Developing Communicative Competence through Academic Instruction

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Developing Communicative Competence through
Academic Instruction

• Jane Kleinert, PhD.CCC SLP
• Jacqui Kearns, Ed.D

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What are we waiting For?
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We know that..

• Content which supports communicative competence
  is essential for
• Social interactions beyond hello
• Development of concepts and skills
• Social validity what other kids are talking
  about.

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Leslie
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Key to Academic Content Communication

• Students with the most significant cognitive
  disabilities can acquire generalized use of
  objects (or object selection) to communicate
  preferences (Hetzroni, Rubin, Konkol, 2002).
• Language learners must use symbols repeatedly,
  interactively, and generatively during meaningful
  and ongoing activities in language-rich
  environments (Goossens, Crain, Elder, 1992
  Cafiero, 1998 Goossens et al., 1992 Romiski
  Sevcik, 1996 Miller Eller-Miller, 2002
  Mirenda, 2003).
• Competent use of language for multiple purposes,
  audiences, and contexts facilitate the
  meta-linguistic skills required for reading
  comprehension (Rankin, Harwood, Mirenda, 1994).

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Rhiannas Science

• Living and Non-Living

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Grade level Content Standards

• Specify grade level academic content
• Should be clear and measurable
• Become the foundation of assessment
• Form the skeleton of curriculum

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Science Standard - HS

• Students will classify or make generalizations
  about data from observed patterns in the periodic
  table.
• Learning Activity Students will examine and
  identify properties of metals and differentiate
  metals from non-metals.
• Individual Learning Link Justin will
  differentiate metals and non-metal elements in
  everyday objects.

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Identify Chemistry Targets
Most complex Most detailed
What some students will learn Balance chemical
equations Chemical bonding
What most students will learn Elements have
protons, electrons, and neutrons They are ordered
on the chart by their number and mass that is
based on the protons, electrons, and
neutrons Elements have chemical and physical
properties. Students will classify or make
generalizations about elements from data of
observed patterns in atomic structure and/or
position on the periodic table.
Big Ideas Increasing
complexity Details
What ALL students should learn The periodic table
is a chart, Items on the chart are called
Elements. Elements are grouped by families with
similar properties. Properties include melting
point, boiling point, atomic mass, Other physical
and chemical properties Individual students may
learn Everyday items and their relationship to
the elements Properties of everyday elements
Big Ideas Examples Non-Examples
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Think Pair Share

• Using the information above how could we develop
  communicative competence?
• Student 1 (Brittany)
• Student 2 (Shelly)

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Physicial Properties of Metals

• They are strong and hard.
• They can feel cold or hot
• They are solids at room temperature (except for
  Mercury, which is the only metal to be liquid at
  room temperature)
• They have a shiny luster when polished.
• They make good heat conductors and electrical
  conductors.
• They are dense
• They produce a sonorous sound when struck.
  (loud-listen-look)

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Metals vs Non-metals
Helium
oxygen
Iron
gold
aluminum
sodium
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Is it A Metal?

• Yes

• No

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Chemistry Personal Health
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Chemical Safety Common Household Items
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If you give a mouse a cookie.

• Literacy and Developing Communicative Competence

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National Reading Standard

• Students apply a wide range of strategies to
  comprehend, interpret, evaluate, and appreciate
  texts. They draw on their prior experience, their
  interactions with other readers and writers,
  their knowledge of word meaning and of other
  texts, their word identification strategies, and
  their understanding of textual features (e.g.,
  sound-letter correspondence, sentence structure,
  context, graphics).
• IRA/NCTE Standards for the English Language Arts

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Identify Reading Targets
Most complex Most detailed
What some students will learn
What most students will learn
Big Ideas Increasing
complexity Details
What ALL students should learn Individual
students may learn
Big Ideas Examples Non-Examples
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Articulating Content Standards, Instructional
Activities IEP
Reading Standards
Students make sense of the variety of materials
they read. Make predictions / draw conclusions
based on text read Connect content of a passage
to students lives and/or real world issues
Instructional Activities Present predictions
after reading first part of text Present
conclusions after completing text Complete
journal entry which links to personal experiences
IEP skills Choose reading materials Answer yes/no
questions Use adapted keyboard to complete
sentence in journal
Adapted fromKearns and Kleinert 2001, p.19
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Grade Level Standard4th Grade

• Identify and summarize central ideas
• using a variety of texts.
• Curriculum Activity
• Reading Laura Ingalls Wilders Little House in
  the Big Woods
• The story of an American family who lived in a
  log cabin deep in the woods of Wisconsin in the
  1860s. In Chapter 9, Going To Town, the family
  makes a trip to town, somewhere Laura and Mary
  have never been before.

