Embed Size (px)
Citation preview
EXPLICIT AND ENGAGING INTERVENTION FOR VOCABULARY AND COMPREHENSION
How good is your therapy? Do you provide quality therapy to your students?
Based on the work of Anita L Archer, Isabel Beck and others!
Lisa D. Williamson, M.A.,CCCUniversity of CincinnatiOSSPEAC October 11, 2015
BUILDING BLOCKS TO QUALITY THERAPY
! Explicit Instruction- Anita Archer, Charles A. Hughes
! Robust Vocabulary-Beck, McKeown, Kucan! Robert Marzano- The Art and Science of
Teaching! Comprehension Connections- Tanny
McGregor! Steven Griffin- Ohio State
THERAPY IS EXPLICIT INSTRUCTION! SLP’s provide explicit instruction (specialized instruction) in the
areas of syntax, semantics, phonology, pragmatics and morphology.
! What is explicit instruction? (Rosenshine, 1987) " Explicit instruction is a systematic method of teaching emphasis on
proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.”
" Explicit instruction can be utilized with any age group and at any setting to accomplish learning.
" What needs to be taught at the college level.
Explicit instruction is described as “instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own” (p. 363).
Torgesen, J. K., (2004) Lessons Learned from Research on Interventions for Students who have Difficulty Learning to Read.
Edwards-Groves, C.J. (2002). Connecting Students to Learning Through Explicit Teaching.
WHO NEEDS SPECIALIZED INSTRUCTION?
Every day there are children who struggle with learning. There are some alarming facts surrounding children in our schools and clinics:
! Placement in foster care is associated with increased educational risks, including absenteeism and tardiness, school changes during the year, disciplinary problems and suspensions, poor reading and math skills, lower scores on achievement tests, repeating one or more grades, and/or dropping out of high school.
! U.S. schools have identified 956,914 students who were homeless, a 41% increase over 2 years.
! Over the last few years, there have been as many as 700,000 children with at least one parent deployed to Iraq or Afghanistan. These children have potentially long-term adverse effects on their child’s standardized test scores in most academic subjects, with the most detrimental effects occurring during the actual deployment.
WHO NEEDS SPECIALIZED INSTRUCTION?
! According to the U.S. Surgeon General, in the course of a year approximately 20% of children and adolescents in the U.S. experience signs and symptoms of a mental health problem and 5% experience “extreme functional impairment” (U.S. Department of Health and Human Services).
! Is it realistic for us to expect that students can and will learn when they are distracted or worried about where their next meal may be coming from, whether they will be sleeping in the car or the homeless shelter tonight, or whether their parent may have been killed in the war in the middle east?
! The U.S. Department of Health and Human Services report that 14% of all children in American have some type of special learning need that will require special education services.
March 2011 SISP and SISS Presenter’s Guide IDEA Partnership @ NASDSE 8
EXPLICIT INSTRUCTION IS…! Intentional teaching of well defined skills or strategies
that are broken down and taught directly in a series of carefully sequenced steps
! Clear and consistent instructional language OR clear and consistent instructions
! Extensive modeling or demonstration of skills and strategies before students are asked to perform them independently
! “Thinking aloud” procedures that draw attention to the step-by-step process of applying skills and strategies that is eventually internalized
Explicit Instructio
n
Modeled Instructio
n
Guided Practice
Collaboration
Independent
Practice
Gradual Release of
Responsibility
Gradual Release of Responsibility Model
Duke and Pearson, 2002, p. 211
FUNCTIONS OF EXPLICIT INSTRUCTION
worksheetlibrary.com
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO SPEECH LANGUAGE PATHOLOGY
Structure of an explicit instruction lesson…1. Open the lesson
It is important to gain attention, state the goal of the session, introduce the skill, explain the relevance of the skill to the child and review relevant background knowledge…
•Remember last session we learned how to make the scraper sound…•Remember yesterday we talked about 3 new vocabulary words from the story that we are reading…•Remember last week we learned about the prefix “re”. What does “re” mean when you add this to a word?
• Today we are going to work on ________”
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO SPEECH LANGUAGE PATHOLOGY
2. Body of the Lesson- Teach the skill- “I do”
• Present new skill in small, sequential steps.• Model procedures (show and tell, demonstrate and describe).• Provide examples and non-examples.• Use clear, consistent and concise language ( same as teacher).
