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Spring '14 SPHP 143 > Lecture 15 THE COMMON CORE STATE STANDARDS : WHAT DO THEY MEAN FOR ELLs WITH LANGUAGE IMPAIRMENT > Flashcards

Lecture 15 THE COMMON CORE STATE STANDARDS : WHAT DO THEY MEAN FOR ELLs WITH LANGUAGE IMPAIRMENT Flashcards

1
Q

What are the 4 goals of CCSS?

A

1) Create globally competitive citizens in the 21st century
2) prepare students for college

3) create critical readers who “read deeply”
4) Students who are responsible citizens who use evidence for deliberation

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2
Q

The overarching goal is to create …..

A

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

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3
Q

The Common Core State Standards, enacted in 2010, have been adopted by how many states?

A

46 out of 50 states.

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4
Q

The standards address English Language Arts and Math

But we are concerned with ?

A

English Language Arts of course

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5
Q

English Language Arts Consists of what 4 Areas?

A

Reading
Writing
Speaking and listening
Language

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6
Q

what are some key changes in ELA Standards?

A

increase complexity, emphasis on expository (informational) text

Students: analyze, infer, provide evidence

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7
Q

For students with disabilities they are saying don’t modify expectations, but do provide

A

accommodations

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8
Q

probably the biggest game changer is an increased emphasis on what?

A

expository reading

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9
Q

Currently 15% of text in elementary school is expository, yet expository reading makes up _____ % of reading done in college and workforce

A

80%

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10
Q

what is the CCSS(Common Core State Standards–shift from elem, middle, and high school

A

50/50% at elem level
60 (exp)/40% middle school,
75 (exp)/25% high school

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11
Q

Past: students asked how they felt about readings; relate readings to personal experience
CCSS de-emphasize feelings and personal experience, demanding _____________

A

evidence

Students must present arguments justified by text they have read

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12
Q

Because the CCSS 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

A

preschool

These books relate to interesting topics such as jellyfish, slugs, and lizards.

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13
Q

T/F 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

A

True

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14
Q

What is Deep Reading?

A

Close, attentive, critical reading

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15
Q

Why is reading difficult for ELL students with LI ?

A

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

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16
Q

I have found that using a Kindle (Amazon) or Nook (Barnes & Noble) is very advantageous (if possible) because

A

I have found that using a Kindle…

Reading is much “cooler”

Increase font size without embarrassment

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17
Q

T/F If ELL students with LI sound out basic sight words each time they encounter these words, reading comprehension and fluency will increase

A

False it will be slowed down greatly.

Professionals can drill these sight words with students until the students can read them quickly and automatically.

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18
Q

When students can read the words quickly and with automaticity what is greatly enhanced?

A

reading comprehension and fluency are greatly enhanced!

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19
Q

In order to help students read deeply we can use what?

A

We can use the Preview-View-Review Approach

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

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20
Q

Explain the PREVIEW-VIEW-REVIEW APPROACH

A

Use classroom textbooks to teach students this approach

This helps teach class curriculum content and enhance reading skills

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21
Q

Explain how you preview

A
  1. Overview of ch
  2. Read main idea sentence of key paragraphs
  3. Highlight key vocabulary
  4. Read concluding paragraph or summary
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22
Q

Explain how you view

A
  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
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23
Q

Help the student visualize what is being read by asking them to make what?

A

mental pictures

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24
Q

Explain how you review

A
  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
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25
Q

Montgomery (2013): to truly “learn” vocab, TD students need how many encounters?

A

12

26
Q

How many exposures to a vocab word do LI need?

A

25 exposures

27
Q

When teaching vocab multiple exposures + ________ = success

A

active engagement

28
Q

research shows that students must grasp ____% of words in text to truly understand it

A

95% of words in text

29
Q

It is important for students of all ages to build their content knowledge/ conceptual foundation within ________

A

meaningful context

drill w/out context is usually ineffective

30
Q

What can we do to help children develop knowledge of classroom/ curriculum vocabulary?

A

We can ask teachers to provide us information about what vocabulary they are teaching in the classroom

students are getting classroom vocabulary and concepts reinforced

31
Q

New words need to be learned in context why?

A

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

32
Q

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

A

true

33
Q

If concrete experiences are not available what can we do?

