Transcript Yr 7 Geography – My Town

Northern Metropolitan Region
Language Support Program
for Secondary Schools
Charmaine Tu (Speech & Language Pathologist)
Day 2-Tuesday 21 June 2011
The LSP
Professional Learning Program
Aims to:
•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.
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
WORD
IDEAS
WORD
OR
SENTENCE
MEANINGS
DISCOURSE
TOPIC
WORD
IDEAS
OR
MEANINGS
SENTENCE
DISCOURSE
TOPIC
lwords have meanings
lparts of words have
meanings
lvocabulary as a
meaning network
WORD MEANING
Individual words and their
meanings are stored in a
person’s word bank or
vocabulary
WORD MEANING
There are two types of word meanings in English
words that carry
meaning by themselves
such as hat, jump, and
red;
CONTENT
words
words that connect or
'glue' the content
words together such as
in, about, the and
although;
FUNCTION
words
WORD MEANING
CONTENT WORDS
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
WORD MEANING
FUNCTION WORDS
PREPOSITIONS
ARTICLES
CONJUNCTIONS
such as
such as
such as
in, about, under
the, a, an
and, though, but
PARTSOF
OF WORDS
WORDS HAVE
PARTS
HAVEMEANING
MEANING
Consider these word pairs
skip - skipped
apple - apples
run - running
What is the difference between the
two words in each pair?
PARTS OF WORDS HAVE MEANING
MORPHOLOGY
… the study of word meanings
Each unit of meaning is called a morpheme.
Morphemes are the smallest units of meaning.
VOCABULARY AS A MEANING NETWORK
Words heard are associated with meaning
networks that make up a person’s vocabulary
Meaning networks are both rich and extensive
Soda syphon
Lemonade
Coca Cola
$$$
Carbonated water
soda
Mineral
water
CO2
Doctor
Hospital
Nurse
gastroenteritis
H2O
germ
WATER
river
BACTERIA
stream
lake
microbe
microscope
laboratory
pollution
dam
weir
ANALYSIS
DRINKING
SUPPLY
reservoir
$$$
toxic
pipes
plumber
taps
Identification and Teaching
Strategies based on ……..
One in Eleven
Practical Strategies for Teaching
Adolescents with a Language
Disorder
Mandy Brent, Florence
Gough & Susan Robinson
Differentiation of the curriculum
Working Together
Linking skills and curriculum
for adolescents with a
language learning disability
Mandy Brent &
Chris Millgate-Smith
LSP Oral
Language
Observational
Profile
Language
for
Learning
OZ Child
Checklist &
Help
Sheets
Munro’s
ICPAL
Framework
“One in Eleven”
Victorian
Essential
Learning
Standards
IDENTIFICATION
Ideas……………………..Word Level
Students with language difficulties often:
•have a limited vocabulary
•are slow to recognize the meaning of
words
•tend to be concrete in their
interpretation of the meaning of words
•tend to attach only one meaning to a
specific word
IDENTIFICATION
Ideas……………………..Word Level
Students with language difficulties often:
•confuse words that have more than one
meaning
•need assistance to learn the special
vocabulary of various subjects
•do not deduce the meaning of unfamiliar
words from the context
•confuse words that sound alike (e.g.
conscious/conscience, consistent/constant)
English Around the World
Cocktail lounge, Norway:
"LADIES ARE REQUESTED NOT TO HAVE
CHILDREN IN THE BAR.“
Dry cleaners, Bangkok:
"DROP YOUR TROUSERS HERE FOR THE BEST
RESULTS.“
Hotel, Japan:
"YOU ARE INVITED TO TAKE ADVANTAGE OF THE
CHAMBERMAID."
TEACHING PROCEDURES
Ideas……………………..Word Level
Pre-teaching
•Present at a slower pace.
•Question to clarify knowledge of the vocabulary.
•Make connections with prior knowledge.
In the general classroom the student will then
have some prior knowledge of the language and
be able to concentrate on comprehension of the
teacher’s instructions.
TEACHING PROCEDURES
Ideas……………………..Word Level
•Students need to hear new words and require
help in pronunciation
•Divide new words into syllables
•Identify phonograms and base words e.g. a
student might know ‘character’ but not
‘characterisation’
•Attach new vocabulary to words students
already know
•Use visual images or concept maps
TEACHING PROCEDURES
Ideas……………………..Word Level
Enriching The Meaning Network
Defining and
Describing
Same Different
Brainstorm
Synonyms Antonyms
Developmental Sequence for Learning Word Meanings
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
Perceptually
Based
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
TEACHING PROCEDURES
Teaching the Meanings of Novel Words
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.
TEACHING PROCEDURES
A Six –Step Process for Teaching New Terms
(Robert Marzano 2006)
1.
2.
3.
Provide a description, explanation, or example of the
new term.
Ask students to restate their description, explanation
or example in their own words.
Ask students to construct a picture, symbol, or graphic
representing the term or phrase.
