Supporting Emergent Literacy in Low SES/ELL Environments

LEAP PROGRAMS

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• Vocabulary Improvement� Project (VIP) � • Language through Science�

• Lending Library �

• Pre-school Curriculum

• Language for Scholars (LFS) �

•  Leap’s After School � EnRichment (LASER)

• Language for Scholars� • LASER � • Teach, Listen, Communicate �(TLC)

Early Childhood�Pre-K to Kindergarten

Elm/School Age�1st – 8th

3 - 5 6 - 12 13 - 18 Birth - 3

High School �9th – 12th

Beyond

AGENDA 1.  We Are/ You Are/Why we are here./Why are you here?

2.  Overview of Workshop

3.  Language and Literacy Challenges

4.  What do SLPs have to Share

5.  On the Ground Collaboration Planning and Implementing

6.  Collaboration/Case Management.. Why and How

7.  Interventions to Take Home

8.  Brainstorming what works

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Learner Outcomes 1. Participants will identify how current ELL/low SES language and emergent literacy research frames best clinical practice in collaborative classroom settings.

2. After the session participants will list three ways speech pathology skills transfer to educational Language-Wellness treatment techniques.

3. Participants will be able to list three ways they can coordinate dialogic reading, language techniques with classroom teachers.

4. Participants will be able to list three ways alternatives in caseload management can be used in their own work settings.

• Ain't Been Taught That

• Lack of language experience that will hinder reading, readiness skill acquisition, and ability to learn.

Charlette Green, CCC-SLP Georgia

Leap Learning Systems 2009 34

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Language and Poverty in America ***** •  Language is the basis of literacy—all languages,

all cultures (community, economic, individual, educational).

•  Children in poverty often have had fewer words

spoken to them, with shorter utterances, and greater numbers of discouragements.

•  May not have had the opportunity to learn the school language of negotiation, self advocacy, and prediction.

•  May not have had the

language underpinnings of math and science.

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ELL’s Increasing % in Schools �  Children who are English Language Learners (ELLs)

comprise an increasingly substantial portion of America’s schoolchildren.

�  2000-2001, ELLs represented nearly 10% of students in the U.S. public school system,

�  4.5 million pre-kindergartenthrough 12th-grade students.

�  (National Clearinghouse for English Language Acquisition [NCELA], 2002a).

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English Language Learners in Schools *****

�  Children who are English Language Learners comprise an increasing portion of America’s schoolchildren.

�  ‘99 to ‘09, 50% growth K-12, most in South and Western states…and Illinois

�  6.5 million pre-kindergarten through 12th-grade students.

�  (National Clearinghouse for English Language Acquisition [NCELA], 2009a).

NCLB is a continuation of the 1960's civil rights movement that established that all children have the right to education and demanded that all students receive a free and appropriate public education. (For a detailed discussion, see Foorman & Nixon, 2006). English language learning students were a "silent minority" at the beginning of this movement, when the Elementary and Secondary Education Act (1965; P.L. 89–10) was amended in 1968 to include the Bilingual Education Act (P.L. 90–247). The Supreme Court decision in Lau v. Nichols (1974) reiterated that non-English-speaking students had the right to a public education and that language could not be a barrier to content knowledge based on the Civil Rights Act of 1964 (P.L. 88–352). Although the Supreme Court remained silent on which approach schools should use to address issues of language acquisition, as well as which approach schools should use to address language education, this case emphasized the application of education for all to the ELL students. Furthermore, the school system was directed to provide sound instructional approaches that ensured that language differences would not preclude ELL students access to the grade-level content knowledge that was taught to all students. The San Francisco School System, the defendant in the 1974 Supreme Court case, was the first district that had to take affirmative steps to open its instructional program to ELLs. Several additional court decisions have extended this initial decision (e.g., Castañeda et al. v. Pickard, 1981; Keyes v. School District No. 1, Denver, CO; Plyler v. Doe, 1982); consequently, many federally legislated education laws specifically include a legal focus on ELL language development and academic achievement.

