4/6/2014
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2
Where does my work come from?
Collaborating With Teachers in
Preschool Programs Serving
English-Language Learners
• Professional development grant from Head Start
▫ DRIVES
• Early reading first grant
▫ TERF
Maria Adelaida Restrepo
• IES intervention development funding
▫ VALE and VOLAR
Arsha, Tucson, 2014
• US Department of Education PD grant
▫ PAVEd for success
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Agenda for Today
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Why collaboration
• Why dual language
• Why L1
• ESL stages and strategies for improving L2 development
• Intervention occurs in the natural setting
• More opportunities to practice new skills when
goals and techniques
q
teacher is aware of g
• Can integrate the curriculum into intervention
• What language aspects to implement in the classroom with the teacher
•
•
•
•
Vocabulary
Story structure
Grammar
Integration/high-level language
• Makes it accessible to the child
• Provides the context of intervention
• What EBP to use in the classroom
•
•
•
•
Dialogic Reading
Direct instruction
Rich conversations
Recast and focused stimulation
• SLP more aware of the skills and demands
needed for classroom success
• SLP aware of the teachers challenges and needs
• Work with each others’ strengths
• Special considerations and pulling it all together
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6
Why Native Language Instruction?
Why Collaboration
• Allows you to provide dual language
intervention if one of the teachers is bilingual
▫ Quality
Q
y instruction and intervention in L1 across
different lessons and parts of the day
▫ Quality instruction and intervention in L2
 Use of ESL strategies across different lessons and
parts of the day
• It works with the child’s strengths
• Prepares child for literacy and language learning
• Pushes the child to higher level language and
literacy
• Provides high expectations for the child
• Helps child to be engaged in learning the whole time
• More flexibility in delivery format
• Does not delay English acquisition (Restrepo et al, in
• Can connect intervention with school and home
• It does not confuse the child
press)
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Why is preparing and planning
necessary?
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How do we do that?
• To deliver the high quality instruction and
intervention in the native language we are aiming
for
• Work with your teaching partner and provide input
to the lesson that is culturally sensitive and
linguistically appropriate
• Discuss together when the Spanish component is
delivered and who delivers it
▫ Individualized instruction for children on IEPs
• If you do not prepare the Spanish what happens?
 Write it on the lesson plan!!
 Same with individualized instruction
▫ Hard to provide high quality questions and vocabulary
- English tends to be easier to access and often the
Spanish does not come readily
▫ Use wrong, low level, or poor vocabulary
▫ Provide a good balance of high and low questions
• Take time to prepare questions, look up vocabulary,
poems, and songs
▫ And find materials for dramatic play, science, math
and other activities
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Stages of English as a Second
Language
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Silent Period Characteristics
• Silent Period
Comprehension
 Child will observe
y Speech
p
• Early
• may or may NOT follow
nonverbal
b l
routines
• Production Stage
 Understands very little
• Fluent with no errors
 Child is spectating
Production
 Child will not talk or
communicate verbally

may try his or her own language and
realize that it does not work
 Child may refuse to
participate in anything
 May use gestures
 Child may seem angry,
sad, aggressive, goofy
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Silent Period Strategies
Comprehension
• Routines – predictable language
• Point
• Gestures
G t
• Pattern books
• Visual choices
• Pair routines with simple
phrases
• Small groups
• Pair with slightly higher level
English speakers for English
learning, pair with same
language peers for content
Production
• Allow nonverbal responses,
gestures, pointing to
pictures
• Teacher recasts student’s
responses
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Silent Period Strategies
Comprehension
• Focus on
1. Building receptive vocabulary
 How?
2. Asking simple questions that require simple
answers – still use gestures or visual aides
 One word choice
 Do you want to go to the block area or dramatic play
 Yes/no
• Always model the child’s
choice
▫ You want the block area
 Do you want the scissors?
3. Developing language for routines
 How?
