TEACHING TO THE TEST? USING THE SOLS AND SOL TESTS TO IDENTIFY NEEDED LANGUAGE SKILLS Lissa...

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TEACHING TO THE TEST?USING THE SOLS AND SOL TESTS TO IDENTIFY NEEDED LANGUAGE SKILLS

Lissa Power-deFur, Ph.D.January 31, 2011 Blackwell Talk

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Objectives

Review illustrative language expectations of general curriculum.

Review illustrative language expectations of SOL assessments.

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What is the general curriculum …

Is it the same for students with disabilities?

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The general curriculum is the curriculum adopted by the school for all children from preschool through secondary school

In Virginia … the Standards of Learning

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Why should do we need to align our intervention and instruction with the general curriculum?

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Effect of Speech-Language Impairment on Academic Success 40% preschool/K children with

SLI do not stay with K cohort in later years

Many preschool/K children with SLI are dismissed from services, yet are later found re-eligible when reading difficulties emerge

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Children with significant speech sound errors demonstrate phonological awareness difficulties, a foundational skill for reading

Vocabulary Acquisition at Home(Hart and Risley, 1995)

Conclusion: need 40 hours/week of experience to make up for this difference

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Children in welfare families exposed to a portion of vocabulary of working class and professional families about 70% of working class about 45% of professional families

Vocabulary is different Welfare families primary

prohibitions, working class and professional families primarily use affirmations.

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Vocabulary Growth

Students need to encounter new vocabulary in context repeatedly Average child needs 15 exposures for a new word to become automatic

Child with language impairment needs 50 – 100 exposures

Direct instruction in new words enhances instruction

Marzano, et al (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement

Vocabulary Size

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Grade 1: 2,703 – 26,000 words

Grade 7: 4, 760 – 51,000 words

Grade 12: 17,000 – 45,000 words

(Marzano, 2004)

1,150 to 3,150 new words per year for 12 years!

Learning Vocabulary (Marzano, 2004)

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Chances of learning new word from context alone is 8 – 19% for all children

Students with large store of academic knowledge have greater chance of learning new words

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Everyday discourse

Informal style (declaratives) Modify language to child’s

understanding (vocabulary, sentence length, contextual info, explanation of references)

Shared assumptions Discrete amounts of information Ongoing checks for understanding

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Instructional discourse demands

Common language level for all children Often with complex sentence, tangents

Assume shared assumptions and general knowledge

Large volumes of information Frequent reference to prior

information without checking for comprehension

Decontextualized language

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What if we don’t use the curriculum as the foundation of our intervention?

Romantic style: what are the important things I want to convey to this child?

Functional style: what are the essential things I think the child needs?

Idiosyncratic style: What materials I have in my cabinets?

Judy Montgomery, 2000

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The general education teacher is responsible for teaching the content of the curriculum.

The specialists use content to instruct the student.

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Illustrative 3rd grade concepts(with thanks to Barbara Scott)

This story is most likely about … Add ful to the word beauty What happens just after How many in all Which number is replaced by Which _____ is least ? Which is true for all of these

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Illustrative 5th grade concepts Relevant and irrelevant information Why words would be written in italics The best description, the best summary The most helpful, the most current The main idea, the main purpose Which of these is not Double negatives Subject-verb agreement

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Academic instruction is full of metalinguistic verbsCircle 5 words you’ll start using in intervention

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AnalyzeAnswerBrainstormChallengeChooseClarifyCollaborateCompareConcludeConnectConsiderConstructCreate

DebateDefineDemonstrateDraftExplainEvaluateFindGenerateIdentifyIllustrateLabelList

LabelListMap relationshipsNameObserveOrganizePracticePredictQuestionRecallRefineReflect

RephraseResearchReviseRhymeSelectShowSpellSupportSolveSuggestVisualize

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Aligning with the general curriculum

Content – Standards Curriculum framework Enhanced scope and sequence District pacing guide

Emphasis – Test blueprints

Format – Released test items

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Examples of SOLs, Curriculum Framework, Released Test Items

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SOL Standard

K.4 Oral Language, Kindergarten, Objective 4

The student will hear, say, and manipulate phonemes (small units of sound) of spoken language

