Lovise

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Lovise

• A visual, Logically Sequenced Language Program
  Using Graphic Organizers.

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Criteria

• Logical/structural presentation
• Visual/continually present
• Sequential related development of all sub parts
  in a format easily grasped

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Bloom and Lahey 1978

• Language delayed children have difficulty
  processing material presented in primarily an
  auditory fashion.

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Sahlen and Nettelbladt 1993

• Suggest that the core problem of LD children is
  auditory processing because of the short period
  of time during which the spoken word exists and
  must be either processed or forgotten in the
  continuing stream of sound.

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Bruner 1960

• Structure has gotten short shrift in our push to
  quickly expand childrens rote knowledge of
  subject matter.
• If you teach fundamental structure effectively,
  not facts, but basic principles, nonspecific
  transfer allows later learning to congeal around
  core ideas. When basic structure is grasped, we
  can hold, rebuild or transfer information.

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McGinness and McGinness 2000

• Development of the metacognitive linguistic
  ability to reflect on the product of an
  utterance (the structure, independent of use)
  will determine the strategies children enlist in
  learning new words and in learning how to form
  sentences.

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Max Wertheimer from Bailey 1987

• Laws of Organization
• 1. Law of Pragnanz. The whole will be perceived
  as a unit if it holds together.
• 2. Law of Similarity. One perceives similar items
  as forming a unit.
• 3. Law of Proximity. Items close together form a
  unit.
• 4. Law of Closure. Items forming a pattern will
  seem to belong together.
• 5. Law of Common Fate. Objects are regarded as a
  unit if they experience the same change. They
  are differentiated from objects not sharing this
  change.

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Ausubel
1960

• New material is only meaningful when it is
  attached to an existing internalized structure.
• Principles of meaningful learning
• 1. Knowledge is arranged hierarchically.
• 2. Structured concepts of each discipline can be
  arranged hierarchically..
• 3. New ideas cannot be usefully learned and
  retained unless related to available concepts.

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NounNounA word that names a person,
place, thing or idea
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Noun

• Either
• Common
• boy, school, street, doctor
• or
• Proper
• Special or one of a kind
• Jose, Oasis Elementary school, Pine
  street, Doctor Smith

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Noun

• 1. Singular one
• or
• 2. Plural more than one
  Add
• A Regular
  -s
• car cars
• B. Irregular
• If word ends in s ,sh, ch, x, z
  - es
• Box to Boxes
• If word ends in f, fe
  - ves
• Life to Lives
• If word ends in consonant y -
  ies
• Party to parties
• No change
• deer, moose, elk, sheep,
  buffalo, trout
• Vowel change
• Man/men, woman/ women, tooth/teeth, foot/ feet,
  goose/geese, mouse/mice child/children,
  person/people

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Noun

• To show ownership or possession
• 
  Add
• Singular noun
  s
• Toms cat
• Plural noun
• If word ends in added s
  
• Dogs paw
• If word does not add s
  s
• Deers hoof, mens coats
• Becomes an adjective if followed by noun

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Noun

• Make new words
• Put two words together to make a compound word
• 1 Closed
• base ball baseball
• 2.Hyphenated
• son-in-law
• 3. Open
• Hot dog

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Pronoun

• A word used
• in place of a noun

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Personal Pronoun

• ______ can do it.
• It belongs to ____.
• It is _______ book.
• It is _______.

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Completed Pronoun Matrix

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Personal Pronoun

• Usually Tells if noun
• -Single or Plural number
• -speaking of self
• - to someone person
• - about someone
• -man, woman or thing gender

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Personal Pronoun

• Tells if noun
• .starts an action subject
• __ can own it
• receives an action object
• It belongs to __
• -owns something possession
• It is __
• It is __ book

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Numerical Pronoun

• Tells number of nouns it replaces
• If Noun numbered
• Cardinal one, three
  hundred
• Ordinal first, fifth,
  twenty-forth
• Indefinite All, both, few,
  many,
• more,
  most, much,
• 
  several, another,
• 
  neither, either

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Reflexive/Intensive Pronoun

• To emphasize
• Add self or selves to
• personal pronouns
• singular Dan hurt himself.
• plural They have themselves to blame.

