INTERVENTION AND INSTRUCTIONAL STRATEGIES; DEVELOPING VOCABULARY SKILLS

1

• INTERVENTION AND INSTRUCTIONAL STRATEGIES
  DEVELOPING VOCABULARY SKILLS

2
There are a number of strategies that can be used
successfully in therapy rooms and general
education classrooms with ELL students with LI.

3
Teach names for common objects in the classroom
4
Focus on communication of meaning grammatical
correctness can come later.

• When early-stage low-SES ELL students make
  grammatical errors, recast the utterance. For
  example, a student might say It nice day. You
  can say, Yes, it is a nice day. Im glad you
  think it is a nice day! In this way, the
  students hear correct models. They are not
  overtly corrected by the professional. Students
  become discouraged and unmotivated to communicate
  when professionals say something like No,
  Josefina, stop. Say It is a nice day. If
  professionals recast students incorrect
  utterances, students are motivated to keep
  communicating. The communication process has not
  been interrupted, and students have been exposed
  to accurate models of language.

5
We can also use the technique of focused
stimulation to provide correct language models

• For example, a student may consistently omit
  plural s (e.g. I see 2 horse.)
• We can play a game with a farm where we
  repeatedly model plural s. We might say Look,
  there are 3 horses and 4 cows. OhI see two pigs
  and several dogs too! The farmer is carrying two
  buckets of water, opening the farm doors, and
  taking the buckets of water to the animals. I
  wonder if he will find the eggs that the chickens
  laid.
• In this way, students receive repeated models of
  the correct form without being interrupted in
  their attempts to communicate meaning.

6
Use computers with students

• Some can benefit from computer programs that
  teach language content and form. Computers are
  fun for many students.
• Several excellent websites for vocabulary,
  phonological awareness, literacy, and academic
  skills are
• www.starfall.com
• www.primarygames.com
• www.enchantedlearning.com
• www.speakingofspeech.com
• The above websites offer free games and materials
  that can be available to students in their homes
  as well as at school.

7

• Earobics (Cognitive Concepts, 1997-2003) are
  commercially available software programs that are
  graded to students individual levels. The
  computer programs teach phonological awareness
  skills and keep track of the progress of each
  individual student. Students can work on the
  programs at their own pace. Students love
  Earobics because the games are fun, colorful, and
  have music and animation.
• For older students with writing/fine motor
  coordination problems, word processing can be an
  excellent option because students can freely
  express their ideas without the tedium of
  handwriting

8
Use visualization to help students form pictures
of information that they read or hear.
9
I have found that

• Students especially benefit from visualizing, or
  making pictures in their brain as an adjunct to
  reading or listening. Visualizing helps
  information to be retained better, thus aiding in
  listening and reading comprehension.

10
Also, we can

• Ask students to express opinions about what they
  hear/read. In many cultures, children are to be
  seen and not heard. But mainstream schools expect
  students to express opinions, and we can help
  students adjust to this school expectation by
  asking them for their opinions and helping them
  express themselves.
• Ask students to speculate and expand upon
  information. It is especially helpful to ask
  students to predict what might happen.

11
Predicting what will happen
12
VI. DEVELOPING VOCABULARY SKILLS

• It is important for students of all ages to build
  their content knowledge/ conceptual foundation
  within meaningful contexts. Drill without context
  is usually ineffective.
• Develop knowledge of classroom/ curriculum
  vocabulary. We can ask teachers to provide us
  information about what vocabulary they are
  teaching in the classroom.

13
For example, if I have students from a classroom
where they are learning about the ocean and
marine life

• I use materials about the ocean and marine life
  as part of my therapy session.
• In this way, students are getting classroom
  vocabulary and concepts reinforced.

14
New words need to be learned in context

• Ideally, students should have concrete
  experiences when they learn new information
• Weiner (2001) emphasizes that when low-SES Ch
  first learn new vocabulary, that vocabulary needs
  to be contextualized

15
Research shows that

• When language is contextualized, ELL students
  especially understand and comprehend much better

16
For example, if they are learning about horses,
its ideal to actually see and touch one
17
If concrete experiences are not available
18
The iPad.

• Has fantastic apps with real-life pictures
• The nice thing is that kids can touch and
  manipulate the pictures, often moving them around
  and even having audio sometimes

19
We can ask students to describe pictures and give
word definitionsthese skills are predictive of
success in literacy and school achievement
20
If students draw pictures of new words they are
learning.
21
Turnbull Justice (2012) stated that
22
Students benefit from learning words deeply and
retain the words better when
23
Turnbull and Justice (2012, p. 439) stated that
24
The research of Lovelace Ryan (2009) showed
that
25
Biemiller
26

• Known Word New Word

27
WHEN TEACHING VOCABULARY

• PRESENT RECEPTIVE ACTIVITIES FIRST
• Follow these by carefully hierarchically
  sequenced expressive activities
• Esp. helpful for early-stage ELL students
• Does not demand that they speak right away
  students are given verbal space

28
VOCABULARY TEACHING HIERARCHY FOR ELL STUDENTS
WITH LI

• Here is an example of a vocabulary hierarchy of
  IEP goals and objectives, beginning with
  receptive activities and progressing very
  gradually to expressive activities and finally to
  written language. This sample unit is used
  expressly with permission fromRoseberry-McKibbin
  , C. The Source for Bilingual Students with
  Language Disorders. East Moline, IL
  LinguiSystems.

