L4L Goal Setting And Intervention

Question 1

Common goals for L4L

Answer 1

1. Develop language forms that appear in normal development
2. Develop literate language style (tier 2 and 3, advanced morphological markers, etc.)
3. Reduce word-finding problems
4. Increase flexibility and sensitivity of use of language forms employed to accomplish pragmatic goals
5. Develop use of more varied discourse structures
6. Develop language skills
7. Improve oral narratives

Question 2

Principle of intervention in L4L

Answer 2

1. Use curriculum based instruction
2. Integrate oral and written language
3. Go meta
4. Collaborate to prevent school failure

Question 3

Drill play targets in l4l

Answer 3

● Morphological markers
● Vocabulary
● Sentence structures

Question 4

Involves identifying the student’s zone of proximal development (ZPD) in curricular language skills and devising activities that scaffold his current level of function into the ZPD.

Answer 4

Scaffholding

Question 5

How do we do scaffolding

Answer 5

1. Create optimal task conditions
2. Guidance of selective attention
3. Provision of external support

Question 6

It involves reducing the amount of material a student has to process and to present the material in smaller units with extra time allowed for completion of task

Answer 6

Creation of optimal task

Question 7

Involves highlighting important information by using visual, verbal, and intonational cues

Answer 7

Guidance of selective attention

Question 8

Prep” client for the lesson, previewing what will be covered in class, and some of the questions that will be asked

Answer 8

Provision of external support

Question 9

Essential Elements to Deepen Lexical Skills rationale

Answer 9

Main thrust of this approach is that vocabulary development should be an in-depth procedure that takes place continually, over time.

Question 10

How do we deepen lexical skills

Answer 10

1. Activate what student know through brainstorming
2. Provide an explanation to the new term
3. Ask student to restate explanation in their own words
4. Have student construct a new representation to the term
5. Make connections among words and topics
6. Use both spoken and written context
7. Ask students to discuss the terms with one another to refine and reformulate meaninf
8. Use words for additional writing and reading
9. Return to words periodically

Question 11

Why do we provide an explanation to the new term?

Answer 11

An explanation by an adult works better than consulting a dictionary

Question 12

Why do we ask students to restate the explanation

Answer 12

Helps them to assimilate it into what they already know

Question 13

Why do we have students make representations of the new term?

Answer 13

important and most highly related to successful learning of new words

Question 14

Helps students predict how the words will be used in the selection

Answer 14

Predict-o-gram

Question 15

A map showing related words around a theme

Answer 15

Word maps or semantic webs

Question 16

Shows synonyms by their level of intensity, with the “weakest” word at the bottom and the “strongest” at the top

Answer 16

Word ladder

Question 17

Why do we use both spoken and written contexts

Answer 17

Both pronouncing and providing written forms of new vocabulary increased elementary students’ retention of both spelling and meaning

Question 18

Teach students strategies for learning new words, rather than a particular set of new words themselves

Answer 18

Metacognitive approach

Question 19

How do we do metacog approach

Answer 19

1. Teach students to use three criteria to select important unknown word (must not know, must be key, and must be used)
2. Students must justify their choice of each word on these grounds.
3. Model this procedure

Question 20

For word finding difficulties caused by semantic problems

Answer 20

Word finding activity

Question 21

Help increase the semantic associations among words

Answer 21

Visual maps

Question 22

Helps increase the speed of retrieval

Answer 22

Massed practice

Question 23

Work on /b/ words (blush, blatant, blunder) using words from the current theme or literature. Use cloze activities to work on meanings and uses.

Answer 23

Phonological similarities

Question 24

Use phonological cues in guessing games.

Answer 24

Phonological properties

Question 25

Effective in improving students’ access to words trained, but not to untrained words

Answer 25

Word retrieval program

Question 26

ability to synthesize ideas from several linguistic units

Answer 26

Semantic Integration and Inferencing

Question 27

Literature based activities

Answer 27

Excellent framework for developing semantic integration

Question 28

How do we do prediction activities

Answer 28

Read part of a short story or picture book from the classroom literature selection and ask students to predict what they think will happen next and why.