Why Intensive Interventions are Necessary: Response to Common Core

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Why Intensive Interventions are Necessary
Response to Common Core Sharon Vaughn The
University of Texas at Austin (Pearson Author)
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• WWW.MEADOWSCENTER.ORG

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Purpose of the Common Core Reading
The goal of the Common Core is to ensure that
students gain adequate exposure to a range of
texts and tasks. Students advancing through
the grades are expected to meet each years
grade-specific standards and retain or further
develop skills and understandings mastered in
preceding grades
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Common Core Big Ideas

• College and Career Readiness
• Cumulative Standards
• High Cognitive Demand
• States Define the curriculum and instructional
  strategies
• Can we do EQUITY and EXCELLENCE?

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In Common Core
Comprehension through Close Examination of Text
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Portrait of Students Who Meet Standards

• Demonstrate Independence
• Build Strong Content Knowledge
• Respond to Varying Demands of Audience, Task,
  Purpose Discipline
• Comprehend and Critique
• Value Evidence
• Use Technology and Digital Media
• Understand other Perspectives and Cultures

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A Review of the Facts
Approximately 75 of students graduate within 4
years. (Chapman, Laird, KewalRamani,
2010) About 55 of students with reading
disabilities graduate in 4 years. (Data
Accountability Center, 2008) High school students
in the lowest 25 of their class are 20 times
more likely to drop out than the
highest-performing students. (Carnevale,
2001) More than 8 million students in grades 412
are struggling readers. (Perie, Grigg, Donahue,
2005) Approximately 53 of high school graduates
enroll in remedial courses in postsecondary
education. (National Center for Education
Statistics, 2001)
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Mean Weighted Effect Sizes
Elementary (K-3)
Secondary (4-12)
Comprehension .46 (25 effects) Reading
Fluency .34 (11 effects) Word Reading .56
(53 effects) Spelling .40 (24 effects)
Comprehension .14 (37 effects) Reading
Fluency .12 (8 effects) Word Reading .21 (22
effects) Spelling .20 (5 effets)
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• Moderator Effects
• Statistically significant differences on
  moderator variables at elementary.
• However, no statistically significant difference
  at secondary.
• Group size
• Hours of intervention
• Grade Level
• Learner Type

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• There is 1 Absolutely Necessary Activity for
  Students to Engage in to Improve their Reading
  Comprehension

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• INCREASE TIME
• READING!!!

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Cunningham Stanovich, 1999)
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Promising Practices for Secondary Students
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High Priority Needs5 Minute Word List for
Rapid Word Reading

• Lists 1-4

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Directions Read each list in 20 seconds or less
without errors. For every word missed during a
timing add 5 seconds. Repeat lists until
mastered. (Ex. Student read list in 15 seconds
made 3 errors first timing T1 30 seconds)

• List 1
• there
• were
• of
• any
• thought
• this
• saw
• often
• ate
• through
• look
• what
• werent
• was
• throughout
• maybe
• a
• those

• List 2
• on
• was
• through
• these
• just
• thought
• help
• when
• thoughtfulness
• into
• why
• find
• through
• yes
• didnt
• been
• thorough
• have

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Directions Read each list in 20 seconds or less
without errors. For every word missed during a
timing add 5 seconds. Repeat lists until
mastered. (Ex. Student read list in 15 seconds
made 3 errors first timing T1 30 seconds)

• List 3
• their
• where
• his
• through
• hadnt
• soon
• said
• though
• some
• could
• thought
• threw
• jumped
• under
• although
• though
• through
• either

• List 4
• not
• has
• thorough
• gave
• whose
• where
• thoroughness
• keep
• those
• thorough
• thought
• thoughtful
• although
• like
• know
• see
• must
• out

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Move to Sentences

• Throughout the day there was a continuous
  downpour of rain.
• Therefore, he wondered, is it ever possible to
  finish my work without interruption?

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Common Tricky Vowel Rules

• Phonics Rules Students Often Miss
•  1. CVC (in one, two, and three syllable words)
•   cat, napkin, fantastic
•  2. Closed syllable  
• lot, pram
• 3. Open syllable
• we, pirate 

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Tricky vowels (cont)

• 4. Combined open and closed
• pilot
•  5. Vowel Pair
• oa, ea, ee, ai
•  6. r controlled or bossy r
• car, cardinal, bar, barnacle 
• 7. consonant le
• middle, riddle,
•  

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Practice Inferences

• 1.  Joey happily blew out the colorful candles
  and got many presents.
• 2.  Julia plays her new trumpet for 2 hours every
  day.
• 3.  I honestly forgot to set my digital alarm
  clock last night.
• 4.  Sharon grabbed her raincoat and her umbrella.
• 5.  Yesterday we cleaned out our lockers and took
  everything home.
• 6.  Suddenly, Mark ran into the street without
  looking.
• 7.  In the distance I could see a big black smoke
  cloud.
• 8.  The red boat drifted into the middle of the
  river.
• 9.  Everyone stopped when the referee blew the
  whistle.
• 10. When I woke up, there were branches and
  leaves all over the yard.

