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Language for Learning

Language for Learning. Presented by April Kelley akelley @ esu6.org 402-761-3341 (office) 308-940-0050 (cell). Special Features Language for Learning. Direct Instruction approach to teaching a wide range of language concepts. Carefully organized sequences of information

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Language for Learning

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  1. Language for Learning Presented by April Kelley akelley@esu6.org 402-761-3341 (office) 308-940-0050 (cell)

  2. Special FeaturesLanguage for Learning • Direct Instruction approach to teaching a wide range of language concepts. • Carefully organized sequences of information • Opportunity for both group and individual practice of content • Continuous integration and review of all concepts and thinking skills. • Fast Cycle for those children who can progress more quickly through the program.

  3. Language for Learning Format

  4. Who Benefits? Kindergarten and 1st grade students Four year old children in preschool Primary age school children in bilingual and ELL programs Primary school special education Children in speech correction and language classes

  5. What is Taught? Actions Descriptions of Objects Information and Background Knowledge Instructional Words Classification Problem-Solving Strategies and Applications

  6. What is mastery learning? • A program design that does not present great amounts of new information. • 10-15% of each lesson is new information. • Skills are presented in two or three consecutive lessons before they are asked to apply the skill. • REVIEWS are regular features of every lesson.

  7. Placement Test • Give before you begin instruction in L4L • Familiarize yourself with the test • 3 parts • Scoring procedures • Give individually • Score tests as you go • Keep the test

  8. Forming Groups Small group instruction Placement testing Homogenous grouping 5 starting points (Lesson 1, 11, 21, 31, & 41) Typical Classrooms will have 3 groups Lowest performing groups should be the smallest groups Regroup when the need arises Daily lessons and in program assessments

  9. How to Set Up the Group • Assign Seats • High Performers on sides • Low Performers in middle • Make sure all students see the book • Students within teacher’s reach • Off of the floor, in chairs

  10. Physical Arrangement LP HP HP Teacher

  11. Physical Arrangement HP LP HP LP LP Teacher

  12. GROUP RULES • Sit tall • Look at the book • Talk BIG!!! • Answer together

  13. Motivate with Specific Praise T S Students earn points for following the group rules. Teacher earns points by students not following the group rules. Points show specific positive praise statements

  14. Teacher Student Game • Purpose: To increase the amount of academic, engaged time by decreasing • inappropriate and off-task behavior. • Procedure: • Teacher: Receives points if students do not meet targeted behaviors. • Students: Receive points for “target behaviors.” • I.e. following directions the first time • material management • answering in unison / on signal • keeping their place in text while reading • Rules for the Game: • set up the rules and expectations • explain how the students earn points & how the • teacher will earn points • students win first • students win often • rig tally by giving students points up front for “easy” tasks • rig tally by giving students more than one point at a time • reinforce positive behaviors with specific praise • Pay-Off: • depends on the group • possible reinforcers include: beating the teacher; earned social time; • music while they work; and smiley faces (used with younger students-- • draw blank circles and give the winners a “goofy” face to show • winning) • *Note: The TS game can be adapted to include earning points for correct academic answers. • Revised 9/7/05

  15. What instruction looks like? • Classroom set-up (Pg. 17, teacher’s guide) • Group instruction • Take-home instruction (workbooks) • 30 minutes instruction (a.m. and p.m.) • 10-15 minutes Independent Work

  16. Signals Pointing Touching Hand-drop signal

  17. Pointing (Point to a) Look at the picture to demonstrate to the children what they should be looking at. Point to the picture by holding your finger about an inch from the page. DON’T cover the picture!! Ask the question or give instruction before touching the picture.

  18. Touching(Touch) At the end of the one-second interval, quickly touch the picture. As your finger touches the page, the children respond. Continue touching the picture for as long as the students respond. Drop your finger when they finish responding.

  19. Hand-Drop Signal(Signal) • At the beginning of each step of the exercise, hold out your hand. Keep your hand perfectly still. • Ask question or give instruction. • Pause about one second, then quickly drop your hand. • The instant your hand drops, the children are to respond. “THINK TIME”

  20. INDIVIDUAL TURNS “Time for individual turns.” “Listen for your name.” *(repeat the task) (name) “Get ready,” (signal) “Yes, _____________.” Test individual children ONLY after the group’s responses are firm. Give only 3-4 individual turns for every exercise. Give most of the turns to the lowest-performing children. Call on students randomly If an error is made, present the correction to the entire group. Then, do individual turns again.

  21. Transition LessonAppendix B • Always do this lesson the first day unless students begin on lesson #1. • You may want to do this lesson a couple of days until you get the rules established. • Spending more time the first few days pays off in the long run.

  22. Basic Learning Paradigm

  23. An error has not been corrected until ALL children can respond correctly.

  24. What was the most difficult part?

  25. Workbook ActivitiesAppendix C (44) • Teacher-directed • To introduce new concepts (colors, shapes, draw shapes and sequence) • To provide practice in following directions. • To provide practice in performing motor skills (coloring, marking, matching, circling and drawing)

  26. Assessments Assessments are given every 10 lessons Assessment manual and picture book Each student has an individual score sheet Easy to determine which area student is having difficulties Remedies are suggested

  27. NON VERBAL STUDENTS Receptive Language Students can do actions with group “Point to the ball” Use real objects and place them on the “alike” picture Use sign language for common objects that would be used at home and in the classroom

  28. Teaching Children Whose First Language Is Not English Do action exercises first. Make it a game not a drill. If children have trouble answering the questions, shorten the questions: example: What is your teacher’s name for a few days just say, Teacher’s name or Name of the school?

  29. Pre-Language for Learning Common Object Lesson 1. Identifying door a) My turn. (touch door) b) Door. Door. What is this? Door 2. Chalkboard a) My turn. (touch chalkboard) b) Chalkboard. Chalkboard. What is this? c) Your turn. (touch door) What is this? d) (touch chalkboard) What is this? Chalkboard 3. Window

  30. What really makes the difference! Practice every exercise Get into the lesson quickly Follow scripted directions Use clear signals Repeat lessons until all students are firm Pacing of lesson (12-18 student responses per minute) HAVE FUN!!!!!!!

  31. ChallengeDo NOT Lose Your Personality in the Script

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