Session 16 Handouts - North Carolina Speech Hearing & Language
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Addressing Children’s Language and Literacy Challenges in collaboration with teachers Nancy A. Creaghead University of Cincinnati North Carolina Speech-Language-Hearing Association September 25, 2010 Nancy.creaghead@uc.edu T i Topics Consideration of event and communication scripts and their relationship p to learningg and successful participation as well as children’s language and learning difficulties Strategies for supporting children in developing classroom scripts and negotiating discourse in the classroom Comprehension monitoring and following directions Curriculum based assessment and intervention Supporting S ti preschool h l teachers t h to t enhance h language l andd literacy in their classrooms Do y you know this student? Cindy is in fifth grade. Her teacher says she has difficulty giving clear answers in class. She usually says “II don says, don’tt know.” Jody is in sixth grade. His teacher is concernedd that h he h does not follow directions. Sandy is one of many children in her Head Start classroom who do not have the language and literacy skills to be successful in school. Consideration C id ti off eventt scripts i t and their relationshipp to learning and successful participation in school DEFINITIONS Schema Script Routine plan for organizing or representing i information; i f i concept organization schema for an event;; specifies setting, actors, actions, props, variations; becomes more elaborate with experience aspects of the script that are constant; can be identified, stated and/or taught E Examples l off Event E Scripts S i Restaurant Ai Airport t School RATIONALE for Considering School Scripts Some children are not successful in school because they do not know the rules for communication there Classrooms have specific, identifiable communication patterns which children are expected to follow. The spoken and written language demands of classrooms are high. Understanding the classroom script and rules as well as communication demands of the classroom and curriculum is critical in developing appropriate assessment and intervention. Language learning disabled Language-learning children . . . . . may not have strong scripts for school; may not be able to generalize experience to develop new and more elaborated scripts; may have difficulty dealing with multiple scripts; may not be able to generalize learning in one script sc p too a different d e e script. sc p . What are the implications for how we deliver services? Can this language learning disabled child afford to miss the script information in her classroom? Should she have to learn additional scripts that typical children do not have to negotiate? g Can she generalize learning in a therapy setting to the classroom? Classroom C ss oo Co Communication u c o Requirements Characteristics of the classroom script Classroom communication Lesson structure Interaction with peers Classroom Communication Requirements Example characteristics of the classroom communication script Raise your hand to speak Listen more than you talk Be prepared to answer specific questions Take notes Stay on the teacher teacher’ss topic Stay in your seat Change activities when the teacher decides it is time L Lesson Structure S Timing Rules R l for f participation ti i ti Initiating the lesson M ki comments Making t Answering questions Asking for help Finishing on time and preparing to change lessons I Interacting i with i h Peers P The critical role of peer scripts Knowing who to follow Negotiating a moving target The potential negative role of adults How difficulty with scripts can create classroom problems Selected classroom problems Following directions z Knowing the script for the event Knowing what to listen for z Knowing the teacher’s script Understanding U d t di indirect i di t discourse di Staying on topic z z Understanding what the teacher means by topic Understanding topic in relationship to timing issues Asking questions/requesting clarification z z Relationship to comprehension monitoring Trying not to stand out in school Cultural differences Conflicts between home and school script Teaching hi at home h Learning strategies Politeness Behavior when being chastised Group support versus competition Saving face Wi Written Communication C i i Scripts S i Print provides meaning Literacy Lit is i important i t t Background knowledge Experiences E i New knowledge from reading Literary allusions World knowledge Text structure S h lE School Event Scripts S i Beginning the day Lunch Recess - Games Ending the day Cl Classroom lessons l Reading group T t Tests Getting, doing, returning homework Working independently Workbooks C Communication i i Scripts S i Following teacher directions Followingg written directions Reading aloud Reading for information Answering in a group Getting help from teachers, peers Sharing information Explaining/defending behavior Giving reports Show and tell Event Scripts Communication Scripts Beginning the day Lunch recess Ending the day Classroom lessons Reading group Takingg tests Homework Workbooks W ki alone Working l Following oral directions Followingg written directions Reading aloud Answering Ans ering in class Getting help Givingg reports p Show and tell Defending behavior QUESTIONS FOR DETERMINING CLASSROOM SCRIPTS When must children be quiet? When can children talk to each other? Wh can children When hild ask k ffor hhelp? l ? How are children expected to get and remember homework assignments? What are children allowed to do when their work is finished? What are children expected to do when they do not understand? What kinds of answers are expected during lessons? Specific/elaborated? Who can talk to whom and when? What is the order of events during the day? Does it stay the same each day? How important is it to be exactly correct in reading/writing speaking? QUESTIONS REGARDING CLASSROOM CUES What does the teacher do to define the beginning of the lesson? How does s/he let the children know that they can ask questions or share information? How does s/he let them know that they have gone too far? How do children know the order of events in the classroom? How do children know if and when they can talk to each other? Does the teacher present direction in writing, orally or both? Where does the teacher typically stay in the room? Does this differ for different activities or in relationship to the importance of the event? How does the teacher mark when free time is over? How do children know what materials they should have ready? How do children know how formal their talk should be? St d t Questionnaire Student Q ti i What things are bad to do in your classroom? What makes teachers mad? How do you know when your teacher is angry? How do you know when it’s time to come in from recess? What can you do in the cafeteria that you cannot do in the classroom? How do you know when it’s time to be quiet? What should you do to get ready to take a test? When is it alright to ask a question? What do you have to do to get ready to go home? Whatt am I Wh supposed to know here? H l i Children Helping Child Learn L Scripts S i t Outline the routine with the child. Brainstorm variations on the routine. Specify the cues for activating the script. Role play the script. Talk through the script as it occurs. Cue the child in the natural context. Provide id strategies i for a “listening li i script” i Distinguish between old and new information. M k a li Make listt off new information. i f ti Provide directed observation of the script. M R My Reminders: i d Book _________________ Page __________ Questions _________________ SCRIPT LESSONS Communication skills -- speaking, listening Speaking before an audience Getting the class’ attention Math word problems Giving explanations Comprehension monitoring Story structure Getting ready to go home Cafeteria, Library, Music, Fi ld Trips Field Ti Social events SCRIPT FOR LESSONS Brainstorm rules, strategies, steps, ideas Write on wall chart Vote, rank, rate, prioritize Model role play Children role play Monitor followup by counting, charting, graphing, rewards Use wall chart as a reminder MORE SCRIPT LESSONS Speaking before an audience Getting the class’ attention Math word problems Giving explanations Comprehension monitoring and getting help from the teacher Story structure Getting ready to go home Cafeteria, Library, Music, Field Trips S i l events Social PROPS FOR CHILD PLAY HOUSEPLAY books to read to dolls empty product containers telephone books emergency number b on play l phone cookbook food coupons magazines & newspapers stationery & envelops DOCTORS OFFICE eye chart on wall telephone book note pad and pencils prescription pad signs file folders & paper for charts appointment cards pamphlets on good health magazines for waiting room PROPS FOR CHILD PLAY GROCERY STORE empty product d containers i department labels food posters signs stamps and stamp pads for prices p stamps and stamp pads for prices ads play money RESTAURANT menus chalkboard to post specials placemats with messages notepads & pencils for orders checks play money signs table tents C Comprehension h i Monitoring M i i Focus on one child with comprehension monitoring problems 5th grade classroom Weekly W kl observations b ti Examination of instances of failure to comprehend h d Critieria: The child failed to complete the task Jones & Prelock Prelock, 1992 Comprehension Steven, Grade 5 Comprehension Monitoring Episodes where Steven did not realize that there was a comprehension problem Episodes where Steven realized that there was a problem but didn’t know what to do to solve it. Episodes where Steven figured out how to get the information Episodes where the teacher solved the problem even though Steven did not ask for help Jones & Prelock, 1992 Comprehension monitoring behaviors in percent 62% No awareness of non-comprehension 14% Awareness but no attempt to clarify 24% Successful attempt to clarify 70% 60% 50% 40% No awarenes s No attempt 30% 20% 10% 0% Success COMPREHENSION O O G SC SCENARIOS OS MONITORING Episodes in which Steven recognizes a comprehension problem and takes action to solve the problem MATH LESSON: St d t att d Students desks. k Teacher in front of room delivering group instruction. T OK T: OK, What Wh t I’d lik like you tto d do now iis putt your ffraction ti bars b back in order and get out your math book please. S: (Gat (Gathering e g hiss fraction act o bars ba s oon hiss des desk aand d putt puttingg them back in order.) T: OK, open your books to 2-2-2, 2-2-3. S: (Still organizing fraction bars at his desk. Gets his math book out and sets it down on top of his desk, cover closed closed. Stands up and moves to front of room where trash can is located, throws something away. Walks back to his desk and on his way, looks over a peer’s shoulder to see page number, sits down at desk and opens math book to page 2-2-2.) Aware & Active MATH LESSON: Students at desks desks. Teacher going over math worksheet instructions at front of room. T: Look at your clock on top, you will do numbers 1 through 19. Who knows which one is the hour hand? S: The short one. T: Look at numbers 1 through 19. (on worksheet). S: (After T was finished with the instructions, S began to look over his math paper, then he caught T’s attention as she was walking around. ) D we d Do do numbers b 1 th through h 19? T: Yes, the whole page. Aware & Active MATH LESSON: Students at desks. Teacher in front of the room. T: Measure your paper. S: (Looks to the blackboard to see instructions for measuring his paper, i.e. length x width or width x length.) Aware & Active SEAT WORK: Students at desks desks. Teacher had finished reviewing assignment and was walking around the room to observe students preparing to work. S: T: (As T walked by his desk.) I’ trying I’m i to find fi d out what h page. Page 24. Aware and active READING GROUP: S l t d students Selected t d t and d tteacher h are iin th the b back k off the room at the reading table. T: OK, we’re going to start reviewing the section called ‘Happenings.’ Please find the page it is located on at the beginning of the section. section (referring to section in reading book). g book in the table of contents,, S: ((Lookingg in his reading searching for page number.) T: OK, Sandy and Evie are looking and Katherine already found it. it Those are good places to look. look S: What was the name of it? pp g and it’s at the beginning g g of a section, so T: ‘Happenings’ you’ll find it in bold blue words, the introduction to ‘Happenings’. O: ( (After 5-10 minutes)) I noticed you haven’t started working yet. Why haven’t you started doing your work yet? S: I don’t get it. O: What should you do? S: Something. O: What should you do if you don’t get it? Did you hear one of the students say the directions? S: Yeah, but I still don’t get it. O: You still don’t get it? S: No No. O: What should you do if you still don’t get it? S: Um, look in the back? (Begins flipping through pages in the back of his book.) Aware and active COMPREHENSION O O G SC SCENARIOS OS MONITORING Episodes in which Steven recognizes a comprehension problem but takes no action to solve the problem MATH LESSON: Students at desks. Teacher in front of room. T: S: T: S: T: Open your books to page 127 and look my way. way (Opening his Math book to page 127 and looking to teacher.) At the top of the page, it says what? Review. (Exhibits a look of confusion.) g working, g, you y have plenty p y of time to Begin finish before lunch. O: S: O: Tell me about that confused look you just had on your face. face That comes after. (Meaning reviewing comes after you know about the material in the chapter, previewing comes before). I thought it was called preview. L t your teacher Let t h k know. (Does not use any kind of strategy to clarify what teacher was saying.) y g) Why didn’t you raise your hand or something to find out what she meant? I don’t know, I figured it out why. But you were right. S: I don’t don t know. know S: O: O S: O: A are b Aware butt no action MATH LESSON: Students at desks. Teacher at the front of room reviewing Math. T: Okay, 9 goes into 0 how many times? S: (Gives a look of confusion towards teacher.) T: (Recognizes this confusion and repeats the problem for S.) S) Aware but no action LANGUAGE ARTS LESSON: Student St d t llooking ki aimlessly i l l in i his hi book. b k Student St d t was approached by a peer who asked if he needed further explanation and student affirmed this. P: S: P P: See the word ‘small’, ‘small’, okay? What you do is you look for ‘small’ over here. (pointing to a chart in the lesson lesson.)) Like right here, like this. Now, where would small be at? (Thinking and looking at page.) Hmm. (S i th (Seeing thatt student t d t iis nott llooking ki iin right i ht place.) l ) On this side. Micro equals small (Pointing to the word). “It’s like right here. (Pointing to it). P: See ‘small’. Then yyou go g small equals q to micro and then ‘view’. (Pointing to ‘view’ to show what the word ‘view’ would equal to). p ; ‘view’ equals q to ‘scope’, p , so Microscope; microscope. (Leaving student to figure the rest out on his own.) S: I think I get it. O: S: O: S: O: S: O: S: Did it help? I think so. (Showing a confused eye gaze and still not appearing to understand) understand). Good. So you connect? (Asking a clarification question to the participant observer.) So you connect, connect yeah yeah. (pause) Tell me what you don’t understand. (Sitting in his chair, no response) Tell me what the directions say. (Beginning to reading written directions.) A Aware b butt no action ti MATH LESSON: Teacher reviewing work on overhead projector. Student came in late to class and sat down at his desk to begin attending to the work teacher had been reviewing. T: Okay, so, so far we’ve counted nine more triangles. S: (Looking up at board and then around room to figure out what was going on.) O: Why aren’t you volunteering answers? S S: I’m ttrying I’ i to t figure fi outt what’s h t’ going i on, like what page we’re on. Aware, but no action SPELLING LESSON: St d t att d Students desks. k Teacher in front of room. T: Okay, now that you’re all through, someone explain p to the class what yyou’re ggoing g to do in Part B, in your own words, what are the directions asking you to do? P: You look at the words in the box, and look at the beginning of each word and you look at the endings of the word and put them together. T: Okay, and then where do you find the word? P: Spelling list. T: P: T: S: T: S S: Your spelling p g list. Now we ggo 1 through g 8 (pause), what does it go up to? g Eighteen. Eighteen, yes, you’re going to go 1 through 18. Eighteen on the other page. (Does not do 1-18. Looking through book and on page instructed, not writing anything yet.) A Also, be aware that we are going i to correct the spelling from yesterday. (L ki through (Looking th hb book k and d