LESSONS IN CURRICULUM – BASED
LANGUAGE INTERVENTION:
CLARIFYING SLPS’ ROLES AND RESPONSIBILITIES USING
SOCIAL STUDIES AS AN EXAMPLE
YOUR GUIDES
THROUGH HISTORY
• STEPHEN CHARLTON
– FOUNTAIN VALLEY
SCHOOL
HIGH
HUNTINGTON BEACH
UNIFIED
• JULIE CHRISTIE
– FRANK DEL OLMO EL.
CAHUENGA EL.
– LOS ANGELES UNIFIED
On December 19, 1777, when Washington's poorly
fed, ill-equipped army, weary from long marches,
struggled into Valley Forge, winds blew as the
12,000 Continentals prepared for winter's fury.
Grounds for brigade encampments were selected,
and defense lines were planned and begun. Within
days of the army's arrival, the Schuylkill River was
covered with ice. Snow was six inches deep.
Though construction of more than 1,000 huts
provided shelter, it did little to offset the critical
shortages that continually plagued the army.
Spion Kop held a commanding view of the
surrounding veldt and smaller koppies. The
Boer commandos under Potgieter and
Erasmus had a commanding view of the
terrain and an almost ideal position for their
“Lang Piets”, captured at Colenso. To further
add to Buller’s predicament, the sappers had
failed to provide adequate depth to the
defalated infantry positions.
BUILDING BACKGROUND
KNOWLEDGE
• Create a picture in your mind about the topic.
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–
–
–
–
–
Google Image, Getty Images
Video Clip
Movie
Look at pictures in the text book
Look at a Map
Comprehension of new Vocabulary
Charlton & Christie, 2008
BUILDING BACKGROUND
KNOWLEDGE
• What do you know about the topic
–
–
–
–
–
Anything at all
Can you relate it to something you’ve seen or done
Ask your class mates
Ask your parents
Ask your teacher
Charlton & Christie, 2008
BUILDING BACKGROUND
KNOWLEDGE
• Important things to know
–
–
–
–
When in History did this event take place?
Where did it take place?
Fact or Fiction (English Literature vs. History)?
How many pages and how long does it take you to
read a page?
Charlton & Christie, 2008
BUILDING BACKGROUND KNOWLEDGE:
MAP WORK
• Map of the world
– Continent
– Country
– State or Province
– Region
– City
– Town
TWA: Used with Expository Text Structures
• T THINK BEFORE READING
THINK ABOUT:
1. WHAT I KNOW
2. WHAT I NEED TO FIND OUT
3. THE AUTHOR’S PURPOSE / TEXT STRUCTURE
• W WHILE READING
THINK ABOUT:
4. READING SPEED
5. LINKING WHAT I KNOW
6. REREADING TO UNDERSTAND
• A AFTER READING
THINK ABOUT:
7. THE MAIN IDEA
8. SUMMARIZING
9. WHAT YOU LEARNED
Mason et al., 2006
KNL CHART
What I Know
What I Need to
Find Out
1.
2.
3.
4.
5.
6.
What I Learned
1.
2.
3.
4.
5.
6.
Adapted from DeKemel, 2005
FIND KEY WORDS TO RECOGNIZE AUTHOR’S
PURPOSE / TEXT STRUCTURE
SEQUENCE OF EVENTS
FIRST
SECOND
LAST
PREVIOUS
THIRD
AFTER
COMPARE AND CONTRAST
ALIKE
BOTH
CONTRAST
THAN
THEN
LATER
COMPARE
HOWEVER
PROBLEM-SOLUTION
PROBLEM
SOLUTION
AS A RESULT
SINCE
PRIOR
FINALLY
NEXT
BEFORE
BUT
RESEMBLES
BECAUSE
SO THAT
CAUSE
CAUSE AND EFFECT
IF
SO
CAUSE
EFFECT
BECAUSE OF
LED TO
AS A RESULT OF
IN ORDER TO
DESCRIPTION
IS
WERE
HAS
INCLUDED
HAD
WAS
ARE
SINCE
IDENTIFY AUTHOR’S
PURPOSE
• By 1626, Peter Minuit was governor of New
Netherland. During his time as governor, the Dutch
bought Manhattan Island from the Indians who were
living there. As in other places, the Indian’s ideas
about land were different from those of the new
settlers. The Indians believed that the land was for
all people to use. They thought the Dutch were
paying them only for the resources on the land, not
for the land itself.
METACOGNITIVE APPRAISAL
SELF APPRAISAL: Am I understanding what I am reading?
Who is doing it and who is having it done to them?
person, body of people, country, an alliance, etc
Clues:
When is this happening? Clues: time, day, year, date, season,
minute, etc.
Where is this happening? Clues: house, street, field, town, region,
country, continent
What is happening? Clues: action, opinion, retelling, etc
Why is this happening? Clues: nature caused it, a person or people
caused it, time caused it, an event caused it, etc.
How is this happening? Clues: by Treaty, by War, by Exploration, by
Law
Adapted from Westby in Catts and Kamhi, 2005
SIMPLE SENTENCE CHUNKING
DOER
WHAT WAS DONE
WHO OR WHAT WAS
IT DONE TO?
