Talk Objectives Contextualized Language Intervention and ... · PDF fileContextualized...

1/23/14

1

1

Contextualized Language Intervention

and the Common Core

Teresa A. Ukrainetz, Ph.D. University of Wyoming Nancy McKinley Lecture Series

SLP.Com October, 2013

Ukrainetz Contextualized Tx & Common Core

Talk Objectives

1.  Explain the Common Core and its embedded language expectations across grades

2.  Use the Common Core to form intervention goals and objectives across grades

3.  Use the Common Core to plan contextualized and functional intervention activities

Based on the ASHA (2012) panel talk with Barb Ehren (UCF), and Karen Erickson, and Penelope Hatch (UNC–Chapel Hill)

DISCLOSURE: Ukrainetz has no financial or non-financial relationships relevant to the content of the presentation

Ukrainetz Contextualized Tx & Common Core 2

�  Knowledge and skills across K-12 to succeed in entry-level, credit-bearing academic college courses and in workforce training programs

�  State-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

�  Released June, 2010

�  As of 2012, adopted by all but five States but some pushback as “federal intrusion on State rights”


3

Retrieved from http://www.corestandards.org/in-the-states * Language arts standards only for MN


4

Standards

� Reverse engineered from college and technical training expectations

� Clear, understandable and consistent

� Rigorous content and application of knowledge through high-order skills

� Build upon strengths and lessons of State standards

�  Informed by other top-performing countries

� Evidence-based (?) Ukrainetz Contextualized Tx & Common Core

5

English Language Arts Standards

� Reading �  Text complexity and the growth of comprehension

� Writing �  Text types, responding to reading, and research

� Speaking and listening �  Flexible communication and collaboration

� Language �  Conventions, effective use, and vocabulary

Plus embedded media and technology expections Ukrainetz Contextualized Tx & Common Core

6

1/23/14

2

Common Core Language Arts Categories Reading Standards And the Rest

Reading: Foundational Skills Writing

Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

Reading Literature and Informational Text

Speaking and Listening

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Comprehension and Collaboration Presentation of Knowledge and Ideas

Language

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use


7

Language as a

Separate Category

Language is its own strand not because the skills should be handled in isolation but because use extends across reading, writing, speaking, and listening

BUT “language” standard is both more and less than language

AND “language intervention” is more than “language”: concepts, attention, memory, social, decoding, spelling, reading strategies, study skills…


8

Language is Everywhere

� All language arts categories potential for tx goals and activities

� For K-G5, standards across subjects, using language skills to discuss literature, present science projects, or write history essays

� For G6-12, a similar spirit, conducting purposeful communication but more specifically crafted to subject areas


Start With The End In

Mind

�  Look at college and career readiness as the BIG end

�  Look at competency in functional, purposeful activities as the LITTLE ends

�  Look at Common Core as the means to the ends

�  Unpack Common Core for language and cognitive underpinnings

�  Not as unrelated discrete skills, but as parts of functional wholes


10

SLP Intervention & The Common Core

•  SLPs are not teaching the standards •  SLPs work on language and cognitive

underpinnings of standards so struggling students can access the curriculum

•  SLPs reference the curriculum and standards for goals, topics, and activities to teach underpinnings

•  SLPs work with teachers to integrate targeted components of complex standards back into the classroom


11

Tx Possibilities in A Single Standard? 6th Grade Writing: Text Types and Purposes

4. Write arguments to support claims with clear reasons and relevant evidence

a.  Introduce claims and organize reasons and evidence b.  Support claims with clear reasons and relevant

evidence, using credible sources and demonstrating an understanding of the topic or text

c.  Use words, phrases, and clauses to clarify relationships among claims and reasons

d.  Establish and maintain a formal style e.  Provide a concluding statement or section that

follows from argument presented Ukrainetz Contextualized Tx & Common Core

12

1/23/14

3

A Plan Rich in Possibilities

�  In addition to content knowledge,

� The skills needed for understanding, producing, and evaluating

� Literary and informational texts

� That achieve the communicative purposes

� Of persuasion, explanation, and conveying experience.