staring t i att page as if confused.) Aware but no action MATH LESSON: Students at desks working with fraction bar manipulatives. Teacher at front of room giving directions. T: S: T: S: Pick up the fraction bar that is equal to two halves. halves (Looking aimlessly around desk, shifting in eat as if unsure of which to select.) (Recognizes student’s behavior and provides a prompt to clarify what he is to look for.) How many need to be shaded? Two Two. Aware but no action COMPREHENSION MONITORING SCENARIOS Episodes in which Steven does not recognize that there is a comprehension problem and therefore takes no action to solve the problem READING GROUP: Students St d t att d desks. k T Teacher h att b back k reading di table getting ready to call reading groups. T: I’d like reading group number three back to the table. S: ( (Continues doingg work at his desk;; does not follow teacher’s verbal request.) O: When do you go to reading group? S: Tomorrow. MATH LESSON: Students at desks. Teacher in front of room working on measurement. T: When you get your ruler, put it so your centimeter is on top. S: (Has ruler on top of desk with inch side up.) your centimeter side is facingg T: Put it so y up. S: (Has inch side up still, however, eventually realizes, li after f teacher’s h ’ second d direction di i that he has the wrong side up so, he looks to a neighbor’s neighbor s ruler and corrects himself.) T: S: T: S: T T: S S: Measure how wide your pinky is. (Measuring length.) Measure the width width, side to side (Repeats the instruction because she sees students measuring length) length). (Begins measuring width.) N Now, measure ffrom your middle iddl finger to your elbow. (M (Measures from f pinky i k to t elbow.) lb ) Not aware MATH LESSON: Students at desks working on Math assignment. Teacher walking around room. T: Okay y boys y and girls, g , some of you y can’t find ‘intersecting’ in the glossary or, um, in y jjust looked through g the the index so,, Judy chapter he found starting on page 271, at g g If you y skim through g you y the beginning. might find the word. S: (Continues working to finish up the rest of the definitions he has left to fill in. Cannot find ‘intersecting’ because he had skipped that word on his worksheet worksheet. Turns to page 271 to try to find the the definition of ‘intersecting’. Continues to look on page 271 for approximately five minutes although the information is only one paragraph. Eventually, gives up on that page and turns to look through the book.) O: I wonder why you couldn’t find the word on page 271. S: She probably thought it was a different page number. b Not aware Steven s strategies to get help Steven’s in the classroom: Ask the teacher when she is available nearby Raise his hand and speak out in in a small group Ask a peer or look to see what the peer is doing Use visual information when it is available Develop D l a script i t with ith the th tteacher h and children that includes: Assuring that the teacher makes herself available by walking around Maximizing small group time. Developing peer partners Writing directions on the board Elements of Successful Classroom Intervention Knowing the child Gettingg a committed team Framing a system that works when you are not there Identifying the language demands of the curriculum Tracking evidence to demonstrate that the system works Two RtI Projects Developing p g assessments to identify language challenges that prevent school success Collaborating with primary teachers in at-risk schools to address reading comprehension Academic Language Screener: Evaluating Children’s Academic Needs Using a reading passage from the curriculum: Evaluate Background Knowledge and Prediction Skills: What is this passage about? z What do you know about the topic? z Finding/Retelling the Main Points: z What are the main points? A d i L Academic Language Screener: S Answering Comprehension Questions z Comprehension of Grammatical Forms z Comprehension questions (duh!) Complex “misleading” misleading sentences with comprehension questions Vocabularyy z Evaluating level of prompting needed to access vocabulary knowledge Collaborating with Teachers to Address Reading Comprehension Strategies for: Accessing prior knowledge Text structure analysis Summarizing Comprehension monitoring Question/answering Use of Graphic organizers Developing Classroom/Curriculum Based Intervention Curriculum Assessment Steps Consider: 1. 1 Curriculum C i l andd communication i ti objectives bj ti 2. Vocabulary and language requirements of the curriculum 3. Children’s needs in regard to the curriculum demands 4. Modifications to meet children’s needs Language Components to be reviewed Vocabulary: prerequisite and new Language Comprehension Oral O l Expression E i Written Expression Written Th Intervention Three I i Contexts C Collaborative Classroom Intervention Collaborative Consultative Intervention Curriculum Based Pullout Intervention Lesson Plans Collaborative Classroom Collaborative Consultation SLP & teacher plan inclass activities SLP supports teacher in teacher-implemented teacher implemented intervention Curriculum-based Pullout SLP coaches child in therapy py T Team Member M b R Responsibilities. ibili i Collaborative Classroom Shared by teacher and SLP Collaborative Consultation Teacher has primary responsibility Curriculum-based Pullout Student has responsibility for transfer of learning L Lesson Plan Pl Components C Target Vocabulary Curriculum Demands Present Level of Performance Curriculum Goals IEP Goals Facilitative Techniques/Strategies Lesson Description Roles of each Team Member Followup Data Collection Collaborating in Preschool Classrooms Language g g and Literacy y Rich Classrooms Empowering Head Start Teachers The Extent of the Literacy Problem The effects of poverty The Effects of Povertyy Susan Neuman’s Research in Philadelphia 10 urban anthropology students studied 4 communities in Philadelphia 2 middle class and 2 low income They looked at: the opportunities to find books in the community the signs of literacy in the community. B k in Books i Communities C iti Examined E i d Middle class: blue collar, immigrant (Russian, Polish, Irish) 13 places to buy books 2,157 different book titles – 3 titles per child Middle class: old money, y, integrated, g , (33% ( African American, 50% Caucasian, other international) 11 places to buy books 16,000 different book titles – 12 titles per child Books k iin Communities C i i Examined i d Low income: 33% Caucasian, 33% African American, 33% Hispanic 4 places to buy books 358 different book titles – 1 p per 16 children Low income: 4 places to buy books 33 different book titles – 1 per 353 children Signs in a middle class shopping area Graffitti in a poverty neighborhood Susan Neuman’s Neuman s Research: Implications Limited access to books means limited vocabulary and limited information Limited information leads to slower schema development Limited information networks lead to slower access to new information, avoidance of written information sources and reliance on opinion leaders Susan Landry University of Texas – Houston 50% of kindergarteners are from families with one or more risk factors for reading failure (social, economic, physical). 33% of those children with only 1 risk factor will be i the in th bottom b tt 25th percentile til for f reading di scores. Scaffolding language and literacy experiences is a critical factor that is likely to be missing in these atat risk homes. Who is Tinkerbell? What is a leaf? Hart & Risley, Meaningful Differences: Recorded conversations in professional, working class, and welfare families over 2.5 2 5 years Difference between professional and welfare parents of 300 words per hour used with their children Professional families’ children at age 3 had larger vocabularies than the welfare parents themselves Jana Mason: No alphabet materials were available for preschoolers in the homes of about abo t half of the welfare elfare families she studied. st died Can you learn when you are under the table? Mixed results of Head Start experience Mixed competence of Head Start programs and teachers Teacher education issues Can school experience solve the problem? Response to Intervention Challenges Ch ll Opportunities How SLPs can help A Preschool Teacher Training Model for RTI: Collaborating, Modeling and Individualization Collaboration can benefit all members of the team as they increase knowledge and skills by learning from each other (Hartas, 2004). Modeling of new skills and strategies can connect classroom teachers to evidenced-based practices (Grossman & Williston, 2003; Grossman & Williston, 2003). Individualization and scaffolding provide meaningful professional development because we meet the teachers where they are, whether excited and ready to learn and apply new information or feeling “threatened by the inno ation” (Sheerer, innovation” (Sheerer 1997). 1997) RTI Teacher Training: Two components Meaning Making comprehension during literacy interactions, interactions language skills for meaning making, syntax, y vocabulary, y and narrative structure. Attention to the Code skills needed to access the printed word, word phonological awareness, print awareness, and alphabet knowledge. Professional Development: Overview for Tiers 1,2,3 Tier 1: Supporting teachers in providing high quality language and literacy teaching for all children, focusing on Meaning Making and Attention to Code. Tier 2: Offering teachers strategies that provide more explicit teachingg targeted g to those children who need additional support pp as determined by ongoing language and literacy assessment. Tier 3: Collaborating with the SLP in the classroom to address the child’s language and literacy goals as outlined on the IEP. Child Goals Meaning Making Attention to Code L Language/Syntax /S t Enhancement E h t Literacy/Dialogic Book Reading Vocabulary Rhyme Discrimination/Production Segmenting sentences into words Segmenting words into syllables Initial i i l soundd isolation i l i Print awareness Tier 1 professional development Professional development includes supporting teachers in providing high quality language and literacy teaching for all children which focuses on Meaning Making and Attention to Code. Tier 2 professional development Professional development includes teacher strategies that provide more explicit teaching targeted to those children who need additional support as determined by ongoing language/literacy assessment. Tier 3 professional development Ongoing? Professional development includes collaborating with the SLP in the classroom to address the child’s language and literacy goals as outlined on the IEP. Why h collaborative ll b i teacher h education programs work Teachers can see: children s learning as a result of their language enhancement. children’s enhancement that children know more than they thought that they can stretch children’s language and learning. Use small moments of the day. Respect teachers’ knowledge. Ask questions about their areas of expertise. Develop ongoing dialogue with administrators to advocate for best practice. practice What can I do when I return from this conference? Identify one teacher with whom you want to work. y plan p a 15-20 minute activityy to engage g g Collaboratively the child on your workload in that classroom. p p in the activity. y Assure that both of yyou participate Be available for questions/comments from the teacher. Our Vision A Literacy Rich School Environment Our vision of an environment that supports literacy is a culture where children can flourish and acquire skills for success in language g g and literacy. y The culture has the flexibilityy to be responsive to the needs of all children, including those who are typically developing, are at risk for educational difficulties, have identified disabilities and those who do not speak English. This culture lt emerges ffrom a ffacilitative ilit ti teaching t hi environment i t that th t reflects a knowledge base grounded in research and modified based on teacher collected evidence. It implements a meaningful curriculum that expands children children’ss world knowledge and promotes growth in language and linguistic awareness. It reflects a professional view that teachers have of themselves as educators and teacher/researchers. And it supports pp families to pprovide literacy rich homes. Our Vision A Literacy Rich School Environment is a culture where children can flourish and acquire skills for success in language and literacy. has the flexibility y to be responsive p to the needs of all children, includingg those who are typically developing, are at risk for educational difficulties, have identified disabilities and those who do not speak English. emerges from a facilitative teaching environment that reflects a knowledge b base grounded d d iin researchh andd modified difi d based b d on teacher t h collected ll t d evidence. id implements a meaningful curriculum that expands children’s world knowledge and promotes growth in language and linguistic awareness. reflects a professional view that teachers have of themselves as educators and teacher/researchers. supports families to provide literacy rich homes. Who Benefits? Who Benefits? B fit off Leadership Benefits L d hi in i the th RTI model SLPs can be better therapists when we really know our children’s needs in a natural context instead of a contrived one. Children who don’t qualify for services but are at-risk will receive the benefits of language enrichment throughout the day The children on our caseload will gget “therapy” py throughout g the week instead of “15-45 minutes per session, 1-2 X’s weekly”. C Comments ffrom T Teachers h What if I don’t have a language impaired child in my class next year and you can’t can t come in? I’ve learned so much from watching hi you frame f questions i and draw out answers for Jody. C Comments ffrom P Parents How How do I get my child in a “Language a guage in thee Classroom” class? C Comments ffrom S Students d Miss Miss Reed (the SLP) is oonee of o myy teachers. eac e s. I hope p she comes back next year. y C Comments ffrom P Principals i i l This This is the best thing that’s a s happened appe ed in thiss school. Wh do Why d it? i? It s rewarding! It’s It works! It’s the law! Reading Comprehension Strategies to Share with Teachers Format of Planning Sessions: Step 1 Share sample strategy lesson Step 2: Discuss children who are struggling readers in the classroom Step 3: Brainstorm methods of teaching the strategies to these children. Include a specific strategy lesson plan that will be carried out within the classroom by the RTI team. Step 4: Review outcomes of the targeted lesson at next weekly planning meeting. These are the reading comprehension strategies that we are addressing through collaboration: 1. Accessing prior knowledge 2. Text structure analysis 3. Summarizing 4. Comprehension monitoring 5. Question/answering 6. Use of Graphic organizers ACCESSING PRIOR KNOWLEDGE Early Primary Sample: Purpose of Strategy LessonÆ Collecting information to build a store of knowledge about a content area Outcome or ResponseÆLarge chart and fact sheet Step 1: Select text from content area text. Tell the students that you will be working on a strategy for understanding that is called “thinking about what I already know.” Step 2: Teacher will model what she/he already knows about the topic by thinking aloud. Step 3: A. Very limited prior knowledge (i.e. kindergartners and Africa)—read age-appropriate storybooks about the topic, look at pictures and/or photographs, ask questions about the storybooks and topic. B. Some prior knowledge (kindergartners and ocean)—let the children share what they know about the topic Step 4: Have the children generate questions about the topic and write the children’s questions on a chart for all to see. Step 5: As the number of questions grows, you may decide to sort the questions into categories. Step 6: After some discussion, ask children to write what they know. You may choose to use a fact sheet, the children can use their knowledge of letter-sound relationships and invented spelling to write what was memorable about the topic. Some children may only be able to draw. ACCESSING PRIOR KNOWLEDGE Later Primary Sample: Purpose of Strategy LessonÆ Linking what we know to what we learn Outcome or ResponseÆ Chart or paper titled: Questions/What We Think We Know/New Learning Step 1: Select text from content area text. Tell the students that you will be working on a strategy for understanding that is called “thinking about what I already know” Step 2: Think aloud with the children or child about the topic. Explain to the children/child that you will be writing down “what we think we know” about the topic to prepare for reading the text. Step 3: Begin reading the text aloud (student or teacher can read), model how your own thinking changes when you encounter new information from the text. Ask the