SLP Behavior:! Initiates
! Models
! Explains
! Thinks aloud
! Shows how to do it
! Do Not Ask Questions during this step of instruction!!
Learner Behavior: ! Listens! Observes! Creates an example based
on teacher model
“WE DO”
Provide Guided Practice- “We do” • Scaffold- Tell them what to do, ask them what to do and remind them what
to do• Re-teach when necessary• Corrective feedback• Fade physical, verbal and visual prompts
SLP Behaviors❑ Demonstrates❑ Leads❑ Suggests❑ Explains❑ Responds❑ Acknowledges❑ Answers Questions
Student Behaviors ❑ Listens ❑ Interacts ❑ Questions ❑ Collaborates ❑ Responds ❑ Tries out ❑ Participates
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO SPEECH LANGUAGE PATHOLOGY
Provide unprompted/independent practice (“You do”) • Students work on their own, in pairs, or small groups to accomplish task
• SLP monitors for understanding- go beyond simple questions and ask higher level thinking stems.
• SLP provides specific feedback and praise
" Watch the child as he/she completes a task. " Good time to document accuracy or check for understanding- anecdotal,
authentic assessment." Point out the child’s mistakes and successes.
INDEPENDENT PRACTICE (YOU DO)Student Behavior ▪ Applies learning▪ Takes charge▪ Practices▪ Problem solves▪ Approximates▪ Self-corrects
SLP Behavior▪ Scaffolds▪ Validates▪ Explains as needed▪ Evaluates▪ Observes▪ Encourages▪ Clarifies▪ Confirms▪ Coaches
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO SPEECH LANGUAGE PATHOLOGY
3. Close The Lesson- • Review critical content• Assess and record if student has mastered or needs additional
instruction.• Review- remind the students of the goal and why they need to know
this. “Remember on Thursday you are going to have a vocabulary test and you will
need to know these five words. Do you remember what they mean and can you put them in a sentence? Let’s talk about what would happen if you can’t remember the meaning of a word. What could you do?”
• Maintenance- this is the hard part!
HOW GOOD IS YOUR INSTRUCTION???
! Self Reflection-
Explicit Instruction and the SLP- "How Good Is Your Therapy?"
A self reflection tool for the SLP student intern. By Lisa D. Williamson, MA, CCC
After recording your session, please answer the following questions...
1. Did you introduce the session? (Today we are going to...) Discuss if you have any therapy routines that you use to keep you sessions running smoothly?
2. Did you review background information? (Last week we learned how to ...)
3. Did you explicitly teach the skill? ( I do) Did you teach the skill through modeling, demonstrating, thinking aloud or explaining the skill.
4. Did you provide guided practice with the skill? (We do) Did you engage the students with practice? Did you give physical prompts, verbal prompts, visual prompts or cues? Did you demonstrate, suggest, lead, respond, acknowledge, or answer questions? Did you provide specific and clear feedback and praise? Is your feedback immediate, specific with good information, and constructive not punitive? Did you point out the child's mistakes and successes? Did you obtain maximum number of responses? Did you elicit different types of responses such as choral responses, partner responses or written responses?
5. Did you provide independent practice/ assessment? This is when the child learns to take charge and apply his/her learning? Did you scaffold, validate, observe, evaluate, encourage, clarify, confirm or coach? Did you take data? Did you write down where to go with that skill for your next lesson or ideas to try next time?
6. Did you close the lesson by reviewing the skills and remind them why you are teaching them this skill? Example- "Remember to practice these vocabulary words that we talked about today because you have a quiz on Friday."
7. Evaluate these other important skills:
a. How is your pace of the session?
b. Did you give each child about the same number of times to respond?
c. Were you prepared for the session? Were you organized with your materials?
d. Did you keep the children on task? Were there any behavior issues?
ROBERT J MARZANO- “THE ART AND SCIENCE OF TEACHING”
Engaging Students! Noticing and reacting when students are not engaged.