A

Small objects next best (oriental trading, dollar store)

Pictures–3rd choice

Google Images is so helpful

Youtube sometimes has relevant videos; I always prescreen just in case!

34
Q

If students draw pictures of new words they are learning remember what?

A

Remember words much better

35
Q

Turnbull & Justice (2012) stated that

A

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

36
Q

Students benefit from learning words “deeply” and retain the words better when we provide what?

A

We provide elaborated discussions about meaning of words in context

We prime words in discussion BEFORE reading a passage

Students actively practice using new words in sentences

37
Q

Turnbull and Justice (2012, p. 439) stated that Storybook reading without elaboration does not influence ch’s ability to define words, children need what?

A

CH need dialogic discussions with adults

38
Q

The research of Lovelace & Ryan (2009) showed that with culturally diverse young low-SES children, vocabulary instruction was most effective when ?

A

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

39
Q

To increase comprehension of vocabulary:

A

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

40
Q

Biemiller said that we should choose words that give CH increase ________ ways to talk about what they already know

A

sophisticated

41
Q

T/F 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 1” vocabulary words.

A

false tier 2

42
Q

What are Tier 1 words?

A

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)

43
Q

What are Tier 2 words?

A

High frequency words found across a variety of domains (e.g. fortunate, coincidence, similar)

44
Q

What is The Word Up Project?

A

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

45
Q

What is the vocabulary Teaching Hierarchy for ELL Students with LI?

A

Here is an example of a vocabulary hierarchy of IEP goals and objectives, beginning with

  1. receptive activities and progressing very gradually to 2. expressive activities and
  2. finally to written language.
46
Q

What is the Thematic Redundance Approach?

A

Integrate vocab, literacy, phonological awareness activities

47
Q

What is the Goal of thematic redundance ?

A

multiple exposures and active engagement

48
Q

Remember with ELLS with LI what comes first?

A

receptive language

49
Q

What is the annual goal of school items?

A

The student will demonstrate increased receptive and expressive vocabulary skills

=vocab target

50
Q

If students are old enough to read and write we can then work hierarchically through objectives

A

We can then work hierarchically through objectives 8, 9, and 10

For younger children who do not yet read or write, it is enough to work through objectives 1-7

51
Q

Some students struggle so much with writing—especially spelling–that in order to save time, Roseberry has them do what?

A

verbally tell me the sentence they want to write. I write the sentence on an erasable white board and they copy it. (We can also use smartboards)

In this way, they “cement” the vocabulary word even more firmly into their minds. They also get to practice writing words out correctly. In addition, they practice the important skill of sentence formulation.

52
Q

What is morphological awareness?

A

Morphological awareness: Recognition, understanding, and use of word parts that carry significance (Challenge= word parts: root words, prefixes, and suffixes)

53
Q

T/F Challenging for ELLs with LI—L1 morphology may be quite different than English

A

True

54
Q

what is a morpheme?

A

is the smallest unit of linguistic meaning

We have free and bound morphemes

55
Q

Increase ____ of English words morphologically complex

A

50%

56
Q

T/F Students with strong morphological awareness—approach novel multisyllabic word

A

True

break it into parts—predict word’s meaning

Helps: decoding, spelling comprehension, oral language

57
Q

The CCSS have a strong on building morphological awareness skills beginning when?

A

kindergarten.

58
Q

Because of this, we can implement simple, inexpensive activities to promote morphological awareness skills as part of overall programs to build _____ and _____ language skills in ELLs with LI

A

oral and literate language skills i

59
Q

what are some activities for Increasing Morphological Awareness?

A

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

60
Q

Ask students to bring in a classroom textbook (e.g., a language arts or social studies book) and write down…

A

10 “big words”

Highlight root words—yellow, prefixes—green, suffixes—blue

61
Q

With pragmatics Basically, there is a strong emphasis on effective….

A 
Body language 
Eye contact 
Patience 
Continuing topic 
Listening to, understanding others 
Not interrupting
Main idea, supporting details
Remembering what heard 
Considering others’ ideasconsensus
62
Q

INCORPORATING CCSS INTO IEP GOALS can be used with an app… what’s it called?

A

“Common Core Library”

Spring '14 SPHP 143 (12 decks)

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