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Early Speech Characteristics
Comprehension
*Understands basic phrases and
with no words in routines and/
or with function words
visual aides
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Early Speech Strategies
Comprehension
Production
•
•
•
•
•
For content; pair with same language peers
Lots of repetition, gestures, and visual aides
Give simple routine choices
Use gestures to demonstrate words (e.g. in front/behind)
Reduce rate of speech when discussing new concepts and
language forms
• Read stories dramatically using gestures & props to
support meaning and comprehension
• Use pattern, bilingual, and simple story books
* Uses single words
*Uses whole phrases
un- segmented (1 to
3 words)
Comprehension & Production
*Needs visual aides for comprehension and
production
*Needs time to process and produce language
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Early Speech Strategies
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Early Speech Strategies
Production
Comprehension
• Participation can still be voluntary
• Encourage use of language during routine tasks
• Encourage responses in pattern, bilingual, and simple story
books
• Recast and expand responses – EB for LI and ESL
Comprehension & Production
• Small group activities
• Provide different ways of asking questions
• Provide many opportunities for the child to hear and repeat
target words or phrases
• Thematic units that repeat concepts throughout the day and
week
• Review
Production
Focus on
Focus on
• Continuing to expand
receptive vocabulary
• Talk to children about events
as they are happening
• Reword sentences or questions
if needed
• Expand basic expressive
vocabulary
• Encourage production of
vocabulary through scaffolding
questions
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Production Stage Characteristics
Production Stage Strategies
Comprehension
Production
Comprehension
Production
• Receptive Vocabulary is
much higher than
production
d
i
• New context and
information may need
extra visual techniques,
but can use context better
• Understands the main
idea and some details of a
story
• Vocabulary production is
still low
• Use more complex stories and
books – up the level - WHY
• Give time to respond
• Uses sentences with some
errors
• Continue repeated reading but
with higher level booksMEANING?
• Can produce some
narratives and can
converse, but still not
sound very fluent
• Check comprehension; literal
and abstract
• Still needs hands-on examples
and practice
• S
Scaffold
ff ld conversations;
ti
extend
t d
and expand to improve
grammar, length and complexity
Comprehension &
Production
• Group with children with highlevel English skills
• Start to focus on tier II
vocabulary
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Fluency Stage Characteristics
Production Stage Strategies
Comprehension
Focus on
• Use mini-lessons
mini lessons to
monitor
comprehension skills
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Production
• Comprehension
Focus on
Production
*Understands most conversations
• Making
gp
predictions and
inferences during story
reading
• Have students role-play
and retell stories
* Child will
converse and
sounds
fluent
Comprehension & Production
*Still low in vocabulary and high-level concepts
*Still needs to build background knowledge and
high-level language
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Language areas for collaboration and
joint planning integrated to all
preschool aspects
Fluency Stage Strategies
Comprehension
*Explain complex concepts
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Production
*Refine conversations
*Prompt for abstract
language; predict, infer,
retell; scaffold text
structure , summarize,
summarize
define
Vocabulary
and semantics
High-level
language
Grammar
Comprehension & Production
* Emphasize vocabulary production & depth of knowledge
* Use complex sentences
Phonemic
awareness
Text
structure
Print
Knowledge
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Techniques
Dialogic Reading
Direct vocabulary instruction
Recasting and focused stimulation
Indirect instruction
Rich conversations
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How do children learn new
vocabulary?
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What do young children
hear at school?
• Early years
• Children who experience rich conversations with adults during their preschool years achieve greater academic success in later years (Dickinson & Snow, 1987; Scarborough & Dobrich, 1994)
years (Di ki
&S
1987 S b
h & D b i h 1994)
– Oral language – what children hear
– World experiences along with …….
– Conversations and play p y
– Dialogic Reading
– Direct Instruction
– Indirect instruction
• But research has shown that teacher talk often does not engage children in cognitively challenging conversations (Dickinson & Smith, 1994)
• School years
– Written language ‐ what children read
– Early vocabulary predicts later vocabulary 27
When are the best times to
teach vocabulary?
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When are the best times to teach
vocabulary?
Indirectly
 Snack/Meals
Direct Instruction
• Story time
◦ Rich conversations using explicit words
 Dramatic Play
• Select vocabulary to teach from books
y
◦ S
Sett up play
l th
thatt requires
i
children
hild
tto use th
the vocabulary
b l
words
◦ Model the use of these words
• Explicit small group instruction
• Lessons designed to teach new words in a fun way • Hands‐on experiences  Curriculum Themes – cognitive challenging
activities and vocabulary
◦ Choose vocabulary words that tie to the theme and will
be used in theme related activities
• Content Instruction
• Math, science, health, 29
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How do you choose words to teach?
Objectives
•
Identify potential target vocabulary words
from curricula and themes
▫
•
Tier 1 vs. Tier 2
Create lessons to teach vocabulary words
through content instruction
•
Child will identify, repeat, use and define each
word
▫
Describe, relate/associate, differentiate
• Tier 1
▫ Most basic words that rarely require instruction to
learn – high frequency words in children and adults
 Clock, baby, happy, walk
• Tier 2
▫ High and medium frequency words found in the
vocabulary of mature and literate users across a
variety of domains or contexts
 Coincidence, absurd, fortunate
• Tier 3
▫ Low frequency words limited to specific domains –
context specific words
 Peninsula, isotope
• Children with LI may need different words than those
with TLD
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Improving Vocabulary
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How do you choose words to teach?
