Finding Academic Success for All Students Margo Kinzer Courter, MBA, MA, CCC-SLP Courter...

Finding Academic Success for All Students

Margo Kinzer Courter, MBA, MA, CCC-SLPCourter Communications, LLC

Speech, Language, & Learningcourtercx@gmail.com

• Defines the knowledge and skills students should have within their K-12 education

• Aligns K-12 with expectations in English/language arts and math standards for college and career success

• Consistent standards across all states• Determined through evidence and research

based criteria

Facts from The ACT Report

• Needs to understand complex texts• Critical thinking is NOT enough• Complexity of college texts have

not decreased• Decline in vocabulary complexity• Word difficulty in scientific journals have

increased• Discrepancy in the complexity of texts from end

of high school to beginning of college

ACT Report continued

The clearest differentiator was students’ ability to answer questions associated with complex texts through understanding complex sentence structure - NOT critical thinking skills.

In 2004-2005, only 51% of students taking the ACT scored at the benchmark (C equivalency) for understanding complex text needed for college readiness.

= Academic Success

Reading to Learn

Learning to Read

Learning to Read Reading to Learn PreK K 1 2 3 4 5 6 infinity

Learning to

Read

Children’s phonological awareness ability at preschool is a powerful predictor of later reading and writing success (Bradley and Bryant, 1980; Lundberg, Olofsson, and Wall, 1983; Torgesen, Wagner, &

Rashotte, 1994).

Strong phonological awareness base:– Phonemic awareness– Rhyming– Onset and Rime– Segmenting– Blending– ManipulatingGreat activities: www.phonological awarness.org

Visu

al P

honi

cs

Explicit instruction in the six common spelling patterns, prefixes, suffixes, roots, and word origins makes decoding and figuring out meaning of words and sentences easier for students.

(JustReadFlorida.com)

Six Syllable Patterns

C = closed syllable as in "cat" (C)L = consonant -le syllable as in "ta/ble" (L)O = open syllable as in "we" (O)V = vowel team syllable as in "read" (V)E = vowel-consonant-e syllable as in "cake" (V_E)R = r-controlled syllable as in "barn" and "bird" (R)

3rd Grade through High School

• Relevance• Preteach/Prelearn• Peak Curiosity and Creativity• Multimodality Learning• Use consistent strategies across teachers and

grade levels• Link to what the student knows

Reading

to Learn

• Students who used visual aids outperformed those using conventional reading techniques on a reading comprehension test.

• The benefit of using organizers does not diminish based on the grade level.

Kim, A., & Vaughn, S. (2004). Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research. Journal of Learning Disabilities, 37(2), 105-118. Retrieved December 6, 2010, from www.asha.org

• Fountas and Pinnell (2001) cite that when content is illustrated with diagrams, the information can be maintained by students over a period of time.

• Students with learning difficulties need strategies to help them achieve success in academics. (Gagnon & Maccini, 2000).

What Strategy Will You Use?

Highlighting key words in assignments

Highlighting tape or erasable highlighters in textbooks

WebsCornell Notes

Venn DiagramsGraph paper for

mathChecklist for math

story problemsVocabulary strategyBook report format

Following Written Directions or Reading Paragraphs

• Highlighting (highlighter tape) – Key words in directions– Supporting detail for paragraphs and chapters

ExampleRead each sentence below. Circle the subject and underline

the verb. Then write a prepositional phrase on the line to complete the sentence.

orRead each sentence below. Circle the subject and underline

the verb. Then write a prepositional phrase on the line to complete the sentence.

Vocabulary

• Introduce Vocabulary – Provide students with a description, explanation, or

example as opposed to a formal definition. – Access Prior Knowledge: Build on Prior Knowledge – Make the vocabulary relevant to the students*** This is important for young students as well as they are

learning high frequency words. This will aid in reading comprehension and retrieval***

Great Resource: Tennessee Department of EducationTennessee.gov/education/ci/doc/VOCABULARY.pdf

Vocabulary CardsOutside top: 1

Number in the right upper corner

that corresponds to the number on the vocabulary word

Outside bottom: 1

Vocabulary word

Example: saw

Inside top:Use this space to draw a picture that

represents the meaning of the word or use word finding template

Inside bottom:Definitions of the word. All

definitions to multimeaning words should be written.

Example: 1. A tool used to cut

2. past tense of to see

Diane German (1998) and Dockrell (1998) state that the prevalence word finding difficulties are high among learners with specific language impairment and learning disabilities.

_Species______________Syllables: __Spe___ __cies___ _____ ____

_Species___ _Species______Species____Sentence: Lions are a species.

Speed Cheese

Relationship Building – Concept Circles

house

Connection: Curriculum Based Meaning - Common Language Usage

Term/Phrase/WordFactor

Common Use of the Word Curriculum Based Use

A fact that contributes to a result Numbers that divide evenly into another number

Sentence Using TermsGeneral Use

The rain was a factor in mom’s decision to not go.

Curriculum Use2 is a factor of 4

Meaning Same X Different

Book Report Format

PlotSettingMain CharactersConflict or Central ProblemMain Idea and 3 Details from Each ChapterResolution of the ConflictConclusionYour Thoughts

Venn Diagrams

Subject 1 Subject 2

Compare and Contrast Making an Apple Pie to Making a Mud Pie

CornellMain Idea

Vocabulary

Questions

Supporting Details

Summary

Webs for Organization & Prewriting

Main idea

Detail 2

Detail 3Conclusion

Detail 1

Math Story Problems

Read the story problem Reread and highlight key words Match numbers to words What are you solving for? Solve Recheck

Example: Math Story Problem

Sam bought 8 ball caps, one for each of her eight friends, for $8.95 each. The cashier charged her an additional $12.07 in sales tax. She left the store with a measly $6.28. How much money did Sam start with?

Caps = 8Cost= 8.95Sales Tax = 12.07$ Left = 6.28

Answer: $89.95

8.95 x 8 71.60 + 12.07 83.67 + 6.28 $89.95

On line Textbooks• Ebooks

– Audio, reading help, companion materials, study skills, test taking strategies, self tests, quizzes, additional practice

• Audio Downloads• Reading help• Textbook companion• Study skills & Test taking strategies• Self tests & Quizzes• Additional Practice

Learning is a treasure that will follow its owner everywhere. ~Chinese Proverb

How lucky we are, as educators, to have the opportunity to instill the love of learning for every student!

Margo Kinzer Courter, MBA, MA www.courtercommunications.com courtercx@gmail.com