What Made You an Engaged Reader? *****

“practice”

sharpening skills & utility

reading motivation

background & building

skills

Reading in your

‘functional language’

Symbolic neurological activities that promote reading for any learner ***** �  Unconscious storing of new information in all parts of the brain

�  Allows symbolic manipulation: �  Cross categorization (blizzard) �  Recasting (tomato) �  Access & retrieval

�  Language allows us to examine & justify our thoughts

�  Language allows concepts to occupy many categories and relationships at once (together)

�  Background knowledge and intuition makes symbol use easier (MS Word x Apple)

Copyright Leap Learning Systems 2008

Babies’/Preschoolers’ Phonological Awareness is a Continuum *****

At the syllable level At the sound level

Aware of syllables

Aware of rhymes Beginning sound awareness

Phonemic awareness

Phonological awareness emerges in parallel

2 years *****

Code-Based Skills

Referential nature of symbols

Book handling

Print interest

Sound discrimination

Meaningful written markings

Meaning-Based Skills

Lexical breadth

Grammatical understanding

Story comprehension

Question-answer routines (from Justice, 2012) From Rowe (2008)

2 years 3 years 4 years 5 years 6 years

Code-Based Skills

*****

Phonological Awareness

Print Knowledge

Meaning-Based Skills

Narrative

Vocabulary

MOTIVATION to LEARN/READ

See Scarborough, H. S. in Neuman, S.B. & Dickinson, D. K. (2001).

Handbook of Early Literacy Research. New York: Guilford Press.

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What if the language issues are not addressed before kindergarten? ***** �  Students have not extensively practiced skills that let

them: �  Listen and interpret spoken information, �  Process information effectively, �  Understand concepts and vocabulary in written or spoken

form, �  Perform at standards level in reading or written work, �  Build baseline of success in the Language of Instruction

Copyright Leap Learning Systems 2008

Phonological Awareness in Spanish

�  Spanish phonology system maps closely to orthography. �  “Vowels say their name” �  Consonant clusters are absent �  Consonant pronunciation is consistent

�  Because students use blending, segmenting, syllabification, and sound-symbol skills in reading, these are useful to teach

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Phonological Awareness in Spanish

�  Spanish phonology system maps closely to orthography. �  “Vowels say their name” �  Consonant clusters are absent �  Consonant pronunciation is consistent

�  Because students use blending, segmenting, syllabification, and sound-symbol skills in reading, these are useful to teach

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Phonological Awareness in Spanish

�  Syllable structure and stress crucial in students’ perception of phonemic awareness.”

Carreira, M., Alvarez, C.J., & de Vega, M. Syllable frequency and word recognition in Spanish

Journal of Memory and Language, 32, 766-780

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Phonological Awareness in Spanish

�  If instructing for Spanish reading, teach at the syllabic level

�  Relate syllabic skills in Spanish words through combining, segmenting, and substituting syllables in a process analogous to the exploration of onsets and rimes, or word families, to build skills in English.

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Using a SIOP model (Sheltered Instruction Observation Protocol)***

�  Lesson Preparation—language and content objectives

�  Building Background—vocabulary development, student connections

�  Comprehensible Input—ESL techniques

�  Strategies—metacognitive and cognitive strategies, scaffolding

�  Interaction—develop oral language

�  Practice & Application—practice all 4 language skills

�  Lesson Delivery—meet objectives

�  Review & Assessment—review lesson’s vocabulary and concept

�  (NCELA, 2009) increases effective teaching time

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Issues in working with PLI

�  Uneven distribution of abilities in the child's two languages,

�  Cross-linguistic associations within bilingual learners, and

�  Individual variation in response to similar social circumstances

�  Kohnert, K. 2010 Bilingual Children with Primary Language Impairment Issues, Evidence and Implications for Clinical Actions. J. Communic Disorders, 43. 456-473

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Issues in working with PLI

�  Active screening and assessment process by practitioners fluent in PL1 and PL2 language and tools

�  Reading instruction: incorporate vocabulary, conceptual, lexical knowledge as well as PA for PL2