 Choose Tier 2 to get the most for your effort
Instructional Methods
 Which tier are these words from?
◦
◦
◦
◦
◦
◦
◦
What Vocabulary
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Level of Knowledge What Contexts Dialogic Frustrated
Performed
Bath
Pincers
Photosynthesis
Insect
Apple
Identify, Label
Narratives
Use in discourse
Expository texts
Define
Problem Solving
Word Knowledge Awareness
Dramatic play
Repeated Academic Reading and Hands‐
Reading
and Hands
on LLow/Mid /Mid
frequency
Indirect Super ordinate Categories
Curriculum based
Word associations Pre‐teach, Model,
Guided Practice, Independent Practice
What are the best ways to teach
vocabulary?
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How to SEER Vocabulary words
• Model Tier 2 words during your teaching
▫ Always use the most precise vocabulary possible
 Precise = “exactly or sharply defined or stated”
or “distinguished from every other”
• Use Tier 2 words during
g conversation with children
• Choose Tier 2 words from books
• Hands-on activities – experiential activities
• Repeated use of the words throughout the day
• Thematic units
• Repeated reading of story and informational books
• Say the word
• Explain or define the word
• Example- Give the child a meaningful
example
• Repeat-Ask the child to say the word
back to you.
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How to SEER Vocabulary words
• Say the word
▫
“Oh, look there is a scarf in our house.”
• Explain or define the word
▫
“A scarf is a long piece of material that you usually
wrap around
d your neck
k tto k
keep warm.””
• Example- Give the child a meaningful example
▫ ”I wear a scarf when it is cold outside.”
• Repeat-Ask the child to say the word back to you.
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Enhancing vocabulary through
content instruction
• Inquiry based instruction
– Children will explore a question through hands-on activities.
– Children
Child
make
k jjudgments
d
t about
b t what
h t will
ill h
happen, record
d
ideas, and compare their predictions to the outcomes
– Children make more predictions based on the previous
outcomes and continue with their hypothesis
▫ “Can you say ‘scarf’?”
Thought for Teachers and SLPs planning ….
– Select an inquiry based activity that will highlight targeted tier
2 vocabulary
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Enhancing vocabulary through
content instruction
Enhancing vocabulary through
content instruction
• Inquiry based
scarf
Vocabulary Words
temperature
umbrella
 Math
shade
scarf
Vocabulary Words
temperature
umbrella
shade
Activities
Activities
Sort clothing and accessories for warm and cold weather
Record & compare temperatures in the sun and the shade
Make a paper scarf repeating color and shape patterns
Measure and record the length of different sized umbrellas
 Children predict what items they will need depending on the
weather and temperature.
 Measure the temperature in different locations with the
thermometer and children chart clothing and accessory items
for different temperatures
 OTHER SUGGESTIONS?
OTHER SUGGESTIONS?
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Teaching Tier 2 vocabulary in the
student’s native language
Enhancing vocabulary through
content instruction
 Science
scarf
• Vocabulary is an area crucial to DLLs and directly
affects later reading comprehension
Vocabulary Words
temperature umbrella
shade
• Tier II vocabulary should be taught directly and
indirectly
Activities
A
ti iti
 Children predict where to place a doll umbrella beneath a
desk lamp to provide shade for the doll
• Why in the native language?
 Children chart the temperature at different points throughout
the day over a number of days and identify patterns in
temperature changes through-out the day and in different
days
▫
▫
▫
▫
 Children record observations of seeds planted in the shade
and in the sun
They have tier 1 words to support it
They can learn the concept faster in their L1
Can transfer the concept to English as they learn the language
Build the home language for bicultural identity and improve
communication in the home
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Tier 2 vocabulary in English
Use the same techniques to teach Tier 2 vocabulary in
English
 Direct Instruction
 Indirect Instruction
However, the child may not have Tier 1 vocabulary, so what
should your goal be here?
