DAY 2 Northern Metropolitan Region Language Support Program for Primary Schools Charmaine Tu (Speech...

DAY 2

Northern Metropolitan Region

Language Support Program for Primary Schools

Charmaine Tu (Speech & Language Pathologist)A teaching and learning program

designed to support students with oral language difficulties in the

classroom.

•build on teacher understanding of oral language development and difficulties

•develop a framework for understanding oral language

•utilise a more systematic process for identifying language difficulties in the classroom

•assist teachers to better cater for students with language difficulties within their classroom practices.

The LSP Professional Learning Program

aims to:

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

IDEAS WORD

ORSENTENCE

MEANINGSDISCOURSE

TOPIC

WORD

WORD

words have meaningsparts of words have meaningsvocabulary as a meaning network

IDEASOR

SENTENCE

MEANINGS DISCOURSE

TOPIC

WORD MEANING

Individual words and their meanings are stored in a person’s

word bank or vocabulary

words that carry meaning by

themselves such as hat, jump, and red;

words that connect or 'glue' the content words

together such as in, about, the and

although;

CONTENT words

FUNCTION words

There are two types of word meanings in English

WORD MEANING

NOUNS VERBS ADJECTIVES ADVERBS

objects persons, animals, places,

things, and abstract

ideas

actions describe, identify or quantify nouns

describe how, when, where, etc actions are

done

CONTENT WORDS

WORD MEANING

FUNCTION WORDS

PREPOSITIONS

CONJUNCTIONS

such as in, about, under

such as the, a, an

such as and, though, but

ARTICLES

WORD MEANING

PARTS OF WORDS HAVE MEANING

What is the difference between the two words in each pair?

Consider these word pairs

skip - skipped

apple - apples

run - running


MORPHOLOGYMORPHOLOGY

… the study of word meanings

Each unit of meaning is called a morpheme.

Morphemes are the smallest units of meaning.


Words heard are associated with meaning networks that make up a

person’s vocabularyMeaning networks are both rich and

extensive

VOCABULARY AS A MEANING NETWORK

ANALYSIS

BACTERIA

DRINKING SUPPLY

H2O

CO2

Soda syphon

Lemonade

Coca Cola

Mineral water

soda

stream

lake

weir

WATER

river

dam

laboratory

microscope

reservoir

pipes

taps

plumber$$$

toxic

gastroenteritis

Doctor

Nurse

$$$

pollution

Carbonated water

microbe

germ

Hospital

IDENTIFICATIONIdeas at word level

LSP Oral Language Observational Profile

Professional Learning Guide pg 80

Perceptually Based

Meanings

Developmental Sequence for Learning Word Meanings

Functionally Based

Meanings

Meanings

in Hierarchies

Abstract Generic Based

Meanings

Words understood in

perceptual ways

Words understood in

functional ways

Some meanings

more general than

others

Words understood in abstract ways

What they look or sound

like

What they do or are used

for

Cars and bicycles are

vehicles

Understand transport as a

concept

When you ask a student what a word such as “car” means

It has wheels, it goes fast

People can drive them to

go places

Cars are vehicles like

bicycles

A type of transport

Teaching the Meaning of Novel Words

1. Introduce word in meaningful context. Say…

Student says the word. “I poured the liquid into the jar.”

2. Show 4-5 pictorial or concrete examples. Say “What do all the pictures show?”

3. If possible link an action with the word.

Say “Make your hands pour a liquid.”

Teaching the Meanings of Novel Words

4. Show 4-5 pictorial or concrete NON examples. Say… “How are these different from liquids?”


5. Suggest synonyms for the word. Say….“Liquid is fluid.”

6. Show the word in another context. Say… “I stirred in the liquid.”

7. Have the student select examples of the word from non-examples of the word.

Say “Show me the ones that are not liquids.”8. Have the student use the word in

meaningful sentences.

Say “Tell me some sentences with the word “liquid” in it.”

“Liquid is like water.” “It is like a wet substance.”

“The liquid is escaping.”