(p. 8)


Aiming for Active, Independent Learners

� Students are expected to become self-directed learners

� Who ask questions, request clarification, and seek out resources as needed

�  In addition to stronger language skills, tx should be directed at students being better, more independent learners

(p. 7) Ukrainetz Contextualized Tx & Common Core 14

Dx and Tx Through Rich Tasks

� Tx of skills through “a single rich task” �  Often, several standards can be addressed by a single

rich task. (p. 5)

� Tx of skills in whole communicative activities �  Narrative and expository activities to persuade, explain,

and convey experience

� Consider audience, task, purpose, and discipline �  speak in complete sentences “when appropriate to task

and situation in order to provide requested detail or clarification” (3rd grade, p. 5)


Using Standards for Tx � As a source of general goals and specific

objectives �  Skills, activities, support, criteria

� As a source of tx �  Approach, direction, and activities

� Often not modality specific �  Reading and writing standards as spoken language

goals or taught through spoken interactions �  3r grade reading: “determine the main idea of a text,

recount key details, and explain how they support the main idea” (p. 14)


But Not Blind Adoption for Tx Two 3rd Grade Language standards:

1.  Produce simple, compound, and complex sentences 2.  Ensure subject-verb and pronoun-antecedent

agreement

#1: Too attainable as stated: structure, modality, communicative use �  X can independently produce relative clause complex

sentences in generated written descriptions

#2: As-is, plus a context, a level of support, and a criterion �  X can independently produce subject-verb and pronoun-

antecedent agreement in generated spoken narratives


Lots for Narrative Language Intervention �  Elementary grades: �  Kindergartners to tell a story in time order �  Second graders to give details of actions, thoughts,

and feelings in their narratives �  Fourth graders to effectively transmit subtleties of

narrative events

�  But not just for the elementary grades �  Attention to narrative throughout the grades �  Comprehend and analyze the structure of literary

texts �  Recount experiences using effective techniques, well-

chosen details, and well-structured event sequences


1/23/14

4

Common Core Standards for Elementary Narrative Structure

Ukrainetz Contextualized Tx & Common Core 19 Ukrainetz Contextualized Tx & Common Core 20

Contextualized Skill Tx �  Select a set of treatment goals that come together in a

single whole purposeful activity �  From domains: semantics, syntax, morphology, &

pragmatics �  From levels: word, sentence, discourse

�  Txing separately and together in whole-part-whole

�  To make noticeable changes in functional competence

Words are the bricks of language, shaped through morphological variation, mortared together with syntax, and framed by discourse structure into a functional building (Nelson & van Meter, 2006)


Tx Goal è Standard for Narratives Tx Goal 3rd Grade Standard

1. Pronoun reference

Spk&Lstn4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace

2. Elaborated episodes

Write3.a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

3. Causal and temporal conjunctions

Lang.1.h.Use coordinating and subordinating conjunctions


22

One Narrative Goal and Three Standards Tx Goal 3rd Grade Standard

Causal and temporal conjunctions in narrative generation •  Lang.1.h. has no purpose or

discourse context •  Write.1.c. is expository but

opinions and reasons = Plans and motivations of characters

•  Write.3.c., temporal words really matter for chronological adjustments (Before that happened)

Lang.1.h.Use coordinating and subordinating conjunctions

Write.1.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons *

Write.3.c. Use temporal words and phrases to signal event order


23

Tx With Rich Tasks – Making Connections Beyond surface features to communicative purpose and component skills can link classroom and speech room

�  If student knows personal narratives retold in speech and imaginative narratives composed in class both have purpose to convey experience to an audience �  Think about what audience needs to know in both settings

�  If teacher knows SLP is working on skills of clausal conjunctions and elaborated episodes and comments on presence in classwork �  Transfer new language skills to classwork


24

1/23/14

5

Connecting Rich Tasks – Revisiting Words & Concepts

�  Common Core recommends linking learning between grades

�  Lots of reading advanced texts on common topic drive vocabulary learning, including never-seen-before new words

�  So use thematic units of rich (and drill) tasks for tx

�  Thematic instruction è knowledge, vocabulary, and comprehension è students to handle more difficult texts, è improved knowledge and vocabulary è raising SATs è J! Adams, M.J. (2010-11). Advancing our students’ language and literacy: The challenge of complex texts. American Educator, Winter, 3-11, 53.


25

Language & Concepts Across the Grades


26

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

33

| K

–5 |

STA

YIN

G O

N T

OP

IC

Staying on Topic Within a Grade and Across Grades:How to Build Knowledge Systematically in English Language Arts K–5Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.

Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how!curriculum designers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.!

Exemplar Texts on a Topic Across Grades K 1 2–3 4–5

The Human Body

Students can begin learning about the human body starting in kindergarten and then review and extend their learning during each subsequent grade.

