Transcript not on test - Personal Web Pages Control Panel

THE COMMON
CORE STATE
STANDARDS :
WHAT DO
THEY MEAN
FOR ELLs
WITH
LANGUAGE
IMPAIRMENT?
1. INTRODUCTION:
NATURE AND
PURPOSES OF THE CCSS
4 major goals:
• **The overarching goal is to
create students who are ready
to succeed in a twenty-first
century, globally competitive
society.
• **The Common Core
State Standards, enacted
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 
English Language Arts
Consists of 4 Areas:
• SPEAKING AND LISTENING
STANDARDS** (not on test)
•
•
•
•
Comprehension and Collaboration
Collaborative Discussions
Main Ideas and Supporting Details
Ask and Answer Questions for Information
•
•
•
•
Presentation of Knowledge and Ideas
Oral Presentations
Demonstrate Fluid Reading
Speaking in Complete Sentences
•
•
• LANGUAGE STANDARDS (not on test)
Conventions of Standard English
Standard English Grammar
Capitalization and Punctuation
Consult reference materials
Knowledge of Language
Choose Words and Phrases for Effect
Spoken and Written English Conventions
Vocabulary Acquisition and Use
Unknown and multiple-meaning words and phrases
Literal and Non-literal Meanings
Acquire and Use Accurately Grade-Appropriate Words
Key Changes in ELA
Standards
For students with
disabilities…**
• They are saying
don’t modify
expectations, but
do provide
accommodations
• How might we do
this for ELLs with
LI?
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!)
•
• **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.
• **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
Expository books for
young children:
More expository books for young
children:
Deep Reading
• Specific examples of deep
reading in the standards:** (not on test)
• Grade 3 Standard 2: Determine the main ideas
and supporting details of a text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
•
• Grade 4 Standard 4: Report on a topic or text, tell
a story, or recount an experience in an organized
manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes;
speak clearly at an understandable
pace.
•
• **Grade 5
Standard 3:
Summarize the points a
speaker makes and explain how
each claim is supported by
reasons and evidence.
• Grade 9 Standard 3: Evaluate a
speaker’s point of view,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
Not on
test 4
•
• **Kindergarten Standard 9:
With prompting and support,
identify basic similarities and
differences between two texts
on the same topic (e.g.,
illustrations, descriptions, or
procedures).
•
• Grade 1 Standard 5: Know
and use various text features
(e.g., headings, tables of contents,
glossaries, electronic menus,
icons) to locate key facts or
information in a text.
•
Not on test 4
• **Grade 6 Standard 5: Analyze how
a particular sentence, paragraph,
chapter, or section fits into the
overall structure of a text and
contributes to the development of
the ideas.
• Grade 10
Standard 9: Analyze
seminal U.S. documents of historical
and literary significance (e.g., The
Gettysburg Address, Roosevelt’s
Four Freedoms Speech), including
how they address related themes and
concepts.
Not on
test 4
• II. Enhancing Reading
Comprehension of
Expository Text
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
I have found that using a Kindle (Amazon) or
Nook (Barnes & Noble) is very advantageous (if
possible) because:
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
• **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.
**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!
In order to help students read
deeply…**
• We can use the
Preview-ViewReview Approach
• We can use their
class text books,
especially their
language arts
books
PREVIEW-VIEW-REVIEW
APPROACH**
• Use classroom
textbooks to teach
students this approach
• This helps teach class
curriculum content and
enhance reading skills
Here is an example from my
schools job:
BEGIN WITH PREVIEW
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
Help the student visualize what is being
read**
• They can make
mental pictures
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
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.
Youtube video: **
• Youtube channel Celeste
Roseberry
• Intervention for ELLs with
Language Impairment:
Preview-View-Review for
Reading Comprehension
• http://www.youtube.com/watc
h?v=YrA9DaRnbqo
III. VOCABULARY
When teaching vocabulary…
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.
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.
New words need to be learned in
context**
• 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
If concrete experiences are not
available…
I will sometimes use Internet or iPad**
• Google Images is so helpful
• Youtube sometimes has relevant videos; I
always prescreen just in case!