! Using academic games (e.g., when students are not engaged, the teacher uses adaptations of popular games to reengage them and focus their attention on academic content)
! Managing response rates during questioning (e.g., the teacher uses strategies to ensure that multiple students respond to questions such as: response cards, response chaining, voting technologies)
! Using physical movement (e.g., the teacher uses strategies that require students to move physically such as: vote with your feet, physical reenactments of content)
! Maintaining a lively pace (e.g., the teacher slows and quickens the pace of instruction in such a way as to enhance engagement)
! Demonstrating intensity and enthusiasm (e.g., the teacher uses verbal and nonverbal signals that he or she is enthusiastic about the content)
! Using friendly controversy and competition (e.g., the teacher uses techniques that require students to take and defend a position about content)
! Providing opportunities for students to talk about themselves (e.g., the teacher uses techniques that allow students to relate content to their personal lives and interests)
! Presenting unusual information (e.g., the teacher provides or encourages the identification of intriguing information about the content)
! Robert J. Marzano, Setting the Record Straight on “High-Yield” Strategies, Phi Delta Kappan, Vol. 91, No. 01, September 2009, pp. 30-37.
ROBERT MARZANO-A COMPREHENSIVE LIST OF STRATEGIES THAT RELATE TO EFFECTIVE TEACHING
! Principles of Instruction- Research-Based Strategies that all Teachers Should Know:
http://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
! We all should read!
VOCABULARY- ARE YOU ‘STATE OF THE ART’ IN TEACHING VOCABULARY?
! Laura Justice from Ohio State-OSSPEAC 2014" Common Core- heavy on language/vocabulary" We as SLP’s must align our therapy" Educationally relevant" Lack of studies about how our therapy changes
child outcomes " Vocabulary deficits are a problem with at least
50% of our language impaired children
BARRIERS
! What words to teach?! Hard to write IEP goals for vocabulary?! Small amount of therapy time?! Assessment- how do we measure progress?
! What research tells us- If you pick words to systematically target then we will be successful.
Vocabulary Demands on Students are Daunting
Typical Vocabulary Growth:
! 450,000 words in English- largest vocabulary of languages in use today
! Students must learn 3,000 words per year by 3rd grade. ! However, everyday speech consists of only 5,000- 7,000 words. ! Conversation cannot make up the difference (Frey & Fisher, 2007).
! Typical children begin first grade with a 6,000 word spoken vocabulary
! Learn 36,000 more words by 12th grade ! Learn 10 words a day (Chall, 87; Gunning, 04; Nagy & Herman,
1987)
! Vocabulary Knowledge
" Knowing a word- no idea general sense narrow bound contextual knowledge rich knowledge
of a word and its relationships to other words.
" This rich sense about a word is what we want.
" We want to develop a student’s lexicon by teaching select words deeply and building connections between words and by promoting word consciousness.
" Our language delayed students have “poor word learning strategies” and will need 10 exposures to learn a word as compared to 4.
" We need to teach them specific words that are taught explicitly and systematically.
! How many words??" Preschool- 3 words/story" Kindergarten and First Grade- 6 words/
week" Second Grade- 7 words/week" Third Grade- 8-9 words/week" Fourth Grade- 10 words/week" Middle and High School- 12 words/week
WHAT WORDS DO I TEACH?
! There are standards in vocabulary acquisition at every grade level, in every subject area of the core curriculum standards.
! Therefore, vocabulary is a great choice for school based language intervention!
! Now that you know how to teach explicitly… let’s discuss how to teach vocabulary explicitly.
! How shall we select the words for intervention ????
• We should strive to teach 400 vocabulary words per year.• Research shows that this will make an impact on their education.• However, you can never select the wrong words to teach! (Beck, et.al 2012)
• Beck discusses three categories of words.• Tier I, Tier II and Tier III
• 98% of SLP’s teach Tier I words in therapy." Laura Justice, OSSPEAC 2014
28
Direct Vocabulary Instruction
isotope, peninsula, bucolic
sinister, fortunate, adapt
clock, baby, happy
Examples
Uncommon words that are typically associated with a specific domain
Words that appear frequently in texts and for which students already have conceptual understanding
Basic words that most children know before entering school
Description
Tier 3Tier 2Tier 1
(Beck, McKeown, Kucan, 2002)
! Criteria for Tier II words…! Useful – can be used in many contexts for reading, writing, speaking.
This word will most likely be seen more in written language than in conversational language. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to aid the students in the comprehension of the story/text? Would you want to use weekly vocabulary from classroom?
