1. Literature-Based Language Intervention: Let’s Get Started
May 15th, 2019
University of Oregon
Franklin W Bender, PhD, CCC-SLP

2. 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.

3. 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”.
Supporting the skills associated with the Common Core State Standards

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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…

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

11. 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

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

13. 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.

14. 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.

15. 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

16. 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

17. 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?

18. Questions or comments?

19. 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