Language for Learning Presented by April Kelley esu6.org (office) (cell)

Special Features Language for Learning Direct Instruction approach to teaching a wide range of language concepts. Carefully organized sequences of information Opportunity for both group and individual practice of content Continuous integration and review of all concepts and thinking skills. Fast Cycle for those children who can progress more quickly through the program.

Language for Learning Format Materials Teacher Kit Workbooks A (1-50) B(51-85) C(86-120) D( ) Test Handbook/Picture Handbook Language Activity Masters Picture Cards Student Materials: Crayons (8 ct. +pink), pencil, scissor, glue stick, clipboard Teacher teaching kit (teacher made) Schedule 30 minutes instruction 15 minutes workbook LPS Test Scores (record errors, not number correct) Testing Placement Test Mastery test - every 10 lessons (must do and record) Red Flags Test scores below 90% -students are retaught the concepts missed -retest and circle original score on the LPS sheet **If 90% isn’t possible - then 88-89% is not retested.

Who Benefits? Kindergarten and 1 st grade students Four year old children in preschool Primary age school children in bilingual and ELL programs Primary school special education Children in speech correction and language classes

What is Taught? Actions Descriptions of Objects Information and Background Knowledge Instructional Words Classification Problem-Solving Strategies and Applications

What is mastery learning? A program design that does not present great amounts of new information % of each lesson is new information. Skills are presented in two or three consecutive lessons before they are asked to apply the skill. REVIEWS are regular features of every lesson.

Placement Test Give before you begin instruction in L4L Familiarize yourself with the test –3 parts –Scoring procedures Give individually Score tests as you go Keep the test

Forming Groups Small group instruction Placement testing Homogenous grouping –5 starting points (Lesson 1, 11, 21, 31, & 41) Typical Classrooms will have 3 groups –Lowest performing groups should be the smallest groups Regroup when the need arises –Daily lessons and in program assessments

How to Set Up the Group Assign Seats High Performers on sides Low Performers in middle Make sure all students see the book Students within teacher’s reach Off of the floor, in chairs

Physical Arrangement LP HP Teacher

Physical Arrangement HPLPHP LP Teacher

GROUP RULES 1.Sit tall 2.Look at the book 3.Talk BIG!!! 4.Answer together

Motivate with Specific Praise T S Teacher earns points by students not following the group rules. Students earn points for following the group rules. Points show specific positive praise statements

Teacher Student Game Purpose: To increase the amount of academic, engaged time by decreasing inappropriate and off-task behavior. Procedure: Teacher: Receives points if students do not meet targeted behaviors. Students: Receive points for “target behaviors.” I.e. following directions the first time material management answering in unison / on signal keeping their place in text while reading Rules for the Game:  set up the rules and expectations explain how the students earn points & how the teacher will earn points  students win first  students win often  rig tally by giving students points up front for “easy” tasks  rig tally by giving students more than one point at a time  reinforce positive behaviors with specific praise Pay-Off:  depends on the group  possible reinforcers include: beating the teacher; earned social time; music while they work; and smiley faces (used with younger students-- draw blank circles and give the winners a “goofy” face to show winning ) *Note: The TS game can be adapted to include earning points for correct academic answers. Revised 9/7/05

What instruction looks like? Classroom set-up (Pg. 17, teacher’s guide) Group instruction Take-home instruction (workbooks) –30 minutes instruction (a.m. and p.m.) minutes Independent Work

Signals Pointing Touching Hand-drop signal

Pointing (Point to a) Look at the picture to demonstrate to the children what they should be looking at. Point to the picture by holding your finger about an inch from the page. DON’T cover the picture!! Ask the question or give instruction before touching the picture.

Touching (Touch) At the end of the one-second interval, quickly touch the picture. As your finger touches the page, the children respond. Continue touching the picture for as long as the students respond. Drop your finger when they finish responding.

Hand-Drop Signal (Signal) At the beginning of each step of the exercise, hold out your hand. Keep your hand perfectly still. Ask question or give instruction. Pause about one second, then quickly drop your hand. The instant your hand drops, the children are to respond. “THINK TIME”

INDIVIDUAL TURNS Test individual children ONLY after the group’s responses are firm. Give only 3-4 individual turns for every exercise. Give most of the turns to the lowest-performing children. Call on students randomly If an error is made, present the correction to the entire group. Then, do individual turns again. 1.“Time for individual turns.” 2.“Listen for your name.” 3.*(repeat the task) 4.(name) “Get ready,” (signal) 5.“Yes, _____________.”

Transition Lesson Appendix B Always do this lesson the first day unless students begin on lesson #1. You may want to do this lesson a couple of days until you get the rules established. Spending more time the first few days pays off in the long run.

Basic Learning Paradigm Model“Listen, my turn…”Teacher only (give correct answer) Lead“Do it with me…”Teacher & students Test“Your turn…”Students only “Starting over…”

Additional Corrections ModelPromptPractice“Starting Over…” Children respond before you touch “Listen, you have to wait until I touch it.” “Watch, my turn.” (repeat the ? and respond) “Your turn” (repeat the ?, and signal) (again) “Starting over…” Children respond late “Listen, you have to tell me the name as soon as I touch it.” “Watch, my turn.” (repeat the ? and respond) “Your turn” (repeat the ?, and signal) (again) “Starting over…” Children omit the word a. “Listen”(say correct response) “Your turn” (repeat the ?, and signal) (again) “Starting over…” Information error correction “Listen”“My turn” (repeat the ? and answer) “Say it with me”“Your turn” (repeat the ?, and signal) (again) “Starting over…” Statement Corrections “Listen”“My turn” (model the correct statement) “Say it with me…” (get ready… signal) (Again) “Your turn” (get ready…signal) (again) “Starting over…” An error has not been corrected until ALL children can respond correctly.

What was the most difficult part?

Workbook Activities Appendix C (44) 1.Teacher-directed 2.To introduce new concepts (colors, shapes, draw shapes and sequence) 3.To provide practice in following directions. 4.To provide practice in performing motor skills (coloring, marking, matching, circling and drawing)

Assessments Assessments are given every 10 lessons Assessment manual and picture book Each student has an individual score sheet Easy to determine which area student is having difficulties Remedies are suggested

NON VERBAL STUDENTS Receptive Language Students can do actions with group “Point to the ball” Use real objects and place them on the “alike” picture Use sign language for common objects that would be used at home and in the classroom

Teaching Children Whose First Language Is Not English Do action exercises first. Make it a game not a drill. If children have trouble answering the questions, shorten the questions: example: What is your teacher’s name for a few days just say, Teacher’s name or Name of the school?

Pre-Language for Learning Common Object Lesson 1. Identifying door a) My turn. (touch door) b) Door. Door. What is this? Door 2. Chalkboard a) My turn. (touch chalkboard) b) Chalkboard. Chalkboard. What is this? c) Your turn. (touch door) What is this? d) (touch chalkboard) What is this? Chalkboard 3. Window

What really makes the difference! Practice every exercise Get into the lesson quickly Follow scripted directions Use clear signals Repeat lessons until all students are firm Pacing of lesson (12-18 student responses per minute) HAVE FUN!!!!!!!

Challenge Do NOT Lose Your Personality in the Script Challenge Do NOT Lose Your Personality in the Script