You may need to teach both, but Tier 1 may need to be the focus
depending on the child’s level, frequency of the vocabulary in the
classroom, and experiences with the vocabulary
◦ At least ensure that the child will have some of the basic
vocabulary to understand the task
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Lesson Planning for Vocabulary
Growth – SLP and teacher
 List the tier 2 vocabulary words for the week,
◦ Prepare supporting props and definitions for each
language
 Select a couple Tier 1 words
ords in English that ma
may also
be important for the lesson for you to check for at
least comprehension
 Decide how you will teach the vocabulary words
directly and indirectly
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Lesson Planning for Vocabulary
Growth – SLP and teacher
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Lesson Planning for Vocabulary
Growth
 Include the different vocabulary teaching activities
in your weekly lesson plans
◦ Identify who will teach them in English and in
p
in each context
Spanish
• Choose a Tier 2 word to teach from the Unit All
About My Senses
▫ Think of the direct and indirect methods and contexts
• Write a lesson plan to teach a new vocabulary word
during
 List materials, props or pictures that you’ll need to
teach the vocabulary
 Identify indirect contexts to teach the word and how
you will introduce it
 Dramatic play vs. table tents at meal times





Circle
Dramatic play
Book reading
Small group direct instruction - science
Snack or lunch
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Importance of Story Retell
• Performance on story retelling activities has been
found to predict academic performance in
school-age ELLs
▫ Specifically reading comprehension
Miller et al., 2006
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Importance of Story Retell
• For ELLs, story retelling allows them to practice
language skills that they are learning in safe and
structured contexts
• Skills learned through story retelling:
▫
▫
▫
▫
▫
Background knowledge
Language structure
Simple and complex sentences
Phrases
Vocabulary
▫ Story structure and sequential organization
▫ Story telling skills
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Story Telling
• Practicing story telling activities leads to growth
in oral language complexity at the sentence and
discourse levels in ELLs
Restrepo et al., 2010
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Story Telling
• Children must understand and be able to tell
narratives in school
▫ They learn narratives first by listening to lots of them
over and over again
 ELLs often have limited experiences with stories
▫ They learn narratives by retelling familiar stories and
acting them out
▫ They learn narratives by telling stories about what
happened to them when they had a problem
▫ They learn narrative by having other adults or children
scaffold their stories
▫ In preschool, having visual aides facilitates their story
retelling skills
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Arizona Early Childhood Education
Standards
52
Connecting to Cultural Experiences
and Backgrounds
• Benchmark 1.3. The child uses verbal and
nonverbal communication to share personal
experiences, ideas, feelings, and opinions.
▫ Tells a simple story, including details about people,
place, and events.
“Cultural familiarity with a topic influences story
telling performance in terms of length and
coherence ”
coherence.
• Benchmark 2.7. The child actively engages in
literacy activities to promote comprehension.
▫ Makes predictions from what is read, heard, or seen
in illustrations.
▫ Retells a story in sequence using illustrations in a
book or literary props.
van Hell et al., 2003
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Connecting to Cultural Experiences
and Backgrounds
Connecting to Cultural Experiences
and Backgrounds
• Exposing children to two languages does not
appear to be sufficient for them to develop
narrative skills in both.
both They need practice in
narrative situations in both languages.
Can you share any story retelling customs that
you’re familiar with in your culture or cultures
you work with?
▫ Although some aspects DO transfer
Montanari, 2004
Example: Bliss & McCabe observed that for native
Spanish speakers the point of telling a story may
be to let the listener know about their family, not
necessarily to recount events.
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Activity for children
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Activity Follow Up
• Select a special object as a “talking” cue
• One person starts with the object and begins a
story
story.
• When they have finished their part of the story
they pass the object to the next person.
• Every person contributes to the story and
proceeds to go around the group until the group
decides the story is done.
• Children love to make up spontaneous silly
stories using this technique
• Also it can be used for a story re-tell for the
theme book
• Can add props that are relevant to the story.
▫ The three havelinas – you can have the coyote
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Eliciting Stories from Children
Goals for Children with Stories?
Conversation Map
• The adult provides a brief description of an
experience
• Asks the child if they’ve had a similar experience
• Provides neutral prompts such as, “uh huh,” “tell
me more.”
• Text structure
• Syntax
• Vocabulary
• Semantic relations
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Picking a book
• Good story –
▫ What makes a good story?
 The very hungry caterpillar
 Three little pigs
 If you give a mouse a cookie
 Which ones are good stories
 Should you use the different books?
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Picking a book
• Bilingual book or available in the two languages
▫ Classics often are
▫ Combine culturally appropriate with classics
• DO NOT
▫ TRANSLATE
▫ DO SAME THING IN EACH LANGUAGE
 Depends on your goals
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Eliciting Stories from Children
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Eliciting Stories from Children
• Read the book or tell the story several times
•
• Highlight the important structures:
▫
▫
▫
▫
▫
In a small group tell the most basic version of the
story using props
•
▫ Do not expect too much with one reading,
especially with children with LI
•
Characters
Setting
Problem
Attempt to solve the problem
solution
•
•
•
WHY NOT
O LARGE GROUP
OU
Students take turns as narrator and characters to
re tell the story
Teach to begin with “Once upon a time. . . “
Stop to coach character dialogue
Consistently end with “The End.”