The five senses and associated body parts

• My Five Senses by Aliki (1989)

• Hearing by Maria Rius (1985)

• Sight by Maria Rius (1985)

• Smell by Maria Rius (1985)

• Taste by Maria Rius (1985)

• Touch by Maria Rius (1985)

Taking care of your body: Overview (hygiene, diet, exercise, rest)

• My Amazing Body: A First Look at Health & Fitness by Pat Thomas (2001)

• Get Up and Go! by Nancy Carlson (2008)

• Go Wash Up by Doering Tourville (2008)

• Sleep by Paul Showers (1997)

• Fuel the Body by Doering Tourville (2008)

Introduction to the systems of the human body and associated body parts

• Under Your Skin: Your Amazing Body by Mick Manning (2007)

• Me and My Amazing Body by Joan Sweeney (1999)

• The Human Body by Gallimard Jeunesse (2007)

• The Busy Body Book by Lizzy Rockwell (2008)

• First Encyclopedia of the Human Body by Fiona Chandler (2004)

Taking care of your body: Germs, diseases, and preventing illness

• Germs Make Me Sick by Marilyn Berger (1995)

• Tiny Life on Your Body by Christine Taylor-Butler (2005)

• Germ Stories by Arthur Kornberg (2007)

• All About Scabs by GenichiroYagu (1998)

Digestive and excretory systems

• What Happens to a Hamburger by Paul Showers (1985)

• The Digestive System by Christine Taylor-Butler (2008)

• The Digestive System by Rebecca L. Johnson (2006)

• The Digestive System by Kristin Petrie (2007)

Taking care of your body: Healthy eating and nutrition

• Good Enough to Eat by Lizzy Rockwell (1999)

• Showdown at the Food Pyramid by Rex Barron (2004)

Muscular, skeletal, and nervous systems

• The Mighty Muscular and Skeletal Systems Crabtree Publishing (2009)

• Muscles by Seymour Simon (1998)

• Bones by Seymour Simon (1998)

• The Astounding Nervous System Crabtree Publishing (2009)

• The Nervous System by Joelle Riley (2004)

Circulatory system

• The Heart by Seymour Simon (2006)

• The Heart and Circulation by Carol Ballard (2005)

• The Circulatory System by Kristin Petrie (2007)

• The Amazing Circulatory System by John Burstein (2009)

Respiratory system

• The Lungs by Seymour Simon (2007)

• The Respiratory System by Susan Glass (2004)

• The Respiratory System by Kristin Petrie (2007)

• The Remarkable Respiratory System by John Burstein (2009)

Endocrine system

• The Endocrine System by Rebecca Olien (2006)

• The Exciting Endocrine System by John Burstein (2009)

Ripe for Plucking for Thematic Tx Unit


27

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

33

| K

–5 |

STA

YIN

G O

N T

OP

IC

Staying on Topic Within a Grade and Across Grades:How to Build Knowledge Systematically in English Language Arts K–5Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.

Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how!curriculum designers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.!

Exemplar Texts on a Topic Across Grades K 1 2–3 4–5

The Human Body

Students can begin learning about the human body starting in kindergarten and then review and extend their learning during each subsequent grade.

The five senses and associated body parts

• My Five Senses by Aliki (1989)

• Hearing by Maria Rius (1985)

• Sight by Maria Rius (1985)

• Smell by Maria Rius (1985)

• Taste by Maria Rius (1985)

• Touch by Maria Rius (1985)

Taking care of your body: Overview (hygiene, diet, exercise, rest)

• My Amazing Body: A First Look at Health & Fitness by Pat Thomas (2001)

• Get Up and Go! by Nancy Carlson (2008)

• Go Wash Up by Doering Tourville (2008)

• Sleep by Paul Showers (1997)

• Fuel the Body by Doering Tourville (2008)

Introduction to the systems of the human body and associated body parts

• Under Your Skin: Your Amazing Body by Mick Manning (2007)

• Me and My Amazing Body by Joan Sweeney (1999)

• The Human Body by Gallimard Jeunesse (2007)

• The Busy Body Book by Lizzy Rockwell (2008)

• First Encyclopedia of the Human Body by Fiona Chandler (2004)

Taking care of your body: Germs, diseases, and preventing illness

• Germs Make Me Sick by Marilyn Berger (1995)

• Tiny Life on Your Body by Christine Taylor-Butler (2005)

• Germ Stories by Arthur Kornberg (2007)

• All About Scabs by GenichiroYagu (1998)

Digestive and excretory systems

• What Happens to a Hamburger by Paul Showers (1985)

• The Digestive System by Christine Taylor-Butler (2008)

• The Digestive System by Rebecca L. Johnson (2006)

• The Digestive System by Kristin Petrie (2007)

Taking care of your body: Healthy eating and nutrition

• Good Enough to Eat by Lizzy Rockwell (1999)

