Northern Metropolitan Region Language Support Program for Secondary Schools Charmaine Tu (Speech & Language Pathologist) Day 2-Tuesday 21 June 2011

Northern Metropolitan Region

Language Support Programfor Secondary Schools

Charmaine Tu (Speech & Language Pathologist)

Day 2-Tuesday 21 June 2011

•build on teacher understanding of oral language development and difficulties

•develop a framework for understanding oral language

•utilise a more systematic process for identifying language difficulties in the classroom

•assist teachers to better cater for students with language difficulties within their classroom practices.

The LSP Professional Learning Program

Aims to:

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

IDEAS WORD

ORSENTENCE

MEANINGSDISCOURSE

TOPIC

WORD

WORD

words have meaningsparts of words have meaningsvocabulary as a meaning network

IDEASOR

SENTENCE

MEANINGS DISCOURSE

TOPIC

WORD MEANING

Individual words and their meanings are stored in a person’s

word bank or vocabulary

words that carry meaning by

themselves such as hat, jump, and red;

words that connect or 'glue' the content words

together such as in, about, the and

although;

CONTENT words

FUNCTION words

There are two types of word meanings in English

WORD MEANING

NOUNS VERBS ADJECTIVES ADVERBS

objects persons, animals, places,

things, and abstract

ideas

actions describe, identify or quantify nouns

describe how, when where etc

actions are done

CONTENT WORDS

WORD MEANING

FUNCTION WORDS

PREPOSITIONS

CONJUNCTIONS

such as in, about, under

such as the, a, an

such as and, though, but

ARTICLES

WORD MEANING

PARTS OF WORDS HAVE MEANING

What is the difference between the two words in each pair?

Consider these word pairs

skip - skipped

apple - apples

run - running


MORPHOLOGYMORPHOLOGY

… the study of word meanings

Each unit of meaning is called a morpheme.

Morphemes are the smallest units of meaning.


Words heard are associated with meaning networks that make up a

person’s vocabularyMeaning networks are both rich and

extensive

VOCABULARY AS A MEANING NETWORK

ANALYSIS

BACTERIA

DRINKING SUPPLY

H2O

CO2

Soda syphon

Lemonade

Coca Cola

Mineral water

soda

stream

lake

weir

WATER

river

dam

laboratory

microscope

reservoir

pipes

taps

plumber$$$

toxic

gastroenteritis

Doctor

Nurse

$$$

pollution

Carbonated water

microbe

germ

Hospital

One in ElevenPractical Strategies for

Teaching Adolescents with a Language Disorder

Mandy Brent, Florence Gough & Susan

Robinson

Identification and Teaching Strategies based on ……..

Differentiation of the curriculum

Working TogetherLinking skills and

curriculum for adolescents with a language learning disability

Mandy Brent & Chris Millgate-Smith

Victorian Essential Learning Standard

s

LSP Oral Language

Observational Profile

Munro’s ICPAL

Framework

“One in Eleven”

Language for

Learning OZ Child Checklist & Help Sheets

IDENTIFICATION Ideas……………………..Word Level

Students with language difficulties often:

•have a limited vocabulary•are slow to recognize the meaning of words•tend to be concrete in their interpretation of the meaning of words•tend to attach only one meaning to a specific word

IDENTIFICATION Ideas……………………..Word Level

Students with language difficulties often:

•confuse words that have more than one meaning•need assistance to learn the special vocabulary of various subjects•do not deduce the meaning of unfamiliar words from the context•confuse words that sound alike (e.g. conscious/conscience, consistent/constant)

English Around the World

Cocktail lounge, Norway:"LADIES ARE REQUESTED NOT TO HAVE

CHILDREN IN THE BAR.“Dry cleaners, Bangkok:"DROP YOUR TROUSERS HERE FOR THE BEST

RESULTS.“Hotel, Japan:"YOU ARE INVITED TO TAKE ADVANTAGE OF

THE CHAMBERMAID."

TEACHING PROCEDURES Ideas……………………..Word Level

Pre-teaching•Present at a slower pace.

•Question to clarify knowledge of the vocabulary.

•Make connections with prior knowledge.

In the general classroom the student will then have some prior knowledge of the language

and be able to concentrate on comprehension of the teacher’s instructions.