�  Formal strategies to augment and maintain PL1 (Spanish language and literacy skills) when possible Paez, M. and Rinaldi, C. 2006 Predicting English Word Reading Skills for

Spanish-Speaking Students in First Grade . Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

Topics Language Disorders, 26. 338-350

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Approach May Depend on Your Goals

�  Both the English-only and Transitional Spanish-to-English models were equally effective for children’s English-language outcomes compared to a control group

�  But, for children’s Spanish-language outcomes, only a Transitional model was effective. Farver, J. 2009 Effective Early Literacy Skill Development for English

Language Learners:An Experimental Pilot Study of Two Methods. Child Development, 80, 203-219

�  Creese (2010) supports Transitional model

Creese, A. and Blackledge, A . 2010 Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching. The Modern Language Journal 94, 103–115.

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Approach May Depend on Your Goals *****

�  Recognizing that second language acquisition is a gradual developmental process and is built on students’ knowledge and skill in their native language;

�  Providing authentic opportunities to use language in a nonthreatening environment;

�  Teaching key vocabulary connected with the topic of the lesson;

�  Teaching academic oral language in the context of various content areas;

�  Teaching text- and sentence-level grammar in context to help students understand the structure and style of the English language;

�  Teaching the specific features of language students need to communicate in social as well as academic contexts. NCTE 2007

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*****

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A Spanish predominant classroom book read NUMBER OF RESPONSES

TALLIED 35 (6 MINUTES)

LANGUAGE TECHNIQUES USED (7/MINUTE – EXCELLENT RATIO – HIGH QUALITY ANSWERS AND ‘CONVERSATIONS’)

DIALOGUE PROVOKING COMMENTS

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MAKING CONTENT/CONCEPT LINKS

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OPEN-ENDED QUESTIONS 14

VOCABULARY BUILDING (SPANISH/ENGLISH

CONTRASTS)

6

OTHER 1

PERCENT OF 20 STUDENTS

RESPONDING TO LANGUAGE TECHNIQUES

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Core Standards: They assist rather than bind *****

�  Move toward HS/College readiness

�  Grade by grade

�  Results rather than means focused

�  Blends thinking skills and application

�  Shared responsibility across the building

�  Value teacher skills and discretion!!!

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Core Standards: Goes on to include similar benchmarks for: **

Reading

Writing

Speaking/Listening

Language Standards

**From: Common Core State Standards Initiative

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Core Standards: Sample Benchmarks for Literature in Kindergarten **

Key Ideas and Details

Asks and answers questions in the text

Retells familiar story w. details

Identifies events/characters/settings in stories

Craft and Structure

Asks/answers questions about unknown words

Recognizes types of books (story/poem)

Names author/illustrator

Integration of Knowledge

Supported: describes the relationship between story and illustrations

Compares/contrasts experiences of characters in different stories

**From: Common Core State Standards Initiative

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Quick Word about screeners and measures �

�  Does it screen what it says it does?!

�  Will increase in score mean student does the task better and or does it support long term reading improvement?!

�  Is task to be screened or measured age appropriate?!

�  What are classroom behaviors that indicate child will be a successful reader?!

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Measures:�Student progress with intervention: Do they answer the questions correctly?�Tally responses. �Is there transfer to classroom?�1. Improved classroom test responses?�2. Increased frequency of classroom participation?�3. Increased quality of classroom participation?�4. Do students ask more/higher quality questions about assignments?�5. Increased homework functionality?

Available Measures***** Criterion Based Assessment; i.e.: Print Knowledge (Justice, 2009)

The child: ________________

Acquiring: Child never or occasionally demonstrates the skill (A)

Building: Child often demonstrates the skill, but is not yet consistent and/or requires assistance (B)

Competent: Child consistently demonstrates the skill (C)

Fall Winter Spring

1. Recognizes that print carries meaning ; distinguish print from pictures

2. Recognizes the left-to-right and top-to-bottom directionality of print

3. Identifies some upper-case letters, including those in own names and those of some friends or family members

4. Understands and uses new words describing aspects of books (e.g., illustrator, author, cover, title page) and print (e.g., word, letter, spell, read, write)

5. Recognizes the difference between letters and words

6. Recognizes some common sight words, including environmental print

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Available Measures Literacy

Technique Leader techniques Tally # of Responses Example

Print Knowledge (Meaning)

1. Leader cued and reinforced text-related responses?

Print Knowledge (Structure)

2. Connections to sounds/print, rhymes, alliteration

Vocabulary 3. Leaders present/reinforce unfamiliar vocabulary?