29
This is the Thematic Redundance Approach

• The idea is to integrate vocabulary, literacy,
  and phonological awareness activities
• The goal is to have students exposed to
  vocabulary words so many times that the repeated
  exposure helps them to truly anchor and fix the
  words in their memories

30
Remember, to help students learn vocabulary
31
In small groups

• Write down 4-5 ideas for how to provide multiple
  exposures and active engagement for a group of
  ELL 1st graders (with language impairmentson
  your caseload) who are trying to learn the word
  fossil for a language arts story
• We will share our ideas with the group

32
Active engagement and multiple exposures
33
VOCABULARY TARGET SCHOOL ITEMSAnnual Goal
The student will demonstrate increased receptive
and expressive vocabulary skills.

• Short term objective 1 When the clinician
  verbally gives school item target vocabulary
  words, the student will point to pictures of
  these items with 80 accuracy.
• Clinician Marisol, point to pencil.
• Student Points to the pencil.

34
Short term objective 2

• When the clinician holds up a picture and says
  Is this a(n) ____? the student will verbally or
  nonverbally indicate yes or no with 80 accuracy.
• Clinician Is this a desk?
• Student Verbally or nonverbally indicates yes or
  no.

35
Short term objective 3

• When the clinician gives a 1-2 sentence verbal
  description of a target word/concept and gives
  the student 2 choices of answers, the student
  will verbally supply the correct answer with 80
  accuracy.
• Clinician Listen. This is usually made of wood
  and has an eraser. Students write with it. Is it
  a pencil or a crayon?
• Student Pencil.

36
Short term objective 4

• When shown pictures of school item target
  vocabulary words, the student will give verbal,
  one-word labels with 80 accuracy.
• Clinician (shows a picture of a book) Anak,
  whats this?
• Student Book.

37
Short term objective 5

• When asked to verbally list 3-5 items in a given
  category, the student will do so with 80
  accuracy.
• Clinician Lisa, tell me the names of four
  different things we find in a classroom at
  school.
• Student Scissors, pencils, crayons, desks.

38
Short term objective 6

• When asked to define a target vocabulary word,
  the student will give a 5 word verbal
  description with 80 accuracy.
• Clinician Mario, what is a playground?
• Student It is a large outside place at a
  school where students play.

39
Short term objective 7

• When given a school item target vocabulary word,
  the student will use the word in a sentence with
  80 accuracy.
• Clinician Carlo, please use the word paper in a
  sentence.
• Student We write all our assignments on paper.

40
If students are old enough to read and write.
41
Short term objective 8

• When presented with a paragraph or word list
  containing the school item target vocabulary
  word, the student will find and read the word out
  loud with 80 accuracy.
• Clinician Josefina, look at this story. Please
  find the word desk, and read the word to me after
  you find it.
• Student Finds the word desk and reads it aloud.

42
Short term objective 9

• When asked to spell a target vocabulary word, the
  student will spell the word out loud with 80
  accuracy.
• Clinician Jaime, please spell the word
  teacher.
• Student Spells the word aloud.

43
Short term objective 10

• When given a target vocabulary word, the student
  will write a sentence containing the word with
  80 accuracy.
• Clinician Estera, please write the word bus in
  a sentence.
• Student Writes a sentence containing the word
  bus.

44
Note
45
(No Transcript)
46
Short term objective 11

• With 80 accuracy, the student will count the
  number of words in a sentence that he has written
  or in a sentence that is prewritten.
• Clinician Look, Carla, count how many words
  there are in this sentence.
• Student (counts the number of words)

47
Short term objective 12

• When given a target vocabulary word, the student
  will identify the number of syllables in the word
  with 80 accuracy.
• Clinician Nina, how many syllables are in the
  word policeman?
• Student Three

48
Short term objective 13

• When given a target vocabulary word, the student
  will identify the number of sounds in the word
  with 80 accuracy.
• Clinician Emilio, how many sounds are in the
  word boots?
• Student 4

49
Short term objective 14

• When the student hears a word that rhymes with a
  target vocabulary word, the student will identify
  that word verbally or nonverbally with 80
  accuracy.
• Clinician Karinna, color the picture that rhymes
  with sat.
• Student Colors a picture of a hat.

50
Short term objective 15

• When the student hears the SLP say a target
  vocabulary word phoneme by phoneme, the student
  will demonstrate word blending skills by stating
  the whole word with 80 accuracy.
• Clinician Montero, what word is this? S-t-o-p
• Student Stop.

51
Short term objective 16

• When given a target vocabulary word, the student
  will identify the first sound in that word with
  80 accuracy.
• Clinician Listen, Michaela. Toothbrush. What is
  the first sound in that word?
• Student T

52
Short term objective 17 (last one!)

• When given a target vocabulary word, the student
  will identify the last sound in that word with
  80 accuracy.
• Clinician Listen, Viktor. Comb. What is the
  last sound in that word?
• Student M

53
A wonderful vocabulary resource for use with
Spanish-speaking Ch

• Mattes, L., Garcia-Easterly, I. (2007).
  Bilingual speech and language intervention
  resource Lists, forms, and instructional aids
  for Hispanic students.
• Academic Communication Associates
• www.acadcom.com