Connecting Intervention with Common Core State Standards Flashcards
- 4 major goals of CCSS:*
1) create ______ competitive citizens in 21st century
2) prepare for ______
3) create ______ readers who “read deeply”
4) students made into ________ citizens who use _______ for deliberation
The overarching goal is to create students who are ready to ______ in a 21st century, globally __________ society
- 4 major goals of CCSS:*
1) create GLOBALLY competitive citizens in 21st century
2) prepare for COLLEGE
3) create CRITICAL readers who “read deeply”
4) students made into RESPONSIBLE citizens who use EVIDENCE for deliberation
The overarching goal is to create students who are ready to SUCCED in a 21st century, globally COMPETITIVE society
Key Changes in ELA Standards
increase in ___ complexity, emphasis on ________ text
students have to ______ and infer and provide _______ for what they say
Some experts are recommending that professionals expose children to _______ reading as young as ________
Key Changes in ELA Standards
increase in TEXT complexity, emphasis on EXPOSITORY text
students have to ANALYZE and infer and provide EVIDENCE for what they say
Some experts are recommending that professionals expose children to EXPOSITORY reading as young as PRESCHOOL
Reading is difficult for ELL students with LI…
_______ materials are written in their _______ language of English
The __ often makes reading difficult
And, many children are _____ read to at home
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
Using a Kindle or Nook is advantageous
reading is much ______
increase ___ ___ without embarrassment
Using a Kindle or Nook is advantageous
reading is much COOLER
increase FONT SIZE without embarrassment
We Can Teach Basic Sight Words
If ___ students with LI sound out basic sight words each time they encounter these words, reading ___________ and fluency will be _____ down greatly.
Professionals can ____ these sight words with students until the students can read them ______ and automatically.
We Can Teach Basic Sight Words
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.
PREVIEW-VIEW-REVIEW APPROACH
Use _________ _________ to teach students this approach
This helps teach class _______ content and enhance _______ skills
PREVIEW-VIEW-REVIEW APPROACH
Use CLASSROOM TEXTBOOKS to teach students this approach
This helps teach class CURRICULUM content and enhance READING skills
- Begin with Preview*
1. ______ of chapter or story
- Read ___ idea sentence of key paragraphs
- highlight key ________
- read ________ paragraph or summary
- Begin with Preview*
1. OVERVIEW of chapter or story
- Read MAIN idea sentence of key paragraphs
- highlight key VOCABULARY
- read CONCLUDING paragraph or summary
- View the Chapter*
1. Read the text ____ and have students _____ along
2. ____ and have students ______ content in their own words
3. Help the student ______ and ______ notes and readings
- 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
- Review*
1. Look over chapter ______ and ______ again
2. Ask questions about the ______
3. Help the student answer questions at the ___ of the _______
4. Have the student summarize the chapter in her own _____
5. Ask the student for his ______ about what was read with supporting ________
6. Ask the student if she has any questions about the _______
7. Help the student make up ___ questions about the content they have just read
- 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
III. VOCABULARY
Montgomery states, to truly “_____” vocabulary, typically developing students need __ encounters
LI students need __ exposures
When teaching vocabulary, multiple ______ and active __________ equals success
III. VOCABULARY
Montgomery states, to truly “LEARN” vocabulary, typically developing students need 12 encounters
LI students need 25 exposures
When teaching vocabulary, multiple EXPOSURES and active ENGAGEMENT equals success
DEVELOPING VOCABULARY SKILLS: Practical Strategies
Important for students of all ages to build their _______ knowledge or _________ foundation within meaningful _______
Develop knowledge of ________ or ________ vocabulary by asking teachers to provide us with info about the vocabulary they are teaching in the _______
DEVELOPING VOCABULARY SKILLS: Practical Strategies
Important for students of all ages to build their CONTENT knowledge or CONCEPTUAL foundation within meaningful CONTEXTS
Develop knowledge of CLASSROOM or CURRICULUM vocabulary by asking teachers to provide us with info about the vocabulary they are teaching in the CLASSROOM
New words need to be learned in context
Ideally, students should have ______ experiences when they learn ___ information
When ___-___ children first learn new vocabulary, that vocabulary needs to be __________
If _______ experiences are unavailable, ____ _____ are the next best thing, _______ are the 3rd choice
If students ___ pictures of new words they are learning, they ________ words much better
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
If CONCRETE experiences are unavailable, SMALL OBJECTS are the next best thing, PICTURES are the 3rd choice
If students DRAW pictures of new words they are learning, they REMEMBER words much better
Students benefit from learning words “deeply” and retain the words better when:
We provide elaborated discussion about _______ of words in ______
We ______ words in ________ before reading a passage
Students _______ practice using new words in ________
Students benefit from learning words “deeply” and retain the words better when:
We provide elaborated discussion about MEANINGS of words in CONTEXT
We PRIME words in DISCUSSION before reading a passage
Students ACTIVELY practice using new words in SENTENCES
To increase comprehension of vocabulary
When ______, place each word in ______ of story
______ using student friendly definitions
Provide ______ beyond story ______
Biemiller:
Choose words that give ch more __________ ways to talk about what they already _____
To increase comprehension of vocabulary
When READING, place each word in CONTEXT of story
DEFINE using student friendly definitions
Provide EXAMPLES beyond story CONTEXT
Biemiller:
Choose words that give ch more SOPHISTICATED ways to talk about what they already KNOW
CCSS in ELA emphasizes ________
**In order to implement the Common Core State Standards into intervention*
many experts today agree that when working with students with __, even if they are ELLs, it is optimal to focus on developing “___ _” vocabulary words
Tier _ words are the most basic, common words that many students pick up automatically from their _________
Tier _ words are ____ frequency words found across a variety of _______
Tier _ words are highly _________, and the frequency of their use is ___
CCSS in ELA emphasizes SYNONYMS
**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
Tier 2 words are HIGH frequency words found across a variety of DOMAINS
Tier 3 words are highly SPECIALIZED, and the frequency of their use is LOW