• NEXT
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More story telling activities
More story telling
• Students record a story on tape or computer for
a listening center
parent record the storyy in their native
• Have a p
language
• Tell a story to a classmate
• Tell the story on different days with children
taking turns as the narrator
• Tell the story with a flannel board
• Tell the story with puppets
• Students dictate and illustrate the story
• Students re tell the story using pictures from the
book
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A Story Retell Plan
• Developing a story retell plan for 1 week
▫ Follows the story retell plan in your lesson
• Developing
p g a storyy retell p
plan for two weeks
▫ Elaborate reenactment with costumes, props, and
scripts
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Story Reenactment Techniques
•
•
•
•
One or two week plan for story retell
Reader’s Theater
Puppet Theater
Tape or videotape
 In dramatic play
▫
▫
▫
▫
Story extension activities – build a straw house
Elaborate or change the story
Read different versions
Extension books – expository, picture books, …
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Think of a story
starter and share with
your neighbor
Props for story retell/reenactment
• Flannel board props
• Puppets
▫
▫
▫
▫
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Finger puppets
Glove p
puppets
pp
Bag puppets
Commercial puppets
• Character hats, masks, props (mustache, tie,
scarves, gloves, glasses)
• Costumes
• Black board?
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71
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Story Reenactment Techniques
• Share with your tablemates some techniques for
successful story retell
• How do you individualize intervention through
story retelling
General Goals for Reading Aloud
•
•
•
•
•
•
•
•
Make book reading a pleasurable experience
Read to children frequently/daily
Help children to learn as you read
Ask questions as you read
E
Encourage
children
hild
tto ttalk
lk about
b t th
the b
book
k
Read many kinds of books
Choose books to help you teach/intervene
Reread favorite books
Goals for children with LI?
•
•
•
•
Print and letter knowledge
Phonemic awareness
Vocabulary
Grammar
▫ Syntax
▫ Morphology
• Abstract language
The Early Childhood-Head Start Task Force
U.S. Department of Education, 2002
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Book Sharing vs. Book “Reading”
• When we share books we support early literacy
goals by focusing on more than just reading the
words on the pages
pages. Book sharing engages
children as active participants in the book
reading experience.
74
Traditional Book Reading/Dialogic
Reading
Traditional Book Reading
Dialogic Book Reading
• Make reading pleasurable
& have fun
• Make reading pleasurable
& have fun
• Read & re read favorite
books
• Repeated book readings
of theme related books
▫ 4 times per week
• Preferably small groups
of 2-4 children, not more
than 6
• Occurs in large or small
groups
75
Traditional Book Reading/Dialogic
Reading
Traditional Book Reading
Dialogic Book Reading
• Adult reads the story and
children are listeners
• Child learns to tell stories.
Adult is an active listener.
• Objective:
Listen & become familiar with
a story, pattern, or concept
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Dialogic Reading
• Objectives:
a) Build children’s oral language
skills
b) Build schemas for many kinds
of books
c) Provide shared context for
teaching concepts,
vocabulary, print skills
• Studies with children from low SES indicate that
teachers, parents, or community volunteers can
produce substantial changes in children
children’ss
language when engaged in dialogic reading
▫ Vocabulary
▫ Story structure
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What Works Clearinghouse
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Why Repeated Book Readings
• As children become familiar with the story they
can engage in conversations about it
• Context for teaching vocabulary words selected
from the book
• Context
C t t ffor tteaching
hi alphabet
l h b tk
knowledge,
l d
phonological/phonemic awareness skills, print
awareness
• Student’s engage in higher level thinking about
the story each time
• Increases story structure and vocabulary
knowledge when compared with single reading
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Why Is It Important to Read All Kinds
of Books?
Selecting Appropriate Books
based on the goal for the lesson
•
•
•
•
•
Gender
Stage of English Acquisition for English focus
Availability in native language
Related to theme or target vocabulary
Provides good context for
phonemic/phonological awareness, print
awareness, alphabet knowledge
• Good narrative, expository, or pattern book
• Good language or patterns
• Author study
• Children must understand and be able to tell
narratives and other types of text in school
▫ Theyy learn narratives first byy listening
g to them
repeatedly – many of them
▫ They learn narratives by retelling familiar stories
and acting them out
▫ They learn narratives by telling stories about what
happened to them when they had a problem
▫ Learn to predict, infer, compare, define,
summarize
81
Arizona Early Childhood Education
Standards
82
Why Is It Important to Read All Kinds
of Books?
