Saturday, August 24, 2013

COMMON CORE STATE

STANDARDS:

WHAT THEY MEAN FOR THE

K-12 STRUGGLING READER

Aimee Holt,

PhD

Middle

Tennessee

State

University

EXECUTIVE FUNCTIONING

STRATEGIES FOR

IMPROVING READING

The Standards define what all students are expected

to know and be able to do, not how teachers should

teach

The Standards are

(1) research and evidence based,

(2) aligned with college and work expectations,

(3) rigorous, and

(4) internationally benchmarked

WHAT ARE THE COMMON CORE

STANDARDS

Grade-by-grade “staircase” of increasing text

complexity

growing ability to discern more from and make

fuller use of text, including:

making an increasing number of

connections among ideas and between texts,

considering a wider range of textual

evidence, and

becoming more sensitive to inconsistencies,

ambiguities, and poor reasoning in texts.

WHAT IS RTI2?

A systematic and data-based method for addressing academic concerns:

identifying

defining &

resolving

Brown-Chidsey & Steege (2010)

• Multi-tiered system of support

for ALL students

• specific

• intense

Brown-Chidsey & Steege (2010)

RTI2 IS A GENERAL EDUCATION

INITIATIVE….

Components of RTI2

High-quality instruction

Frequent assessment of academic

skills

Data-based decision making

Brown-Chidsey & Steege (2010)

WHAT IS TIER I?

Scientifically based CORE instruction

Universal screening 3X a year for ALL

students

Decisions about students’ academic

needs are data-driven

WHAT IS TIER II?

Small-group intervention practices

30 min daily

suggested ratios

Grade Ratio

K-5 1:5

6-12 1:6

WHAT IS TIER III?

Tier III addresses 3-5% of students who

have received Tier I instruction and Tier II

interventions and continue to show

marked difficulty in acquiring necessary

reading, mathematics, and writing skill(s).

WHAT IS TIER III?

Tier III is NOT Special Education

It is functionally relevant, individualized

small group interventions

40-60 min of instruction in addition to Tier I

Suggested Ratio:

Grade Ratio

K-5 1:3 6-12 1:6

WHAT IS EXECUTIVE FUNCTIONING?

EXECUTIVE FUNCTIONING PROCESSES

Planning/Prioritizing

Working memory

Inhibition

Flexibility/Shifting

Task initiation

Organizing/Time Management

Sustaining attention

Checking/ self monitoring

Emotional control

Domain

Specific Effort

Executive

Functioning

Strategies

Homework

Long-Term

Projects

Overall

Performance

Effective Strategy Use

Efficient Performance

Academic Success

Positive Academic

Self-Concept

Focused Effort

WHAT ARE CORE READING SKILLS?

ACADEMIC INSTRUCTION IN READING

Both NCLB and IDEA require that instruction in

the general education setting cover all 5 areas

of reading identified by the National Reading

Panel

• Phonemic Awareness

• Phonics

• Fluency

• Vocabulary

• Text Comprehension Strategies

LINKING THE 5 SKILL AREAS TO 3 SLD

AREAS IN READING

Reading Comprehension

Vocabulary Text Comprehension

Strategies

Reading Fluency

Fluency

Basic Word Reading (Dyslexia)

Phonemic Awareness Phonics

LINKING EXECUTIVE FUNCTIONING SKILLS

TO READING

PRINCIPLES OF EFFECTIVE

STRATEGY INSTRUCTION

Strategy instruction should be directly linked with the curriculum

Strategy should be taught in a structured, systematic way, using scaffolding and modeling

Time should be provided for practicing and applying the strategy

Motivation and self-understanding should be addressed, to ensure that they generalize their use of the strategy

Hard work and effort should be encouraged and rewarded

Meltzer (2010)

PHONOLOGICAL AWARENESS

A metacognitive understanding that words we hear have internal structures based on sound

Research on PA has shown that it exerts an independent causal influence on word-level reading. (Berninger & Wagner, 2008)

Phoneme – smallest unit of speech

The English language has 44-46 phonemes

•identifying initial, final & medial sounds in words

Alliteration

•blending individual sounds to make a whole word

Blending

•breaking a whole word into it’s individual parts

Segmenting

•Deleting: saying the new word created by omitting a syllable or individual sound in a word

•Substituting: changing the initial, final, or medial sound in a word to create a new word

•Reversing: saying the sounds of a word in reverse order to create a new word

Manipulating

Daly, Chafouleas, & Skinner (2005)

PHONEMIC AWARENESS HIERARCHY

PHONICS

Alphabetic principle - Linking

phonological (sound) and orthographic

(symbol) features of language (Joseph, 2006)

Important for learning how to read and spell

National Reading Panel –students with

explicit AP instruction showed benefits

through the 6th grade

Phonological awareness is a prerequisite skill

Word Reading Skills - (McCormick, 2003)

Word identification: the instance when a reader accesses one or more strategies to aid in reading words (e.g., applying phonic rules or using analogies)

Decoding – blending sounds in words or using letters in words to cue the sounds of others in a word (Joseph, 2006)

Word recognition: the instant recall of words or reading words by sight; automaticity

SELF-MONITORING STRATEGY FOR

WORD READING

Symbol Word-Reading Strategy

Did I recognize the word right away?

Did I sound it out?

Did I break it apart?

Did I use other clues in the sentence?

