Literature-Based Language Intervention: Let’s Get Started May 2 & 9, 2016 University of Oregon Frank Bender MS, CCC-SLP Susan Boettcher MS, CCC-SLP

Next week, you will work in groups to design a contextualized language intervention Today we will be talking about Contextualized Language Intervention or what you may know as Narrative Based Language Intervention.

Why Should Intervention Be Literature-Based? In the past, focus on teaching language in terms of decontextualized discrete skills. Ex: Flashcards or worksheets of irregular past tense, vocabulary lists, affixes, etc. Research has shown us that it is better to teach in context and align with classroom curriculum However, we still embed discrete skill training during a pullout session. (push-in and pull out model) Supporting literacy Not teaching them how to read but teaching literacy- based skills Augmenting the teaching of “good school skills”.  

Saves planning time – easier to plan one unit and then alter activites/targets/difficulty levels for each group Provides structure – Provides predictability – elements of familiar material supports working on more difficult skills Builds coherence – Learning is facilitated when an item to be learned fits into a larger, more meaningful whole Allows for extended learning – You can extend the use of one book over multiple sessions Provides activity mix – you can target multiple skills or single discrete skills (think macro vs. micro narrative language intervention) Benefits of thematic units: 1. Saves time 2. Provides structure 3. Builds coherence 4. Allows extended learning 5. Provides activity mix

Tier I Tiered Vocabulary Tier III Tier II Specialized, Domain-Specific Words Tier II Cross-Curricular, High-Frequency Academic Words We need to cover two areas prior to jumping into contextualized language intervention. First area: Tiered vocabulary Tier 1 – chair, run, dog, school, sit Tier 3 – economics, isotope, terrarium, crepe Tier 2 – high frequency words that occur across multiple domains, these will allow students to follow directions and describe things in a mature manner (i.e., analyze, percent, require, concept, data) 2. Good source for Tier 2 words – Averil Coxeads High Frequency Academic Word List (Wellington University – New Zealand) (will post list to infoCDS) Tier I Basic, Everyday Words

Bloom’s Taxonomy (Revised) Organizes higher level thinking into levels Goes from the easiest at the bottom of the triangle to the most difficult at the top Need to master one level before moving to the next You structure questions/tasks based on the level the students you are working with are at (Knowledge) Remembering – what, who, where, when (Comprehension) Understanding – how would you…, what is the main idea… (Application) Applying – How would you use…., what examples can you give to….. (Analysis) Analyzing – what inference can you make, what conclusions can you draw (Synthesis) Evaluating – can you predict the outcome if…, what do you recommend based on… (Evaluation) Creating – Based on the facts how would you make… Handout on info CDS – gives multiple examples for each level

But Where Do We Begin? How do you pick a book? Review student IEP goals and know what you are working on How to pick a book Pick a book that has multiple opportunities to elicit or practice those goals. The book should reflect rich children’s literature Books that have won awards: i.e., Regardless of what the student’s “interest is (e.g., Sponge Bob) Books that have repeat elements Books that you can read in 10 minutes or less

Prestory: Knowledge Activation Picture walk Review cover Prestory: Knowledge Activation Picture walk Review cover -Ask “what do you think it is about?” Show pictures -Getting a sense of the flow and possible story. -Identify characters -Identify potential vocabulary -Ask “what do you think?” questions Picture walk – may not show every picture Typically takes less than 10 minutes

Read the Story to the Group Review the macro elements as you read Read the Story to the Group Review the macro elements as you read -story grammar elements Ask and answer comprehension questions Point out target vocabulary Note semantic/syntactic features that highlight goals.   Read story to group – stop occasionally to comment or discuss concepts, plot structures, etc…

Post story discussion: -comprehension questions Post story discussion: -comprehension questions -Blooms Taxonomy -story grammar questions -story grammar map

Focused Skill Activites: -Semantics. -Tiered Vocabulary -Syntax Focused Skill Activites: -Semantics -Tiered Vocabulary -Syntax -complex grammar, verbs -Narrative -story retell -Pragmatics -feelings/emotions -how characters handled a situation in the book

These are a few of the many tools you will use to guide and teach See box 2.1 on page 69-70 for more detailed description Facilitation Devices -expansion -recast -prompt -elaboration question -model -compare/contrast

Cooperative Planning Going to look at the lesson plan template with Annie and the Wild Animals in mind This book is good for grades k-2 (maybe 3rd) so we are thinking of language goals being targeted by more than one group. Cooperative planning will save you time by being useful for multiple groups.

Cooperative Planning Tier I & II vocabulary Bloom’s Taxonomy Verbs and complex grammar Grades K-2 (maybe 3) As we are doing our lesson planning we will keep in mind these items.

Pre-Reading: Setting the Stage Cooperative Planning Pre-Reading: Setting the Stage # Task Think About… 1 Graphic Organizer Tier II target: category 2 Book-walk and pre-story discussion Text features Tier II target: predict Linguistic facilitations

Cooperative Planning # Task Think About… 3 Reading and Thinking # Task Think About… 3 Read-aloud and discussion points Tier II targets: predict, category Bloom’s Taxonomy 4 Post-reading discussion

After Reading: Skill Focus Cooperative Planning After Reading: Skill Focus # Task Think About… 5 Semantic skill focus Tier II target: describe Tier I targets? Other semantic skills? 6 Syntactic skill focus Verbs! Complex grammar Link to previous Tier II targets?

Questions or comments?

One more thing… Next session you will break into groups. Each will be given a book and the grade levels you are going to target You will complete the lesson plan as a group Present using your book to the class