Identify orally words that rhyme

Identify words orally according to shared beginning or ending sounds

Blend sounds orally to make words or syllables

Divide one-syllable words into sounds (phonemes)

Divide words into syllables

Required Language Skills:Phonology Identifying words that

rhyme Identifying sounds in

different places in words Blending sounds to make

syllables and words Dividing one syllable

words into sounds Dividing words into

syllablesSyntax Dividing words into

syllables

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SOL Standard

K.6 Health: Community Health and Wellness, Kindergarten, Objective 6

The student will identify expectations for personal behavior in school and social settings. Key concepts/skills include: a.) acceptable behavior in classrooms and during play; b.) respect for the property and rights of others; c.) respect for the personal space of others.

Required Language Skills:

Semantics vocabulary of acceptable,

respect, property, rights, personal space

double meanings of the terms space and right

Pragmatics knowledge of expected

classroom and play behaviors

knowledge of personal space

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SOL Standard

1.15 Math, Geometry, Grade 1, Objective 15

The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to).


Semantics spatial concepts near,

far, close by, below, above, up, down, beside, and next to

double meaning of the term space

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SOL Standard

2.18 Math, Measurement, Grade 2, Objective 18

The student will use calendar language

appropriately (e.g., months, today, yesterday, next week, last week);

determine past and future days of the week; and

identify specific dates on a given calendar.


Semantics time-concepts today,

yesterday, next week, last week, before, after, earlier, and later

Syntax Subject-verb structures

for present, past, or future calendar events; Tuesday was two days ago. vs. Saturday is two days from now.

Morphology appropriate

morphological markers for past, present, and future tense; Monday I will walk to school. vs. Last Monday I walked to school.

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SOL Standard

2.6 English, Reading, Grade 2, Objective 6

The student will use language structure to expand vocabulary when reading.

a.) use knowledge of prefixes and suffixes

b.) use knowledge of contractions and singular possessives

c.) use knowledge of simple abbreviations

d.) use knowledge of antonyms and synonyms

Required Language Skills: Morphology morphological markers and

their meanings for many prefixes, suffixes, contractions, and singular possessives ; Sally’s sister is the tallest girl in her class.

Semantics awareness of and ability to

apply meaning to simple abbreviations; Mr. is the abbreviation for mister and means a man

working lexicon of words with similar and opposite meanings

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SOL Standard

4.1 Oral Language, Grade 4, Objective 1

The student will use effective oral

communication skills in a variety

of settings. Present accurate directions to

individuals and small groups, Contribute to group

discussions, Seek ideas and opinions of

others, Use evidence to support

opinions, Use grammatically correct

language and specific vocabulary to communicate ideas.

Required Language Skills:Syntax Ability to use appropriate

conjunctions or temporal sequences in delivery of directions

Ability to orally formulate a grammatically correct statement

Ability to order words appropriately to form questions and statements

Morphology appropriate morphological markers

for agreement (i.e. person and tense) in oral statements

Semantics Use appropriate expressive vocabulary

to support opinions or that which pertain to the conversation

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SOL Standard

4.1 (continued)The student will use effective oral communication skills in a varietyof settings. Present accurate directions to

individuals and small groups, Contribute to group discussions, Seek ideas and opinions of

others, Use evidence to support

opinions, Use grammatically correct

language and specific vocabulary to communicate ideas.

Required Language Skills: (continued)

Pragmatics

Ability to sequence directions so listener can comprehend meaning and intent

Use appropriate register when delivering directions to a group

Follow turn taking and topic maintenance while in a group

Formulate appropriate questions which pertain to topic for clarification or additional information

Provide sufficient background information for listener comprehension

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SOL Standard

6.1 Science, Grade 6, Scientific Investigation, Reasoning, and Logic, Objective 1

The student will plan and conduct investigations in which

observations are made involving fine discrimination between similar objects and organisms;

a classification system is developed based on multiple attributes;

precise and approximate measurements are recorded;

a method is devised to test the validity of predictions and inferences;

data are collected, recorded, analyzed, and reported using appropriate metric measurements

Required Language Skills:Semantics Knowledge of and ability to make

associations between weather terms the student must be able to

associate meters with distance and kilograms with weight

Syntax and Morphology apply correct verb tenses and

morphological markersMetacognitive Skills write or speak about their ideas,

thought processes, and conclusions the ability to identify details,

summarize, and apply systems of categories

the ability to compare and contrast

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SOL Standard

M.10, Fine Arts, Middle School Theater

Judgment and Criticism

The student will give constructive and objective criticism of class performances, using appropriate theatre arts vocabulary.