children or child to do the same type of “think aloud.” Step 4: Write the new learning on the chart next to the “what we think we know column.” Step 5: Ask the children/child to compare initial knowledge with what they just learned from reading. Step 6: Ask the children to individually continue to read the text for more information (for more new and more accurate information that may answer their questions). Step 7: Come back together as a group and have children share their own “thinking charts” (new learning and how their thinking changed from the reading). Step 8: Ask children to share how using this strategy may have helped them understand the material. ANALYZING TEXT STRUCTURE: Thinking beyond readability Purpose of Strategy LessonÆ Children – and adults – must be reading texts they can and want to read in order to successfully read, think and get/make meaning from the texts and to become stronger readers and comprehenders. Outcome or ResponseÆ Chart or paper titled: purposes for reading Step 1: Demonstrate choosing books on more than readability: Purpose Interest Readability Ask young readers to list different purposes for which they read. Record their responses. Some may include things such as: to find out information, entertainment, to read instruction, to cook, just for fun… Encourage children to add to the list whenever a thought/idea comes to mind. Readers can often read more difficult books (higher readability) when the topic is interesting to them. Step 2: Helping children choose books to read by compiling another list with them – some ideas may be, but are not limited to: reading the book flap, reading the back, read first few pages, the length, a friend’s recommendation, a favorite author. The key here is that the children help with both lists – and are comfortable adding to the list as they think of new ideas. Step 3: Have a place/time for children to share their interests outside of the classroom so that you can provide or steer them toward books/magazines/texts that interest them. SUMMARIZING Early Primary – Purpose of Strategy Lesson Æ Providing a basic framework to help students begin to summarize through retelling. Outcome or response ÆRecording brief summaries on sticky notes, charts or through discussion (small group or whole class). Step 1: Provide students with basic framework for thinking and talking about summarizing. Tell them that when readers summarize they: remember to tell what is important, tell it in a way that makes sense, try not to tell too much –(not a complete retelling). Step 2: Teacher model with variety of picture books by reading the story, then modeling a retell in “your own words” following and using above guidelines. This is a good place to use think-alouds so the children can hear how you process these things. Each time do your summary a different way: sticky note, chart, just verbally… Step 3: Have children try making sure to comment on their ‘good thinking’, asking them about writing if they did summary or sticky note. SUMMARIZING Later Primary – Paraphrasing to summarize expository text Purpose of the Strategy Lesson Æ Making margin notes in your own words to summarize sections of the text. Response or Outcomes Æbrackets in the margins for summarizing information: sticky notes with codes: S = summarize, two column note with “what’s important” and “what’s interesting”. Step 1: Magazine articles at grade level – with social studies or science content or text books. Lift a section of article or chapter to teach summarizing and for practice with teacher. Step 2: Explain how to read a paragraph or two and then write about what the point or ‘essence’ of the text is in own words. Tell the children that when you summarize you try to write the most important information and keep it brief. Step 3: Have the children write in phrases or single words, not whole sentences as long as it makes sense. Step 4: Explain concept of bracketing – with example copy bracket a section of text and write in own words what that section means. Have children do the same using sticky notes. Step 5: Some children will pick out only most interesting info – use this as teachable moment to talk about both importance and interest. Bring in the two column form with both topics – allowing them to share most interesting, but pulling out most important as well. COMPREHENSION MONITORING Early Primary Purpose of Strategy Lesson Æ Self-Monitoring of comprehension to clarify confusion and answer questions about the text. Response or Outcomes Æ Sticky notes coded with “huh?” for confused or a light bulb for the reader’s ‘illumination’. Step 1: Look for signs that the children are confused (facial expression, lose interest, etc…). Step 2: Use a coded sticky note with “huh?” on half of note with bottom half blank and post it on the text where they are confused/need clarification. Step 3: model rereading or continued reading for clarification – if confusion gets cleared up this way, move the sticky note to the place wherever the ‘light bulb’ went on. And draw a light bulb on the paper. For younger kids, have two notes and just put in appropriate place while reading. Step 4: For children who do not get clarification, have a sticky note for questions – or a signal to get help from teacher before moving on. COMPREHENSION MONITORING Later Primary Purpose of Strategy Lesson Æ teaching readers to stop, think and react to informational text Response or Outcome Æ Jotting thinking in margins (can give sticky notes for this is don’t own texts). Step 1: Remind children that reading is a social act – we tell people about what we read. Model sharing a favorite novel with a friend, reacting to something you read in paper, reading to a younger children. Step 2: Model own inner conversation with the text and jot down thoughts in margins or piece of paper, then give children a chance to try on own. Step 3: Discuss why you do this: add to information you know, remember the information, better learn and understand it. Step 4: STOP and THINK. When finish reading can find someone who read some text – share each others margin notes and discuss together. This allows to comprehend more completely AND to think beyond the text itself. Step 5: When finished ask children to write down three things: 1) something they learned that they think is important to remember; 2) how talking to a partner helped them understand what they read; 30 any lingering questions that they still have. QUESTION/ANSWERING Early Primary – “The More We Learn, the More We Wonder” Purpose of Strategy Lesson Æ wondering as we learn new information Response or Outcomes Æ gather information, record is, and wonder about it Step 1: Questions are natural for curious 5, 6 and 7 years olds. – but after teaching them to stop, think and wonder they may not be sure they are ‘supposed’ to ask. This is a reminder! Step 2: Model ways to record information and questions on an “I learned/I wonder” chart. This will result in a list of questions. Step 3: Have the children work in small groups doing ‘research’ recording their thinking on a topic – you can do this when you start a unit and then again at the end of the unit. Example Chart: unit on antarctica I learned: I wonder: Leopard seals eat penguins Do they eat the feet? Leopard seals catch penguins in the water Can penguins swim faster than seals? The leopard seals and penguins are on the ice Is that leopard seal going to catch those penguins? Step 5: Drawing and conversing about the topic is a great way to synthesize, summarize and hang on to this new information. All these steps will prepare them for future ‘research’. QUESTION/ANSWERING Later Primary – “Some Questions Are Answered, Others Are Not” Purpose of Strategy Lesson Æ Beginning questioning, listing and categorizing questions to promote understanding Response or Outcomes Æ Chart with list of kids’ questions; codes for categories of questions including a for answered, BK for background knowledge, I for inferred, D for discussion, RS for research, C or ‘huh?’ for confused. Step 1: Begin by sharing questions we have before , during and after reading and talk about them to the children. Step 2: Read aloud a text to the class or use a class book that all the children are involved in.When you reach the end of each page, ask the children what questions they have. List these on a chart paper. Questions will emerge from the beginning by looking at the cover to reading of the text and then pictures within the book. Step 3: When finished reading the book, read through the questions generated by the children throughout. Then have children come up and put an A next to each question that was answered explicitly in the text. i.e. ‘who is the cat in the yard?’ – ‘charlie’ Step 4: Review and code all the questions by the code above (BK, I, D, etc…). Often the unanswered questions will lead to the most stirring discussions with opinions and themes emerging, even with young readers. Step 5: If you have unanswered questions – such as RS or ‘huh’ questions – have children who ask those question do the digging/the research for more info – or see if another child has the BK to answer that question for you. For example, one child may ask a question about a dog, another has three dogs and so knows about that subject. USE OF GRAPHIC ORGANIZERS Graphic organizers are helpful for analyzing text structures. It provides a visual organization or schema for identifying key elements of texts. Graphic organizers or maps can be used with a variety of different reading levels and with a variety of different text structures, with the organization matching the text. For example a Venn Diagram is appropriate for comparing/contrasting factual information from an expository text. An attribute guide can be used for summarizing “who” or “what” information about a character froma variety of different texts. Graphic organizers which match text structure being used in shared lessons for this week will be used. Classroom 2 Lesson: Roles: Followup: Data Collection: (Based on Prelock, Miller & Reed, 1993 Consultation 2 Roles: Followup and Data Collection: (Based on Prelock, Miller & Reed, 1993) Pullout 2 Roles: Therapy Plan: Followup: Data Collection: (Based on Prelock, Miller & Reed, 1993) Stretching Stories across the Curriculum Lesson Plan I Month: February Theme: Underground Railroad Story: Guess How Much I Love You, by McBratney, S. Morning Meeting Read Aloud o Read aloud the book o As you read the story, let children take turns predicting what will come next. o Have children retell the story o Have bunny ears and give children opportunity to act out story (mailbox) Phonological Awareness o Goals: Rhyming, alliteration and phoneme substitution o Sing “Willoughby, Wallaby, Woo” (“an elephant stepped on Wandra, Willoughby wallaby Wamy an elephant stepped on Amy”). o Say Roses are Red poems. Try rhyming the children's names. Language Development and Literacy Dramatic Play o Make a field like the one the hares are in. Have a moon, a tree, a stream, and hills going up the wall. (Overhead projectors will help with this project.) o Put bunny ears and stuffed animals in the center. o Get a large and small suitcase with large and small items of clothing, toothbrushes etc. Let the children sort and pack the suitcases. Journal Writing/Writing Center o Materials: construction paper, pencils, doilies, crayons, envelopes, and stickers o Activity: Encourage the children to use this time to make valentines or write letters to friends and family telling them how much they love them. o Have some papers with “I love you as much as_________” written on them and have the children draw a picture on the paper. o Journal Prompts: Draw a picture of a heart and the two animals in the story. Write about or draw a picture of your favorite part of the story. Write a letter to someone telling them how much you love them. Draw a picture of how high you can jump (to the moon, the stars, or the tree branch). Art Center o Materials: construction paper hearts and paper hearts preprinted with carrier phrases like “…as high as,” “… as wide as,”,and “… as far as. Let each child make a special valentine booklet using the hearts and completed phrases to give to a special person. (Mailbox, Preschool 2003-2004) Library o Mamma Do You Love Me? by Joosse, B. & Lavellee, B. o I Love My Mommy Because…, by Porter-Gaylord, L & Wolff, A. o Grandpa’s Face, by,Greenfield, E. o I Love You Forever, by Munsch, R.N., & McGraw. S. o A Mamma Bug’s Love, by Lawler, J., Wolff, W.C., and Peterson, R. o I Love You the Purplest, by Joosse, B. & Whyte, M. o I Love You Through and Through, by Shustak, B.R., & Church, C.J. o What is Love, Biscuit? by, Capucilli, A.S., & Schories, P. o Valentine’s Day at the Zoo, by Wescott, N. o I Love You So Much, by Norac, C. & Dubois, C. o o o Mi Amor Por Ti/ My Love for You, by Roth, S. HUG, by Alborough, J. Did I Tell You I Love You Today? by Jordan, D., Jordan, R.M., & Evans, S.W. Mathematical Development Math Center o Materials: graphing paper, large chart with laminated nametags, measuring tape or yard stick, and a ruler. o Measure and graph how tall each child is and then how high they can reach. o Have different sized animals that the children can count and measure. Which one is bigger? Construction Center (Blocks) o Materials: blocks, small animals (stuffed or plastic), some colored shapes (for a moon and a tree) o Encourage the children to see how high they can build the blocks and how far they can stretch the blocks across the floor. Science Development Science Center o Materials: map of the field where the Nutbrown Hares live, a ruler to measure the distance, various colored crayons, and some paper made into booklets for a “science journal.” o Ask: “Which are farther?” “Who can reach the highest?” “Why can he reach higher than her?” Put the answers in a booklet that children can read from time to time. Physical Development Fine/Gross Motor o Sing Lippity Lip and hop on left foot then hop on right foot. o See how high children can “hop” on each foot and then with both feet. o Talk about all the ways bunnies hop and try each way. o Play “Follow the Nutbrown” instead of follow the Leader, wrinkle your nose, hop on one foot, eat a carrot. Social-Emotional Development Cultural Awareness: Families and Our History o Discuss the relationship between Big Nutbrown Hare and Little Nutbrown Hare (father/son). o What kinds of families are represented in the class? Do you live with mommy, daddy, grandpa, or grandma? o Introduce other stories such as Mamma, Do You Love Me?, Grandpa’s Face, and I Love You Forever o Ask the children “Are you named after someone?” Talk about how that links us to our past (history). o Introduce other famous people named after someone (Martin Luther King Jr.) o Use these discussions to introduce Black History Month and the Underground Railroad. Lesson Plan II Month: April Theme: Under the Rainbow Story: The Three Billy Goats Gruff, by Galdone, P. Morning Meeting: Read Aloud o Ask the children to recall parts of the story before you read it to them. o Read the story. o As you read the story, have the children predict what is coming next. o Let the children act out the characters in the story (the three goats and the troll) as you read it. Phonological Awareness o Changing Voices (Listening for differences): Say different character quotes from the story, changing your voice for each character to see if the children can identify who said it. Then, using the same voices, say something that is not in the story and ask the children who they think said it. o Rhyme Time: Have a big cut out of a goat with Velcro on it. Have words that rhyme with goat (coat, boat, note, moat, wrote, etc.) along with a few words that don’t rhyme. Show the children each picture one at a time and ask them if it rhymes with goat. Put the rhyming words on the goat. Language Development and Literacy Dramatic Play o Make a valley scene with trees, mountains, rocks, river, etc. Make a bridge out of cardboard or paper so that the children can walk over it. Have them play a game with the bridge called, “May I Cross Your Bridge?” where the children ask, “May I cross your bridge?” and the “troll” could respond, “You may jump across my bridge, if you are wearing ____________.” Say various colors or types of clothing; be creative and have the kids be creative too. o Encourage the children to act out the story of The Three Billy Goats Gruff in the dramatic play center. Include masks for each of the goats and the troll. o Put finger puppets or stick puppets with the book to encourage retelling and acting out the story. Journal Writing/Writing Center o Have pictures of farm animals with matching words for the children to see and then to practice writing them. o Have pictures of goats with different sizes written next to them: big, medium, little; as well as a picture of a bridge and a troll with their matching words. o Story Starters: o Have the children draw a picture from