•Students need to hear new words and require help in pronunciation

•Divide new words into syllables

•Identify phonograms and base words e.g. a student might know ‘character’ but not ‘characterisation’

•Attach new vocabulary to words students already know

•Use visual images or concept maps

Enriching The Meaning Network

Defining and

DescribingSame -

Different Synonyms - Antonyms

Brainstorm


Perceptually Based

Meanings

Developmental Sequence for Learning Word Meanings

Functionally Based

Meanings

Meanings

in Hierarchies

Abstract Generic Based

Meanings

Words understood in

perceptual ways

Words understood in

functional ways

Some meanings

more general than

others

Words understood in abstract ways

What they look or sound

like

What they do or are used

for

Cars and bicycles are

vehicles

Understand transport as a

concept

When you ask a student what a word such as “car” means

It has wheels, it goes fast

People can drive them to

go places

Cars are vehicles like

bicycles

A type of transport

Teaching the Meanings of Novel Words1. Introduce word in meaningful context.

2. Show 4-5 pictorial or concrete examples.

3. If possible link an action with the word.

4. Show 4-5 pictorial or concrete NON examples.

5. Suggest synonyms for the word.

6. Show the word in another context.

7. Have the student select examples of the word from non-examples of the word.

8. Have the student use the word in meaningful sentences.

TEACHING PROCEDURES

TEACHING PROCEDURES

A Six –Step Process for Teaching New Terms

(Robert Marzano 2006)

1. Provide a description, explanation, or example of the new term.

2. Ask students to restate their description, explanation or example in their own words.

3. Ask students to construct a picture, symbol, or graphic representing the term or phrase.

4. Engage students periodically in activities that help them add to their knowledge of the terms.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that allow them to play with terms.

Essential Characteristics•contains water•has a shore•is surrounded by land except at areas where it meets another body of water•larger than a pond

Nonessential Characteristics•may contain water plants and fish•likely contains fresh water•may provide an area for recreational activity•may provide a habitat for wildlife•may be formed by glaciers

•may be part of an expanded part of a river•may be formed by a dam

Examples•……………………….St. Claire•……………………….Eyre•……………………… Wendouree• Loch Ness

Non-examples• Pond• Puddle• Swimming pools• Taylors Lakes• Pacific Ocean• Maribyrnong River

The Frayer Model


The Language of Learning (One in Eleven Page 71 Table 10.1)

compare present reference comprehension contrast illustrateopposite vocabulary listcollect characteristics evaluatedefine calculate pluralsource identify approximate

omitted issue explainevaluate express argumentativedescribe text predictproduce refer evidenceconsider represent context

Let’s take a look !

1. Examine the vocabulary used in your unit of work.

2. Highlight the key words that may need to be pretaught or clarified.

3. Discuss how you could incorporate this into your program.

http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/domaintasks/default.htm




Word

Words have meaningsParts of words have meaningsVocabulary as a meaning network

IdeasOr

MeaningsSentence

Simple sentences describe an eventVariations of simple sentences Complex sentence ideas

Discourse

Topic

put it in the car He

The agent or doer

the action

Simple sentences describe a single event

I finished my work.

Give me back my book.

When is it my turn?

That’s not fair.

Describe an event

Give an instruction

Ask a question

Comment on a situation

Variations of Simple Sentences

Usually contain joining words (conjunctions) or subordinate clauses, i.e. a dependent clause which is not complete by itself. and

but

because while

beforeafter

Complex Sentences

unless

A relationship between two events

Refer to two attributes at once

He spoke while she was talking.

He spoke after she was talking

Which cat is black and drinks tea?

Exclusive relationship

Generalization

All the children went except Fred.

All cats begin life as kittens.

Complex Sentences

Cause and Effect Conditional relationship

She did it because the bell rang.

He will be eaten if he meets the wolf.

Complex Sentences

COMPLEX SENTENCESIdeas……………………..Sentence Level

Sentences in text books often

•are tightly worded•use complex sentence structure•have many clauses that make sentences difficult to ”unpack”

Students need such language expanded and reworded to be able to understand

it.