Narrative 4.Prediction/expansions/summary questions?

Vocabulary/ Narrative

5. Questions from book and print relating background knowledge?

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Reading in America (2007) *****�

No books read in a year 25% �

41% read 1 – 5 books 4 books – down from 6 in 1990 �Number of books read related to education and income Inversely related to age

-IN THE CLASSROM

-WITH READING -LANGUAGE WELLNESS

Leap Language Techniques SLPs know these; need to share with teachers

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� Build Associations Between concepts and content

� Use open-ended questions

� Build new vocabulary

� Engage prior knowledge

� Use think alouds and talk alongs

� Reinforce sound and print awareness

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Copyright Leap Learning Systems 2008

LANGUAGE is the basis of

LITERACY............ Therefore

SLPS are key in helping at risk READERS!!!!!!!!!

Emergent Literacy Skills

�  Narrative �  Language Techniques

�  Sequencing

�  Figurative Language (irony, humor)

�  Vocabulary �  Strategies to build

vocabulary

�  Categories/Concepts

�  Relationships between words

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•  Print Knowledge /Phonological Awareness

• Differences between orthographic/phonemic differences

• Connection between print and meaning

•  Choosing Materials

•  Syntax- developmental information, modeling

•  Scaffolding Skills (identifying break downs, knowing how to support)

•  Multisensory cueing

Benefits of Collaboration For Students with Disabilities . . .

�  Increases participation in general education classrooms

�  Increases achievement and test scores

�  Increases social skills

�  Increases self-esteem

�  Reduces behavior problems

�  Reduces fragmentation and “missed” activities

�  Increases teacher expectations

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Benefits of Collaboration

For Students without Disabilities . . . 

�  Allows exposure to a wider range of instructional strategies and activities

�  Provides additional help for those who need assistance

�  Increases tolerance of human differences �  Does NOT impede the achievement of

average and gifted learners

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Summary of Collaboration/ Co-Teaching Approaches

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Teacher Teacher

Independent Different Different

Different

Teac

her

Teacher

Same Same

Different Different

Teacher

Teacher

Same

Teacher Teacher

Station/Center Parallel

Alternative

Team/Co-Teaching

Planning General Education Teacher Leads

•  Discuss upcoming curriculum content q  Topics

q  Key concepts

q  Methods of instruction

q  Activities

q  Products •  Discuss typical “problem areas” in the content

Speech/Language Pathologist Leads •  Discuss needed accommodations and modifications to

the instruction, materials, and activities

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Planning Form

Collaboration; The Good, The Bad, and

THE UGLY

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Planning

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We wrote questions for the targeted goal areas. The questions are based on the book Tortillitas

Para Mama, pp.’s 7 & 8. We read once in Spanish asking questions in Spanish. Then read again in English asking questions in English. Some questions (especially PA questions) are different in Spanish vs. English.

<<Rima de Chocolate>> Uno, dos, tres, cho-

(Cuente con los dedos de la mano.) Uno, Dos, tres, -co- Uno, dos, tres, -la Uno, dos, tres, -te

Bate, bate chocolate. (Frote las manos como usa un molinillo en una chocolatera.)

Here’s the poem

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Planning - Writing questions

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Phonological Awareness Questions (State Standard – Learn to read…)

1. El final de a palabra "bate" y el final del chocolate suenan igual. Mira mi boca. Digámoslo todos juntos. ¿Qué rima? (Sí.. "late y bate") 1. The end of “bate” and the end of chocolate sound alike. Watch my mouth. Let’s say it all together. What rhymes? (yes.. “late and bate”) 2. En este poema separa la palabra chocolate en sílabas. ¿Puede decir y aplaudir las sílabas conmigo? 2. This poem separates the word chocolate into syllables. Can you say and clap the syllables with me?