the story. Have stamps or stickers of different things available to get them started. Have each child dictate what their picture is about and write it on the picture for them. Art Center o Make troll masks out of paper plates. Have the children decorate them with a variety of items (markers, glitter, feathers, etc.). o Construct a bridge out of popsicle sticks or other items and construction paper. Library o The Three Little Pigs, by Seibert, P. o Goldilocks and the Three Bears, by Gorbachev, V. o The Legend of the Three Trees, by TLC Entertainment o Water, Water (Growing Tree), by Greenfield, E., & Gilchrist, J.S. o Stella, Fairy of the Forest, by Gay, M.L. o Bill Grogan’s Goat, by Hoberman, M.A., & Westcott, N.B. o G is for Goat, by Polacco, P. o Trouble with Trolls, by Brett, J. o The Happy Troll, by Bolliger, M., Peter, S., &Ignatowicz, N. Mathematical Development Math Center: o Counting Goats o Have cut-outs of goats, troll and bridge. First count each goat and then the troll. Are there more goats or trolls? Next, have the children re-enact the story. If one goat crosses the bridge, how many goats are left on the other side? How many goats have crossed the bridge? Have more than three goat cut-outs while re-enacting to make the activity more challenging. o Have the children put the goats in order from largest to smallest (and smallest to largest) using cut-outs of the goats. Use other objects that range from large to small to order sizes. Construction Center o Have the children build their own bridge with blocks for the goats to walk across. See who can build the tallest, longest, shortest, or narrowest bridge. Science Development Science Center o Have objects and a tub of water to test the float/sink theory. With each object, ask the children if they think it will float or sink, then place the object in the water. o Make a graph showing whether the objects floated and sank. Have a column for “float” and one for “sink.” Graph each item in the correct category. When finished, keep the graph in the science center with a tub of water and the objects so that the children can experiment themselves. Physical Health Development Fine Motor/Gross Motor o Play a game with the bridge where the kids ask, “May I cross your bridge?” and the “troll” responds with a gross motor action: “You may go across my bridge, if you (action such as hop on one foot, jump, skip, crawl, etc).” Health Practices o Handwashing, Toothbrushing: How would a troll brush his teeth? How would goats brush their teeth? Would they brush their teeth?! Social-Emotional Development Mental Health o Talk about feelings: How did the troll feel? Why do you think he was angry? How did each goat feel and why? Cultural Awareness o Talk about the troll’s home (under the bridge) and other kinds of homes. Where do people live? Talk about the different kinds of homes in your classroom and other places that people live. Lesson Plan III Month: June Theme: Summer Fun; Vacation Story: All You Need for a Beach, by Schertle, A., & Lavallee, B. Morning Meeting Read Aloud o Song Starter “Good morning to you” (name recognition) o Read the story aloud. o Read the story letting children take turns predicting what will come next. o Ask wh-questions as you read. o Have the children retell the story. Phonological Awareness and Print Awareness o Initial sound isolation: pack a suitcase and a backpack (things beginning with /s/ go into the suitcase and things beginning with /b/ go into the backpack o Have the children point to the title and the author’s name o Have the children point to a line of text as you read. Language Development and Literacy Dramatic Play o Dramatic Play: Have suitcase/backpacks and clothes/toiletries for children to “pack.” Have cold and warm weather clothes available for sorting based on the child’s “destination.” Make bus/plane tickets and have them available. Have a hat available for the “pilot.” o Have books and props handy for children to re-enact scenes. o Have silly items available for the children to exclude/include during their packing. Discuss why the child may or may not need the item. Journal Writing/Writing Center o Have children write in the journal about a recent or imagined vacation to the beach. o Have paper available to make tickets for a plane or a bus. o Place word cards in the center for beach vocabulary so children can practice writing them if they choose. o Place bank index cards in the center so children can write post cards about pretend vacation. Art Center o Have the children make starfish using cornmeal. o Put water paints and mural paper in the center for children to create ocean scenes o Let children paint shells using watercolors. Library o The Relatives Came, by Rylant C., & Kelly-Young, B. o Just Grandma and Me at the Beach, by Mayer, M. o Beach Day, by Roosa, K., & Smith, M. o To the Beach, by Ashman, L., & Westcott, N.B. o At the Beach, by Rockwell, A., & Rockwell, H. o Spot Goes to the Beach, by Hill, E. o How Will We Get to the Beach, by Luciani, B., & Tharlet, E. o Grandma’s Beach, by Beardshaw, R. o Travel magazines and brochures o Collection of old postcards Mathematical Development Math Center: o Display shells of different sizes and shapes. Encourage categorization by having sorting boxes handy. Manipulatives/Blocks o Tape pictures of different types of sea creatures to wooden blocks. Have a number of blocks with the same creatures on them. Create blank bar graphs and have them available. Have the children graph the number of each type of creature on the bar graph. Science Development Science Center o Encourage children to explore a number of textures you place in the center. o Provide a water table with objects to observe what happens when (big vs. little, light vs. heavy) objects are put in the water. o Provide a sand table, containers, and scale. Have the children weigh conainers after adding sand to the them. Physical Health Development Fine Motor/Gross Motor o Pretend the children are going to the beach by hiking around the playground, running through a sprinkler, or walking around the block. Social-Emotional Development Mental Health o Talk about rest and why our minds and our bodies need to rest. o Talk about if you could go anywhere and visit anybody, where would the children go and who would they visit? Cultural Awareness o Talk about the different kinds of vacations people take: some go to visit family because they live far away, some go away with friends for fun and excitement, some vacation alone, for quiet and rest. Book Reading Program Interactive Book Reading 1. Ask open-ended questions. Open-ended questions encourage children to respond to the book in their own words. Examples: “What do you see on this page?” “What job would you like to do on a farm?” “What do you think about eating a leaf instead of a banana?” Aligns with Language Development Domain for Head Start Child Outcomes Framework (Domain Element: Listening & Understanding) 2. Expand what the child says. When the child says something about the book, repeat what he or she says and add a few more words to that verbalization. Example: If the child says, “Big dog,” you might say, “Yes, the big dog is red.” Aligns with Language Development Domain for Head Start Child Outcomes Framework (Domain Element: Speaking & Communicating). 3. Ask text-to-life questions. The child relates the content of the book to aspects of life outside of the book. Examples: “Did you ever go to a parade like Arthur?” “Have you been on an escalator like Corduroy?” Aligns with Language Development Domain for Head Start Child Outcomes Framework (Domain Element: Listening & Understanding and Speaking & Communicating). Vocabulary 1. Pre-reading activity. Choose 8-10 vocabulary words to target for the book reading. 2. During reading. When you read a target word, pause and look at the children. Give a short definition or explanation of the targeted vocabulary word. Then read the sentence again, emphasizing the targeted word. Example: In the book, If You Give a Moose a Muffin, you may select the word “moose.”.After reading the word “moose” you would say, “The word moose means a big animal that lives in the woods.” Then, return to the text and read the sentence with the target word or phrase again. Aligns with Language Development Domain for Head Start Child Outcomes Framework (Domain Element: Listening & Understanding: Understands an increasingly complex and varied vocabulary) Concept of Story 1. 2. 3. A story has a beginning, middle, and end. Label the three parts of the story. Example: “This is the beginning of the story.” Invite the children to retell what happened at each of those parts in the story. Example: “Let’s retell this story. What happened in the beginning?” Story characters. Many stories have the same characters in that series of books, such as the Clifford stories Bring the children’s attention to the character in ways to help them identify the main character in the story. This talk will help with other concepts of story that will be used later. Ask the children to describe what the characters look like, what they say and how they act in the story. Setting of the story. The setting describes where the story takes place, such as in a home. Aligns with Literacy Domain for Head Start Child Outcomes Framework (Domain Element: Book Knowledge & Appreciation) 4. Talk about prediction of story events. Many series books have characters that face a new problem in each book. This provides an opportunity not only to discuss the problem but also to have the children predict what the main character might do next. Example: In the book, “Glasses for D.W.,” D.W. wants to have glasses like Arthur’s. You could ask questions about D.W.: “Do you think D.W. is getting glasses?” Or ask questions about Arthur: “What do you think Arthur will do to help D.W.?” Aligns with Literacy Domain for Head Start Child Outcomes Framework Domain (Domain Element: Book Knowledge & Appreciation) 5. Draw conclusions about story event. Children can draw conclusions about portions of the story using pieces of information. Provide the children with a couple of clues actually in the story and ask them to make their best guess. Some children may be able to do this portion independently (meaning they may not need any clues or maybe just one clue), and some children will need assistance from you (meaning you may need to give several clues). Example: You might say the following with the book Goodnight Moon:“The title of this story is ‘Goodnight Moon.’ Let’s look at the picture. Do you see the moon and the stars? It’s dark, too. What time of day do you think it is?” Aligns with Literacy Domain for Head Start Child Outcomes Framework (Domain Element: Book Knowledge & Appreciation) Print Awareness 1. General Comments about book. When introducing a book for the first time, talk with the children about the title and author of the book, the front and back of the book and where you begin reading. Examples: “Look, on this page there is no print so I am going to read on the next page.” “Goodnight Moon. This is the title of the book. Look, it is here on the front of the book.” Aligns with Literacy Domain for Head Start Child Outcomes Framework (Domain Element: Book Knowledge & Appreciation and Print Awareness & Concepts) 2. Ask questions about the print Draw the children’s attention to the book’s print by asking questions. To help gain the children’s attention, point to the print when you ask questions. Examples: “Do you see a word that begins with‘d’?” “Yes, that word begins with‘d’—‘dog’.” “Do you see another word that begins with‘d’ like “dog”?” Aligns with Literacy Domain for Head Start Child Outcomes Framework (Domain Element: Print Awareness & Concepts) Phonological Awareness Highlight rhyming Listed below are different ways of scaffolding to highlight rhyming. ***Not every child will be at the same level.*** You need to choose which scaffold to use that will help the child have success. Examples are from Goodnight Moon. Detecting: Help children notice rhyme. Example: “I hear two words that rhyme: kitten and mitten. Recognition: Help the children repeat rhyming words as you say the rhyming words. Example: “Kitten and mitten; I hear something that sounds the same. When words sound the same they are called rhyming words. Tell me the rhyming words, “kitten and mitten”. Identification: Have the children find another rhyming word when one of the pair is read. Example: “I am looking for a word that rhymes with kitten. I have mitten and two. What word rhymes with kitten?” Judgment: Have the children decide whether or not two words rhyme. Example: “Do lady and hush rhyme?” Generation: Have the children think of new words that rhyme with a pair. Example: “Tell me another word that rhymes with brush and mush.” Aligns with Literacy Domain for Head Start Child Outcomes Framework (Domain Element: Phonological Awareness) Sources: Smith & Sickman (2004); Justice & Ezell (2002); McGee & Richgels, (2003); Zevenbergen & Whitehurst (2003) Target 1: Language Learning Through Conversation • Simple conversations that you have with children can help them learn about language. • Just like in adult conversation, conversations with children are best when they include: greetings, making comments, asking question, and acknowledging a child’s interests. • Talk about what is important to a child. o o • • If a child is playing with blocks on the floor, it’s a good time to say, “Those are big blocks. This one is the biggest.” Remember that what is interesting to you, may not be interesting to a child. Children are experimenting and learning about the world. Common objects such as pots and pans, boxes, and rocks can be interesting to them. You can encourage children to take part in a conversation by making comments. This exposes children to more language that using just questions. In example A, the teacher asks questions only. The child responds in a limited way. In example B, the teacher uses both questions and comments to help the child practice language skills. o Example A: Questioning the child Teacher: What’s this? (pointing to a picture) Child: Frog. Teacher: This? Child: Dog. Teacher: And what’s this? Child: closes book. Teacher: Don’t you want to read the book? Child: (no answer) o Example B: Encouraging Conversation Teacher: I see a frog. (pointing to a picture) Child: See frog. Teacher: Yes, and look at this…. Child: Pretty doggie. Teacher: Yes, a pretty doggie. Child: Little boy. Teacher: You are right, that is a little boy. Child: Turn Teacher: Ok, let’s turn the page… Child: Fish. Teacher: Good, he is fishing. It is important to talk about what a child is interested in talking about. Here are some tips to help the children in your class develop conversational skills. o o o o o Respond positively when a child starts a conversation Remember to talk to every child (not just the children that are talking to you). Include as many comments as questions in your conversations. A string of yes/no questions will lead to a dead-end conversation. (“Tell me about this.” or “How do you do it?” Talk in short, simple sentences that you know the children can understand. If you make a comment or ask a question, give the child enough time to answer. o o Don’t put too much pressure on a child to answer. Show your child how to end a conversation or change a subject. Target 2: Using Open-Ended Questions • • • • • Why should I ask children questions? o As a teacher, you play an important role in children’s language development. By asking the right kinds of questions, you can encourage language “interaction.” “Interaction” is the “give and take” of information and ideas. Besides helping children develop language, good question asking can improve children’s thinking skills. Good question asking will require children to organize information and solve problems. What are good questions teachers can use to stimulate conversation? o Open-ended questionsÆ This type of questioning can have many different answers. A child has to think about what to say and how to say it. Teacher: What’s happening here? (looking at a book) Child: The dog chased the cat. Teacher: What do you think will happen next? (watching a movie) Child: Cookie Monster eat cookies. All gone. Teacher: What happened? (craft time) Child: Sand stuck to paper. o Thinking questionsÆ These are the “how” and “why” questions. They require a child to think about past experiences to make an appropriate answer. Teacher: Why is the girl crying? Child: Because her mommy is mad. Teacher: How do you know that’s a fire truck? Child: ‘Cause its big and red. o Cause/effect questionsÆ These questions have an “if-then” relationship. A child must relate past experiences to the present situation. Teacher: What would happen if I put the sand on top of the glue? Child: The sand would stick. What should I do if a child does not understand a question I ask? o Try to ask questions you think your child can answer. o If your child is unable to answer, you can answer your own question. Teacher: What happened to the milk? Child: No answer Teacher: I spilled it. It went all over. o You can also try to ask your question again, more simply. Teacher: Why do we have to sleep? Child: I don’t know. Teacher: After a long day, our bodies are tired. What do we do? Child: Sleep, ‘cause we’re tired. When should teachers avoid questions with one-word answers? o These questions lead to dead-end conversation. Teacher: Did you see that cow? Child: Yes. Teacher: What’s this? Child: Banana. Are some questions harder than others for children to understand? o Children learn the meanings of questions gradually. As children get older and develop language and thinking skills, the child will understand more difficult questions. 