1. Introduce word in meaningful context.

2. Show 4-5 pictorial or concrete examples.

3. If possible link an action with the word.

4. Show 4-5 pictorial or concrete NON examples.

5. Suggest synonyms for the word.

6. Show the word in another context.

7. Have the student select examples of the word from non-examples of the word.

8. Have the student use the word in meaningful sentences.

Word

Words have meaningsParts of words have meaningsVocabulary as a meaning network

IdeasOr

MeaningsSentence

Simple sentences describe an eventVariations of simple sentences Complex sentence ideas

Discourse

Topic

put it in the car He

The agent or doer

the action

Simple sentences describe a single event

I finished my work.

Give me back my book.

When is it my turn?

That’s not fair.

describe an event

give an instruction

ask a question

comment on a situation

Variations of Simple Sentences

Usually contain joining words (conjunctions) or subordinate clauses, i.e. a dependent clause which is not complete by itself. and

but

because while

beforeafter

Complex Sentences

unless

A relationship between two events

Refer to two attributes at once

He spoke while she was talking.

He spoke after she was talking

Which cat is black and drinks tea?

Exclusive relationship

Generalization

All the children went except Fred.

All cats begin life as kittens.

Complex Sentences

Cause and Effect Conditional relationship

She did it because the bell rang.

He will be eaten if he meets the wolf.

Complex Sentences

IDENTIFICATIONIdeas at the sentence

level

Oral Language Observational Profile

LSP professional learning guide p. 80

Sentence Meaning, Comprehension and Production

When language users have difficulty understanding or saying meaningful sentences, it is difficult to decide whether the sentence meaning or convention (rule) aspects are in place.

Examine the student’s comprehension or production of sentences in several contexts in order to see which aspects of sentence knowledge are known by the student.

Ask & Answer

Wh Questions

Marion Blank questions.doc

ACTIVITIESCause and Effect Fun Deck

Conjunction Games

Individual (Word)


IdeasOr

Meanings Sentence

Simple sentences describe an eventVariations of simple sentences Complex sentence ideas

Discourse Text/Genre

Topic

The word ‘discourse’ refers to the sequence of spoken sentences in:

• a conversation

• a story

• a set of instructions • or an explanation

• a description

Discourse Meaning

Listen to the following narrative discourse

A large car met the jet after it had landed. Two security guards came up the steps into the

aircraft and escorted us to the car. One afternoon as I was sitting outside my tent, I heard raised voices. The day was warm here and we removed our jackets. I saw a most curious sight. We carried them with our

computer bags. Mr Atkins, his face purple with anger, strode towards us .

Discourse Meaning

Discourse Meaning

To evaluate a discourse in terms of its meaning, you can examine whether

• each sentence follows on from earlier sentences to maintain the topic

• the sentences flow or are connected

• sentences are predictable from earlier sentences.

During communication, participants can link individual ideas across sentences.

The boy used ‘it’ to refer to the idea mentioned earlier i.e.the cat.

It got runned over.

The cat is

white.

Discourse Meaning

During communication, participants expect the sentence ideas to be predictable or to flow.

Responses are expected to follow from what has been said earlier.

Responses may:

extend or elaborate what has been said

earlier

provide examples

support

it

argue against it

Discourse Meaning

When the text is a story, the discourse ideas include

the main character

s

the plot of the

story and the

events in it

where and

when it occurs

Discourse Meaning

IDENTIFICATIONIdeas at the discourse

level


Pg 80

Word


Ideasor

MeaningsSentence

Simple sentences describe an eventVariations of simple sentences More complex sentence ideas

Discourse Text/Genre

Topic Main Theme

Topic Meaning

Down, down. Emily felt herself continuing to go down. It was getting warmer now and she felt the perspiration on her body. It had been dark

earlier but now it was lighter. She was becoming more relaxed. She was breathing

more slowly and her heart was relaxed. Images flashed before her eyes. She couldn't tell if

they were real or in her imagination. Suddenly she felt a different sensation. Had the falling stopped? "Will I be interested this time ?" she

asked herself.