Syntax Ability to use declarative

sentences to describe class performances

Semantics Understanding and ability to

use theater arts vocabulary

Pragmatics Ability to communicate with

class appropriately when giving constructive criticism Identify audience Manners/politeness

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SOL Standard

WHI.2, World History, Grade 9 - 12

The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agriculture revolution by: Explaining the impact of

geographic environment on hunter-gatherer societies,

Listing characteristics of hunter-gatherer societies, including their use of tools and fire,

Describing technological and social advancements that gave rise to stable communities,

Explaining how archaeological discoveries are changing present-day knowledge of early peoples.

Required Language Skills:Syntax Ability to formulate an organized,

sequential expository explanation about topic

Appropriate use of adjectives to compare and explain

Morphology Use appropriate morphological

markers to denote past vs. present in descriptions or explanations

Semantics Expressive vocabulary of topic Use of appropriate comparative,

contrastive, and relational terminology

Appropriate use and knowledge of adjectives to compare and explain

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VDOE Curriculum Framework Reading Grades 2 through 8

“Because reading skills build upon one another, the reading process that is learned in one grade carried over into the next grade and creates a spirally effect …

The technical assistant documents serve as a resource that depict the building process of the reading standards.

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Va. Department of Education Curriculum Framework

Standard K.1 Strand: Oral Language Grade Level K

K.1 The student will demonstrate growth in the use of oral language.a) Listen to a variety of literary forms, including stories and poems.b)Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns.c) Participate in creative dramatics.d)Begin to discriminate between spoken sentences, words, and syllables.e) Recognize rhyming words.f) Generate rhyming words in a rhyming pattern.

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Curriculum Framework

UNDERSTANDING THE STANDARD

(Teacher Notes)

ESSENTIAL UNDERSTANDINGS

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

The intent of this standard is that students will expand their oral language vocabulary by listening to and participating in a variety of literary experiences, including fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.

These interactions provide opportunities for students to mimic language and experiment with new words, word patterns, and rhymes in order to expand their working vocabularies.

All students should

understand that oral language entertains and communicates information

understand that a spoken sentence is made up of individual words.

To be successful with this standard, students are expected to

listen to a variety of literary forms, including predictable texts, patterned texts, poems, fairy tales, legends, stories, and informational texts found in fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics

participate in choral speaking and echo reading of short poems, rhymes, songs, and stories with repeated patterns and refrains

use drama to retell familiar stories, rhymes, and poems

discriminate between large phonological units of running speech, sentences, words, and syllables

demonstrate the concept of word by dividing spoken sentences into individual words

identify words that rhyme

generate rhyming words based on a given rhyming pattern

supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming lines.

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English SOL Aligned Curriculum: K Act out story class is studying Play barrier games Create obstacle course, directions

highlight spatial prepositions Practice 1- & 2-step directions with

“Simon Says” Show and Tell Mr. Microphone (turn-taking)

from VDOE web site

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Blueprint example

Grade 3 Reading SOL 3.4 The student will use strategies to

read a variety of fiction and nonfiction materials Apply meaning clues, language structure, and

phonetic strategies Use context to clarify meaning of unfamiliar

words

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Grade 3 Reading

Grade 2 SOL Subsumed The student will read and demonstrate

comprehension of fiction and nonfiction Make predictions about content Read to confirm predictions Ask and answer questions about what is read Locate information to answer questions

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SOL Released Test Item

Social Studies

Grade 3 (2007)

Wagons, Trains, Ships

These are examples of —

A. supplies

B. architecture

C. directions

D. transportation


Semantics Student must understand

referent “these” Student must understand

how to categorize items

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Science Grade 3 (2007)(with picture of a globe on

its axis)Which of the following describes the motion of

Earth shown in this picture?A. VibratingB. RotatingC. RevolvingD. Falling

Required Language Skills:Semantics Understand which, describe, and

motion Understand concepts: of the

following, vibrating, rotating, revolving, and falling

Morphology Understand present progressive –ing

endings the Earth is vibrating

Understand obligating the use of the present participle as an adjective vibrating motion

Syntax Understand question sentence

structure For example, “Which picture

shows…”

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Math Grade 3

The Parents’ Club sold

2,487 tickets to the winter festival.

