Language Arts, Standards, and the Whole Mess

1. Language Arts, Standards, and the Whole Mess Alex Boyer

2. Suggested Comprehension Standards: • Goals tied into standard, objectives tied into benchmarks: • Language Arts: http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/Reading/index.html • Math: http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/Mathematics/index.html

3. Suggested Comprehension Standards: • Grade 1 examples • 1.1.1.1 Ask and answer questions about key details in a text • 1.1.2.2 .Retell stories, including key details, and demonstrate understanding of their central message or lesson. • 1.1.3.3Describe characters, settings, and major events in a story, using key details.

4. Suggested Comprehension Standards: • Grade 3 examples • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • Determine the main idea of a text; recount the key details and explain how they support the main idea. • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. • Distinguish their own point of view from that of the narrator or those of the characters. Compare and contrast the most important points and key details presented in two texts on the same topic.

5. Comprehension WIDA ELL Standards

6. Big Picture LA instruction • Considerations: • Curriculum: NO scientifically proven methods for ASD kids—federal definition. Curriculum and instruction approaches must make sense for ASD (Core deficits/Ziggurat/CAPS).

7. Big Picture LA instruction • Core deficits: categorization (Central coherence) vs. association. perspective taking (inner lives and thoughts of others) metacognition (Executive function—thinking about the work and self-monitoring, planning work fixing problems.

8. Key Competencies • Key Components of intervention for students with ASD From the National Autism Research Council Report on Effective Instruction for Students with Autism , 2000 • 2. Instruction and active should be intensive • 4. Highly trained staff are critical • 6. Teaching should be structured and systematic following established autism curriculum models • 7. Physical environmental supports to help students learn how to behave are a key part of skill development. • 8. Focus on communication development is integrated throughout the day. • 10. Social interaction is emphasized in development. • 11. Plan for generalization and maintenance of skills vs. "tricks“ (Self Monitoring)

9. Organization and Work Skills and adaptations—parents and dassessment

10. Visuals to support executive function, independence

11. Remember the ASD

12. Remember the UCC, CAPS

13. Big Picture LA instruction • Basic Framework Compatible with Good Habits.Great Readers—individualization necessary • Four blocks of instruction • Comprehension (Guided Reading), writing, word study/decoding, vocabulary development. • Alternative Model: 3 blocks rotate + 1 (individualized)

14. Decoding • Avoid explicit phonics instruction. Use implicit techniques, making words, words their Way. Also sight words. • Kids should be able to read words they are working on in word study, otherwise you should be working on sound sorts, sound boxes, letter sound, discrete-trial reading instruction (Edmark, DTT),

15. Guided Reading and Comprehension • Texts must be EASY (90+ decoding). No a decoding lesson. Watch out for F&P. • General plan, use same book over a week and do multiple activities. • Set the purpose each day: • We will read the text so we can…(guess what will happen at the end).

16. Guided Reading and Comprehension • Day 1 and 2 activities: • Read to make prediction.. Read to make and revise during reading. • read beginning and ending and figure out the middle.

17. Guided Reading and Comprehension • Day 3 and 4 activities: • Read to understand grammars and paragraph types compare, summary, sequence, cause/effect paragraph • read to sequence • read to write questions for • Read to answer questions • Read to determine main idea--visual • Read to describe character, setting, etc--visual • Read to contrast character, setting, etc.--visual • ...read to write questions the that these are the answers to… • read to explain a possible title choice

18. Guided Reading and Comprehension • Day 4 and 5 activities: • Read to add dialogue or to expand it. • Read to rewrite a new version.