Planning – Writing questions

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Vocabulary Questions Preguntas de vocabulario (State Standard – Language arts skills…)

1. ¿Tiene un batidor de chocolate su mamá o abuela? ¿Ha usado una? 1. Does your mama or grandmamma have a chocolate beater? Have you used one? 2. Este poema se llama Rima de Chocolate. ¿Qué significa a rimar? 2. This poem is called Chocolate Rhyme. What does it mean to rhyme?

Planning – Writing questions

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Print Knowledge Questions Imprimir las preguntas del conocimient (State Standard – Language arts skills….)

1. Contamos uno, dos, tres antes de decir cada sílaba de chocolate. ¿Cuántas veces nos contamos uno, dos, tres? 1. We counted one, two, three before we said each syllable of

chocolate. How many times did we count one, two, three? 2. ¿Cuántas sílabas hay en chocolate. Vamos a contar .. cho-co-la-te. Sí 4. 2. How many syllables are in chocolate . Let’s count..cho-co-la-te. Yes 4.

Planning – Writing questions

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Narrative Questions Preguntas narrativa (State Standard – Listen and speak effectively…..)

1.  ¿Cómo se hace el chocolate caliente con un batidor de chocolate en lugar del polvo que se vende en la tienda? ¿Ha hecho Ud. chocolate de esta dos maneras? ¿Cual le gusta más?

1. How is the hot chocolate made with a chocolate beater different from the powder sold in the grocery store? Have you made both kinds. Which do you like better?

Dialogic Reading Techniques Students follow text as you

read

Students answer your questions about the meaning

Students predict and summarize

Students activate prior knowledge

For all grades all ages

57 © Leap Learning Systems 2008 �15�

Alexander and the…

Writing Interventions

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• Book Choice

• Question Categories

• Writing Questions

• Delivery of Questions

Reinforcing Vocabulary Knowledge: �

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�  Terrible, horrible, no good, and very bad are all synonyms, words that have the same meaning. What do you think the antonym (opposite) of terrible is? (LT = BACC/awareness of categories)!

�  When Alexander got in trouble for punching his brother, he said that his mother “scolded” him. Have you ever gotten in trouble? What happens when you get in trouble? Using your own experience with getting in trouble, what do you think the word “scolded” means? (LT= OEQ/Understanding meaning in context.!

�  While riding to school, Alexander was forced to sit in the middle of the back seat. While riding, he said that he was being scrunched and smushed. Have you ever had to ride in the middle of the back seat in a crowded car? What did it feel like? Was it comfortable? Using your experiences riding in the middle seat of a crowded car, what do you think scrunched and smushed mean?!

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Reinforcing Narrative Skills ��  At the end of the story Alexander’s mother explains to him that “…everyone

has bad days, even people who live in Australia.” Why do you think his mother said this? Do you think this made Alexander feel better? Why? What makes you feel better when you have a bad day? (LT= EPK/adding information)!

�  I have had days like Alexander’s before. From the moment I woke up, everything that could possibly go wrong went wrong. Have you ever had a day like that? What events happened to Alexander throughout the day that made him feel like his day just kept getting worse and worse? (LT= TT/use beginning, middle, and end in longer explanations)!

�  Let’s think about all of the things that happened to Alexander throughout the story that made him feel that he was having a bad day. What things happened in the beginning of the story? What things happened in the middle of the story? What things happened at the end of the story? Looking back at all of the events in the story, whose fault was it that Alexander was having a bad day? (LT= OEQ/Using parts of story grammar, responding to question intent)!

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Reinforcing Phonological Awareness Skills �

�  How many syllables are in the words terrible and horrible? Let’s clap the syllables. Can you think of any other three syllable words? (LT= EPK/syllable segmentation)!

�  Some words have combinations of letters that, when put together, cannot be read by sounding out the syllables. These words are called sight words. Think about the word castle. Can you read this word by sounding it out? No, castle is a sight word. Let’s list some more sight words. (LT= BACC/ Sight Word Knowledge)!