COMPLEX SENTENCESIdeas……………………..Sentence Level

Factories often discharge their polluted water directly into rivers or the sea.

Factories sometimes produce waste that can cause pollution. Water is often used to wash the wastes away. The water might flow from the factories straight into rivers or the sea.

IDENTIFICATION Ideas……………………..Sentence Level

Students may have difficulty understanding and using:

•complex sentences •adjectives and adverbs •elaborate phrases eg. the tall, gnarled, old woman

in oral and written language

TEACHING PROCEDURES Ideas……………………..Sentence Level

Consider your students’ understanding and use of: •the range of question types

•complex sentences eg. cause/effect (because, so)

temporal sequence (when, before)condition (if, unless)

Ask & Answer

Wh Questions

Marion Blank questions.doc

Word

Words have meaningsParts of words have meaningsVocabulary as a meaning network

IdeasOr

MeaningsSentence

Simple sentences describe an eventVariations of simple sentences More complex sentence ideas

Discourse Text/Genre

Topic Main Theme

The word ‘discourse’ refers to the sequence of spoken sentences in:

• a conversation

• a story

• a set of instructions • or an explanation

• a description

Discourse Meaning

A large car met the jet after it had landed. Two security guards came up the

steps intothe aircraft and escorted us to the car.

One afternoon as I was sitting outside my tent, I heard raised voices. The day was

warm here and we removed our jackets. I saw a most curious sight. We carried

them with our computer bags. Mr Atkins, his face purple with anger, strode

towards us .

Discourse Meaning

Discourse Meaning

To evaluate a discourse in terms of its meaning, you can examine whether:

• each sentence follows on from earlier sentences to maintain the topic

• the sentences flow or are connected• sentences are predictable from earlier sentences.

During communication, participants expect the sentence ideas to be predictable or to flow.

Responses are expected to follow from what has been said earlier.

Responses may:

extend or elaborate what has been said

earlier,

provide examples

support it

argue against it

Discourse Meaning

When the text is a story, the discourse ideas include

the main characters

the plot of the story and the

events in it

where and when it occurs

Discourse Meaning

Topic Meaning

Down, down. Emily felt herself continuing to go down. It was getting warmer now and she felt the perspiration on her body. It had been dark earlier but now it was lighter. She was becoming more relaxed. She was breathing more slowly and her

heart was relaxed. Images flashed before her eyes. She couldn't tell if they were real or in her

imagination. Suddenly she felt a different sensation. Had the falling stopped? "Will I be

interested this time ?" she asked herself.

How do listeners work out the topic?

make informed guessesmake informed guesses

test these guesses test these guesses

modify if necessarymodify if necessary

Topic Meaning

IDENTIFICATION Ideas……………………..Discourse/Topic Level

Students may have difficulty with:

•following spoken instructions

•understanding and recalling narratives and events

•linking ideas through the use of pronouns

•sequencing ideas

•identifying the main idea or drawing conclusions

•paraphrasing or putting information into own words

TEACHING PROCEDURES Ideas……………………..Discourse and Topic Levels

Facilitate students’ understanding and

useof oral and written text by: • retell/recount i.e. summarise

• providing a choice of responses

• visualising what they heard/read and describing it in their own words

• listening to part of a conversation or story and guessing its topic or theme

• using timelines, mind maps and flow charts to visually link ideas

Lotus Tool

TEACHING PROCEDURES Ideas……………………..Discourse and Topic Level

http://vels.vcaa.vic.edu.au/support/teaching.html#graphic




TEACHING PROCEDURES Ideas……………………..Discourse and Topic Levels

• highlighting and underlining key words,

terms and ideas

• playing games like ‘20 Questions’ or ‘Hangman’ in which they work out the topic of a text

• saying what they do to work out the topic of a story or a conversation

• providing summary sheets and outlines of complex material in advance if possible

• encouraging students to write plans before they begin writing

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF

LANGUAGE GRAMMATICALWORDS INTO SENTENCES

GENRE SENTENCES INTO DISCOURSE

Rules governing the combining and unpacking of:

PHONOLOGICAL KNOWLEDGE

…what we know about the sound properties (the phonology) of our language.