! Understandable – children have some ideas or concepts to connect to
the new word. (Afraid- Terrified) Can we explain this word in kid-friendly terms? How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed?
! Interesting – What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used?
PRACTICE-CAN YOU FIND THE TIER II WORDS
! Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
! Adapted from Beck, McKeown and Kucan, 2002
PRACTICE-CAN YOU FIND THE TIER II WORDS
! Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
! Adapted from Beck, McKeown and Kucan, 2002
I HAVE MY WORDS. NOW WHAT??
! Robust Vocabulary Technique: Choose 3-5 words per story, per week, per unit.1. Contextualize the word- read the word from the
context of the story/passage: " Example: “rumpus”
(From Where the Wild Things Are) “Let the wild rumpus start!”
“Rumpus means ‘wild play’. Wild play could be running around, chasing, Ninja, etc. Your mom might call it rough housing. Now I’ll say the sentence with the words that mean the same as rumpus. ‘Let the wild play start.’”
2. Have the children say the word so that they have a phonological representation of the word…
“Say the word with me…rumpus”
*** why this is so important…*** I also add a picture and a gesture.
3. Explain the Meaning of the Word Using a Student Friendly Definition:
Teachers and SLP’s should present meanings of target words through instruction that is direct and unambiguous. Meanings should be presented using clear, consistent, and understandable wording. Use everyday language.
Examples: sturdy: soundly constructed or constituted
cottage: smallish frame dwelling sturdy: strong cottage: a little houseIf you gape at something, you stare at it with your eyes and mouth wide open.A beverage is something that you drink
4. Present alternative contexts different from the story context…
Example… Brothers and sisters can rumpus with each
other. Two baby kittens could rumpus when they
play together. Mom would probably not like it when you
rumpus in the house.
5. Engage children in activities that get them to interact with the word.
Teachers and SLP’s should provide children with opportunities to discuss words in extended discourse before and after reading. Additionally, teachers should provide children with tasks that challenge them to process word meanings at a deeper and more complex level.
Ways to provide varied and rich opportunities to practice: ▪ Making up a novel sentence with the word▪ Classifying the word with other words
(e.g., concept maps, word maps, semantic maps)▪ Relating the definition to one’s own experience
! Interaction activities:✕ Example/Non-example
# If I say something that sounds precarious, say “precarious”. If not say nothing.
# Which would be easier to notice: barking dog or sleeping dog# If you won the lottery, would you be jubilant or melancholy?
✕ Word Associations-# Think of the words pretentious, tedious and extravagant.
Which goes with…$ I spent all of my allowance on those shoes.$ I am counting a thousand pennies.$ You are so lucky that I am on your team.
✕ Generating situations, contexts and examples-# What would make a teacher say this to her class? “What a
clever class you are!”# What would a splendid day for a duck look like?# How might a cook show that they are an expert?# Tell me two things that might be catastrophic.
! Interaction Activities" Word Relationships-Respond how 2 words are related:
✕ How are conscientious and haphazard related?✕ Could someone who is curious be a nuisance?✕ A determined person is someone who will get
things done but a person who is wavering is…✕ Would a fragile plant survive in an artic region?✕ Clap to show how much you would like having
your room described as “eerie.”
! Interaction Activities" Writing-
✕ The king was miserable because…✕ Think of a time when you felt envious.✕ Use three words in a short story.
" Return to the story context-✕ Find examples of discrimination in this text.
" Puzzles- reliable, spectator✕ It is someone who just watches.✕ Babysitters need to be _________.
! Example: “Pushing Up The Sky”Robust Vocabulary Unit 5 – Week 2_______Words taken from Main Selection and Oral Vocabulary [email protected]
Word Associations: After presenting explanations for each vocabulary word, ask students to associate one of their new words or phrase.
Turn and tell your partner….! Which word goes with working on a project with your group? (gathered) Why?! Which word goes with picking a candy out of a jar with your eyes closed? (randomly) Why?! Which word goes with getting an injection when you visit the doctor? (jabbing) Why?! Which word goes with the traffic lights on the road? (signal) Why?! Which word goes with cuddling your teddy bear when you feel upset? (soothing) Why?
