Test 4- Common core

Question 0

The overarching goal is to create students who are ready to…

Answer 0

Succeed in a twenty-first century, globally competitive society.

Question 1

4 goals for CCS

Answer 1

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

Question 2

The Common Core State Standards, enacted in _____, have been adopted by ___ out of 50 states.

Answer 2

The Common Core State Standards, enacted in 2010, have been adopted by 46 out of 50 states.

Question 3

The standards address

Answer 3

English language arts and Math.

Question 4

English Language Arts consists of 4 areas:

Answer 4

Reading, Writing, Speaking and Listening, and Language.

Question 5

Key changes in ELA standards:

Answer 5

More text complexity, emphasis on expository (informational) text.
Students: Analyze, infer, provide evidence.

Question 6

For students with disabilities, they are saying don’t…

Answer 6

modify expectations, but provide accommodations.

Question 7

Currently ___ of text in Elementary school is expository, yet makes up ____ of reading done in college and workforce.

Answer 7

Currently 15% of text in Elementary school is expository, yet makes up 80% of reading done in college and workforce.

Question 8

CCSS Shift at

• Elementary
• Middle School
• High School

Answer 8

• 50/50% at Elementary
• 60/40% Middle School
• 75/25% High School

Question 9

In the past students were asked…

Answer 9

how they felt about readings, relate readings to personal experience.

Question 10

CCSS de-emphasizes…

Answer 10

feelings and personal experience, demanding evidence. Students must present and argument.

Question 11

Because the CCSS have put a great emphasis on expository readings (reading for information)…

Answer 11

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.

Question 12

While narratives/story books are important to development, again, books that present…

Answer 12

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 13

Deep reading

Answer 13

Close, attentive, critical reading.

Question 14

Reading is difficult for ELL student with LI because

Answer 14

academic materials are written in their second language of English, the LI often makes reading difficult, and many children seldom read at home.

Question 15

Using a Kindle or Nook is very advantageous because…

Answer 15

Reading is much cooler

Increased font size without embarrassment

Question 16

If ELL students with LI sound out basic sight words each time they encounter them…

Answer 16

reading comprehension and fluency will be slowed down.

Question 17

In order to help students read deeply…

Answer 17

We can use the Preview-View-Review Approach.

Question 18

Preview-View-Review Approach:

Answer 18

Use classroom textbooks to teach students this approach.
Help teach class curriculum content and enhance reading skills.

Question 19

Begin with Preview:

Answer 19

Overview of chapter
Read main idea sentence of key paragraph
-Highlight key vocab
-Read concluding paragraph or summary

Question 20

View the chapter:

Answer 20

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=explain
6. Use context to increase comprehension

Question 21

Help the students visualize what is being read:

Answer 21

They can make mental pictures.

Question 22

Review:

Answer 22

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

Question 23

Also review by…

Answer 23

4. Have the student summarize the chapter in her own words
5. Ask the student 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 question about content they have just read

Question 24

Montgomery (2013):

Answer 24

To truly learn vocab, TD students need 12 encounters. LI students need 25 exposures.

Question 25

When teaching vocabulary…

Answer 25

Multiple exposures and active engagement= success!

Question 26

Research shows us students must grasp ___% of words in text to truly understand it.

Answer 26

Research shows us students must grasp 95% of words in text to truly understand it.

Question 27

It is important for students of all ages to build…

Answer 27

their content knowledge/conceptual foundation within meaningful texts. Drill without context is usually ineffective.

Question 28

Develop knowledge of…

Answer 28

classroom/curriculum vocabulary. Ask teacher what vocab they are teaching in the classroom.

Question 29

New words need to be learned in context. Ideally, students have…

Answer 29

concrete experiences when they learn new information.

Question 30

When low-ses children learn vocabulary,…

Answer 30

that vocabulary needs to be contextualized.

Question 31

Research shows that when language is contextualized,…

Answer 31

ELL students with LI especially understand and comprehend much better.

Question 32

If concrete experiences are not available,…

Answer 32

Small objects are next best.

Pictures are 3rd best.

Question 33

If students draw pictures of new words they are learning…

Answer 33

remember words much better.

Question 34

Turnbull & Justice (2012) stated that:

Answer 34

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

Question 35

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

Answer 35

We provide elaborated discussion about meaning of words in context.
We prime words in discussion BEFORE reading passage.
Students actively practice using new words in sentences.

Question 36

Turnbull and Justice (2012)

Answer 36

Storybook reading without elaboration does not influence CH’s ability to define words.
Ch needs dialogic discussion with adults.

Question 37

Lovelace & Ryan (2009) showed that:

Answer 37

With culturally diverse young low-ses children, 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 child’s prior experiences.

Question 38

To increase comprehension of vocabulary:

Answer 38

When reading, place each word in context of story.
Define using student- friendly definition.
Provide examples beyond story context.
Students provide examples beyond story context.

Question 39

Biemiller:

Answer 39

Choose words that give child more sophisticated ways to talk about what they already know.

Question 40

CCSS in Language Arts emphasizes…

Answer 40

Synonyms.

Question 41

In order to implement the Common Core State Standards into intervention, many experts today…

Answer 41

agree that when working with students with LI, even if they are ELLs, it is optimal to focus on developing “Tier 2” vocabulary words.

Question 42

Tier 1 words:

Answer 42

the most basic, common words that many students pick up automatically from their environment (clock, happy, play).

Question 43

Tier 3 words:

Answer 43

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

Question 44

Tier 2 words:

Answer 44

high frequency words found across a variety of domains (fortunate, similar, coincidence.)