• Benchmark 1.3. The child uses verbal and nonverbal
communication to share personal experiences, ideas,
feelings, and opinions.
Tells a simple story, including details about people, place,
and
d events.
• Children must understand and learn from
expository text
▫ Good for new vocabulary and depth in a topic
 Helps relate new vocabulary to other areas
• Benchmark 2.7. The child actively engages in literacy
activities to promote comprehension.
Makes predictions from what is read, heard, or seen in
illustrations.
Retells a story in sequence using illustrations in a book or
literary props.
Understands the WHO, WHAT, WHERE, HOW, WHEN,
and WHY
▫ How to get information from books
▫ Different structure or schema
▫ How ‘talking’ in books differs from ‘talking’ to
your friends or teachers or family
 That dinosaur’s big!
 The brontosaurus has a long, arching neck
83
Arizona Early Childhood Education
Standards
• Benchmark 2.1. The child demonstrates an
interest in a diverse selection of literature and
other reading material.
▫ Seeks information in books
84
Why Is It Important to Read All Kinds
of Books?
• Pattern books provide practice…
▫ Listening to the rhythm and rhyme of language
 Chicka chicka boom boom, will there be enough
g
room?
▫ Saying complex sentences
 Over in the meadow in the sand in the sun
▫ Predicting what the text will say for lower
language levels (stage 1 or 2 of ESL)
 Brown Bear Brown Bear what do you see?
▫ Provide Dual language learners practice with
specific sentence structures
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Arizona Early Childhood Education
Standards
86
How do we implement it bilingually?
• Benchmark 2.1. The child demonstrates an
interest in a diverse selection of literature and
other reading material.
▫ Child joins in reciting refrains from books and song
charts.
▫ Demonstrates a playful interest in repetitive sounds,
rhythm, and alliteration.
• NO TRANSLATION activities – do one language per activity
▫ WHY?
• Each language can have its special goal
▫ Spanish
 predict and summari
summarizee
 Answer why questions
 Retell a story
▫ English (stage 1 or 2)
 identify basic vocabulary
 Name main character
 Recognizes matching sounds and rhymes in familiar games, songs,
stories, and poems.
 Invents own rhymes and repetitive phrases.
 Demonstrates a playful interest in sounds and words.
 Shows awareness that different words begin with the same sound.
 Demonstrates some ability to hear separate syllables in words.
• Preview vocabulary in the language of the day
• Use native language first to provide a solid foundation of the book,
story and vocabulary before moving to ESL
87
Setting the Stage
88
Introducing the Book
• Know the book before you read it to children
• Read it ahead of time
• Be prepared with the questions and language targets
• Using sticky notes or cards
• save them
th
ffor nextt year and
d ffor parents
t
• Share with parents – if you are not bilingual, send
home the Spanish or other language version
• Build a background or “walk through the book”:
▫ “Today I’m going to read a story about Book title.
Let’ss look at the pictures to see what this book is
Let
about.”
 What do you think is this book about?
 What are the main characters?
 Let the children offer ideas and then summarize and
correct if necessary: “The story is about a hen who
wants to bake some bread and asks her friends for
help.”
• Select your teaching/IEP objective for each
book/child per reading for the week
• Make book reading a special time
• Read to small groups
• Have fun!
89
Introducing the Book
• Ask pre-reading questions to set the purpose for
listening. Relate the questions to real-life
experiences:
90
Introducing the Book
• Student-generated pre-questions. “Now that
I’ve told you a little about the story, what do you
want to find out when I read it to you?
you?”
▫ “Have you ever asked people for help? Did they
help you? While I’m reading try to decide if you
think the little red hen did the right thing with her
bread at the end of the story.”
Morrow, 2001
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Book Conversations (CAR)
92
Abstract vs. Concrete Language
WHY CAR?
• What is it?
▫ Abstract language is what we use when we talk
about intangibles and ideas,
ideas things we can’t
can t see,
see
touch, taste, smell, or hear. Classic examples of
abstractions include love and freedom.
▫ Concrete language is what we use to talk about
those things that we can see, touch, taste, smell,
and hear.
C Demonstrate competence
A Practice abstract thinking
R Relate to students’ experiences
93
Adaptation of Levels of Abstraction from
van Kleeck et al (1997)
Level I
Matching
perception
Level II
Selective Analysis
Level III
Reorder, infer
about perception,
identify similarities
Level IV
Reasoning about
perception
Label
Describe
characteristics
Infer what is not
stated
Infer causes, goals,
and motivations
Locate/identify
Describe scene
Summarize
Define (vocabulary)
What is this?