FLUENCY

“ The ability to read a text quickly,

accurately, and with proper expression” (NRP, 2000 p.3-5)

Most definitions of fluency include an

emphasis on prosody – the ability to read

with correct expression, intonation and

phrasing (Fletcher et al., 2007)

National Reading Panel -Good reading fluency skills

improved recognition of novel words, expression

during reading, accuracy and comprehension

VOCABULARY & TEXT COMPREHENSION

SKILLS

Vocabulary knowledge – including understanding multiple meanings of words; figurative language etc..

Identifying stated details

Sequencing events

Recognizing cause and effect relationships

Differentiating facts from opinions

Recognizing main ideas – getting the gist of the passage

Making inferences

Drawing conclusions

INSTRUCTION USING STRATEGIES FOR

VOCABULARY DEVELOPMENT

Vocabulary instruction does lead to gains in comprehension, but methods must be appropriate to the age and ability of the reader

Vocabulary should be taught both directly and indirectly

Repetition and multiple exposure to vocabulary items are important

STRATEGIES FOR

VOCABULARY DEVELOPMENT

Word Maps

For each of these new vocabulary words the child (with the support of the adult) creates a graphic organizer for the word. At the top or center of the organizer is the vocabulary word. Branching off of the word are categories

Word maps help readers develop complete understandings of words.

This strategy is best used with children in grades 3-12.

STRATEGIES FOR SHIFTING WITH

MATH VOCABULARY

Graphic organizers

can be used to help

students when

having to shift

between different

types of math word

problems

TEACH SIGNAL WORDS

Enumeration Time Order

Comparison/Contrast Cause-Effect Problem Solution

to begin with

on (date) however because because

first not long after

but since since

secondly

now as well as therefore therefore

next

as on the other hand consequently consequently

then

before not only….but also as a result as a result

finally

after either…or this led to this led to

most important

when while so that so that

also

although nevertheless nevertheless

in fact

unless accordingly accordingly

for instance

similarly if…then if…then

for example

yet thus thus

TEXT COMPREHENSION

STRATEGY INSTRUCTION

• Teaching a combination of reading comprehension techniques is the most effective

• e.g., strategies that assist with recall, answering questions, generation questions, and summarizing texts

• Advanced Organizer

• Directive reading guides

• Selective reading guides

• Story frames

• Teach metacognitive strategies

• determine the purpose for reading

• monitor comprehension

• build mental images

COMPREHENSION RESEARCH FINDINGS

TEXT COMPREHENSION INSTRUCTION

• Cognitive Strategies

• Mental Imagery, Active Listening, Cooperative Learning, Graphic Organizer, etc.

• * insufficient data for meta-analysis

• Recommendations

• Teach multiple strategies.

• Reading guides, & model actions reader can take

• Work with students until they can perform these strategies alone.

DIRECTLY TEACH TEXT STRUCTURES

Skillful readers use text structure to construct meaning. Guide

students through a sample text, emphasizing its organization.

Fiction: Beginning, a middle and an end

Below are several examples of expository/nonfiction text

structures:

Structure Type Used To

Description or Explanation Define or describe a thing or concept

Cause and Effect Explain why or how something happens

Sequence Give a timetable of events over a period of time.

Lists State items – all with the same status/ importance – with bullets or numbers

Compare/Contrast Show similarities and differences

Problem and Solution(s) Identify what needs to be changed, improved, or eliminated and suggestions of how to do so

Supported Opinion Present a theory or opinion and give evidence or reasons for it.

Question and Answer Pique interest

PLANNING & PRIORITIZING STRATEGIES FOR

READING COMPREHENSION

Use calendars to plan and break down reading

long texts

Have students use active reading strategies

that ask them to look for specific aspects of

the text

Teach the student to use different strategies

for narrative and expository texts

ORGANIZING STRATEGIES FOR READING

COMPREHENSION

Students can use post-it-notes to

summarize chapters of a novel or

sections in expository text

Students can use graphic organizers to

summarize information or take notes

SELF-REGULATION STRATEGIES

STORE

• S – setting (who what where when)

• T – trouble (what is the trouble or problem)

• O – order of events (what happens)

• R – resolution (what is done to solve the problem)

• E – end (how does the story end)

SQ3R

• S- survey the chapter

• Q – question yourself

• R – read to answer questions

• R – reflect - summarize what you have read

• R – review go back & look over notes

Strategy for Narrative Stories Strategy for Expository Text

SHIFT STRATEGIES FOR

READING COMPREHENSION

Have students

predict endings to

a story

Have students

rephrase topic

sentences as

questions and use

context cues

context clues to

understand

ambiguities and to

interpret questions

Vin diagrams help

student

compare and

contrast

constructs

EXAMPLES OF ELABORATION ACTIVITIES

• Ask the student to tie knowledge from different content areas together

• Have students discuss other related concepts

• Ask student to generate their own examples & applications of a concept

• Make evaluation – judge, decide, select

• Analyze – categorize, classify, compare, contrast, discriminate

• Synthesize – put together, develop, create

ADDITIONAL ORGANIZATIONAL

STRATEGIES FOR NOTE TAKING FROM

EXPOSITORY TEXTS Skim: Look at

Chapter objectives

Headers/subheaders

Bold/italicized words

Margin notes and side bars

All visuals and cartoons

Summary questions at the end of chapter

RAP

Read all parts of each section

Ask questions (turn heading and subheading into a question

Paraphrase

MAP

Set up two-column notes

Write the RAP question on the left, and map the answer on the right

CORNELL METHOD NOTE TAKING

Key Terms and Concepts Running Notes Reflections, questions,

links to personal

experiences