Lecture 16 SPECIFIC STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS Flashcards
In the old days we had regular education in the classroom OR what?
Special education with an IEP
Now more schools across the U.S. are implementing RTI. What are the 3 tiers?
Regular education classroom (Tier 1)—no modifications
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Regular education classroom (Tier 2)—minor modifications
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Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3)
Many ELLs benefit from Tier 3. Describe these type of students
Don’t need special ed
If 5-6 months of Tier 3 is not enough, sped is necessary
If not enough, give IEP and move to Tier 4 or 5
T/F Idea 2004 especially emphasizes intervention for reading in the early grades to prevent problems later on
True
Nelson 2010 suggests that ____ of students should receive core instruction in classroom
80%
Nelson 2010 suggests that ____ should get targeted small group, specialized instruction, or RtI
15%
Nelson 2010 suggests that ____ should receive special ed.
5%
RtI can be very helpful in decreasing _______
special education caseloads
Diane Blevins, Santa Ana, CA. What was her population of focus?
had a deluge of “at risk” preschoolers referred for assessment and probable intervention
Many were ELLs
It would have cost $2 million to hire enough SLPs to serve all these children
Diane Blevins Preschoolers implemented RTI at risk for language difficulties were seen by SLPAs for 6 weeks; they received language support
At the end of the 6 weeks, approximately ____ of the children were functioning well and ______
95% of the children were functioning well and were no longer “at risk”—did not need special ed testing; 5% went on to IEPs
Were no longer “at risk”—did not need special ed testing; 5% went on to IEPs
SERVING PRESCHOOL ELLs WITH LI–These children are especially vulnerable because ….
they may be rejected by peers, even as young as 3 years of age
Tabors recommended that teachers give children what?
some immediate, routine phrases to use to initiate conversation with peers.
If an ELL child with LI can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.
Tabors and her colleagues showed that it was extremely helpful during the first few weeks of preschool if the adults could
say words like bathroom, eat, listen in the children’s first languages.
By having adults say words like “bathroom, eat etc.” This gave the children a sense of connection with the teachers and helped them learn preschool routines faster
True
This gave the children a sense of connection with the teachers and helped them learn preschool routines faster
Tabors and her Harvard colleagues also recommended that
Adults give the preschoolers a great deal of verbal “space” for the first few weeks.
In the Harvard project, the teachers welcomed the children and smiled at them, but they did not overwhelm them by issuing directives (unless necessary) or calling on them too much during the first few weeks.
Teachers “doubled the message” by adding what three things?
gesture, action, or direct gaze.
One of the most helpful things for the preschool children was the establishment of what?
Was the establishment of a consistent set of routines that were simple and used daily. For example, things like snack time, outside play, cleanup time, and circle time allowed the ELL preschoolers to immediately act like members of the group.
It was found that during routines such as singing, many ELL children did what?
“opened up” for the first time as they sang songs in their second language of English.
Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more was…
Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children.
The ELL children because they did not have to negotiate entry into the groups; they were automatically included.
They gained more exposure to English and more opportunities to interact with other children.
To include parents of ELL preschoolers teachers allowed them to do what?
Teachers allowed them to volunteer for simple tasks such as pouring juice and cleaning up the paint area—these tasks required little-no knowledge of English.
They also had parents demonstrate a skill or talent such as cooking a native dish for all the children, performing a folk dance in a native costume, and others.
Parents felt included and were even more supportive of teachers’ efforts.
A new resource for supporting social skills is
Kimochis—Seven Keys to Effective Communication
Ellen Pritchard Dodge and colleagues, 2010