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Demonstrative Pronoun

• If noun is specific
• singular plural
• Near This These
• Far That Those

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Interrogative Pronoun

• If Noun unknown may ask question
• Who (subject-referring to people)
• Whom (object - referring to people)
• Whose
• Which (referring to things)
• What

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• Adjective
• Telling about Nouns
• or Pronouns

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Adjective

• Either
• Common
• good food
• or
• 2. Proper
• Special or one of a kind Always
  Capitalized. Made from a proper noun
• Chinese food

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Adjective

• Describes noun or pronoun in terms of
• Number one balloon
• Size big
  balloon
• Shape oval balloon
  
• Character/condition new balloon
• Color red balloon

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Adjective

• Descriptive or Comparing
• Of 2
  More than 2
• Word -er word -est
• Longer
  longest
• If word us long (2 syllables sometimes,
• 
  3 or more always )
• More word Most word
• more useful
  most useful

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Adjective

• Shows comparison
• Of 2
  More than 2
• Word -er word -est
• Longer
  longest
• If word us long (2 syllables or more)
• More word Most word
• more useful
  most useful
• Irregular
• describing comparing 2
  more than 2
• Good/well better
  best
• Bad/ill worse
  worst
• Little less
  least
• Much/many more
  most

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Article Adjective

• Limits noun or pronoun
• The makes item a special thing
• Bring me
  the book. ( I want a special one)
• A or An - makes item a general thing
• A is used before a word that starts with
  a consonant
• a book, a child
• An is used before a word that starts with
  a vowel
• An owl, an umbrella

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Verb

• what the subject
• Noun or Pronoun
• Is doing
• Tom thinks. Julie runs. Maria knows I
  see.
• Eddie has gone. They will begin.
  You have read.

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Verb

• Tells Time
• Now present time
• I paint.
• Past already happened
• I painted.
• Future didnt happened yet
• I will paint.

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Verb Clock
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AMAREISWASWERE

• Be Verbing
• now past
  
  now past
• I am I was we are we
  were
• you are you were you are you were
• he
• she is was they are they
  were
• it

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Verb clock
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Linking Verbs

• Link subject (noun or Pronoun) with Adjective
• You are smart. Chicken is good. They
  were helpful.
• Anita is beautiful. I am sorry. The
  milk was spoiled.
• Remember Amareiswaswere. Often a linking verb.
• Also look, taste, seem, feel, appear.
• The bread looks fresh. John seems well.
  Chocolate tastes good.

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Helping Verbs A second or third verb to give
more information

• Be amareiswaswere I am going home (ongoing
• action. They were going
  home. (ongoing past action)
• Have/has/had I have played Uno. (finished
  past action)
• Do/did They did take it. (emphasized action)
• And
• Can am able to do / Could future (perhaps)
• May - ask permission/ Might future (perhaps)
• Shall promises to do it/ Will future, intend
  to
• Should duty to do it/ Would less strong duty

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Helping VerbsCan use to ask a question

• Add helping verb (do, be, have) to ask a
  question.
• I see Tom. (add do and jump out the verb)
• I do see Tom. Do I see Tom? emphasis
• He goes home. (Add be verb and jump out)
• He is going home. Is he going home? ongoing
• I told Bill. (Add have and jump out verb)
• I have told Bill. Have I told Bill? finished

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Verbs

• Can become nouns by adding ing
• Running is a great sport.
• She likes to go bowling
• Called gerunds

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Verb

• S Marker on present time
• talking about
  verb
• singular
• He sings.
• she knows.
• It runs.
• Tom knows.
• Maria studies.

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ContractionsTwo words combined Marked with an
apostrophe

• Two kinds of contractions
• 
  either
• Noun/Pronoun joined with a verb
• Hed he would Marys Mary is
• 
  or
• Verb joined with a not
• Isnt is not wasnt was
  not
• cant cannot arent are not
• Wouldnt would not wont will not

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Adverb

• Tells about verb
• Tom runs fast. He works quickly
• Usually comes right after the verb it describes
• often ends in -ly

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Adverb

• Also can tell about
• Other Adverb or Adjective
• Very too so quite almost slightly
• He runs very fast. (changes the adverb - Not very
  he, but very fast.)
• Albert works quite well. (changes the adverb well
  - quite well, not- quite Albert)
• Mary is slightly taller than Bill. (changes the
  adjective taller slightly taller, not slightly
  Mary)

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Adverb or Adjective ?