1-2 years Æ 2-3 yearsÆ 3-4 yearsÆ 4-5 yearsÆ understands: understands: understands: understands: what’s this?/ simple yes/no what…..doing?, simple who?, simple where?, simple why? how?, simple what….if?, how many?, which? when?, how often/far/long? 5-6 yearsÆ understands most questions. May have trouble with long, complex questions. Target 3: Language Stimulation Through Repeating, Expanding, and Extending • We know that just talking to preschoolers is important for their language development. There are certain things that you can do when you are talking to a preschooler to help them even more o Talk about what is important to the child (Refer to week 1) o Talk out loud about what you are doing. Any time you are with a child is a time for language learning. By putting your thoughts and actions into words, you are teaching children language. Use simple phrases and sentences to describe what you are doing, seeing, and thinking. For example, while cleaning the tables after lunch: “I’m spraying the table with bleach. Now I’m wiping it down. I must wipe the big table. I want it clean for our craft activity.” o At times, talk for the child. Children are able to think before being able to express those thoughts. You can help by sometimes putting thoughts into words for children. By doing this, you give a child words and sentences to remember for future uses. You may need to guess what a child is thinking at the moment. If a child is playing, you might say “That’s a big car. Make it go. It goes fast. There’s a little car. It can go too.” o It helps to talk about what children are doing or seeing. It is also important to put children’s feelings into words. A child may experience a wide range of emotions daily. He/she may not have the words to express those feelings. You can help the child understand emotions by labeling them. For example, “I can see that you are angry. Aaron marked on your paper. But we can get you a new paper.” Expand children’s remarks Child: Glue. Teacher: You want glue. Child: Doggie run. Teacher: The doggie runs fast. -This strategy is called expansion. In using expansion, a teacher does not change the meaning of what the child said, instead, you make the remark slightly longer. As a result, the child hears a good language model. In addition, the teacher did not “correct” the child’s remark, or make him/her repeat it the “correct” way. The use of expansion is a non-threatening way to model good language for a child. o Add a little more information to your child’s remark. In addition to expanding a child’s remark, you can build on what a child has already said by adding new information. Your remark can include the child’s original thought plus new information. Use simple sentences to add new information. For example: • Child: Truck there. • Teacher: Yes, there’s a big red truck. • • Child: Doggie bark. Teacher: The doggie is barking. He likes to bark and make noise. Target 4: Varied and Contextualized Vocabulary You can help the children in your class learn new words. • -During the preschool years, words are added to children’s vocabulary daily. You can help children learn new words during everyday activities in the classroom. o Include different types of words in your conversations—nouns for naming people and things, and verbs for naming actions. o Teach news words in their most natural context first. Always start with the most natural, common use of the word possible. o A child learns a word as a meaningful sound when the word has been experienced in a variety of ways (seeing, hearing, touching, tasting, and smelling). Using real objects to teach words is far better than using pictures. o The word to be learned should be presented or said when the object is present. Do everything possible to make a clear association between the word and what it represents. o Try to create meaningful situations for the child to use the target word. o Repetition is very important. It may be necessary for a child to hear a word many times, in different phrases, before the child will try to say it. o As children learn new words, the pronunciation may not be correct. It is important that you accept variations in pronunciation at first. Encourage the use of the word without correcting the child. Pronunciation can be improved once a child has acquired a word and uses it without hesitation in appropriate situations. o Use a variety of words to describe things; don't just use "good" and "nice." Take each new experience you have as an opportunity to learn new words. When you are outside, talk about marigolds, impatiens, zinnias, and geraniums. When you make a new recipe in a cooking activity, talk about woks, peanut oil, soy sauce, bean sprouts, water chestnuts, and pea pods. Sources: Combs, Creaghead, Hobek, & Raisor (2005); Schrader (1988) Contextualized Phonological Awareness Plans Readiness Interactions -Have all children sit on the floor -Introduce yourself and tell the children that you are going to be coming into their room to help them learn about sounds for the next few weeks -Go over the reading rules #1. sit on your bottom #2. have a quiet mouth #3. have listening ears #4. hands in your laps (sing the open/shut them song: Open/shut them, open/shut them, give your hands a clap, clap, clap. Open/shut them, open/shut them, put them in your lap, lap, lap) Books used in the following lessons: Buzz Said the Bee—Lewison, W. C. -059044185X Mrs. McNosh Hangs Up Her Wash—Weeks, S. -0060004797 There Was An Old Lady Who Swallowed A Fly—Taback, S. -0670869392 Jump, Frog, Jump—Kalan, R. -0688092411 1st Week Farm Theme Materials Needed: Buzz Said the Bee Farm animal manipulatives (cow, pig, sheep, duck, hen) 3 small brown paper bags Photocopy of sheep, cow, and hen Foods (plastic or real): pepper, popcorn, peanuts, pickle, peanut butter, Cookies, corn, carrot, Kool-aid package, sugar, Shell Joint Book Reading: Buzz Said the Bee Book Reading Suggestions: Allow the children to look at the book cover and predict the characters of the story Imitate farm animals and ask children to guess which farm animal you are imitating before you read the story Point out the author and illustrator of the book to the children Bring farm animal manipulatives and act out the story as you read (make sure you have read the story prior, so that you are able to move fast with the manipulatives. Children may become distracted if too much time is spent with the manipulatives. On rhyming words, pause to allow children to fill in the word if the word if easily guessed (i.e. The hen danced a jig and sat on a _____). In subsequent readings of the same story, children may be able to fill in all rhyming words and portions of the text that are repetitive. Extension Alliteration/Initial Sound Isolation Activity: “What do the farm animals like to eat?” Explain to children that the farm animal manipulatives are picky eaters. They only like to eat things that start with the first sound in their names. (i.e. the pig only likes to eat things that start with /p/). Have three paper bags that have a photocopy of a cow, pig, and sheep attached with the sound labeled on the bag. Set the respective manipulatives next to the bags. Have the children pull food items from one large bag and decide who would like to eat the item. Initially, you may find that you need to provide a lot of assistance. Gradually, though, fade your assistance and allow other children who appear to understand the task be the helpers. Language Activity: What doesn’t belong? And Quantity Concepts Count the number of food items each animal has in its bag. Decide who has the most and who has the least. Have students decide which item is not a food item (shell for the sheep). You could also have children find the vegetables, snacks, etc. 2nd Week Wash Theme Materials Needed: Mrs. McNosh Hangs Up Her Wash Three “clothes-lines” made by tying yarn to two chairs in the classroom Clothespins Copy of McNosh’s wash items photocopied from book or downloaded from Boardmaker Book Reading Suggestions: Have children find title/author. Have children point to where you should start reading. Remember to point to print as you read. This book is really funny/silly. The children will find the items McNosh hangs funny. Ask them why it is funny. (i.e. What is wrong with Ms. McNosh hanging up the dog?) Extension Syllable Segmentation Activity: Set up the clotheslines and pin the numbers 1, 2, 3 on the clotheslines (each clothesline get only one number) Explain to the children that we are going to hang up Mrs. McNosh’s items by the number of word parts (this is a very abstract concept—you may need to offer several examples). If a word has one part, hang it on the “1” line. If it has two part, hang it on the “2” line. Have children pick an item to hang on the lines. The other children may clap the word that the selected child picks to give clues to the number of parts. Rhyme: Allow children to fill in rhyming words as you read the story. (i.e. “She hung up the dog, and his dish, and his bone. She got the wrong number and hung up the ______.”) Initial Sound Isolation: Have children vote on their favorite wash item from a selection of three (Nightgown, Turkey, Bats). Record their vote on a large poster board displaying three columns (one for each item). Have the initial sound of the three items as the heading of their respective columns. Children can vote if they liked the item that started with /n/, /t/, or /b/. Have children help you count the votes for each item and determine which one had the most/least votes. 3rd Week Frog Theme Materials Needed: Jump, Frog, Jump Laminated characters of the story (frog, fly, snake, etc.) glued to craft sticks (make three for each character). 12-15 multi-colored lily pads with 4-5 different letters repeated 3 times (laminated) Upbeat music CD player Joint Book Reading Suggestion: Have the children look at the cover of the book and guess who will be the characters in the story. Assign each child a character in the story and give them the repective3 character on a craft stick (Some characters will need to be repeated among the children). Instruct the children to hold up their character each time it is mentioned. This book contains a great deal of rhythm. Read the story with a lot of inflection. You may have children clap as you read (only if you are not asking them to hold up the characters). Extension Alphabet Knowledge Activity: Lay out the lily pads (clear enough space in the classroom). Instruct the children to jump from lily pad to lily pad as you play music. When the music stops instruct the children to FREEZE on their pad. Call out a letter (from the letters used in creating the lily pads) and tell the children who are on a lily pad with that letter to “Jump, Frog, Jump on their lily pad (demonstrate jumping up and down). All other children must remain frozen. Restart the music and repeat activity until each letter has been called and/or all children have been given an opportunity to jump. Extension Sentence Segmentation Activity: Have children jump (from lily pad to lily pad) for each word they hear in a simple sentence from the book) (NOTE: You will have to simplify the sentences….some of the sentences from the book are very complex). You may play the same game above with music (having the children freeze on a lily pad when the music stops_, and then ask them to jump in place on their lily pad for each word in a simple sentence. NOTE: Sometimes these gross motor activities are over-stimulating for some children or classrooms. Use your judgment. You may want to create small lily pads for the animal manipulatives to jump on and give each student a turn to have the manipulatives jump for sentence segmentation. 4th Week Old Lady Theme Materials Neede: There Was An Old Lady Who Swallowed a Fly by Simms Taback Laminated fly, spider, bird, cat, dog, cow, and horse Old Lady drawn on poster board with a circle cut out at her mouth. Tape a plastic bag on the back of the poster board so that they Old Lady can swallow the items. Joint Book Reading Suggestion: Many children have had some experience with this book. Ask the children if they have ever read the story. Ask them what happens in the story (if they can remember). Clap the title of the story. One clap for each word. Point out author of the story. The author’s name begins with the /s/ sound. Ask the children who else’s name begins with the /s/ sound. The illustrations are predictive in this story. You can know what the Old Lady is getting ready to swallow by paying attention to the pictures on the previous page. Point this out the children. Point out that the Old Lady is getting bigger. Why? On the repetitive portion, “Perhaps she’ll die,” make a sleeping hand motion. Towards the end of the story, watch the children start to make the motion along with you. Read the story with a lot of inflection. Make it like a song. Extension Rhyming Activity: Clap on the rhyming words as you read. Read the story a second time, have the children clap on the rhyming words during the second time around. Extension Syllable Segmentation Activity: Clap for the number of syllables for each character in the story. All have “1” except for the spider. Clap each of the children’s names. Explicit Instruction Phonological Awareness Plans Week 1: Rhyme Discrimination/Production Rhyme means that words sound alike at the end, like fan and man, or fish and dish These words rhyme. Now we are going to practice deciding if words rhyme. Do you think that hat and bat rhyme? Do you think that box and fox rhyme? What about less and bat, do they rhyme? shoe/flew? man/tan? car/bar? was/book? took/look? rat/cat? spoon/rug? coke/smoke? step/bike? flower/tower? light/bite? Now we are going to come up with rhyming words. You can come up with real words or pretend words. Can anyone tell me a word that rhymes with sat? spoon? weight? cat? dog? light? match? pen? book? mat? car? chair? boy? flower? Week 2: Sentence Segmentation We are going to clap for each word we hear today. I am going to say a sentence, and I want you to clap for each word you hear. I love my mom. Turn on the television. My cat is big. Let’s read a book. I want to play. The dog has a large nose. My computer is not working. The clown likes balloons. The candle is hot. The boy has a spoon. The refrigerator is cold. My pillow is big and soft. The spring flowers are so pretty. Daddy said “no.” The remote control is under the couch. Week 3: Syllable Segmentation The last two times we met, we clapped for each word we heard in a sentence. This time we are going to clap for each word part, or syllable, we hear in a word. Listen, tel-e-scope (clapping for each syllable). I want you to clap now. Scissors. Spoon. Lemonade. Backpack. Pillow. Video. Necklace. Violet. Couch. Basket. Television. Magazine. Movie. Pencil. Paper. Picture. Match. Wonderful. Smell. Eating Week 4: Initial Sound Isolation We are going to talk about the first sound we hear in words. What is the first sound you hear in the word book? The first sound is /b/. Let’s practice some more. What’s the first sound in…. See word list from above Collaborative Classroom Lesson Plan for JD Academic Area: Science Lesson: Electricity Grade: 4 New Vocabulary: gravity, mass, volume, density, internal energy, heat energy, geothermal energy, conduction, conductors, convection, radiation, insulator, fuel, static electricity, current, circuit, series circuit, parallel circuit, magnetic field, generators, solar cells, force, friction, inertia, work, simple machines, effort, resistance, compound machines, level Target Vocabulary: conduct/conductor (multiple meanings); circuit, series circuit, electricity, free wire, battery, metal (phonological confusion with medal), predictions, conclusions (abstract). Artic targets: through, something, anything, pathway, teacher=s name. Curriculum Needs: Child Needs: science vocabulary reasoning drawing conclusions explaining word finding problems difficulty with multiple meaning words organization difficulties in speaking and writing lack of monitoring f/th outside of therapy room Curriculum Goals: Communication Goals: 1. Students will explain the conduction of electricity 2. Students will explain a