• Showdown at the Food Pyramid by Rex Barron (2004)

Muscular, skeletal, and nervous systems

• The Mighty Muscular and Skeletal Systems Crabtree Publishing (2009)

• Muscles by Seymour Simon (1998)

• Bones by Seymour Simon (1998)

• The Astounding Nervous System Crabtree Publishing (2009)

• The Nervous System by Joelle Riley (2004)

Circulatory system

• The Heart by Seymour Simon (2006)

• The Heart and Circulation by Carol Ballard (2005)

• The Circulatory System by Kristin Petrie (2007)

• The Amazing Circulatory System by John Burstein (2009)

Respiratory system

• The Lungs by Seymour Simon (2007)

• The Respiratory System by Susan Glass (2004)

• The Respiratory System by Kristin Petrie (2007)

• The Remarkable Respiratory System by John Burstein (2009)

Endocrine system

• The Endocrine System by Rebecca Olien (2006)

• The Exciting Endocrine System by John Burstein (2009)

Performance Levels �  No operationalized performance levels for a particular skill

�  Task-dependent; left to LEAs to determine

�  For IEPs, can simplify activities or criteria or support �  Reg Ed don’t have that choice

�  Sense of expectations in increasing task difficulty over grades �  Standards for participating in discussions require adherence to

increasing number of rules �  Writing standards move from picture-and-print composition to

written composition

�  Some standards move from supported to independent performance �  3rd graders should “with guidance and support from adults, produce

writing in which the development and organization are appropriate to task and purpose” (p. 21)


28

Developmental Asynchronies �  Some standards late for spoken communication, giving our

students a chance E.g., 4th grade, in speaking and writing, “form and use prepositional phrases” (p. 28)

The book is on the shelf. My hat is with my coat, in my locker. I can see through the window.

�  Others hard to teach no matter the grade E.g., 4th grade Lang.1.a.: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)

The student who yelled got a detention. The window that Joe broke is over there. The bus stop is where everyone is waiting. Whose book is that? Ukrainetz Contextualized Tx & Common Core

29

Treating Complex Grammar �  Setting up spoken or written communication that motivates

use is hard

�  But explaining to a student so he intentionally and meaningfully structures relative pronoun sentences is really really hard! �  Requires HIGH metalinguistic awareness �  For SLPs as well as students!

�  Relative clause explanation: This new type of sentence has a relative clause in it: “The cup that is green is my favorite”. This part that starts with “that” is the relative clause and it gives extra information about this noun, the cup. Let’s practice making up relative clause sentences and then we can try them out in your paper. (Eisenberg, 2006, p. 164)


30

1/23/14

6

Research Evidence Basis?

�  Sometimes a standard trying to be everything for all

�  Is it really logically, instructionally, or developmentally ordered? Is it all attainable? Is it all necessary?

� e.g., Phonemic awareness for reading and spelling �  Phoneme isolation, segmenting, and blending for simple

words needed �  But standards list optional other skills, adding unnecessary

complexity and work


31

Kindergarten Phonemic Awareness � Demonstrate understanding of spoken words,

syllables, and sounds (phonemes) a. Recognize and produce rhyming words b. Count, pronounce, blend, and segment syllables in spoken words c. Blend and segment onsets and rimes of single-syllable spoken words d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words ( not including final /l/, /r/, or /x/) e. Add or substitute individual phonemes in simple, one-syllable words to make new words


32

Standards as Aims and Guideposts � Where we are:

1.  OK: Early elementary learning to read and write 2.  High: Later elementary reading and writing to

learn 3.  Agh!: Secondary disciplinary reading and writing

� How to use: �  As aims and guideposts �  As sources of goals, activities, and topics �  Not judgments and legal prescriptions

So no spiral downward into NCLB despair!


33 Reading Standards for Second Grade

�  Know and apply grade-level phonics and word analysis skills in decoding words, including vowel varieties, two-syllable words, words with affixes, inconsistent but common words, and irregular words.

�  Read on-level text with purpose, understanding, and sufficient accuracy, rate, and expression to support comprehension.

�  Use context to confirm or self-correct word recognition and understanding, re-reading as necessary.

�  By the end of the year, read and comprehend literature, including stories, dramas, and poetry, and informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band independently and proficiently with scaffolding as needed at the high end of the range.

