • Gains are specific to what is taught • Instructional programs should be integrated • Evidence from research needs to be influenced by experience and judgment

36. Now a word from the master of language: Dr. Seuss