Word Definition Synonym Antonym Gestures
gathered (MS)to bring people or things together
collect, meet, get-together
spread out, distribute
First, hold hands apart, then intertwine fingers.
randomly (MS) to do something without a plan or purpose
anyway jumbled willy-nilly
precise, purposive Close eyes, twirl index finger, then point.
jabbing (MS) to poke with something pointed
prodding, poking, pushing
controlled, still Poke upper arm with index finger.
signal (MS) a sign that gives a command
point, indicate, gesture, sign
no indication Raise hand with open palm in STOP motion.
soothing (OV) something that is calming or comforting
relaxing, calming, stressful, annoying Rub upper arm with hand gently.
Making ChoicesPoint to the word gathered on the chart.Say: If what I say describes gathered, hold hands apart, intertwine fingers, and say gathered. If not, cross your
arms over your chest.! Teacher calls us to the rug.! Doing independent reading.! Having a birthday party! Writing a letter to a friend. Point to the word randomly on the chart.Say: If what I say describes randomly, Close eyes, twirl index finger, then point, and say randomly. If not, cross
your arms over your chest.! Answering questions on my reading test.! Rolling the dice during a game.! Pulling names out of a hat.! Choosing a new outfit for my birthday. Point to the word jabbing on the chart.Say: If what I say describes jabbing, poke upper arm with index finger, and say jabbing. If not, cross your arms
over your chest.! A friend pushing his pencil into your leg.! Petting your dog.! Eating a hot dog with a fork.! Putting a watch on your arm.
Questioning, Reasons, and Examples: students turn and talk with a partner. ! *A meeting at the boy scouts’ club. What word describes the
situation? Why? (gathered) ! *Choosing players for a game by picking names from a cup. Why?
(randomly) ! *Using the point of a pencil to get a tiny piece of paper out of the
corner. Why? jabbing)
! *The crossing guard telling you when to cross the road. Why? (signal) ! *Floating in the swimming pool. Why? (soothing)
Relating Words: Have students turn and talk with a
partner.! You see a group of children on a field trip. Is this an example
of randomly or gathered? (gathered) Why?! You pull sticks to see who will go first. Is this an example of
randomly or signal? (randomly) Why?! Your little brother pokes you in the eye. Would this be an
example of soothing or jabbing? (jabbing) Why?! You’re curled up on the couch with a blanket watching your
favorite T.V. show. Would this be an example of soothing or gathered? (soothing) Why?
Why is this an effective vocabulary intervention?
! Uses research based strategies! Words selected in a clinically relevant way! Provides explicit instruction! Ties to life experiences of students! Increased repetitions of the words! Engages students with an emotional
response
(Beck, et al, 2002; Nelson & Van Meter,2005)
! How can I do this in therapy??! Variety of ways…
" Small group- 5 minutes each session" Push- In
! Video of technique- small group- ! This is a lot of work! I don’t have time!!
" Teacher Pay Teacher" Google- Robust vocabulary- Treasures
Robust Vocabulary-Pushing Up the Sky
! How does this look?
" Monday- introduce vocab" Tuesday- make study cards, book " Wednesday- interaction strategies" Thursday- review game" Friday- vocab quiz
! My philosophy of practice…" I tell my graduate students…Use worksheets interactively- use the items
on a worksheet or resource book but think of a fun or interacting way to do it.
Special Ed students- see you for a reason. Don’t just re-teach the same way.
Teach in a different way.Teach in an explicit and systematic way.Teach in an engaging way.
! Activities: Traditional!!Venn diagram Concept definition
map
Vocabulary Y chart Word Map- synonym, antonym, examples, non-examples
! More Activities- Can you be interactive?
http://www.russell.k12.va.us/itrt/Dan%20Mulligan/Vocabulary_Vitamins.ppt
! Linear Array
http://www.kayedstudio.com/1/post/2012/04/ice-cream-cone-synonyms.html
http://the-room-mom.com/ranking-words/
! Making Books: ! Word spinners
http://eisforexplore.blogspot.com/search?updated-max=2012-05-08T14:50:00-07:00&max-results=10
www.teachersnotebook.com
https://www.teacherspayteachers.com/Store/Pam-Dalessandro
! Word Maps
Vocabulary Cubes
www.pinterest.com/source/devotedtovocabulary.wordpress.com/
https://www.pinterest.com/source/classroomfreebies.com/
! “Word Nerd”- Lanyards Scramble" Find synonym" Find anonym" Match definition
! Make your word a color-
! Games Family Feud
Teacher calls players from each team to the front of the room to decide which team will go first. Pose a question from the survey template such as "Survey says . . . Which ______ can be used for (insert vocabulary word)?" First correct answer decides which team will play. The team continues until all blanks are completed. If a team has three incorrect responses, the opposite team has the opportunity to steal and obtain the points for that round. Repeat process. Make sure that you have plenty of prepared survey sheets so that all teams can participate. You can determine how many points a team needs to win. (Refer to the survey sheet for more info.)