Where is the perch
Find the worm
What did the
caterpillar eat?
What was the first
house like?
Evaluate through
question
formulation
(story retelling)
Predict (inference
about what will
happen)
Why did the pig put
a kettle of water on
the fire? Why did
the other houses
collapse?
Furious means you
are very mad.
What will happen to
the third house?
94
Abstract Language
• Why is it important to go on in the classroom?
▫ Most low income children hear levels I and II only
parent and TEACHERS… and SLPs?
FROM p
• Cognitively challenging conversations support
understanding of literate acts (Rosemary & Roskos,2002),
emergent literacy (Dickinson & Smith 1994), and reading
growth (Taylor, Pearson, Peterson, & Rodriguez, 2003).
• Needs to be on-going – once in a while is not
sufficient
95
Abstract Language
96
Abstract Language
When children are read to, they
• Providing a book reading program using levels I
through IV questions led to higher literal and
inferential comprehension
van Kleeck et al. (1997)
• Reasoning conversations and problem solving
activities increase reading comprehension in
elementary school children (IRA- 2008)
 Infer the goal or motives of characters
 Bridge old information with new information
 Infer the causes of an event
 Infer the steps or manner in which an event takes
place
 Connect their own experiences to the book
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97
C: Demonstrate Competence
98
Prompting for competence
• Keeps most of the interaction at levels the child
has already mastered and makes the child
successful ….
• Practice skills children have already mastered:
▫
▫
▫
▫
▫
Van Kleeck, 2007
labeling
locating
describing
recalling
completing prompts
99
A young caterpillar, after “hatching”
from its egg, decides to fill its empty
stomach with a variety of foods.
once full (and no longer tiny), it spins
its cocoon and later emerges as a
beautiful butterfly.
Examples
• Find the (object).
• What color is the
(object)?
• Where is the (object)?
• What shape
p is the
(object)?
• What is this?
• Tell me about (object,
person).
• What is (character)’s
name?
• What else do you see?
• What did you just find
out?
• What are (names)
doing?
• Where is (person)
(action)?
• Who said (phrase)?
• Who is (name) talking
to?
• When did (person)
(action)?
• And (person) said….
“Let’s count how many
strawberries the caterpillar
ate.”
101
Two young otters spend a day exploring
their underwater home. Diving and
swimming through the water, they meet
several other creatures who share their
habitat (newts, ducks, fish, turtles, etc…).
100
102
A: Prompting for Abstract thinking
• Raising about a third of the interaction to levels
that the child has not yet mastered.
• In dialogic reading the child learns to become
the storyteller. The adult assumes the role of
active listener…
“Where is the yellow perch?”
• Give up control
Whitehurst & Lonigan, 1998
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103
Questioning techniques
Examples
• Why do you think
(person) did (action)?
• What is (character)
thinking?
• Who does this remind
you of?
• What does (word)
mean?
• How are (two objects)
the same?
• What will happen next?
• Prompts and questions that ask student to:










104
summarize
define
explain
judge
compare
contrast
predict
take another point of view
solve problems
Infer
• How are (two objects)
different?
• How do you think
(person) feels about
(action)?
• Where else do (people,
animals) live?
• Why is (person)
(action)?
• What was the story
about?
105
“What do you think the butterfly will eat?
Where do you think the butterfly will go
now?”
106
“These otters swim side by side and in a
line.
What other things do otters like to do in
the water?”
107
R: Relating to students’ experiences
• “It is the talk that surrounds the storybook
reading that gives it power, helping children to
bridge what is in the story and their own lives.
lives ”
108
Strategies for relating the book to
students’ experiences
• Questions or prompts that link the story to real
life experiences in or out of the classroom.
• These prompts can either support children
children’ss
competence or abstract thinking.
Neuman, Copple, & Bredekamp, 1999
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109
110
Examples
Competence
Where is our pet in the class?
Where is your truck?
Find your ears.
Wh has
Who
h on a blue
bl shirt
hi t lik
like
Oliver’s?
• Whose birthday was it last
week?
• What does your mom like to
cook?
•
•
•
•
“When you wake up in the morning, what
is the first thing you like to eat?”
Relate to Child
• How is (character) the same
as you?
• How is (character) different
from you?
• Tell us about a time when you
had a horrible day.
• What do you do when you
have a bad dream?