4. Engage students periodically in activities that help
them add to their knowledge of the terms.
5. Periodically ask students to discuss the terms with one
another.
6. Involve students periodically in games that allow them
to play with terms.
The Frayer Model
Essential Characteristics
•contains water
•has a shore
•is surrounded by land except at areas
where it meets another body of water
•larger than a pond
Nonessential Characteristics
•may contain water plants and fish
•likely contains fresh water
•may provide an area for recreational
activity
•may provide a habitat for wildlife
•may be formed by glaciers
•may be part of an expanded
part of a river
•may be formed by a dam
Examples
•……………………….St. Claire
•……………………….Eyre
•……………………… Wendouree
• Loch Ness
Non-examples
•
•
•
•
•
•
Pond
Puddle
Swimming pools
Taylors Lakes
Pacific Ocean
Maribyrnong River
TEACHING PROCEDURES
Ideas……………………..Word Level
The Language of Learning
(One in Eleven Page 71 Table 10.1)
compare
comprehension
opposite
collect
define
source
omitted
evaluate
describe
produce
consider
present
contrast
vocabulary
characteristics
calculate
identify
issue
express
text
refer
represent
reference
illustrate
list
evaluate
plural
approximate
explain
argumentative
predict
evidence
context
Let’s take a look !
1. Examine the vocabulary used in
your unit of work.
2. Highlight the key words that may
need to be pretaught or clarified.
3. Discuss how you could incorporate
this into your program.
http://www.education.vic.gov.au/studentlea
rning/assessment/preptoyear10/domaintask
s/default.htm
Word
Ideas
Or
Meanings
Sentence
Discourse
Topic
lWords have
meanings
lParts of words
have meanings
lVocabulary as a
meaning network
lSimple sentences
describe an event
lVariations of
simple sentences
lComplex
sentence ideas
Simple sentences describe a single event
The agent or doer
He
the action
put
it in the car
Variations of Simple Sentences
Describe an event
Give an instruction
I finished my work.
Give me back my book.
Ask a question
Comment on a situation
When is it my turn?
That’s not fair.
Complex Sentences
Usually contain joining words
(conjunctions) or subordinate
clauses, i.e. a dependent clause
which is not complete by itself.
and
before
because
unless
while
but
after
Complex Sentences
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
She did it because the
bell rang.
Conditional relationship
He will be eaten if he
meets the wolf.
COMPLEX SENTENCES
Ideas……………………..Sentence Level
Sentences in text books often
•are tightly worded
•use complex sentence structure
•have many clauses that make sentences
difficult to ”unpack”
Students need such language expanded and
reworded to be able to understand it.
COMPLEX SENTENCES
Ideas……………………..Sentence Level
Factories often discharge their polluted
water directly into rivers or the sea.
Factories sometimes produce waste that
can cause pollution. Water is often used to
wash the wastes away. The water might
flow from the factories straight into
rivers or the sea.
IDENTIFICATION
Ideas……………………..Sentence Level
Students may have difficulty understanding
and using:
•complex sentences
•adjectives and adverbs
•elaborate phrases eg. the tall, gnarled, old
woman
in oral and written language
TEACHING PROCEDURES
Ideas……………………..Sentence Level
Consider your students’ understanding and
use of:
•the range of question types
•complex sentences
eg. cause/effect (because, so)
temporal sequence (when, before)
condition (if, unless)
Ask & Answer
Wh Questions
Marion Blank questions.doc
Word
Ideas
Or
Meanings
Sentence
lWords have
meanings
lParts of words
have meanings
lVocabulary as a
meaning network
lSimple sentences
describe an event
lVariations of
simple sentences
lMore complex
sentence ideas
Discourse
lText/Genre
Topic
lMain Theme
Discourse Meaning
The word ‘discourse’ refers to the sequence of
spoken sentences in:
•
a description
•
a conversation
•
a story
•
•
a set of instructions
or an explanation
Discourse Meaning
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
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.
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,
support
it
provide
examples
argue
against it
Discourse Meaning
When the text is a story, the discourse ideas include
the main
characters
where and
when it
occurs
the plot of
the story
and the
events in it
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.
Topic Meaning
How do listeners work out the topic?
make informed guesses
test these guesses
modify if necessary
IDENTIFICATION
Ideas……………………..Discourse/Topic Level
Students may have difficulty with:
•following spoken instructions
•understanding and recalling narratives and
events
•linking ideas through the use of pronouns
•sequencing ideas
•identifying the main idea or drawing conclusions
•paraphrasing or putting information into own
words
TEACHING PROCEDURES
Ideas……………………..Discourse and Topic Levels
Facilitate students’ understanding and use
of oral and written text by:
• retell/recount i.e. summarise
• providing a choice of responses
• visualising what they heard/read and
describing it in their own words
• listening to part of a conversation or story and
guessing its topic or theme
• using timelines, mind maps and flow charts to
visually link ideas
TEACHING PROCEDURES
Ideas……………………..Discourse and Topic Level
Lotus
Tool
http://vels.vcaa.vic.edu.
