THE COMMON
CORE STATE
STANDARDS :
WHAT DO
THEY MEAN
FOR ELLs
WITH
LANGUAGE
IMPAIRMENT?

• **The overarching goal is to create students who are ready to succeed in a twenty-first century, globally competitive society.

• **The Common Core
State Standards, enacted in 2010, have been adopted by 46 out of 50 states.
• The standards address
English Language Arts and
Math
• We are concerned with
English Language Arts of course 

• SPEAKING AND LISTENING
STANDARDS** (not on test)
• Comprehension and Collaboration
• Collaborative Discussions
• Main Ideas and Supporting Details
• Ask and Answer Questions for Information
• Presentation of Knowledge and Ideas
• Oral Presentations
• Demonstrate Fluid Reading
•
•
• Speaking in Complete Sentences

• LANGUAGE STANDARDS (not on test)
Conventions of Standard English
Standard English Grammar
Capitalization and Punctuation
Consult reference materials
Knowledge of Language
Choose Words and Phrases for Effect
Spoken and Written English Conventions
Vocabulary Acquisition and Use
Unknown and multiple-meaning words and phrases
Literal and Non-literal Meanings
Acquire and Use Accurately Grade-Appropriate Words

• They are saying don’t modify expectations, but do provide accommodations
• How might we do this for ELLs with
LI?

• For me, probably the biggest game changer is an increased emphasis on expository reading (I have been SO used to narratives!)

•

• **Because the Common
Core State Standards 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 preschool These books relate to interesting topics such as jellyfish, slugs, and lizards.

• **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.
• Let’s look at a couple of specific examples

More expository books for young children:

• Specific examples of deep reading in the standards:** (not on test)
• Grade 3 Standard 2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•
•
• Grade 4 Standard 4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace .

• **Grade 5 Standard 3:
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
• Grade 9 Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Not on test 4

•
• **Kindergarten Standard 9:
With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures).
•
•
• Grade 1 Standard 5: Know and use various text features
(e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Not on test 4

• **Grade 6 Standard 5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
• Grade 10 Standard 9: Analyze seminal U.S. documents of historical and literary significance (e.g., The
Gettysburg Address, Roosevelt’s
Four Freedoms Speech), including how they address related themes and concepts.
Not on test 4

As we have said, reading is difficult for ELL students with LI…**
• 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

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

• The of
and a
• To in
• That it
• For on you at are is he as
• With his they be

• **If ELL students with LI sound out basic sight words each time they encounter these words, reading comprehension and fluency will be slowed down greatly.
• Professionals can drill these sight words with students until the students can read them quickly and automatically.

• Use index cards and write the words down, one word per index card. Magic cards are colorful and sprayed with glitter

• When students can read the words quickly and with automaticity, reading comprehension and fluency are greatly enhanced!

• We can use the
Preview-View-
Review Approach
• We can use their class text books, especially their language arts books

PREVIEW-VIEW-REVIEW
APPROACH**
• Use classroom textbooks to teach students this approach
• This helps teach class curriculum content and enhance reading skills

• 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

Help the student visualize what is being read**
• They can make mental pictures

• 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.

• Youtube channel Celeste
Roseberry
• Intervention for ELLs with
Language Impairment:
Preview-View-Review for
Reading Comprehension
• http://www.youtube.com/watc h?v=YrA9DaRnbqo

• It is important for students of all ages to build their content knowledge/ conceptual foundation within meaningful contexts. Drill without context is usually ineffective.
• Develop knowledge of classroom/ curriculum vocabulary. We can ask teachers to provide us information about what vocabulary they are teaching in the classroom.

For example, if I have students from a classroom where they are learning about the ocean and marine life…**
• I use materials about the ocean and marine life as part of my therapy session.
• In this way, students are getting classroom vocabulary and concepts reinforced.

• 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—concrete experiences are best

• Google Images is so helpful
• Youtube sometimes has relevant videos; I always prescreen just in case!

If students draw pictures of new words they are learning….

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

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

To increase comprehension of vocabulary :

• It was a rainy Monday when Miss Juarez finished reading the chapter book, Porker to
the Max. As she read a final funny story about the pig, the class was in hysterics .

• As Miss Juarez read a final funny story about the pig, the class was in hysterics .

• A person who is crying or laughing uncontrollably is in hysterics. If something is very funny, they will laugh a lot; they might feel like they can’t stop laughing.

• Sometimes when I see something funny on youtube or on TV, I am in hysterics
• I am laughing so hard that my face turns red!

Have students provide examples beyond the story context: **
• Can you think of a time when you laughed so hard that you couldn’t stop?

• Known Word
• Search, hunt
• Have to
• Keep going
• Lucky
New Word**
Explore
Required
Maintain
Fortunate

• Do You Speak Marlup?**
• The marlup was poving his kemp. Parmily a narg hirped some whev in his kemp. “Why did vump horp whev in mh finkle vump?” The marlup jufd the narg. “Er’m muvvily trungy,” the narg grupped.
• “Er heshed vump norpled whev in your tranquil kemp. Do vump pove yuour kump frinkle?”

• Write in understandable terms what you think this could actually be saying
• We will have each group read their translation aloud 
• How did you fare without knowledge of the vocabulary…..?

• **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 2” vocabulary words.
• 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)..

• Tier 2:

• There are many online resources to guide professionals to lists of appropriate Tier 2 words**
• http://www.flocabulary.com/wordlists
•
• 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.

**An free online resource that I have had great success with, especially with teenagers, is www.freerice.com. This teaches new synonyms
(many of which are Tier 2 words) through multiple choice items; 65 levels

•
• Happy means the same thing as: **
•
• Bored Content Joyful Fatigued
• If a student answers correctly, 20 grains of rice are literally donated to the United Nations World Food program and given to a hungry person in a developing area of the world.
• The students I work with love the idea that they are helping those who are less fortunate.
•
•
• If they get the answer wrong, the item is cycled back until they get it right. As the player becomes more knowledgeable and goes up through the levels, the items become more sophisticated.

IV. MORPHOLOGICAL
AWARENESS (MA)**
• Just when you thought it was Dr. R
.
safe to come out with your hands up… Morphology
• Morphology is baaaaack!!

• A morpheme is the smallest unit of linguistic meaning
• We have free and bound morphemes

• **The CCSS have a strong on building morphological awareness skills beginning in kindergarten.
• For example, one kindergarten standard is:
• [Students will] use the most frequently-occurring inflections and affixes (e.g., -ed, -s, re-, un- pre-, -ful, less) as a clue to the meaning of an unknown word.

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

• That it can be!

• Activities for Increasing Morphological
Awareness**
• * 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 hope ful, care fully , sleep less, work able, un help ful

• **
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

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

We worked with her first grade language arts book

• LaShon read each page & we did decoding, comprehension, vocab

Then we picked out words from the text that had suffixes

LaShon wrote them on the board and underlined the suffixes
• She said she thought it was fun! 

(this slide not on test)
• Listening and Speaking Standards
(Oral Language)
• Grade 1 Standard 3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

•
• [Students will] participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and larger groups.
• [Students will] follow agree-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

•
• [Student will] adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Basically, there is a strong emphasis on effective:

VI. INCORPORATING CCSS INTO IEP
GOALS** (just know the name of the app for test 4)
• A wonderful app is called “Common Core Library.” It is created by WAGmob Simple ‘n Easy. If a speechlanguage pathologist is writing an IEP goal, s/he can go to the Speaking and Listening Standards (for example) and use any that are appropriate in the IEP. For instance, second grade speaking and listening standard 2 says “The student will participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.” This can easily be written as an IEP goal.