19. Model for SEA or parent implementation • Day 1…do not finish selection, but instead  predict the ending…..plan…and write it. • Day 2:  write the important events in sequence after reading. • Day 3  choices:  • :  read to answer the following 3 questions… • ‘..read to figure out what questions these are answers to (i.e. you think up some new questions and the answers. . Then provide James only the answers and he has to figure out what the questions were. • Days 4 choices: • …Read to add or to expand dialogue • ..read to pick a new title for this chapter (emphasizes main idea). • . •  Day 5: • Read for writing activity • ..student would plan a writing response to the selections, how they liked it, what it make them think of, what they think might be next, things they did not understand.

20. Guided Reading Variations • Echo reading • Shared reading • Partner reading • Teaching wh? • Who, what, where first, then why, when • “Again set purpose and reinforce back to text. “use this story and use it to answer what problem the children had.”

21. Guided Reading Variations • Helping students with perspective taking central coherance, executive function, in comp work. • Visual: is the wh ? The book, you, or you and the book. • Use Cloze statement to prompt. • M-L Prompting.

22. Guided Reading Variations • Imaginative readers • Bring in too much background knowledge • Have to reign in background knowledge. • What did I read vs. What did I know before and how does it fit together.

23. Instructional methods Guided Reading: • Reciprocal Teaching Structured response format in group instruction after each section.

24. Reciprocal Teaching

25. Reciprocal Teaching Ask a partner Who? _______________________   What? _______________________   When? ______________________   Why? _______________________

26. Reciprocal Teaching

27. Reciprocal Teaching

28. Teaching Repair strategies Next steps in Guided Reading, appendix C

29. Teaching Repair Strategies

30. Teaching Repair Strategies

31. Repair Strategies--Checklists Next Steps in Guided Reading

32. Vocabulary Tier two words • tier 1 words are words we speak and hear every day:camewentdinnerhaircutlanguageTier 2 words are more difficult words that we probably know but students may not; however they come across them when reading age appropriate text-compost-fertilization-logistics-cumbersome emphasizing adjectives, more complex feelings,, longer words, more complicated prepositions, evaluation and comparison words---not complex terminology.  tier 3 words are generally words you might need for a particular story or passage. They are low frequency words-spelunker-hydrogenous

33. Vocabulary Instruction • Build on teacher oral reading to group • Build into independent reading • Build on guided reading time--“Read to find words you don’t know.” • Out of box –SRA language for Learning. • Good Habits Great Readers. • ELL department Lists—WIDA • MCA Vocabulary

34. MCA list •   Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 • a.m. X x x x x x • absolute value X x • add X x x x x x • adjacent X x x • angle, angles X x x x x x • area X x x x x • arithmetic sequence X • associative X • bar graph X x x x x x • a.m . X x x x x x • absolute value X x • Add X x x x x x • adjacent X x x • angle, angles X x x x x x • area X x x x x • arithmetic sequence X • associative X • bar graph X x x x x x

35. Main idea ? The story does not say. What is the important thing that the whole story is about.

36. Summarize Tell about the main idea and some details of something you know, read, or saw.

37. Similar How things are kind of the same. They do not have to be exactly the same (identical).

38. Compare Contrast Tell about how some things are similar or different.

39. First:…… Then: Predict Imagine or guess in your brain what will happen next. Explain how your answer makes sense with what the book, reading said or showed you.

40. Vocabulary—Tier Two words • ■ Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. • ■ Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. • ■ Conceptual understanding: Words for which students understand the general concept only.

41. Vocab instuction • 1. Ask questions… • Which of these things is ________ • What could you do to _________ • 2. Voting to assess positive and negative valance of adjectives? • 3. Use cameras to collect student examples around school. • 4. Verbal voting in examples and non examples • 5. Cloze sentence. • 6. Visual with examples and non-examples of vocab…

42. Vocabulary Instruction • Bringing Words to life—vocab and book lists---

43. The Biggest Nose • Biggest • Grumpy • Snarl • Imagine

44. Biggest

45. Biggest

46. Biggest

47. Biggest

48. Biggest Big bigger tall Large pig most largest scariest Tallest hottest

49. Biggest and Perspective Taking

50. First biggest