au/support/teaching.htm
l#graphic
TEACHING PROCEDURES
Ideas……………………..Discourse and Topic Levels
• highlighting and underlining key words, terms
and ideas
• playing games like ‘20 Questions’ or ‘Hangman’
in which they work out the topic of a text
• saying what they do to work out the topic of a
story or a conversation
• providing summary sheets and outlines of
complex material in advance if possible
• encouraging students to write plans before
they begin writing
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
Rules governing the combining and unpacking of:
SOUNDS INTO
PHONOLOGICAL WORDS
CONVENTIONS
OF
LANGUAGE
GRAMMATICAL
GENRE
WORDS INTO
SENTENCES
SENTENCES
INTO
DISCOURSE
Phonological Conventions
PHONOLOGICAL KNOWLEDGE
…what we know about the sound
properties (the phonology) of our
language.
Phonological Conventions
PHONOLOGICAL KNOWLEDGE
COMPREHENSION
Storing the
word’s sound
pattern
Storing the
word’s meaning
…in their memory
Phonological Conventions
PHONOLOGICAL KNOWLEDGE
EXPRESSION
...a need to
know the sound
pattern of the
word
...an ability to
do the actions
to produce the
sound pattern
i.e. to
articulate the
word
…stored in their memory
Phonological Conventions
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.
Phonological Conventions
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.
Phonological Conventions
SET 1
SET 2
uln
bok
xpssjed
possed
dblf
blef
cbui
cib
esftted
seftted
qvu
quv
Phonological Conventions
Phonological conventions also include stress
and intonation patterns
Consider this word:
* project
Phonological Conventions
Phonological conventions also include
stress and intonation patterns
“Shut the door!”
“Shut the door?”
This is called the PROSODY of the sentence.
Rules governing the combining and unpacking of:
SOUNDS INTO
PHONOLOGICAL WORDS
CONVENTIONS
OF
LANGUAGE
GRAMMATICAL
GENRE
WORDS INTO
SENTENCES
SENTENCES
INTO
DISCOURSE
Grammatical Conventions
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.
Grammatical Conventions
I buyed 3 apple.
Mum taked it to the vet.
Despite grammatical errors a listener would
understand these sentences.
Bushism
"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?
Grammatical Conventions
Some grammatical conventions are important to
communicate meaning:
• verb tense i.e. "I talked", vs "I will talk",
• ‘morphemes’ such as ‘s’ to show the plural
forms of nouns,
• pronouns i.e. ‘he’ or ‘she’.
Rules governing the combining and unpacking of:
SOUNDS INTO
PHONOLOGICAL WORDS
CONVENTIONS
OF
LANGUAGE
GRAMMATICAL
GENRE
WORDS INTO
SENTENCES
SENTENCES
INTO
DISCOURSE
Genre Conventions
Rules for linking sentences into
larger text such as stories,
explanations or descriptions
Genre Conventions
Read the following passage.
Peter ran up the path to the top
of the hill. Peter saw the
beautiful ocean. Peter had a
rest. Peter walked down again.
How could you increase the cohesion
between its sentences?
IDENTIFICATION
Conventions………………………Phonological
Phonological Awareness
The conscious awareness of sounds of language.
The ability to attend to and manipulate sounds
in words.
Examples of screening tools:
•Sutherland Phonological Awareness Test
(SPAT-R)
IDENTIFICATION
Conventions………………………Phonological
Students may demonstrate:
•problems with sequencing sounds in spoken and
written language, especially in multisyllabic
words and unfamiliar subject-specific words
•continuing delay in establishing firm
sound/symbol correspondence
•confusion of words with similar sounds
•difficulty identifying syllables in words
IDENTIFICATION
Conventions………………………Grammatical
Students may demonstrate:
•frequent changing of pronouns
•repetitive use of ‘and’ & ‘then’
•written work not always in complete
sentences
•verb tense agreement errors
IDENTIFICATION
Conventions………………………………Genre
Students may have:
•poorly developed language to identify and
describe genre
•difficulty establishing the referent for a
pronoun
•limited use of conjunctions (eg. when,
since, while) to link ideas across sentences
TEACHING PROCEDURES
Conventions……………………….Phonological
Students learn to manipulate and store
phonological patterns by:
• identifying sounds / sequences in sound
patterns
• blending sounds and sequences into larger
sound patterns
• applying manipulation strategies such as
deleting and swapping sounds in words.
TEACHING PROCEDURES
Conventions...................Grammatical
Model and reinforce:
• a range of appropriate grammatical
structures in oral and written language
activities eg. verb tense, passive voice
TEACHING PROCEDURES
Conventions.................................Genre
Model and reinforce the various written
styles:
• narrative
• character study
• instructional
• argumentative essay
• compare/contrast
• analytical
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/teaching
resources/english/englishcontinuum/speaklisten/defaul
t.htm
Profile a student with the Language for
Learning Checklist or LSP Oral Language
Profile