Common Core State Standards and the speech-language by Lissa A. Power-deFur

By Lissa A. Power-deFur

Common center kingdom criteria and the Speech-Language Pathologist: Standards-Based Intervention for precise Populations is a device for the research of the typical center kingdom criteria (CCSS) and the advance of interventions to fulfill student-specific wishes. The CCSS is an schooling initiative within the usa that info what K-12 scholars may still comprehend in English language arts and arithmetic by way of the tip of every grade. The initiative seeks to set up constant schooling criteria around the usa and make sure that graduating scholars are ready to go into university or the team. As of 2015, forty-three states had followed the CCSS.

With the implementation of the CCSS, it truly is severe that speech-language pathologists collaborate with educators to let the luck of scholars with communique issues in addition to English language newcomers. this article bargains a realistic process for program of the CCSS with a parallel research of kid's strengths and desires to create a template for intervention. It addresses concepts to facilitate the good fortune of scholars in getting access to and reaching the expectancies of the overall curriculum, with a spotlight on scholars with conversation problems, listening to loss, imaginative and prescient loss, deaf-blindness, particular studying disabilities, autism, a number of disabilities, and English language learners.

Key Features:

  • Begins with the heritage and implications of the typical middle nation Standards
  • Chapters written via the most important specialists within the field
  • Provides instruments for research of the language expectancies of the CCSS and a framework for aligning intervention (both direct and classroom-based) with the CCSS
  • Addresses scholars at ordinary and secondary levels
  • Offers collaboration concepts to facilitate luck within the classroom
  • Includes a number of case studies

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Additional info for Common Core State Standards and the speech-language pathologist : standards-based intervention for special populations

Example text

The standards focus on using writing to communicate clearly to an external audience, and adapting the form and content of writing as appropriate to the task. Like the Reading Standards, these standards expect students to meet and retain Language and Communication Expectations of the Standards the skills from each year, maintaining the mastery gained at earlier grades. The Writing Standards have four components: n text types and purposes (writing arguments to support claims; writing informative texts to convey ideas; writing narratives); n production and distribution of writing (clear and coherent writing; writing through use of planning, revising, editing, rewriting); n research to build and present knowledge (conducting research projects with focused questions; gathering information from multiple sources; drawing evidence from texts to support analysis); and n range of writing (routine writing that allows for research, reflection, and revision; and responds to various tasks, purposes, and audiences) (NGO & CCSSO, 2010a).

The previous discussion highlights the importance of having skills in a variety of aspects of communication to meet the standards at each grade level. The following skills are necessary for students to access and be successful in the standards: n Articulation and fluency are needed for clear speaking. n Articulation and phonological skills are necessary for phonological awareness, a fundamental reading skill. n Language skills in morphology and syntax are necessary for the conventions of standard English, reading and writing.

Beginning in first grade, students are to include key information and the central message. By third grade, students are to demonstrate skills in describing characters in a story and explain how the characters’ actions contribute to the story sequence. Students must also demonstrate the ability to describe relationships between events, ideas, and steps using language that conveys time and sequence. Students are to be able to compare texts beginning in kindergarten. The area of integration of knowledge and ideas expects that kindergarten students will be able to identify basic similarities and differences with support.

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