Power Point Games: Google PowerPoint game templates: Jeopardy Millionaire Hollywood Squares Learn Your Vocabulary
Murray County Schools- Georgia
http://www.scholastic.com/teachers/top-teaching/2013/10/fun-and-easy-vocabulary-activities
! Bang" Say definition" Give synonym/antonym" Use in a sentence" Categorize
! Run to the Board
! Vocab on the move!
Split the class into 2 teams. Say a definition, synonym, antonym and students must race to the board and write the word before the other team.
! Match
! I have…who has…
Maintenance: the hardest part!! Sparkling Gems
Word Walls Word Watcher
http://mrsestblog.blogspot.com/
http://juiceboxesandcrayolas.blogspot.com/2011/08/daily-3-word-work.html
! Activities for Older Students:
KIM Strategy-across subjects:Voices from the Middle, Volume 13 Number 2, December 2005
Vocabulary Building Strategies: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx
Teaching Vocabulary Across the Curriculum: https://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf
Strategies To Build Student Vocabularies, Grades 4-12https://www.mcs4kids.com/documents%5Cmath%5Ck-6%5CInstructional%20Strategies%5COn%20Target%20-%20Instructional%20Strategies%5CStrategies%20Vocabulary-Gr.%204-12.pdf
! Best Practices for Teaching Vocabulary to ELL Students" Enable students to make connections between
their own information and new vocabulary" Explicitly teach vocabulary– students need to be
informed as to what is expected of them and be taught the skills in order to do that
" New vocabulary must be tied to student’ s background✕ Explicit links to previously taught text/words should
be emphasized to activate prior knowledge. Review relevant vocabulary that was already introduced, and highlight familiar words that have a new meaning.
✕ Use visual techniques/media to assist in learning new words. (Role play, videos, pictures, photos, graphic organizers, maps and graphs)
! Select words that are critical for understanding the text or material. " ELL students need much more exposure to new
vocabulary than their native-English-speaking classmates (August & Shanahan, 2006).
" Pick words that are essential to comprehension of text/passage.
" Be multi-sensory. Be sure to build phonological representation often. “Say______.” Have students write words down to visualize.
August, D., & Shanahan, T. (Eds.). (2006). Executive summary. In Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
Resources ! Resources to help you focus and fine-tune your
vocabulary instruction:" Bringing Words to Life by Isabel Beck" Vocabulary Games for the Classroom by Lindsey Carlton and
Robert J. Marzano" Words, Words, Words by Janet Allen" Teaching Basic and Advanced Vocabulary: A Framework for
Direct Instruction by Robert J. Marzano" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/
marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf Vocabulary from the Common Core
READING COMPREHENSION
! Now that we know how to teach vocabulary explicitly, how about reading comprehension?" Preschool, Kindergarten, First Grade-
✕ Traditional speech language skills are still developing- (retelling, answering wh-questions, sequencing, grammar, sentence structure)
" Second grade and above- do you get stuck?✕ Conversational language✕ Traditional speech language skills
I WAS SHOCKED! WHY?
! I looked at the tests/quizzes.! Our kids do poorly because…
" The tests are poorly constructed-✕ “best answer”
" The vocabulary is vague" The questions are worded poorly
! Modify tests?– children on IEP’s" Chapter tests could be modified but not unit tests
WAS MY THERAPY AT A SIMILAR LEVEL
! NO!! ! I was not expecting enough out of my students.! If we want to help our students be successful in
school then we must elevate our expectations! ! Playing card therapy- use narrative and
informational text that the students are expected to comprehend and teach strategies that students are expected to apply.
HOW DO I PLAN THERAPY
! Use curriculum map/pacing guide to find language skills that teachers were expected to target for that week.