A CONQUISTADOR
NAMED HERNANDO
CORTÉS
ATTACKED
THE AZTEC INDIANS
IN MEXICO.
CORTÉS AND HIS
SOLDIERS
DEFEATED
THE AZTEC.
THEY (THE
CONQUISTADORS)
TOOK
THEIR (THE AZTECS)
GOLD, SILVER, AND
JEWELS
HE (CORTÉS)
TORE DOWN
THE CITY OF
TENOCHTITLÁN.
THE SPANISH
BUILT
MEXICO CITY AS THE
CAPITAL OF NEW
SPAIN.
Adapted from Schleppegrell & Achugar, 2005; Text from Porter et al., 2007a
PRACTICE SENTENCE
CHUNKING
By 1626, Peter Minuit was governor of New
Netherland. During his time as governor, the Dutch
bought Manhattan Island from the Indians who were
living there. As in other places, the Indian’s ideas about
land were different from those of the new settlers. The
Indians believed that the land was for all people to use.
They thought the Dutch were paying them only for the
resources on the land, not for the land itself.
PRACTICE SENTENCE CHUNKING
DOER
WHAT WAS DONE
WHO OR WHAT WAS IT DONE
TO?
COMPLEX SENTENCE CHUNKING
WHEN OR
CIRCUMSTANCE
DOER
WHAT WAS
DONE?
WHO OR WHAT
DID IT HAPPEN
TO?
WHEN OR
CIRCUMSTANCE
By 1626,
Peter Minuit
was governor
of New
Netherland.
During his time
as governor,
the Dutch
bought
Manhattan Island
from the Indians
As in other
places,
the Indians ideas
about land
were different
from those
of the new
settlers.
The Indians
believed that
the land
was for all
people to use.
They
thought
the Dutch
were paying them
only for the
resources on the
land.
Medina, 2005
who were living
there.
STOP LIGHT ORGANIZATION
• MAIN IDEA: GREEN MEANS GO AND KEEP READING BECAUSE
THE AUTHOR IS TELLING US WHAT THE PARAGRAPH IS GOING TO
BE ABOUT. SOMETIMES THE LAST SENTENCE WILL BE
HIGHLIGHTED IN GREEN TOO. THIS IS CALLED THE MAIN IDEA.
• SUPPORTING FACTS: YELLOW MEANS SLOW DOWN BECAUSE
THE AUTHOR IS TELLING US REASONS WHY THE GREEN
STATEMENT IS TRUE. THESE ARE CALLED SUPPORTING FACTS.
• DETAILS: RED MEANS STOP BECAUSE WE ARE GOING TO READ
LITTLE PIECES OF INFORMATION THAT TELL US MORE ABOUT THE
YELLOW STATEMENT. THESE ARE CALLED DETAILS.
Adapted from Auman, 1999
WRITING GRAPH: TREE MAP
EXAMPLE OF STOP LIGHT
ORGANIZATION
“UNLIKE THE NEW ENGLAND COLONIES, MANY DIFFERENT
RELIGIOUS GROUPS LIVED IN THE MIDDLE COLONIES.
TOWNS IN THESE COLONIES OFTEN HAD MORE THAN ONE
KIND OF CHURCH. A PRESBYTERIAN CHURCH, FOR
EXAMPLE, MIGHT BE ONLY A BLOCK AWAY FROM A QUAKER
MEETINGHOUSE. THE FIRST JEWISH SYNAGOGUE IN THE
MIDDLE COLONIES WAS BUILT IN NEW YORK CITY.”
RETELLING MULTIPLE PARAGRAPH PASSAGES
WHAT I NEED TO SAY:
• MAIN IDEA #1:
+ ANYTHING ELSE I THOUGHT WAS IMPORTANT
• MAIN IDEA #2:
+ ANYTHING ELSE I THOUGHT WAS IMPORTANT
• MAIN IDEA #3:
+ ANYTHING ELSE I THOUGHT WAS IMPORTANT
Charlton & Christie, 2006
KNL CHART
What I Know
Indians
Indians liked the land.
Indians gathered food and
hunted from the land.
Colonists
Colonists put fences around
their land
Indians gathered food and
hunted from the land.
What I Need to
Find Out
1. WHO EXPLORED
THE AREA?
2. WHEN WERE THEY
THERE?
3. WHERE DID THIS
TAKE PLACE?
4. WHAT HAPPENED?
What I Learned
1. THE DUTCH
2. 1626
3. MANHATTAN ISLAND
4. THE DUTCH BOUGHT
5. WHY DID THEY BUY M.I. FROM THE NATIVES.
5. BECAUSE THEY
THIS LAND?
WANTED TO MAKE THEIR
COLONY BIGGER..
6. HOW IS THIS
RELEVANT TO
UNITED STATES
HISTORY?
6. IT SHOWS HOW BIG AN
EFFECT A
MISUNDERSTANING
BETWEEN CULTURES CAN
HAVE.
Adapted from DeKemel, 2005
CONTACT INFORMATION
• Power Point
• Additional Handouts
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