�  Identify, describe, determine, explain, compare, and use content and structure of literature and informational texts. (p. 11, 15, 16)


34

Reading Standards for Grade 8 Informational Text

Key Ideas and Details

� Cite textual evidence that most strongly supports an analysis of what text says explicitly and inferences drawn from the text

� Determine central idea of a text and analyze its development and relationship to supporting ideas; provide an objective summary of the text

� Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)


35

8th Grade cont’d. Craft and Structure

�  Determine meaning of words and phrases as used in a text, including figurative, connotative, and technical meanings

�  Analyze in detail structure of a specific paragraph in a text, including role of particular sentences in developing and refining a key concept

�  Determine author’s point of view or purpose and analyze how author acknowledges and responds to conflicting evidence or viewpoints

Integration of Knowledge and Ideas

�  Delineate and evaluate argument and specific claims in a text, assessing if reasoning sound and evidence relevant and sufficient

�  Analyze a case in which texts provide conflicting info and id where texts disagree on matters of fact or interpretation


36

1/23/14

7

Current State of Secondary Analytic Communication

The Writing Revolution, http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/

�  Inability to translate thoughts into coherent, well-argued sentences, paragraphs, and essays

�  Severely impeding intellectual growth in many subjects

�  Diff between failing and successful students is expressing thoughts on the page

�  “New writing standards will deliver a high-voltage shock to the American public”

�  Florida, added expository essay to writing test: 10th grade pass rate from 80% in 2011 to 38% in 2012

�  Nation’s Report Card: in 2007, only 1% of 12th graders could write a sophisticated, well-organized essay


The Way It Was…

�  Once upon a time, grammar exercises and essay construction �  Some excelled, most got by, many dropped out

�  Next: interesting writing in a social context, process of writing, narratives, poetry, memoirs �  More liked writing (and reading), but little attn to formal

composition and analytic communication

�  2001, NCLB mandated tests for math and reading �  What gets tested gets taught �  Focus on Learning-to-Read, DIBELS, RTI, earlier instruction �  Wiriting (and speaking) longer a way to study, to learn, or to

construct new knowledge

�  Common Core refocuses attention on analytic thinking, learning, writing, and speaking for all


But Not Even in the Good Old Days…

Never has been an invariant developmental unfolding of academic achievement:

The development of writing is unbelievable relative, to the point that pupil capacity seems to vary as much horizontally throughout a population of one grade as it does vertically through the grades...The past conditioning of the students (and of the teachers) accounts for more variation than anything else...At every turn of the road we ran into the disconcerting fact that what a student could write seemed to depend more on his out-of-school language environment and previous school training than on his age. (Moffett, 1968, p. 54-55)


Take-Home Messages 1.  Common Core rich in possibilities for linking

language dx and tx to academic success

2.  Keep the focus on teaching, learning, and achieving skills within purposeful communicative activities

3.  Don’t try to do it all or get overwhelmed by it all; make choices for tx

4.  Insist on individualizing expectations and ways to get there

5.  Advocate for Common Core to be used as guide not prescription, even for regular education


References �  Adams, M. J. (2011). Advancing our students' language and literacy: the challenge of complex

texts. American Educator, 34(4), 3-11, 53.

�  Ehren, B., Erickson, K., Hatch, P., & Ukrainetz, T.A. (2012, November). SLPs – At the core of the Common Core State Standards. Panel Presentation, ASHA Convention, Atlanta, GA.

�  Eisenberg, S.L. (2006). Grammar: How can I say that better? In T.A. Ukrainetz (Ed.), Contexualized Language Intervention (pp. 145-194). Austin, TX: Pro-Ed.

�  Gillam, R.B., & Ukrainetz, T.A. (2006). Language intervention through literature-based units. In T.A. Ukrainetz (Ed.), Contextualized Language Intervention (pp. 59-94). Austin, TX: Pro-Ed.

�  National Governors Association Center for Best Practices and Council of Chief State School Officers (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/

�  Nelson, N.W., & Van Meter, A.M. (2006). Finding the words. In T.A. Ukrainetz (Ed.), Contexualized Language Intervention (pp. 95-145). Austin, TX: Pro-Ed.

�  Ukrainetz, T.A. (2006). Assessment and intervention within a contextualized skill framework. In T.A. Ukrainetz (Ed.), Contextualized Language Intervention (pp. 59-94). Austin, TX: Pro-Ed.

�  Ukrainetz, T.A. (2009). Phonemic awareness: How much is enough within a changing picture of reading instruction? Topics in Language Disorders, 29, 344-359.

�  Tyre, P. (2012). The Writing Revolution. The Atlantic Monthly. Retrieved from http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/


41

Talk Objectives Contextualized Language Intervention and ... · PDF fileContextualized...

Documents

Transcript of Talk Objectives Contextualized Language Intervention and ... · PDF fileContextualized...