4/29- Common Core State Standards part 1

Question 1

what are the 4 major goals of common core standards?

Answer 1

1) Create globally competitive citizens in 21st century
2) Prepare children for college
3) Create critical readers who “read deeply”
4) Students who are responsible citizens who use evidence for deliberation

Question 2

what is the overarching goal of ccs?

Answer 2

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

Question 3

When was the ccs enacted and how many states adopted it?

Answer 3

2010, has been adopted by 46 out of 50 states

Question 4

What do the standards of ccs address?

Answer 4

English Language Arts, and Math

Question 5

What 4 areas consist of English Language Arts?

Answer 5

• Reading
• Writing
• Speaking and Listening (lots of SLPs focus on this)
• Language

Question 6

What are the key changes in English Language Arts Standards (ELA)?

Answer 6

• Increased text complexity, emphasis on expository (informational) text
• Students: analyze, infer, provide evidence

Question 7

In regards to children with disabilities, what are the key changes in ELA standards?

Answer 7

• They are saying don’t modify expectations, but do provide accommodations

Question 8

How much expository reading is done in schools?

And how is expository reading used?

Answer 8

• Currently, 15% of text in elem school is expository, yet expository reading makes up 80% of reading done in college and workforce
  
  • CCSS— shift
    
    • 50%/50% at elem level
    • 60 (exp)/40% middle school
    • 75(exp)/25% high school
• Past: students asked how they felt about readings; relate readings to personal experience
• CCSS de-emphasize feelings and personal experience, demanding evidence
• Students must present arguments justified by text they have read

Question 9

What are professionals saying as far as when to expose children to expository reading?

Answer 9

As young as preschool. Books that are relatable to interesting topics such as jellyfish, flags, and lizards.

Question 10

Besides narratives, what else is important for development?

Answer 10

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.

Question 11

What is deep reading?

Answer 11

Close, attentive critical reading

Question 12

why is reading difficult for ELL students with LI?

Answer 12

• 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

Question 13

Why are Kindle and Nook advantageous?

Answer 13

• Reading is much “cooler”

- Increased font size without embarrassment

Question 14

What is the issue with ELL students with LI sounding out basic sight words?

Answer 14

• 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.

Question 15

What does Dr. R like to do with sight words?

Answer 15

• 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!

Question 16

How do we help student read deeply?

Answer 16

• We can use the Preview-View-Review Approach

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

Question 17

What is the preview-view-review approach?

Answer 17

• Use classroom textbooks to teach students this approach
• This helps teach class curriculum content and enhance reading skills
• Begin with preview
  
  1. Overview of chapter
  2. Read main idea sentence of key paragraphs
  3. Highlight key vocal
  4. Read concluding paragraph or summary
• 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
  4. Review class notes which pertain to chapter
  5. Scaffold
  6. Use context to increase comprehension
• 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
  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.

Question 18

What did Montgomery (2013) say about vocabulary?

Answer 18

to truly “learn” vocal, typically-developing students need 12 encounters

Question 19

How many exposures to vocabulary does a ELL student with LI need to learn a word?

Answer 19

25

Question 20

When teaching vocabulary, multiple exposures plus WHAT, equals success?

Answer 20

Active engagement

Multiple exposures + active engagement= success

Question 21

What does research show us in regards to students grasping words in text?

Answer 21

They must grasp 95% of words in text to truly understand it

Question 22

What are some practical strategies for developing vocabulary skills?

Answer 22

• 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.

Question 23

t/f

when low-SES children first learn new vocabulary, that vocabulary needs to be contextualized

Answer 23

True

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

Question 24

FYI-

When language is contextualized, ELL students with LI especially understand and comprehend much better

Answer 24

.

Question 25

If concrete experiences are not available, what is the next best thing, and 3rd best thing?

Answer 25

• small object

- pictures (i.e. google images, youtube videos)

Question 26

What is the benefit of students drawing pictures of new words?

Answer 26

they will remember words much better

Question 27

What did Turnbull & Justice (2012) state regarding exposing children to new words?

Answer 27

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

Storybook reading without elaboration does not influence ch’s ability to define words

children need dialogic discussions with adults

Students benefit from learning words “deeply” and retain the words better when:

 - we provide elaborate discussions about meanings of words in context 
 - we prime words in discussion BEFORE reading a passage
 - Students actively practice using new words in sentences

Question 28

What did the research from Lovelace & Ryan (2009) show in regards to vocabulary instruction with culturally diverse young low- SES children?

Answer 28

• vocabulary instruction was most effective when children used the words meaningfully in multiple contexts
• The words were “learned deeply” through various games and activities where the words were repeated often
• it was also helpful to connect new words to the children’s prior experiences

Question 29

What can we do to increase comprehension of vocabulary?

Answer 29

• 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

Example:
It was a rainy Monday when Miss Juarez finished reading the chapter book, Porker to the Max. As she read a final funny story about the pig, the class was in hysterics.  Define hysterics in child friendly terms.

Question 30

What did Biemiller say about choosing sophisticated words?

Answer 30

Chose words that give children more sophisticated ways to talk about what they already know

Question 31

Examples of known word and new words…

CCSS in language arts emphasize synonyms

Answer 31

• Search, hunt –> Explore
• Have to –> Required
• Keep going –> Maintain
• copy –> duplicate
• poison –> toxin
• inspect –> examine
• caution –> care
• danger –> hazard

Question 32

What do experts say today regarding Tier 2 vocabulary words and CCSS? And what about Tier 1?

Answer 32

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 3 words are highly specialized, and the frequency of their use is low (peninsula, isotope, radiation)..

Question 33

What are tier 2 frequency words?

Answer 33

They are found across a variety of domains (e.g., fortunate, coincidence, similar)

Question 34

What free online resource does Dr. R love in regards to building vocabulary?

Answer 34

Free rice