• ASK WHAT IT CHANGES/ DESCRIBES
• If it changes the noun/pronoun it is an adjective
• Mary is pretty. (pretty-changes the noun Mary, so
  it is an adjective.
• If it changes the verb, adjective or adverb it
  is an adverb
• He runs fast. (changes the verb runs)
• She runs pretty fast. (changes the adverb fast).
• The boy was too tall. (changes the adjective
  tall)
• Albert works quite well. (changes the adverb
  well)
• She was almost there. (changes the adverb there)

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Conjunction

• Joins ideas to shorten speech
• most common
• and, but, because, since, except, that, so, if
• Maria went to the store.
• Anita went to the store
• Maria and Anita went to the store.

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Conjunctions Can join nouns, pronouns or verbs
together

• Nouns
• Maria went home. Juan went home.
• Maria and Juan went home
• Pronouns
• I went home. She went home.
• She and I went home.
• Verbs
• Tom ate toast. Tom drank milk.
• Tom ate and drank.
• May join whole related sentences of equal
  importance.
• I am visiting my sister. I return May 1st.
• I am visiting my sister and returning May 1st.
• NOT I am visiting my sister and I dont like
  cheese.

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Conjunction

• Either
• Coordinating. Joins ideas of equal importance
• (and, but, or, for, yet, neither_nor, either_or
  both _and )
• Maria and Bill went home. Neither Juan nor Tom
  is here.
• Or
• Subordinating Joins together a group of words
  that need the rest of the sentence to make the
  meaning clear. It is only a sentence
  fragment-cant stand alone
• (because, that, than, so, if, unless, why,
  although, often, since, till, when, while,
  before, as, as soon as, as long as, in order
  that)
• Jessie wants to go when he can. I will
  do it before he can.
• I know because I saw it. As soon as
  he leaves, I will do it.

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Preposition

• tells
• Relation or Position
• between things
• in the sentence

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Preposition

• Tells position or time relationship
• Between two things in the sentence.
• Most common position
• About, above, across, after, against, along, at,
  before, behind, below, beside, between, by,
  down, from, in, in front of, in place of, inside,
  into, near, of, off, on, out of, over, past,
  through, to, under, upon.
• Most common time
• About, after, before, during, past, until

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Preposition

• Forms phrases
• (a phrase is a few words with no verb so
  cant be a sentence)
• Usually tells place, position or time
• relationship between two things
• She was late for lunch. The boy sat in the
  chair.
• Relation between relation
  between
• She and lunch boy and
  chair

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Prepositional phrases

• Either
• Adjective phrase if it changes / describes a
  noun or a pronoun
• The food on the dish was good.
• Describes the word food
• Or
• Adverb phrase if it changes the meaning of a
  verb
• He threw the ball over the fence.
• Describes where he threw

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Preposition or Adverb ?

• Some words can be either
• Preposition - If it has an object and begins a
  phrase
• Go up the stairs.
  (prepositional phrase)
• Or
• Adverb If it has no object it describes the verb
• Go up.

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Interjection

• !
• Shows strong
• feeling

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Interjection

• A loud expression of an emotion like
• happiness, sadness, anger or surprise
• Ancient form before sentences.
• Always written with a !
• Ouch! Help! Oh No! Fire!
  My goodness!
• Be Quiet! Never! Get out! Wonderful!
  Wow!

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Language Board
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References

• Ausubel, D.P., (1960). The use of advanced
  organizers in the learning and retention or
  meaningful verbal material. Journal of
  Educational Psychology. 51,267-272.
• Bailey, B., (1987). Developmental theories and
  instructional strategies A summary paper. SIDRU
  Research Report No.5. Saskatchewan, Canada
  Regina University.
• Bloom, L. and Lahey, M. (1978). Language
  Development and Language Disorders. New York
  John Wiley Sons.
• Bruner, J. S., (1960). The Process of Education.
  Cambridge, MA Harvard University Press.
• McGinness, C. and McGinness, G., (2000). Verbal
  Intelligence How to Increase Your Childs Verbal
  Intelligence. New HavenYale University Press.
• Popp, T. E., The effects of advanced graphic
  organizers on student achievement in 3rd, 4th,
  and 5th grade language arts classes An eight
  month study of low socio-economic students.
  Orlando, FL University of Central Florida,
  Doctoral Dissertation.
• Sahlen, B., and Nettelbladt, U., (1993). On
  language production in severe developmental
  language disorders and the concept of linguistic
  levels. A longitudinal study of severe
  developmental language disorders. Scand J. Log
  Phon, 18, 15-28.

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Questions and Comments

• Please address any further questions to
• E mail wetuma_at_aol.com
• Re Lovise Questions
• Thank You