�  Towards the middle of his day, Alexander says that his day got worse “because after school,” his mom took him and his brothers to the dentist. Many letters and letter combinations make more than one sound. Let’s look at the word school. Does the “ch” in this word make the same sound as the “ch” in the word cherry? What sound does the “ch” in school make? (LT=RSP, EPK/Sound Awareness)!

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Building Print Knowledge ��  When we talk about the “tone” of a story, we are talking about how an author is

saying something. Many things happen to Alexander throughout his day that upset him and make him feel as if his day is getting continually worse. As we read the story, how did it make you feel? Do you think that the author intended for you to feel that way? What do you think the tone of the story is? (LT= OEQ/understand author’s tone)!

�  Quotation marks are used in stories to show when two or more characters are talking to each other. Just like we talk to our friends, characters talk to each other in stories. This is called dialogue. Let’s look through the book. Where in the story do you see quotation marks? What characters are talking to each other? (LT= OEQ/understands conversational text)!

�  Many times when I am upset and I feel like nothing is going my way I like to sit and talk to a friend about how I am feeling. Ho would you begin a conversation with Alexander about his day? What questions would you ask him? What comments would you make concerning his behavior and feelings throughout the day? (LT= TT/Construct conversational text)!

62�

64 myreaditagain.com

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Read It Again! (Justice & McGinty, 2008)

n Designed for scalability �  Inexpensive

�  Few specialized materials �  Scripted (little professional development)

�  Little time (2 20-min sessions) �  Focused on single context (reading)

n 30-week scope and sequence for: �  Narrative, vocabulary, print knowledge, phonological

awareness

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Differentiating Instruction (myreaditagain.com)

Narrative

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�  responds to question topic

�  responds to question intent

�  responds completely

�  adequate detail

�  adds information

�  uses beginning, middle and end in longer explanations

�  uses parts of story grammar: characters, plot, conflict, solutions, motivation, point of view

�  awareness of categories

�  identifying root words

�  understanding prefixes and suffuxes

�  understanding multiple meanings

�  understanding vocabulary as metaphor, inference, alliteration.

�  understand meaning in context

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�  Rhyme Awareness

�  sound letter association

�  sound awareness

�  sound blending/sound segmentation

�  syllable blending/syllable segmentation

�  sight word knowledge

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Print Knowledge �  uses left right orientation

�  employs orthographic awareness

�  understands and constructs expository, narrative, and conversational text.

�  understands authors tone (irony, sarcasm, exposition, comedy)

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Background Knowledge SINE QUA NON

Principles of Leap Learning Systems Dialogic Reading Based Interventions

�  Researched Based/each technique comes with extensive references

�  Engaging for Students/no drill and kill

�  Simple to Administer/based on dialogic reading application

�  Curriculum & Illinois State Standards Based

and core standard based… more to come

�  Language is the basis of literacy

Leap’s Plan�Create “interventions” that would serve to help SLPs to help teachers understand the

language base of literacy and use classroom techniques to enhance students’ language,

therefore literacy.!

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COLLABORATION AND CO-

TEACHING

Caseload management �  Asha study on how service delivery has not changed

Bringing it all together! �  Language is the basis of emergent literacy.

�  You have skills and knowledge to help all kids.

�  Mainstreaming is mandated.

�  Collaboration and Co teaching is the future.

�  You have activities that support comprehension (narrative,vocabulary), phonological awareness, and print knowledge.

Questions……. �  Q

Ticket Out the Door

1.  Three things that you learned today

2.  Two things that you will do differently

3.  One question that you still have

CONGRATULATIONS ON TAKING THE FIRST STEP!

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Words to leave with you

•  “Children learn best when they are allowed to sift life’s experiences through

their fingers.”

• 8 South Michigan Ave. ● Suite 812 ● Chicago, Illinois 60603 • 312-578-1255 www.LeapLearningSystems.org

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LeapLearningSystems.com

COLLABORATION

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