Phonological Conventions


COMPREHENSION COMPREHENSION

Storing the word’s sound

pattern

Storing the word’s sound

pattern

…in their memory…in their memory

Storing the word’s

meaning

Storing the word’s

meaning



EXPRESSION EXPRESSION

...a need to know the

sound pattern of the word

...a need to know the

sound pattern of the word

…stored in their memory…stored in their memory

...an ability to do the actions to

produce the sound

pattern i.e. to articulate

the word

...an ability to do the actions to

produce the sound

pattern i.e. to articulate

the word


excaped

This mispronunciation could be due to:

•what he has stored about the sound pattern that makes the word•his ability to do the actions necessary to say the word.


There are phonological conventions that apply to:

• separate sounds

• how we combine sounds to form syllables and words

• the stress, pause and intonation patterns we use.


SET 1

uln

xpssjed

dblf

cbui

esftted

qvu

SET 2

bok

possed

blef

cib

seftted

quv


Phonological conventions also include stress and intonation patterns

Consider this word:* project



Phonological conventions also include stress and intonation patterns“Shut the door!”

“Shut the door?”

This is called the PROSODY of the sentence.

PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF




GRAMMAR - the arrangement of

words (syntax) together with correct morphological endings (morphology) in a phrase or a sentence to indicate relationships of meaning.

Grammatical Conventions

Mum took the cat to the vet

The cat took mum to the vet

If we change the WORD ORDER – we communicate a different idea.


I buyed 3 apple.

Mum taked it to the vet.

Despite grammatical errors a listener would understand these sentences.


"One thing is clear, is relations between

America and Russia are good, and they're

important that they be good."

Can you pick 3 grammatical mistakes?

Bushism

Some grammatical conventions are important to communicate meaning:

• verb tense i.e. "I talked", vs "I will talk",

• ‘morphemes’ such as ‘s’ to show the plural forms of nouns,

• pronouns i.e. ‘he’ or ‘she’.


PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF




Rules for linking sentences into larger text such as stories, explanations or

descriptions

Genre Conventions

Read the following passage.

How could you increase the cohesion between its sentences?

Peter ran up the path to the top of the hill. Peter saw the beautiful ocean. Peter had a rest. Peter walked down again.

Genre Conventions

IDENTIFICATION Conventions………………………Phonological

Phonological AwarenessThe conscious awareness of sounds of language.

The ability to attend to and manipulate sounds in words.

Examples of screening tools:

•Sutherland Phonological Awareness Test (SPAT-R)

IDENTIFICATION Conventions………………………

Phonological Students may demonstrate:•problems with sequencing sounds in spoken and written language, especially in multisyllabic words and unfamiliar subject-specific words

•continuing delay in establishing firm sound/symbol correspondence

•confusion of words with similar sounds

•difficulty identifying syllables in words

IDENTIFICATION Conventions………………………

Grammatical Students may demonstrate:

•frequent changing of pronouns

•repetitive use of ‘and’ & ‘then’

•written work not always in complete sentences

•verb tense agreement errors

IDENTIFICATION Conventions………………………………Genre

Students may have:

•poorly developed language to identify and describe genre

•difficulty establishing the referent for a pronoun

•limited use of conjunctions (eg. when, since, while) to link ideas across sentences

TEACHING PROCEDURESConventions……………………….Phonological

Students learn to manipulate and storephonological patterns by:

• identifying sounds / sequences in sound patterns

• blending sounds and sequences into larger sound patterns

• applying manipulation strategies such as deleting and swapping sounds in words.

TEACHING PROCEDURESConventions...................Grammatical

Model and reinforce:

• a range of appropriate grammatical structures in oral and written language activities eg. verb tense, passive voice

TEACHING PROCEDURESConventions.................................Genre

Model and reinforce the various written

styles:• narrative• character study• instructional• argumentative essay• compare/contrast• analytical

PREPARATION FOR DAY 3Review the English Continuum –

Speaking & Listening Indicators of Progress for:

• Ideas Communicated• Conventions Of Language

http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/speaklisten/default.htm

Profile a student with the Language for Learning Checklist or LSP Oral Language Profile




Documents

Northern Metropolitan Region Language Support Program for Secondary Schools Charmaine Tu (Speech & Language Pathologist) Day 2-Tuesday 21 June 2011