series circuit 1. Students will expand science vocabulary by explaining target vocabulary 2. JD will reduce filler words by preparing oral response before answering 3. JD will use <th> in conversation 4. JD will formulate and edit written answers using complete sentences 3. Students will graph and table data from experiment Facilitative Techniques: Discuss vocabulary in class and with JD prior to lesson Put vocabulary on classroom chart Make word cards for lesson vocabulary Use comprehension questions to aid explanations (rephrasing, multiple choice, open ended/cloze) Provide think time: Tell JD his question prior to calling on him Provide written models for formulating answers in complete sentences Provide opportunity for rehearsal: JD rehearses his response with SLP; JD writes out his response with review by teacher or SLP Select peer monitor for /th/ who will report to JD and SLP or teacher Lesson: Χ Χ Teacher will review vocabulary prior to lesson SLP will brainstorm with students, eliciting definitions of targeted vocabulary with attention to multiple meaning words Χ Χ Χ Χ Χ Classroom 2 Teacher will introduce experiment and list on chart paper class predictions Teacher will demonstrate series circuit experiment to demonstrate materials which are good conduction of electricity (battery, wire, light bulb, coins, glasses, paper, etc.) Class will check predictions as teacher and SLP elicit characteristics of good conductor. SLP will explain student experiment: Electro-Board Experiment (taken from S. Federman, 1992) Punch 3 holes on each side of file folder; write questions & answer about science to match holes; open folder & place tin foil strips to match questions to answer; close folder & use wires and light bulb to see what questions & answer match. Results in a circuit. Use pre-made board for demonstration & have materials for students to make their own boards. Roles: Teacher & SLP: Teacher: Team teach introductory lesson and experiment demonstration Followup lesson during week, make classroom vocabulary chart, provide rehearsal opportunities during week Make word cards for JD, rehearse with JD during initial lesson, review JD=s written responses for initial lesson, monitor peer report daily (peer brings report to therapy room) SLP: Materials: SLP brings: Teacher brings: file folders, 3 6V batteries, and objects for conductor prediction wires, light bulbs, foil and objects for conductor prediction Followup: Teacher will continue lesson and facilitative techniques during week: Students will write about a creative invention using electricity. They must: * use learned vocabulary accurately; * use complete sentence form; * demonstrate correct sequence when writing about their invention Teacher will set up experiments from the lesson in centers in the room and provide class Students will explain an experiment in an oral report to the class Peer will monitor JD’s <th> production in science class throughout the week. Peer and JD will report to SLP at the end of the week using tally sheet and percentages. Data Collection: Peer tally of accuracy of <th> (+/-); check by SLP when in classroom SLP tally of empty words used by JD when in classroom Teacher tally of empty words during one lesson per week Teacher evaluation of organization in required writing Teacher description of effectiveness of rehearsal strategies (Based on Prelock, Miller & Reed, 1993) Collaborative Consultation Lesson Plan for JD Academic Area: Science Lesson: Electricity Grade: 4 New Vocabulary: gravity, mass, volume, density, internal energy, heat energy, geothermal energy, conduction, conductors, convection, radiation, insulator, fuel, static electricity, current, circuit, series circuit, parallel circuit, magnetic field, generators, solar cells, force, friction, inertia, work, simple machines, effort, resistance, compound machines, level Target Vocabulary: conduct/conductor (multiple meanings); circuit, series circuit, electricity, free wire, battery, metal (phonological confusion with medal), predictions, conclusions (abstract). Artic targets: through, something, anything, pathway, teacher=s name. Curriculum Needs: Child Needs: science vocabulary reasoning drawing conclusions explaining word finding problems difficulty with multiple meaning words organization difficulties in speaking and writing lack of monitoring f/th outside of therapy room Curriculum Goals: Communication Goals: 1. JD will explain the conduction of electricity 2. JD will explain a series circuit 1. JD will expand science vocabulary by explaining target vocabulary 2. JD will reduce filler words by preparing oral response before answering 3. JD will use <th> in conversation 4. JD will formulate and edit written answers using complete sentences Facilitative Techniques: Teacher discusses vocabulary in class prior to lesson and puts it on classroom chart Teacher provides phonological cues for vocabulary JD makes his own word cards for lesson vocabulary based on classroom chart JD has a list of strategies on index card at his desk Teacher provides think time: Tells JD his question prior to calling on him Teacher provides opportunity for rehearsal: JD rehearses his response; JD writes out his response with review by teacher Peer monitors <th> and reports to JD, teacher, and SLP by note Consultation 2 Roles: Teacher: SLP: JD: Teach and support use of facilitating strategies in classroom Monitor use of strategies and student progress Report needs to SLP Assess student needs and consult with teacher about classroom modifications and facilitating strategies Use strategies suggested by teacher Monitor accuracy of <th> Followup and Data Collection: JD and peer tally accurate <th> productions and put tally sheets in SLP mailbox biweekly Teacher counts empty words during one lesson during week Teacher evaluates organization in required writing Teacher reports bimonthly to SLP on the effectiveness of facilitating techniques by putting narrative comments in SLP mailbox. SLP observes quarterly to discuss the use of the facilitating techniques in the classroom (Based on Prelock, Miller & Reed, 1993) Collaborative Pullout Lesson Plan for JD Academic Area: Science Lesson: Electricity Grade: 4 New Vocabulary: gravity, mass, volume, density, internal energy, heat energy, geothermal energy, conduction, conductors, convection, radiation, insulator, fuel, static electricity, current, circuit, series circuit, parallel circuit, magnetic field, generators, solar cells, force, friction, inertia, work, simple machines, effort, resistance, compound machines, level Target Vocabulary: conduct/conductor (multiple meanings); circuit, series circuit, electricity, free wire, battery, metal (phonological confusion with medal), predictions, conclusions (abstract). Artic targets: through, something, anything, pathway, teacher=s name. Curriculum Needs: Child Needs: science vocabulary reasoning drawing conclusions explaining word finding problems difficulty with multiple meaning words organization difficulties in speaking and writing lack of monitoring f/th outside of therapy room Curriculum Goals: Communication Goals: 1. JD will explain the conduction of electricity 2. JD will explain a series circuit 1. JD will expand science vocabulary by explaining target vocabulary 2. JD will reduce filler words by preparing oral response before answering 3. JD will use <th> in conversation 4. JD will formulate and edit written answers using complete sentences Facilitative Techniques: SLP and JD discuss vocabulary in therapy prior to lesson SLP and JD make word cards for lesson vocabulary SLP and JD develop and practice strategy to request think time when answering in class: SLP and JD outline responses to sample questions based on lesson SLP and JD list words with <th> from lesson Roles: Teacher: SLP: JD: Provide SLP with curriculum goals, materials, vocabulary Provide preteaching of vocabulary, classroom strategies Provide followup monitoring of JD=s classroom success Use strategies learned in therapy in the classroom; report back to SLP Pullout 2 Therapy Plan: * * * * JD will review facilitating techniques with SLP. SLP will list the strategies on an index card for JD to use in the classroom. During review of target vocabulary, SLP will use questions similar to those used by the teacher, prompting JD to practice his facilitating techniques before responding. JD will identify the technique he attempts before practicing it. SLP and JD will identify targeted science vocabulary with <th> sound as well as words that occur frequently in conversation. JD will tally correct and incorrect <th> productions on a tally sheet. SLP will confirm accuracy Materials: science book, paper and pencils, speech note book, index cards Followup: SLP will observes in classroom during next therapy period to track classroom use of strategies and progress JD will make a strategy chart in his speech notebook and explain these strategies to his teacher and parent(s) who will comment and sign his notebook. JD reports weekly to SLP regarding classroom use of strategies Data Collection: SLP count of f/th in therapy SLP count of empty words during therapy SLP evaluation of organization in required writing based on sample obtained from teacher (Based on Prelock, Miller & Reed, 1993) Collaborative Classroom Lesson Plan Academic Area: Grade: New Vocabulary: Lesson: Target Vocabulary: Curriculum Needs: Child Needs: Curriculum Goals: Communication Goals: Facilitative Techniques: Classroom 2 Lesson: Roles: Materials: Followup: Data Collection: (Based on Prelock, Miller & Reed, 1993) Collaborative Consultation Lesson Plan Academic Area: Grade: New Vocabulary: Lesson: Target Vocabulary: Curriculum Needs: Child Needs: Curriculum Goals: Communication Goals: Facilitative Techniques: Roles: Followup and Data Collection: (Based on Prelock, Miller & Reed, 1993) Collaborative Pullout Lesson Plan Academic Area: Grade: New Vocabulary: Lesson: Target Vocabulary: Curriculum Needs: Child Needs: Curriculum Goals: Communication Goals: Facilitative Techniques: Roles: Therapy Plan: Pullout 2 Materials: Followup: Data Collection: (Based on Prelock, Miller & Reed, 1993) Classroom Lesson Plan Grade: 8 Academic Area: Language Arts Lesson: Research paper Target Vocabulary: computer search, on line, library search, search engine, catalogue, database, link, keyword, plagiarism, evidence, authenticity, index, author search, title search, subject search, call number Curriculum Demands Present Level of Performance: Gather information on a topic Use library & computer resources Read for content Take notes Determine important and relevant information Determine authenticity of information Organize information Write clear and correct sentences & paragraphs Proofread Work independently to complete multiple step task within deadline Patterns of concern: Abstract language reasoning Planning & organizational skills Social communication and social skills Literacy skills Curriculum Goals: IEP Goals: Use library and computer searches to gather information Gather and integrate information to write a report Write organized and clear paragraph level text Use referencing and produce reference list 1. Develop a computer planning system 2. Increase positive conversational bids with teachers and peers 3. Increase quality of written language products 4. Develop data base of new vocabulary & Abstract terms Facilitative Techniques/Strategies: 1. 2. 3. 4. 5. 6. 7. Teacher/SLP brainstorm topics of interest for paper, including computers, art, sports On computer, teacher/SLP help Jack develop a. organization chart for project, including steps to completion and timeline b. checklist of requirements/expectations for successful completion of each step Highlight Jack’s computer knowledge and allow him to help peers with computer access individually with teacher/SLP or in small groups with teacher/SLP. Teacher/SLP provides models for effective interaction On computer, develop a plan/outline for research paper. Teacher/SLP review and help with revision of outline Teacher/SLP demonstrate, model and review use of computer based resources for spelling, spelling, grammar organization of paper Teacher/SLP help Jack develop a data base of new vocabulary Teacher/SLP discuss new meaning of computer terms that are used in other ways in other contexts. Classroom 2 Lesson: SLP and teacher will provide overview of project orally, with handouts and with required steps and timeline posted in the room. Students will identify appropriate timeline as a whole class. Students will divide into small groups to brainstorm ideas for their project. Teacher/SLP will float among groups. Students will write a short paragraph about their topic idea and begin initial search for information using computer resources. Roles: Teacher: SLP: Provide over view of project and handouts Write steps and time line on wall chart as teacher discusses them. Identify and make chart of new vocabulary as used by teacher Teacher/SLP: Float among small groups to help with idea brainstorming SLP: Outline paragraph with Jack using computer outline function Teacher: Read, review and provide feedback to students on paragraph SLP: Begin computer search with Jack, reinforcing new vocabulary Meets with jack to develop organizational chart and checklist for project Followup: SLP: Teacher: Develops vocabulary data base with jack Discusses new vocabulary with jack and help him develop data base Provides support in writing paper based on outline Continues project with whole class Refers to time line for project for whole class Monitors Jacks’ use of his computer organizational chart, time line Provides opportunities in class for Jack to share computer knowledge with other students one on one or in small groups Data Collection: Teacher: Counts instances of use of organizational strategies and adherence to organizational plan and time line Evaluates written products Counts instances of appropriateness of peer interactions when Jack is providing computer information SLP: Counts and evaluates new words added to computer data base Evaluates understanding and use of computer tools for writing and time Management Teacher/SLP Share information (Based on Prelock, Miller & Reed, 1993 Consultation Lesson Plan Grade: 8 Academic Area: Language Arts Lesson: Research Paper Target Vocabulary: computer search, on line, library search, search engine, catalogue, database, link, keyword, plagiarism, evidence, authenticity, index, author search, title search, subject search, call number Curriculum Demands Present Level of Performance: Gather information on a topic Use library & computer resources Read for content Take notes Determine important and relevant information Determine authenticity of information Organize information Write clear and correct sentences & paragraphs Proofread Work independently to complete multiple step task within deadline Patterns of concern: Abstract language reasoning Planning & organizational skills Social communication and social skills Literacy skills Curriculum Goals: IEP Goals: Use library and computer searches to gather information Gather and integrate information to write a report Write organized and clear paragraph level text Use referencing and produce reference list 1. Develop a computer planning system 2. Increase positive conversational bids with teachers and peers 3. Increase quality of written language products 4. Develop data base of new vocabulary & Abstract terms Facilitative Techniques: 1. Teacher brainstorms topics of interest for paper, including computers, art, sports 2. On computer, teacher helps Jack develop a. organization chart for project, including steps to completion and timeline b. checklist of requirements/expectations for successful completion of each step 3. Highlight Jack’s computer knowledge and allow him to help peers with computer access individually with or in small groups with teacher. Teacher provides models for effective interaction 4. On computer, develop a plan/outline for research paper. Teacher reviews and helps with revision of outline 5. Teacher demonstrates, models and reviews use of computer based resources for spelling, spelling, grammar organization of paper 6. Teacher helps Jack develop a data base of new vocabulary 7. Teacher discusses new meaning of computer terms that are used in other ways in other contexts. Consultation 2 Roles: Teacher: SLP: Implement learning and support strategies in the classroom Provide feedback and needs for additional support to SLP Observe in classroom to determine needs Meet with teachers to modify plans and provide additional support Followup and Data Collection: Teacher: SLP: provides bi-weekly written notes regarding implementation of facilitating. techniques and student performance observes in classroom to monitor use of facilitating techniques by teacher and by Student. (Based on Prelock, Miller & Reed, 1993) Pullout Lesson Plan Grade: 8 Academic Area: Language Arts Lesson: Research Paper Target Vocabulary: computer search, on line, library search, search engine, catalogue, database, link, keyword, plagiarism, evidence, authenticity, index, author search, title search, subject search, call number Curriculum Demands Present Level of Performance: Gather information on a topic Use library & computer resources Read for content Take notes Determine important and relevant information Determine authenticity of information Organize information Write clear and correct sentences & paragraphs Proofread Work independently to complete multiple step task within deadline Patterns of concern: Abstract language reasoning Planning & organizational skills Social communication and social skills Literacy skills Curriculum Goals: IEP Goals: Use library and computer searches to gather information Gather and integrate information to write a report Write organized and clear paragraph level text Use referencing and produce reference list 1. Develop a computer planning system 2. Increase positive conversational bids with teachers and peers 3. Increase quality of written language products 4. Develop data base of new vocabulary & Abstract terms Facilitative Techniques: 1. Brainstorm topics of interest for paper, including computers, art, sports 2. On computer, SLP helps Jack develop organization chart for projects, including a. steps to completion and timeline b. checklist of requirements/expectations for successful completion of each step 3. Highlight Jack’s computer knowledge and allow him to help peers with computer access individually with or in small groups with teacher. SLP provides models for effective interaction in therapy 4. On computer, develop a plan/outline for research paper. SLP reviews and helps with revision of outline 5. SLP demonstrates, models and reviews use of computer based resources for spelling, spelling, grammar organization of paper 6. SLP helps Jack develop a data base of new vocabulary 7. SLP discusses new meaning of computer terms that are used in other ways in other contexts Pullout 2 Roles: Teacher: SLP: Student: Provides academic instruction and management of project with students Provides instruction to the student regarding development and use of facilitating techniques in class Provides practice in use of facilitating techniques in therapy Transitions use of facilitating techniques taught in therapy to classroom Therapy Plan: In therapy room, SLP provides the following strategy teaching: Session 1: • Develop computer model for organizing class projects and developing time lines. • Ask Jack to bring in organization plan and time lines for current class project. Session 2: • Review use of model for current class project if Jack bring in information. • If not, practice use of model with classroom project as described by teacher. • Ask Jack to bring in vocabulary for current class project. Session 3: • Develop vocabulary data base with difficult project vocabulary if Jack brings it in. • If not, develop vocabulary data base with vocabulary provided by teacher. Session 4: • Demonstrate, model and review use of computer based resources for spelling, grammar, organization of paper. • Ask Jack to bring in draft of reference paper for class. Session 5 • Review and revise reference paper with Jack if he bring it in. • If not, practice use of computer resources with sample writing. Followup: SLP and Jack discuss computer strategies for organization, writing and vocabulary and Jack explains their use to his teacher and parents. Jack and SLP make notebook with instructors for use of computer strategies for use in class. Jack uses strategies for the class reference paper project. Jack bring in note cards, draft of paper and vocabulary words he does not understand for use in therapy sessions.\ Data Collection: Jack reports back in therapy about use of strategies. Teacher and parents sign speech notebook to verify that Jack has shown them the book and explained the strategies to them. SLP observes in classroom to verify use of strategies. SLP confers with teachers regarding Jack’s use of strategies and oral and written language performance in class. (Based on Prelock, Miller & Reed, 1993) Classroom Lesson Plan Grade: 1 Academic Area: Language Arts Lesson: Dear Zoo Target Vocabulary: Oral: request, rhyme, carrier, crate, cage, basket, heavy, zoo, elephant, giraffe, lion, fierce, camel, grumpy, snake, monkey, naughty, frog, jumpy, puppy, perfect, Print: zoo, sent, back, was, too, pet (at least one of the following: elephant, giraffe, lion, camel, snake, monkey, frog, puppy), (at least one of the following: jumpy, fierce, grumpy, naughty perfect) Rhyming words: big, rig, pig; fall, crawl, all; grumpy, lumpy, bumpy; scary, fair, merry, hairy; Curriculum Demands Present Level of Performance: Recognize words and sounds in print Read for meaning with support Recognize rhyming Predict content in predictable book Discuss meaning orally Write sentences based on story content Patterns of concern: Articulation errors that may interfere with intelligibility Difficulties in language formulation & grammar Limited experiences with books & stories Limited print awareness Limited phonological awareness Curriculum Goals: IEP Goals: Read grade level text with guidance Recognize words, letters, rhyme Acquire vocabulary for story content Create & write complete sentences using story content and vocabulary Develop production of /s/, /r/, l/l at 75% accuracy During reading & writing experiences in class: increase responses to communicative requests by 100% increase assertive responses by 50% Add 500 words which she can say, read & comprehend Facilitative Techniques/Strategies: 1. 2. 3. 4. 5. 6. 7. 8. Pre-read with Susan the book to be read in class. Discuss vocabulary from story in pre-reading Identify and practice /s/ word(s) in story Provide one specific answer that Susan can offer in class – prompt answer In addition to word wall, provide individual vocabulary list for Susan at home. Provide model for text to be written in class Brainstorm rhyming words Provide individual support for Susan to write two sentences that rhyme Classroom 2 Lesson: Read Dear Zoo and write letters to the zoo Roles: SLP reads Dear Zoo with Susan before class reading and discusses vocabulary, prediction of content Teacher reads Dear Zoo with class SLP adds vocabulary (animals and adjectives) to word wall during book reading/discussion Teacher/SLP divide children into small groups to read the story, prompt children to read one page. Susan is in SLP group. Teacher/SLP brainstorm letters with class, with SLP brainstorming with Susan Teacher/SLP support children’s writing individually during writing task with SLP focusing on supporting Susan SLP brainstorms rhyming words with Susan in preparation for class discussion of rhyming words led by teacher. SLP supports Susan in writing one new book page with rhyming words. Teacher calls on Susan to read her sentences during class. Followup: Teacher reads book with children again. Teacher and children make a book from the students’ letter to the zoo. Children read their own letters to class. Words (animals and adjectives) are added to the word wall based on children’s letters Teacher and children create new messages that rhyme for the pages in the book, e.g. “He was too big; I wanted a pig”. SLP develops individual word list for Susan to take home. SLP supports Susan in writing new sentences and in identifying rhyme Data Collection: During collaborative lesson, SLP: Counts responses and initiations provided by Susan Counts instances of correct use of /s/ Counts vocabulary from word wall used by Susan in responses/initiations At other times during class, teacher: Counts responses and initiations during one other lesson each week Counts correct us of /s/ during one conversation with Susan each week Counts new vocabulary used during one lesson each week. Reports change in independent and guided reading Reports change in writing sentences (Based on Prelock, Miller & Reed, 1993) Consultation Lesson Plan Grade: 1 Academic Area: Language Arts Lesson: Dear Zoo Target Vocabulary: Oral: request, rhyme, carrier, crate, cage, basket, heavy, zoo, elephant, giraffe, lion, fierce, camel, grumpy, snake, monkey, naughty, frog, jumpy, puppy, perfect, Print: zoo, sent, back, was, too, pet (at least one of the following: elephant, giraffe, lion, camel, snake, monkey, frog, puppy), (at least one of the following: jumpy, fierce, grumpy, naughty, perfect) Rhyming words: big, rig, pig; fall, crawl, ball; grumpy, lumpy, bumpy; scary, fair, merry, hairy; Curriculum Demands Present Level of Performance: Recognize words and sounds in print Read for meaning with support Recognize rhyming Predict content in predictable book Discuss meaning orally Write sentences based on story content Patterns of concern: Articulation errors that may interfere with intelligibility Difficulties in language formulation & grammar Limited experiences with books & stories Limited print awareness Limited phonological awareness Curriculum Goals: IEP Goals: Read grade level text with guidance Recognize words, letters, rhyme Acquire vocabulary for story content Create & write complete sentences using story content and vocabulary Develop production of /s/, /r/, l/l at 75% accuracy During reading & writing experiences in class: increase responses to communicative requests by 100% increase assertive responses by 50% Add 500 words which she can say, read & comprehend Facilitative Techniques/Strategies: 1. 2. 3. 4. 5. 6. 7. 8. Read the book in class more than one time Discuss vocabulary from story in class before reading story Listen for /s/ word(s) in story and remind Susan of correct production Provide one specific answer that Susan can offer in class – prompt answer In addition to word wall, provide individual vocabulary list for Susan at home. Provide model for text to be written in class Brainstorm rhyming words with class Provide support for students to write two sentences that rhyme. Consultation 2 Lesson: Read Dear Zoo and write letters to the zoo Roles: Teacher reads Dear Zoo with class two times. Before and during class reading, discusses vocabulary, prediction of content Teacher adds vocabulary (animals and adjectives) to word wall during book reading/discussion Teacher divides children into small groups to read the story, prompt children to read one page. Teacher brainstorms letters with class Teacher supports children’s writing individually during writing task. Teacher brainstorms rhyming words and new rhyming sentences for book pages Followup: Teacher reads book with children again. Teacher and children make a book from the students’ letter to the zoo. Children read their own letters to class. Words (animals and adjectives) are added to the word wall based on children’s letters Teacher and children create new messages that rhyme for the pages in the book, e.g. “He was too big; I wanted a pig”. Teacher develops individual word list for Susan to take home. Teacher supports Susan in writing new sentences and in identifying rhyme Data Collection: Teacher: Counts responses and initiations during one other lesson each week Counts correct us of /s/ during one conversation with Susan each week Counts new vocabulary used during one lesson each week. Reports change in independent and guided reading Reports change in writing sentences (Based on Prelock, Miller & Reed, 1993) Pullout Lesson Plan Grade: 1 Academic Area: Language Arts Lesson: Dear Zoo Target Vocabulary: Oral: request, rhyme, carrier, crate, cage, basket, heavy, zoo, elephant, giraffe, lion, fierce, camel, grumpy, snake, monkey, naughty, frog, jumpy, puppy, perfect, Print: zoo, sent, back, was, too, pet (at least one of the following: elephant, giraffe, lion, camel, snake, monkey, frog, puppy), (at least one of the following: jumpy, fierce, grumpy, naughty. perfect) Rhyming words: big, rig, pig; fall, crawl, ball; grumpy, lumpy, bumpy; scary, fair, merry, hairy; Curriculum Demands Present Level of Performance: Recognize words and sounds in print Read for meaning with support Recognize rhyming Predict content in predictable book Discuss meaning orally Write sentences based on story content Patterns of concern: Articulation errors that may interfere with intelligibility Difficulties in language formulation & grammar Limited experiences with books & stories Limited print awareness Limited phonological awareness Curriculum Goals: IEP Goals: Read grade level text with guidance Recognize words, letters, rhyme Acquire vocabulary for story content Create & write complete sentences using story content and vocabulary Develop production of /s/, /r/, l/l at 75% accuracy During reading & writing experiences in class: increase responses to communicative requests by 100% increase assertive responses by 50% Add 500 words which she can say, read & comprehend Facilitative Techniques/Strategies: 1. 2. 3. 4. 5. 6. 7. 8. Pre-read with Susan the book to be read in class. Discuss vocabulary from story in pre-reading Identify and practice /s/ word(s) in story Provide one specific answer that Susan can offer in class Provide individual vocabulary list for Susan to use in class and at home Provide model for text to be written in class Brainstorm rhyming words Help Susan write two sentences that rhyme Pullout 2 Lesson: Session 1: Ask teacher what book children will read in class & what the writing activity will be. Read Dear Zoo Be sure that Susan can read one page of book and ask her to volunteer to read it in class. Discuss and make list of vocabulary and remind Susan to use her list in class Make list of words with /s/ in story, practice them, and remind Susan to use /s/ in class and discuss at home with parent Session 2: Write letter to the zoo with Susan with book as a model Ask Susan to volunteer to read her letter in class. Session 3: Brainstorm rhyming words for story Include rhyming words with /s/ and practice /s/ words Provide Susan with one rhyming sentence that she can volunteer in class. Roles: SLP reads Dear Zoo with Susan and discusses vocabulary, prediction of content. SLP adds vocabulary (animals and adjectives) to word wall during book reading/discussion. SLP brainstorm letters with Susan. SLP helps Susan write a letter to the zoo. SLP brainstorms rhyming words with Susan. SLP helps Susan write rhyming sentences. Followup: Teacher reads book with children. Teacher and children make a book from the students’ letter to the zoo. Children read their own letters to class. Words (animals and adjectives) are added to the word wall based on children’s letters Teacher and children create new messages that rhyme for the pages in the book, e.g. “He was too big; I wanted a pig”. SLP develops individual word list for Susan to take home. SLP supports Susan in writing new sentences and in identifying rhyme Data Collection: During pullout lesson, SLP: Counts responses and initiations provided by Susan Counts instances of correct use of /s/ Counts vocabulary from list used by Susan in responses/initiations Reports change in independent and guided reading Reports change in writing sentences Sends note to teacher asking for her feedback, using checklist of above behaviors (Based on Prelock, Miller & Reed, 1993) (Prelock, Miller & Reed, 1993) INITIAL COLLABORATIVE MEETING FORM TEAM MEMBERS: SLP, Teacher, Student & Parent GRADE: Team Pragmatics/ Semantics/ Member Discourse Meaning SLP speechlanguage WFPs Uses low information words. needs & IEP goals STUDENT: DATE: Syntax/ Word Order Phonology/ Sound System Organization Inconsistent f/th difficulty. Sequencing. No self monitoring difficulty in written language. Circumlocutes. Average receptive vocabulary. -----------------------------------------------------------------------------------------------------------------TEACHER curricular & Inappropriate use Comprehends Limitations Doesn’t communication of referents in subject material. in written say teacher’s concerns written language. assignments name Interrupts group. Difficulty saying Paragraphs are Doesn’t what he wants loosely collected use <th> & explaining ideas. science vocabulary. Can’t make Uses ‘thing’ & friends ‘stuff’. -----------------------------------------------------------------------------------------------------------------PARENT communication Doesn’t Must have exact Leaves out Doesn’t use & school listen. exact word words when <th> at home. concern he wants to say speaking & writing. or becomes frustrated. -----------------------------------------------------------------------------------------------------------------STUDENT communication Kids don’t Can’t think of what Doesn’t like to Doesn’t like to & school ask him to play. of what he wants to write. work on <th>. concerns Hard to write <th> error whole paragraphs. doesn’t bother him. -----------------------------------------------------------------------------------------------------------------TEAM concerns, SLP needs to observe Develop WF Develop strategies Employ peer goals & JD’s behavior in strategies. for oral & written to monitor objectives other contexts. language. <th> (Prelock, Miller & Reed, 1993) OBSERVATION LOG GRADE: STUDENT: TEACHER: OBSERVER: DATE TIME SUBJECT TASK/ MATERIALS STUDENT BEHAVIORS TEACHER/PEER BEHAVIORS 9/25 9:30 Reading read story mispronounces words with <th>, especially in final position. teacher ignores error answering questions off-task responses peers laugh uses ‘thing’ & stuff teacher fills in words in explanations 9/27 11:00 Math problem solving unable to explain answers teacher asks for clarification 9/29 12:30 Indoor Recess quiet to initiate play with one friend can’t find peer to appropriate play with peers play with him. intrudes on actions of other children WHAT PERSISTENT COMMUNICATION PROBLEMS ARE NOTED? Off task behavior--irrelevant remarks; interrupts conversation; WFPs. IN WHAT CONTEXTS DO THE COMMUNICATION PROBLEMS OCCUR? Peer interactions & academic classroom events; tasks requiring knowledge of routine & listener/speaker roles. HOW ARE THE COMMUNICATION PROBLEMS RELATED TO THE CURRICULUM? As curriculum demands for oral & written expression increase, appropriate student performance decreases. WHO ELSE ON THE TEAM SHOULD OBSERVE THE CHILD IN THE CLASSROOM? Possibly the school counselor DOES THE CHILD REQUIRE ADDITIONAL ASSESSMENT (in what area)? pragmatics; language-based curriculum analysis (science or math) (Prelock, Miller, Reed, 1993) SAMPLE LANGUAGE-BASED CURRICULUM ANALYSIS SUBJECT AREA: GRADE: TEACHER: SLP: SCHOOL: DATE: -----------------------------------------------------------------------------------------------------------------PART I: OBJECTIVES CURRICULUM OBJECTIVES: 1. Students will learn the meaning of weight, mass, distance, volume and density. 