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Making Common Core Standards Achievable

Making Common Core State Standards

Achievable

for ALL Learners

 

As a teacher of students with learning disabilities, CCSS can seem overwhelming and unachievable for our students.  However, the format of the standards can work to our advantage to modify curriculum and help our students meet those standards.

 

Below is the eighth grade Reading Informational standard under the cross grade level concept of KEY IDEAS AND DETAILS.

Key Ideas and Details:

 

CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysisof what the text says explicitly as well as inferences drawn from the text.

 

CCSS.ELA-LITERACY.RI.8.2

Determine a central idea of a text and analyzeits development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

 

CCSS.ELA-LITERACY.RI.8.3

Analyzehow a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

All of these standards build on the previous grade’s standards, adding to and usually including a higher level of thinking.  Here you notice all of the standards include some form of analysis.  To analyzemeans to take a concepts, break it down, identify and understand its connections to other concepts. This is a somewhat complicated task, and in eighth grade only one part of each standard is targeted.

So given this information, what do we do to support ALL students? 

Use the format of CCSS standards to “task analyze” grade level standards.  Because grade levels share the same conceptual heading (ie Key Ideas and Details) you can slide down to another grade level and see how the concept builds.

Let’s take RI8.1 and see what this looks like in 6th grade, and 4th grade.

Key Ideas and Details: 8th grade

CCSS.ELA-LITERACY.RI.8.1

Key Ideas and Details: 6th grade

CCSS.ELA-LITERACY.RI.6.1

Key Ideas and Details: 4th grade

CCSS.ELA-LITERACY.RI.4.1

Cite the textual evidence that most strongly supports an analysisof what the text says explicitly as well as inferences drawn from the text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

 

 

So for a student that has difficulty with the process necessary to analyze, we can use the information in the 4th grade standard to modify (i.e. explain rather than analyze).

We can then bridge the 4th grade and 6th grade standards, by intentionally teaching the skills necessary to analyze: break down the information and find connections to other information. Thisstrategy for modification can be used with all standards.

I have found, as an RSP teacher, that students can achieve CCSS; however, educators must familiarize themselves with the format and then modify/scaffold as necessary to ensure success.

 

STAY TUNED FOR UPCOMING 3D BLOGS

THAT INCLUDE EXAMPLES OF HOW THE

‘BREAKDOWN’ TECHNIQUE IS USED

 WITH A CLASSROOM QUESTION!

Feedback that’s Honest, Student-Centered, and Useful

 

"Teach a man to fish.....:”

 

Teaching the Writing Process = Building Student Confidence = Improving Student Performance

 

Step 1: Feedback that’s honest, student-centered, and useful.

Bandura (1987), a social psychologist, conducted research on the effect significant others have on human goal setting and behavior, along with similar educationally related topics. His studies make it clear that we will strive towards a goal if we think we can achieve that goal.  How do we form these opinions of our abilities or come to the belief that a goal is achievable? Bandura’s work suggests that prior experience and the feedback of those in our environment help us create images of what’s possible and what’s not. We see our experiences through the lense of those who are important to us.  Parents’ statements of dissatisfaction with grades students achieve influence students’ perceptions of their graded performance, and depending on the content of parents’ comments, whether they can improve their performance.  Teachers and parents, are, therefore, important contributors to student confidence and perceptions of what is possible.

So, how can teachers build student confidence and, at the same time, provide them with

feedback that is both honest and valuable in terms of improving skills for written expression?  In this first blog, we address the use of student-centered feedback. The phrase, ‘student-centered feedback,’ refers to any assessment tool that identifies the individual student’s own pattern of strengths and weaknesses. This is not the same as the approach where we look for aggregates of strengths and weaknesses in the class as a whole. The ‘aggregate’ approach asks: What skills need improving for most of the students in my class? The student-centered approach asks: What are this student’s strengths and weaknesses? In the aggregate approach to classroom instruction, students respond with thoughts like “this doesn’t necessarily apply to me (and decreases motivation)”. In the student-centered approach, students respond by spontaneously asking teachers to evaluate their individual writing products (“Do mine,” they’ll say). Students feel that they are not wasting their time on unneeded tasks AND that the specifics you give them make it clear what they need to do.

Anyone who has worked with adolescents also knows that being overly generous in praise causes students to become somewhat skeptical of the advice that is given to them. A student-centered approach allows us to build our ‘advice’ credibility for students. It also provides the opportunity for students to know, or prove to themselves, that they have improved.  Therefore, there are two tasks that need to be accomplished with any feedback we give. The feedback method should: 1) Let students know how the information will help them improve even more, and 2) set-up tasks so that the student sees how much he or she has improved.  In other words, our feedback should provide a positive bent to recommendations, make credible teacher feedback, and build student confidence in their own abilities.