! Obtain test to see what skills are highlighted in test.
! Use classroom text or related text that can support skill being taught.
! Start with an anchor lesson (concrete/not within a text)
! Move to practicing skill within classroom text or story chosen for particular skill.
CURRICULUM MAP/PACING GUIDE
THINK ABOUT MULTI -SENSORY
! Bridge Building- what we do!
! Similar Philosophy- gradual release of responsibility, kids having fun, lesson with a concrete focus, many opportunities for practice, multi-sensory lessons.
Curriculum Student’s skillsText Comprehension
Reading WritingSpeaking Listening
Regular Ed Special Ed
WHAT I LEARNED
! “Reading is thinking”! Comprehension skills- metacognition, schema,
inferring, questioning, determining importance, visualizing and synthesizing
! Use the same language as the teacher! Engagement activities-
" Turn and talk" “Eye to eye and knee to knee”" Cooking, Music, Art, Movies," Vote with your body
TANNY MCGREGOR
! “Through the concrete the abstract becomes real.”
! Anchor lesson- no text, no writing, no worksheets
! Model, scaffold and talk… then add music, art, competition and real sensory experiences= deep thinking and comprehension
THINKING STEMS- MYLIFEACCORDINGTOPINTEREST.COM SCHEMA
! Thoughtful readers make connections, and retrieve and activate prior knowledge." Schema- lint roller- we “pick up and hold onto”
new information to expand our schema
INFERENCING
! Thoughtful readers draw conclusions, make predictions and form interpretations." “Cite your evidence”" Inferring- bag of garbage
QUESTIONING
! Thoughtful readers generate questions before, during and after reading." Develop the value of wonder and curiosity." “Questions incubate long after the book is
closed.”
DETERMINING IMPORTANCE
! Thoughtful readers sift out relevant and useful information.
VISUALIZING
! Thoughtful readers create mental images supported by the five senses." Pass around objects to touch." Have students smell cotton balls with familiar
liquids." Listen to a specific passage and draw the item or
scene that is being described." Visualizing- “movies in your mind”
SYNTHESIZING
! Thoughtful readers continually change their thinking in response to text.
“The bigger I get, the bigger my thinking gets.”“I grow and change and so does my thinking.”“When I read new stuff I just add it to the other stuff I already know.”
FROM TRADITIONAL TO CURRICULUM FOCUS
Traditional: Curriculum Focus
Vocabulary Making connectionsMain idea Mental ImageryCause/Effect QuestioningCompare/Contrast Determining ImportanceSequence Synthesizing Inferring
ACTIVITIES…MULTI-SENSORY AND ENGAGING
! Show and Tell- how I teach- crafts" Author’s Purpose- P.I.E
MORE ACTIVITIES! Inferring Suitcases, Advertisements
! Cause/Effect -
MORE ACTIVITIES
! Inferring Poems
MORE ACTIVITIES
! Cooperative Learning/Games
Fact/Opinion Fact Finder Race
MORE ACTIVITIES
! Determining Importance-main idea posters, photos
MORE ACTIVITIES
! Mental Imagery/Visualizing
TRY SEEING STUDENTS DIFFERENTLY
! See in larger groups! See more times per week! Co-teach, Push-in or Pull-out- but don’t be
an aide! Work on skills that they need to survive in
school, but that are still within our S/L focus.! Teach engaging, interactive, multi sensory!! Make a difference in their grades!
WHAT DOES THIS LOOK LIKE?
! Monday- teacher introduced vocabulary and started reading story selection
! Tuesday- Robust vocab- 5-10 minutes, continue to read story or summarize, retell, sequence.
! Wednesday- 5-10 min robust vocab, work on reading comprehension skill or grammar skill
! Thursday- same as Wed! Friday- test, I saw…one time a week kids, push-in
kindergarten class, other disorders (fluency).
BENEFITS
! Teachers (both ways)! Administration! Parents! More time to do administrative duties,
testing, planning! Quality instruction! More fun!
DRAWBACKS
! Planning, planning, planning! Learning curriculum! Being out of your room- organization,
transition quickly, teachers that have trouble sharing.
WHAT STUCK WITH YOU TODAY?
! I hope you learned one thing that stuck with you today that you might try soon!
LISA WILLIAMSON
! Thank you!!