1. Students will understand the effect heat and temperature have on the movement of objects. 1. Students will study sources and conservation of heat energy. 1. Students will learn that machines are devices that make work easier by changing the direction or strength of a force applied to an object. 1. Students will be exposed to various aspects of electricity. JD’s SPEECH & LANGUAGE IEP OBJECTIVES: 1. Student will find the appropriate word on demand using modeled clues and self-initiated cuing when conversing with peers and adults. 2. Student will correctly produce the <th> sounds in all speaking situations. 3. Student will increase expressive organization using describing words, sufficient detail and appropriate sequencing when describing pictures, explaining events/activities, retelling a story, and formulating written paragraphs. -----------------------------------------------------------------------------------------------------------------PART II: REVIEW OF VOCABULARY & LANGUAGE REQUIREMENTS (consider stated objectives as well as text material & supplemental information used by teacher) A. VOCABULARY REVIEW 1. PREREQUISITE vocabulary necessary for achieving stated objectives: distance, weight, grams, kilograms, measurement, matter, particles, meter, kilometer, centimeter, length, width, height, temperature, solid, liquid, electricity, magnet, force, cause, effect, battery, motion, reduce, object, heat 2. B. NEW vocabulary to be introduced: gravity, mass, volume, density, internal energy, heat energy, conduction, convection, radiation, insulator, fuel, geothermal, energy, static electricity, conductors, current, circuit, series circuit, parallel circuit, magnetic field, generators, solar cells, force, friction, inertia, work, simple machines, effort, resistance, compound machines, lever LANGUAGE REQUIREMENTS REVIEW 1. COMPREHENSION--student must demonstrate comprehension by: (check all that apply) pointing/showing ordering/sequencing circling, drawing, ringing manipulating objects pictures/words/sentences role playing X answering questions X following written directions X following oral directions X other (please specify): drawing conclusions based on gathered data; interpreting graphs and tables X 2. ORAL EXPRESSION--student must express self orally by: (check all that apply) X X X X 3. defining vocabulary X storytelling talking in complete sentences X reciting known information answering & asking questions X reading other (please specify): explaining abstract concepts & relating to something concrete; explaining tables & graphs WRITTEN EXPRESSION--student must express self in written form by: (check all that apply) X X X X tracing numbers/letters/words writing numbers/letters spelling words making outlines writing book reports X X X copying numbers/letters/words filling in sentences writing complete sentences writing stories writing research reports other (please specify): writing predictions for experiments; writing conclusions based on data collection; constructing graphs & tables. PART III: EVALUATION OF POTENTIAL DIFFICULTY WITH VOCABULARY & LANGUAGE REQUIREMENTS A. VOCABULARY NEEDS 1. For identified children a. Do children have the prerequisite vocabulary? X Yes No (if no, specify vocabulary child(ren) lack) b. What semantic confusions are likely with the new vocabulary to be introduced? work, conductor, mass, volume, force, current, gravity, energy, static, dense (multiple meanings); density, volume, radiation, gravity, conduction, convection, geothermal energy, inertia, friction, static electricity (abstract terms) c. What syntactic confusions are likely? force, work (N, V); current (N, Adj.); d. What phonological confusions are likely? mass/math/matter, convection/conduction, inertia/energy, geothermal 2. For classroom: a. Does the class, overall, have the prerequisite vocabulary? X b. Yes No (if no, specify vocabulary class is lacking) Specify any semantic, syntactic &/or phonological confusions likely to be experienced by the classroom which were not noted for the identified children. semantic: syntactic: phonological: B. same as identified children same as identified children same as identified children LANGUAGE NEEDS 1. COMPREHENSION--Which of the requirements identified in PART II, B,, 1. are likely to be difficult for: a. identified children: few comprehension difficulties are likely b. classroom: same as above 2. ORAL EXPRESSION--Which of the requirements identified in PART II, B., 2. are likely to be difficult for: a. identified children: defining vocabulary; talking in complete, grammatical grammatical sentences; answering & asking questions; reciting known information; explaining abstract concepts b. classroom: same as above 3. WRITTEN EXPRESSION--Which of the requirements identified in PART II, B., 3. are likely to be difficult for: a. identified children: writing stories, book reports & research reports; writing conclusions based on data collection; making outlines & writing in complete sentences b. classroom: same as above -----------------------------------------------------------------------------------------------------------------PART IV: MODIFICATIONS A. MODIFICATIONS TO MEET VOCABULARY NEEDS 1. 2. ways to establish prerequisite vocabulary: a. for identified children: not applicable b. for classroom: not applicable ways to introduce new vocabulary: a. for identified children: b. for classroom: using visual charts & aids for concrete terms; writing & saying words simultaneously; relating words to real life experiences; presenting words in the context of a meaningful sentence drawn from the lesson/text teaching multiple meaning words with humor in sentence contexts; performing science experiments to provide students the opportunity to manipulate items and relate abstract to concrete terms B. C. D. MODIFICATION TO MEET LANGUAGE COMPREHENSION REQUIREMENTS 1. to meet identified children’s needs: monitor the student’s interpretation & graphing of the data; prompt with various questioning techniques to facilitate the student’s appropriate responses 2. to meet classroom needs: same as above; have students make predictions about an experiment before it is completed & then draw conclusions based on observed results; use modeling for answering questions MODIFICATIONS TO MEET ORAL LANGUAGE REQUIREMENTS 1. for identified children: 2. for classroom: use visual charts, graphs, data tables &/or experiments; give time to respond; use phonological &/or word cues (antonyms; synonyms) for word finding problems; have student define concepts in his own words & relate these to personal life experiences; ask student to explain his predictions based on the experiments; use modeling, prompting, cuing & questioning techniques; use teacher helper or peer tutor to sit with JD & give placement cues for (th) & model target work (s); use visible tally sheet for motivation to self monitor same as above MODIFICATIONS TO MEET WRITTEN LANGUAGE REQUIREMENTS 1. for identified children: 2. for classroom: have “cooperative” learning groups work together; ask student to write down his predictions; help student draw conclusions based on the observed data through the use of charts & graphs; transfer gathered information from note form to complete sentences to report writing use worksheets with results of an experiment on it & questions posed to the students; have students transfer this information to paragraph form. SAMPLE LANGUAGE BASED CURRICULUM ANALYSIS Grade: Part I: Subject Area: Child: OBJECTIVES Curriculum Objectives: Communication Objectives: Part II: VOCABULARY & LANGUAGE REQUIREMENTS: Vocabulary: Prerequisite New Language: Comprehension - Student must demonstrate comprehension by: Pointing/showing Circling, drawing, ringing Manipulating objects Ordering/sequencing Pictures, words, sentences Following oral directions Following written directions Other (specify) Oral Expression - Student must communicate orally by: Defining vocabulary Talking in complete sentences Answering questions Asking questions Reciting know information Story telling Reading aloud Other (Specify) Written Expression - Student must communicate in writing by: Tracing numbers, letters, words Copying numbers, letters, words Writing numbers, letters Filling in sentences Spelling words Writing sentences Making outlines Writing stories Writing book reports Writing research reports Other (Specify) Part III: STUDENT NEEDS IN RELATIONSHIP TO VOCABULARY AND LANGUAGE REQUIREMENTS Vocabulary: Do target children have prerequisite vocabulary? Yes No What semantic confusions are possible? What syntactic confusions are possible? What phonological confusions are possible? Language: Which of the requirements identified in Part II are likely to be difficult for target children? Comprehension: Oral Expression: Written Expression: PART IV: MODIFICATIONS Modifications to Meet Vocabulary Needs: Strategies for establishing prerequisite vocabulary: Strategies for introducing new vocabulary: Modifications to Meet Language Needs: Modifications to meet language comprehension requirements: Modifications to oral expression requirements: Modifications to meet written expression requirements: SAMPLE LANGUAGE BASED CURRICULUM ANALYSIS Grade: Part I: Subject Area: Child: OBJECTIVES Curriculum Objectives: Communication Objectives: Part II: VOCABULARY & LANGUAGE REQUIREMENTS: Vocabulary: Prerequisite New Language: Comprehension - Student must demonstrate comprehension by: Pointing/showing Circling, drawing, ringing Manipulating objects Ordering/sequencing Pictures, words, sentences Following oral directions Following written directions Other (specify) Oral Expression - Student must communicate orally by: Defining vocabulary Talking in complete sentences Answering questions Asking questions Reciting know information Story telling Reading aloud Other (Specify) Written Expression - Student must communicate in writing by: Tracing numbers, letters, words Copying numbers, letters, words Writing numbers, letters Filling in sentences Spelling words Writing sentences Making outlines Writing stories Writing book reports Writing research reports Other (Specify) Part III: STUDENT NEEDS IN RELATIONSHIP TO VOCABULARY AND LANGUAGE REQUIREMENTS Vocabulary: Do target children have prerequisite vocabulary? Yes No What semantic confusions are possible? What syntactic confusions are possible? What phonological confusions are possible? Language: Which of the requirements identified in Part II are likely to be difficult for target children? Comprehension: Oral Expression: Written Expression: PART IV: MODIFICATIONS Modifications to Meet Vocabulary Needs: Strategies for establishing prerequisite vocabulary: Strategies for introducing new vocabulary: Modifications to Meet Language Needs: Modifications to meet language comprehension requirements: Modifications to oral expression requirements: Modifications to meet written expression requirements: Response to Intervention Preschool/Primary Strategies for Teachers Child Goals Tier 1: Meaning Making Language/Syntax Enhancement Teacher Behaviors Talk to each child Ask open ended questions Expand/Extend responses Encourage expanded use of language in personal narration Literacy/Dialogic Book Reading Ask open ended questions Expand/extend responses Ask text‐to‐life questions Identify age‐appropriate story components Talk about prediction of story events Draw conclusions Vocabulary Ask who/what/where questions after reading target words Focus on word by asking children to identify word Provide the word again Connect word to child’s own experience Tier 1: Attention to Code Rhyme Discrimination/Production Choose stories with rhyme and exaggerate rhyme when reading the story. Use cloze sentences from the story for children to fill in the rhyming word. Ask children to clap on rhyming words as you read. Ask children to create rhymes related to story content. Segmenting sentences into words Ask children to clap on rhyming words as you read Ask children to create rhymes related to story content Ask children to select individual words from story sentences. Have children clap for each word in a sentence from the book while pointing to the words. Segmenting words into syllables Use story content to develop extension word segmentation activities Model syllable segmentation by pointing to syllables while reading Using words from the book, clap number of syllables Use story content to develop extension to develop similar syllable segmentation follow up activities Initial Sound Isolation Highlight initials sounds while reading and simultaneously pointing to letters in the book Print Awareness Tier 2: Meaning Making Language/Syntax Enhancement Literacy/Dialogic Book Reading Vocabulary Tier 2: Attention to Code Rhyme Discrimination and Production Segmenting sentences into words Segmenting words into syllables Using words from the book, ask children to tell the first sound of the word Use story content to develop similar extension first sound segmentation follow up activities Ask children to point to the pictures, point to the print, point to the title, etc. Ask children to point to a word on the page Ask children to point to a letter that makes a sound or has a letter name Model answers to open ended questions with targeted information and language form Use focused expansions to model language form Use focused extensions to provide new information Use modeling and focused questions to scaffold personal narratives Ask for name and/or location of object or character through a question Ask for description of characteristics and actions Request information through sentence completion Ask questions requiring inference and/or judgments Ask for recall of information Ask about similarities and differences Ask about prediction Request explanations Combine reading the words in text and providing definitions. Use the word in a supportive context. Encourage children to talk about the word. Encourage children to use the word in context. Talk about what rhyming is and give examples Ask children if two given words rhyme Ask children which word of three does not rhyme Give a word and ask children to tell a rhyming word. Pointing to print, model clapping/tapping words in a sentence. Pointing to print, clap/tap words in a sentence together Pointing to print, ask child to clap/tap words Count number of words with children Pointing to print, model clapping/tapping syllables in a word Pointing to print, clap/tap syllables s in a word together Initial Sound Isolation Print Awareness Pointing to print, ask child to clap/tap syllables Count number of syllables in a word with children Model identifying the first sound in a word Ask children to identify the first sound a group of three words. Given three words, ask children to identify the word that does not begin with the same sound as the other two. Ask children to identify the first sound in a word stated clearly. Ask children to identify the first sound in a word stated clearly. Model and scaffold pointing to the pictures, print, title, etc. Model and scaffold pointing to a word on the page, followed by asking the child to do the same Model and scaffold pointing to a letter that makes a sound or has a letter name followed by asking children to do the same