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• Outcomes for all students Improve fluency
  identify plot, setting, and characters
• Prioritized outcome Associate object to setting
  with verbal prompt
• Instructional Activity Read the chapter in
  groups, and discuss the plot, setting and
  characters describe the setting or a character
  from the chapter.
• Active Participation Student will explore the
  sand, water and pebbles during group reading
  remove the pebbles from the water write a
  sentence.
• Supports Real objects, peer support, textured
  graphics, adaptive keyboard, Writing with Symbols
  2000, (Widgit)
• Targeted IEP objective Explore objects
  appropriately

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• Outcomes for all students Improve fluency
  identify plot, setting, and characters
• Prioritized outcome Improve reading skills
  identify new vocabulary
• Instructional Activity Read the chapter in
  groups, and discuss the plot, setting and
  characters describe the setting or a character
  from the chapter.
• Active Participation Student will listen to the
  group read and when it is his turn will read
  from the modified text with graphics complete
  the sentence
• Supports Summarized chapter text using symbols -
  Writing with Symbols 2000, (Widgit), sentences
  to complete
• Targeted IEP objective Improve reading skills
  using symbols increase vocabulary

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• Outcomes for all students Improve fluency
  identify plot, setting, and characters
• Prioritized outcome Identify core vocabulary
  using graphics
• Instructional Activity Read the chapter in
  groups, and discuss the plot, setting and
  characters describe the setting or a character
  from the chapter
• Active Participation Student will listen to the
  group read, identifying the textured cards
  representing the text with assistance from peer
  student will complete the sentences by clicking
  on the corresponding graphic
• Supports Textured cards, IntelliTools software
  Classroom Suite
• Targeted IEP objective increase vocabulary using
  graphics

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Grade Level Standard8th Grade

• Identify and explain vocabulary taken from text
  appropriate for middle school
• Curriculum Activity
• Read The Giver by Lois Lowery
• The story of Jonas and his job as the keeper of
  memories in a utopia that is self-contained and
  isolated from Elsewhere. Everything is the same,
  no colors, He learns from The Giver about all of
  the emotions and memories of experiences that the
  people in the community chose to give up in order
  to attain Sameness and the illusion of social
  order.

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• Outcomes for all students Identify and define
  vocabulary words from the text
• Prioritized outcome Identify vocabulary word
  paired with picture symbol
• Instructional Activity List vocabulary words
  from each chapter and write definition
• Active Participation Type vocabulary words using
  adapted keyboard
• Supports Intellikeys (Intellitools), picture
  symbols, Writing With Symbols 2000 (Widgit)
• Targeted IEP objective Reading picture symbols

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• Outcomes for all students Identify and define
  vocabulary words from the text
• Prioritized outcome identify vocabulary word
• Instructional Activity List vocabulary words
  from each chapter and write definition
• Active Participation match picture (color and
  black white) to vocabulary word
• Supports pictures in color and black and white
• Targeted IEP objective Reading sight words

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• Outcomes for all students Identify and define
  vocabulary words from the text
• Prioritized outcome identify vocabulary and
  define
• Instructional Activity List vocabulary words
  from each chapter and write definition
• Active Participation match word with definition
• Supports prewritten words, cut apart
• Targeted IEP objective Reading sight words
  learning meaning

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Grade Level Standard11th Grade

• Interpret figurative, symbolic, and/or idiomatic
  (e.g., jargon, dialect) language
• Curriculum Activity
• Reading John Steinbecks Of Mice and Men
• The story of George and Linnie, depression era
  migrant farm workers who have dreams of owning a
  small piece of land one day.

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• Outcomes for all students identify and explain
  idiomatic (dialect and jargon) language from the
  book
• Prioritized outcome Identifying the idiom with
  verbal cue
• Instructional Activity Create a chart listing
  the idiom, the meaning, and if appropriate a
  similar meaning phrase used today
• Active Participation advance slide to requested
  idiom using a switch
• Supports animated slide show with audio
  feedback, adapted switch
• Targeted IEP objective Activate switch

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• Outcomes for all students identify and explain
  idiomatic (dialect and jargon) language from the
  book
• Prioritized outcome Identify meaning of idiom
• Instructional Activity Create a chart listing
  the idiom, the meaning, and if appropriate a
  similar meaning phrase used today
• Active Participation paste picture symbol that
  defines phrase next to the idiom picture symbol
• Supports picture symbols, Writing With Symbols
  2000 (Widgit)
• Targeted IEP objective Reading picture symbols

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• Outcomes for all students identify and explain
  idiomatic (dialect and jargon) language from the
  book
• Prioritized outcome Identifying the idiom with
  verbal cue
• Instructional Activity Create a chart listing
  the idiom, the meaning, and if appropriate a
  similar meaning phrase used today
• Active Participation Use a word bank to fill in
  the meaning of each idiom
• Supports picture symbol word bank
• Targeted IEP objective Improve reading skills
  using picture symbols

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Reading Newspapers Magazine Activity

• Features of Text
• Students will apply knowledge of text features
  (e.g., pictures, lists, charts, graphs, tables of
  contents, indexes, glossaries, captions,
  diagrams, headings) to answer questions about a
  passage. DOK 2B

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• November 14, 2008
• 1. Talkin Turkey ASPCA Experts Offer
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References

• Kearns, Burdge Kleinert (in press) Alternate
  assessment process. Innovations-AAMR.
• Kleinert Kearns (2001) Alternate Assessment
  Measuring Outcomes and Supports. Baltimore Paul
  Brookes.
• Massachusetts Department of Education Resource
  Guide for Math Standards
• Work Samples Courtesy of University of Kentucky
• Video tape Courtesy of South Carolina
• IRA/NCTE Standard need cite
• Massachusetts Department of Education Resource
  Guide for Math Standards
• Widget (2000) Writing with Symbols.
• Intellitools Suite (200?)