How do listeners work out the topic?

make informed guessesmake informed guesses

test these guesses test these guesses

modify if necessarymodify if necessary

They may …

Topic Meaning

Using the work unit you brought to the session, work out:– Vocabulary them needs to be taught– Activities you could do with your class (If

you don’t have a class, choose a grade level)

ACTIVITY- Ideas

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF

LANGUAGE GRAMMATICALWORDS INTO SENTENCES

GENRE SENTENCES INTO DISCOURSE

Rules governing the combining and unpacking of:

PHONOLOGICAL KNOWLEDGE

…what we know about the sound properties (the phonology) of our language.

Phonological Conventions

Phonological Awareness

• The conscious awareness of sounds of language. It is the ability to attend to and manipulate sounds in words.

• Various screening tools exist that may already be available in your schools eg: The Sutherland Phonological Awareness Test (SPAT-R), English On-Line Interview


COMPREHENSION COMPREHENSION

Storing the word’s sound

pattern

Storing the word’s sound

pattern

…in their memory…in their memory

Storing the word’s

meaning

Storing the word’s

meaning



EXPRESSION EXPRESSION

...a need to know the

sound pattern of the word

...a need to know the

sound pattern of the word

…stored in their memory…stored in their memory

...an ability to do the actions to

produce the sound

pattern i.e. to articulate

the word

...an ability to do the actions to

produce the sound

pattern i.e. to articulate

the word


excaped

This mispronunciation could be due to:

•what he has stored about the sound pattern that makes the word•his ability to do the actions necessary to say the word.


There are phonological conventions that apply to:

• separate sounds

• how we combine sounds to form syllables and words

• the stress, pause and intonation patterns we use.


SET 1

uln

xpssjed

dblf

cbui

esftted

qvu

SET 2

bok

possed

blef

cib

seftted

quv


Phonological conventions also include stress and intonation patterns

Consider this word:* project



Phonological conventions also include stress and intonation patterns“Shut the door!”

“Shut the door?”

This is called the PROSODY of the sentence.

ACTIVITY

Phonological conventions

PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF




GRAMMAR - the arrangement of

words (syntax) together with correct morphological endings (morphology) in a phrase or a sentence to indicate relationships of meaning.

Grammatical Conventions

Mum took the cat to the vet

The cat took mum to the vet

If we change the WORD ORDER – we communicate a different idea.


I buyed 3 apple.

Mum taked it to the vet.

Despite grammatical errors a listener would understand these sentences.


"One thing is clear, is relations between

America and Russia are good, and they're

important that they be good."

Can you pick 3 grammatical mistakes?

Bushism

Some grammatical conventions are important to communicate meaning, including being able to correctly use…

• verb tense to say when an event occurred, for example, "I talked", vs "I will talk",

• rules for using the ‘morphemes’ such as ‘s’ to show the plural forms of nouns,

• the appropriate pronouns such as ‘he’ or ‘she’ to indicate gender.


ACTIVITY

Grammatical conventions

PHONOLOGICAL

SOUNDS INTO WORDS

CONVENTIONSOF




Rules for linking sentences into larger text such as stories, explanations or

descriptions

Genre Conventions

Read the following passage.

How could you increase the cohesion between its sentences?

Peter ran up the path to the top of the hill. Peter saw the beautiful ocean. Peter had a rest. Peter walked down again.

Genre Conventions

IDENTIFICATIONConventions


Pg 80

Activities, teaching

procedures and learning

strategies

ConventionsProfessional Learning Guide p. 100-105, 124, 128

Look at the list of suggested activities for Convention. Identify those suitable for your grade level.

Any more activities you can suggest?

ACTIVITY- Conventions

ACTION PLANNING

LSP Implementation SurveyProfessional Learning Guide p. 163

PREPARATION FOR DAY 3

• Review the English Continuum –Speaking & Listening

Indicators of Progress for:• Ideas Communicated• Conventions Of Language

http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/speaklisten/default.htm

Bring a unit of work you’d like to work on for LSP



DAY 2 Northern Metropolitan Region Language Support Program for Primary Schools Charmaine Tu (Speech...

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