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COMPResearch Evidence

• Teaching students who need them to use
  comprehension strategies within text to improve
  understanding
• Answering and generating questions
• Monitoring comprehension
• Summarizing
• Using graphic and semantic organizers
• Students can be taught how and when to use
  specific comprehension strategies flexibly and in
  combination

Sources 4TRA Comprehension Strategies NIFL,
2001 NRP, 2000
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Inference Paragraph

•  
•  
• In 1867, a boy found a large, glassy stone near
  Kimberley. When it proved to be a
  _______________________, fortune hunters came
  from all around the world. From that unexpected
  beginning, both gold and diamonds became a major
  source of revenue for South Africa.

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Inference Modeling

• The sweetest word anyone can say in this parched,
  war-ravaged land is peace. On September 6, U.N.
  Secretary-General Ban Ki-moon and Sudan's
  President Omar al-Bashir announced that peace
  (clues peace, in first sentence and last
  sentence a forward clue and a backward clue)
  talks between the government and rebel leaders
  would begin on October 27. They will be held in
  Tripoli, the capital of Libya, Sudan's neighbor
  to the northwest. Muammar el-Qaddafi, the Libyan
  dictator, has pledged his full assistance and
  support (or help, etc. assistance and is a
  backward clue) to the Darfur peace effort.

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INFERENCES

• The mythical witch Medea had a great recipe for
  artificial blood. It called for thousands of
  ingredients like screech owl wings, water snake
  skins, crow eggs, stag livers, and werewolf
  innards. Medeas specially blended blood
  substitute was reportedly quite effective. She
  drained an elderly patients tired, old blood and
  replaced it with a batch of her brew. The
  gentelmans health and youthful vigor were
  magically restored.

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Inference (cont)

• What clue in the passage tells you that the
  witchs recipe is probably mythical?
• It has crow eggs in it
• It has owl wings in it
• It restored youthful vigor
• It has werewolf blood in it
• Where did you look?

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• (Passage not provided here but continues about
  hemophilia and anemia)
• Some need an influx of healthy blood to relieve
  the symptoms of disorders like hemophilia and
  anemia. Do you think Medeas method would have
  helped them?

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Inference (cont)

• No because Medeas blood is just a myth
• No, because people didnt have hemophilia or
  anemia back then
• Yes, because they needed blook
• Where did you look?

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Using Text to Teach Meaning

• All around the world, fall is a time to harvest.
  It is the result of many months of work. In
  spring before anything is planted, the fields are
  bare. Farmers plant their seeds. As the little
  plants grow, the farmers care for them. They
  water them during the sweltering heat of summer.
  They pull weeds and protect the plants from bugs.

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Vocabulary Map for the Indian Wars
3. Illustration
2. Definition Underline the key words.
4. Context Circle the correct sentence.
The conflict between the two tribes started when
both tribes wanted to settle In the same area by
the lake. The conflict broke out of prison
last night after the guards went to sleep.

A disagreement.
1.
Conflict
6. Word Building Choose a real word and then
write another word.
5. Word Associations Choose two related words.
7. Provide an example phrase, sentence, or
definition.

• Conflicting
• Conflictment
• _______________

1. Disagreement
2. Thump
3. Skip
4. Argument

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Answering and Generating Questions

• Asking and answering questions can help students
  to
• Identify main ideas summarize text
• Monitor their understanding
• Connect what they read with what they know
• Talk to others about what they read
• Make inferences

• Who
• What
• When
• Where
• Why
• How

3TRA Comprehension NIFL, 2001 NRP, 2000 TEA,
2002a UTCRLA, 2001
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Question Cards

• Question Types
• Who? A person or group
• What? A description or an effect
• When? Related to time
• Where?A place or location
• Why? A reason or cause
• How? A process or characteristic

• How do I write a good question?
• Identify the Important Idea or event in the
  passage and write a question about that Important
  Idea.
• Why was there a conflict between the Plains
  Indians and the settlers in Texas?
• _______________________________________
• Use a variety of question stems (who, what, when,
  where, why, and how).
• Who was the leader of the Mexican Army?
• Where was oil first discovered in Texas?
• Why did cattle drives end in towns near
  railroads?

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Get the Gist ExampleThe Caddo

• The Caddo were farmers. During planting season,
  the Caddo gathered from neighboring villages and
  worked together to plant each field, day after
  day, until all the farmland was planted. In this
  way, the Caddo community worked together to make
  sure there was enough food for the next season.
  The Caddo also made fine pottery. If the Caddo
  needed something they could not make or grow,
  they traded food and pottery with other Native
  Americans to get it (p.97).

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Get the Gist ExampleThe Caddo (cont.)

• Who or What
• The Caddo
• Important Information
• The Caddo were farmers.
• The Caddo made pottery.
• The Caddo traded with other tribes.
• Write the gist in 10 words or less
• The Caddo were farmers who also made pottery for
  trading.

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What About Common Core?

• Everything We Discussed
• Aligns with the Common Core

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Additional Key Ideas

• Students have heterogeneous skills
• Frequent progress monitoring benefits instruction
• Gains are specific to what is taught
• Instructional programs should be integrated
• Evidence from research needs to be influenced by
  experience and judgment

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Now a word from the master of language Dr. Seuss