If students draw pictures of new
words they are learning….
Turnbull & Justice
(2012) stated that:**
• Research shows
that merely
exposing
children to new
words through
reading is OK,
but more is
needed
Students benefit from learning
words “deeply” and retain the words
better when:
To increase comprehension of vocabulary:
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.
Place the word in the context of the
story**
• As Miss Juarez read a final funny story about
the pig, the class was in hysterics.
Define the word using studentfriendly definitions:**
• A person who is crying or laughing
uncontrollably is in hysterics. If something is
very funny, they will laugh a lot; they might feel
like they can’t stop laughing.
Provide examples beyond the story
context:**
• Sometimes when I see
something funny on
youtube or on TV, I am in
hysterics
• I am laughing so hard that
my face turns red!
Have students provide examples beyond
the story context: **
• Can you think of a time
when you laughed so hard
that you couldn’t stop?
Biemiller:
• Known Word
New Word**
• Search, hunt
Explore
• Have to
Required
• Keep going
Maintain
• Lucky
Fortunate
This is perfect
• Do You Speak Marlup?**
• The marlup was poving his kemp. Parmily a narg
hirped some whev in his kemp. “Why did vump
horp whev in mh finkle vump?” The marlup jufd
the narg. “Er’m muvvily trungy,” the narg
grupped.
• “Er heshed vump norpled whev in your tranquil
kemp. Do vump pove yuour kump frinkle?”
In small groups….**
• Write in understandable terms what you think
this could actually be saying
• We will have each group read their translation
aloud 
• How did you fare without knowledge of the
vocabulary…..?
• **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)..
• Tier 2:
• 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.
•
**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
• 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.
• The students I work with love the idea that they are
helping those who are less fortunate.
• 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.
•
•
Fancy Nancy is great for synonymsthere are iPad apps too**
IV. MORPHOLOGICAL
AWARENESS (MA)**
• Just when you
thought it was
safe to come
out with your
hands up…
• Morphology is
baaaaack!!
Dr. R.
Morphology
We will remember from that
long-ago 112 class….**
• A morpheme is the smallest unit of
linguistic meaning
• We have free and bound
morphemes
• **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.
• **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
Can morphology be fun?
I was happily surprised to
find….
• That it can be!
• 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, workable, unhelpful
•
• **Make affix and root word card decks.
In one bag, put root words; in another
bag, put prefixes and suffixes.
• Provide each student with a sheet of
paper. Have them select 5 root words
and 5 suffixes.
• Set a timer for 3 minutes, and have
them create as many words as they can
with their roots and suffixes. These
words can then be put into sentences
•Ask students to bring in a
classroom textbook (e.g., a
language arts or social studies
book).
With one girl, LaShon, a
first grade 6-year old…
We worked with her first grade
language arts book
• LaShon read each page & we did
decoding, comprehension, vocab
Then we picked out words from
the text that had suffixes
LaShon wrote them on the board and
underlined the suffixes
• She said she
thought it was fun! 
V. PRAGMATICS** (this slide not on test)
• Listening and Speaking Standards
(Oral Language)
• Grade 1
Standard 3: Ask and answer
questions about what a speaker says in
order to gather additional information or
clarify something that is not understood.
.For example, several kindergarten
standards read:** (not on test)
•
• [Students will] participate in collaborative
conversations with diverse partners about
kindergarten topics and text with peers
and adults in small and larger groups.
• [Students will] follow agree-upon rules for
discussions (e.g., listening to others and
taking turns speaking about the topics and
texts under discussion).
A sixth grade standard
reads:** (not on test)
•
• [Student will] adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
Basically, there is a strong emphasis on
effective:
VI. INCORPORATING CCSS INTO IEP
GOALS** (just know the name of the app
for test 4)
• A wonderful app is called “Common Core Library.” It is
created by WAGmob Simple ‘n Easy. If a speechlanguage pathologist is writing an IEP goal, s/he can go to
the Speaking and Listening Standards (for example) and
use any that are appropriate in the IEP. For instance,
second grade speaking and listening standard 2 says “The
student will participate in collaborative conversations
with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.” This can
easily be written as an IEP goal.