What is 2,487 rounded to

the nearest hundred?

Required language skills:Semantics Understanding of rounded

as it relates to mathematics and numbers

Morphology Understanding of

morphemes (est, plural s)Syntax Understanding of

interrogative sentence structure

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Math Grade 5

There are 914 students enrolled

in Lakeview Elementary School.

Frederich Elementary School

has 276 fewer students

enrolled. How many students

are enrolled at Frederich

Elementary School?

A. 1,190

B. 726

C. 642

D. 638

Required Language Skills:Semantics Comprehension of

comparative adjectives, fewer

Morphology Understanding of modified

adjective due to –er suffix (fewer)

Syntax Understand question format

after a series of statements Understand an if-then

syntactic format relationship

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Grade 5, Science (2007)

Which form of energy is being used by the toaster?

A. Chemical B. Electrical C. Solar D. Nuclear

Required Language Skills: Semantics understands “which” understands the vocabulary of

energy, chemical, electrical, solar, nuclear

knowledge of the multiple meaning of the term “form”

Morphology meaning of the morphemes “ed”

and “ing”

Syntax ability to recognize an ongoing

action passive tense

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Reading Grade 6

If the author added a sentence at the end of paragraph 4, which of these would fit best?

A The seagull’s threatening behavior was unusual and bewildering.

B Another time Jeff was chased down an alley by a little dog.

C There was nothing more lovely than seagulls at the beach, flying over the water.

D Sunset was Jeff’s favorite time of day at the beach in Sebastian Cove.

Required language skills:Morphology Understanding of morphemes (ed,

ing, un, ly, s)Semantics Understanding of meaning and

purpose of article in order to add another sentence that makes sense with the paragraph

Syntax Understanding of possessive

markers Understanding of threaten and

bewilder as adjectives Understanding of complex

declarative sentences with phrases, prepositions, and passive voice

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Biology Grade 9 – 12

Fungi, such as mushrooms and molds, get their nutrition primarily byA. Producing food by

chemosynthesisB. Decomposing dead organic

matterC. Preying on other organic

matterD. Parasitic relationships with

plants

Required Language Skills:Syntax

Understanding of dependent clause

Understanding of incomplete sentence structure of question

Morphology Understanding of present

participle –ing Understanding of morpheme “-ic” to make parasite an

adjectiveSemantics

Understanding content specific vocabulary and grade level appropriate vocabulary

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US History to 1877

By the mid 1700s, American colonists were unhappy with English rule because-

A. England refused to protect them from the French

B. They thought the British king was weak

C. England would not buy colonial-made goods

D. They had no representation in Parliament

Required language skills:Morphology Understanding of plural s

morpheme Understanding of morpheme un Understanding of morpheme edSemantics Vocabulary of because, colonists,

refuse, protect, weak, colonial, goods, representation, Parliament

Understanding of the abbreviation mid

Understanding of pronouns they and them

Syntax Understanding of sentence

structure as incomplete

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Civics and Economics Grade 9 – 12

This World War II poster

appeals to which trait of an

American citizen?


Syntax Understand question formatSemantics Requires understanding of

content specific vocabulary Ability to comprehend the

abstract message of the question on poster

Morphology Understand meaning of

prefixes, suffixes, and derivational morphemes “-ness”, “-ism”, and “-y”

A. TrustworthinessB. PatriotismC. CourtesyD. Honesty

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47 Opportunity is missed by most people because it is dressed in overalls and looks like work.

Thomas Edison

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Align materials

Need for rich experiences with vocabulary and assessment styles.

Everyday classroom and specialists experiences need to align with the vocabulary, concepts, and test formats of the SOLs and assessements to enable transfer

TEACHING TO THE TEST? USING THE SOLS AND SOL TESTS TO IDENTIFY NEEDED LANGUAGE SKILLS Lissa...

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