How do we incorporate these techniques into the classroom?  We invite you to register on our website and receive a link to our webinar discussing how to implement a student-centered approach for grammar instruction (called “Mechanics Workshop”) along with the Grammar Evaluation form that we use with students. Ideally, we want to use the same evaluation tool after the first essay the students write as well as after a quarterly essay, as this allows us to thoroughly follow students’ work on one or two of the targeted skills.

Follow our quarterly blog for more information on how to build student confidence at 3deducationalsolutions.com. Email us your thoughts or interests via This email address is being protected from spambots. You need JavaScript enabled to view it. .

Our NEXT BLOG will outline Step 2 to building student confidence: “Make Problem Solving Steps Explicit.” Tune in and email us to find out what exactly that means and how a teacher can make problem solving steps specific. We believe writing is a meta-problem solving task.

MORE INFORMATION:

Want to learn more about what student-centered teaching means? Head to http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html, an article on the definition of student-centered learning and how it differs from teacher-centered learning. It discusses examples of student-centered learning and explains how to implement those practices into every-day teaching as well as provides critique on the positives and negatives of this learning technique.

Another article that can give more info on the student-centered approach can be found here: http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ . This article gives the five main characteristics of learner (or student)-centered teaching and the kinds of benefits it can provide to both students and teachers. It explains how students are more motivated, more reflective, and how they work harder with the student-centered approach as opposed to more teacher-centralized options.

 

OTHER RESOURCES FOR TEACHERS:

http://www.californianstogether.org/ provides information for teachers and parents alike who are interested in equal access to quality education for children who are learning English.

http://www.discoveryeducation.com/teachers/index.cfm?campaign=flyout_teachers is an official Discovery Channel website that has free teaching resources for writing as well as many other subjects. They offer lesson plans and worksheets as well as a multitude of story mapping techniques

Web-Based Academic Language Exercises

Direct Links to Web-Based

Academic Language Exercises

      We educators often provide parents and students with website addresses where they can further search for particular exercises; however, just the process of searching and figuring out the website organization can be disheartening. 

      We hope this blog will help educators, parents, and students find exercises and games to help improve academic language understanding and use.  Academic language, found in content area textbooks, consists of complex sentences,   multi-syllablic words, and figurative phrases such as similes and metaphors.  Below are brief descriptions and direct links to web based exercises and games that should help with understanding and using all of these language forms.

RESOURCES

1. Root words, prefixes, suffixes: http://www.prefixsuffix.com/rootchart.php

This website has a list of prefixes, roots, and suffixes that will help students figure out meanings of words, and includes two games Rooty and  Meany which allows students to practice using roots to define words.                    

2. Translators: http://www.spanishdict.com/translation    

Translators combines  world-class dictionaries, verb conjugations, video Spanish translations, and English to Spanish machine translations into one very powerful search box.

ONLINE EXERCISES

1. Grammar Practice: http://www.rong-chang.com/ex/contents.htm -

Students complete grammar exercises including complex sentence and scrambled sentence exercises. Although the site does not have pictures, it does give feedback about performance on exercises.

The user will need Flashplayer to play the online games available. 

2. Preposition Practice:  http://www.mcedservices.com/Prepex/QUIZEX.HTM

The student looks at a picture, listens, answers a question, and repeats short sentences using frequently occurring prepositions (e.g. to/from, on/off, etc.)

3. Conversation Practice: http://www.eslfast.com/easydialogs/index.html

This site features Average Daily Living Conversations:  Students can listen to, read print, and repeat functional conversations.

4. Question Practice: http://www.rong-chang.com/tutor.html 

Type in a questions to ask Mike the robot, and he will answer back. 

5. Math Vocabulary: http://www.mcedservices.com/math/mathindex.htm 

This site provides a multi language glossary, definitions of terms through algebra and geometry levels, and practice problems which are read aloud to the student before answering them online.

6. Basic Vocabulary: http://www.learningchocolate.com/?gclid=CMGVtqn90rcCFck-MgodH0QARQ

The site features games that have students matching a word heard to either a printed word or picture. The vocabulary used includes adjectives and antonyms.

7. Vocabulary games including similes: http://englishclub.com/esl-games/vocabulary/index.htm

This website provides links for other sites that allow students to practice read, oral, and written vocabulary within games. Practice of similes are included in many of the sites.  

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