• What would you do if you
could (action)?
111
112
Summarizing the Book
Post discussion should be guided by the objectives
or purposes that were used in introducing the
book:



•
•
•
•
“What did the little red hen want help with?”
Ask children to retell the story using the pictures.
Help children to make inferences and judgments:
“What would you have done if you were the little red
hen?
“What lessons can we learn from this story?”
“what was the story about?”
Morrow, 2001
“Where are the fish in our classroom?”
113
Implementing Dialogic Reading
• How often?
• What languages?
• What contexts?
• What targets?
114
Planning for Dialogic Reading
• Goldilocks and the Three Bears
▫ Possible objectives (from your lesson plan)
 Oral language
 Children will
ill identif
identify the PROBLEM in the stor
story
 Children DEFINE comfortable and amused
 Children will RETELL the basic story with prompts
and visual aides
 Children will ANSWER who, what, and where
questions about the story
 Children will PREDICT what will happen if Goldilocks
does not run away
 Children will INFER unstated information why papa
bear was angry
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115
116
Why grammar
• Predicts comprehension and production
• Evidence that syntax predicts reading
comprehension after 1st grade in DLLs
▫ Evidence that English-only slows L1 syntax and
morphology acquisition
 (Castilla et al, 2010; Montrul, 2010; Morgan et al,
2013)
▫ So need to provide children with opportunities to
grow in L1 so transfer to English occurs in syntax
117
How do we address grammar in two
languages?
Why grammar
• Morphology will not transfer, but LI will really
impact both languages – need input in both
languages
g g to improve
p
them
• Global
▫ Noun phrase elaboration
• vs.
vs language specific
▫ Clitics or articles in Spanish
▫ Past tense or copulas in English
• EBP show we can improve with simple
techniques like
▫
▫
▫
▫
118
Recasting
Focused stimulation
Expanding
Using contrasts in context
• What if target is also sensitive to ESL like past
tense in English?
119
Clitic study
• Éste es el chango travieso... ¡Ay no! Se robó el plátano
del señor. ¿Dónde está el plátano? (It’s the mischievous
monkey. Oh no! He stole the banana from the man.
Where’s the banana?))
• Child:
(picks up picture of banana)
• RA: Ponlo aquí. (Put it-masc. here.)
• Child:
(Velcros banana on the page)
• RA:
Ahora tú ayúdame a contar el cuento. ¿Qué
está haciendo el chango con el plátano? (Now help me
tell the story. What is the monkey doing with the
banana?)
• Child: tira (He throws)
• RA: lo tira (He throws it-masc.)
120
How can we involve the teacher?
• Techniques
• Focus on a form or two
• Picking appropriate materials for the target
▫ Noun phrase elaboration
 Rocks
 Dinosaurs
 Goldilocks
▫ Prepositional complements
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121
Special considerations
122
Special Considerations
• Curriculum
▫ Few curriculums are good
▫ Have very basic vocabulary and too academic with
no good activities that build background
knowledge
▫ Even those focused on letters are bad at it
▫ Few have good literature
• Who is bilingual and the training of the bilingual
staff
▫ Literacyy levels
▫ Dialects
▫ Sensitivity to cultural differences
• Staff time to prepare
▫ TA role – teach or clean tables?
 Salary differential
▫ Training and relation with the teacher
123
Special Considerations
124
Special considerations
• Small group vs. large group instruction
• Language of instruction
▫ Scheduling
▫ Activities appropriate for each
▫ Data collection
• Language policies
• Support of the home language with the families,
communication, activities
• Family involvement and literacy levels
125
What if there are no bilingual staff?
• Home programs are critical and training is
necessary
▫ However
However, the evidence is poor – what do we do
with that
 Some of the issues
 Level of language
 Approach
 Literacy
• Community and volunteer programs
• Add on programs (Restrepo et al, 2010)
126
…if no bilingual staff
• The message is the same
▫ Nurture the home language
▫ School values and expects that the home language
will grow
▫ Families need to understand the why and the how




They often think TV is good for the children
Provide accurate expectations
Debunk myths
Discuss the detrimental effects of English-only
intervention
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127
If no bilingual staff – Use indirect methods
to support L1 with a purpose
•
•
•
•
•
•
PACT programs
Lending library and activity
Family literacy programs
Native language materials from home country
Community members
Have a curriculum that explores different
languages and cultures along with geographies,
food, music and artifacts
128
Special considerations
• From the teacher perspective
▫ Pulling all the pieces together sometimes is
difficult for teachers
▫ Thinking of each activity as a language goal
▫ Meeting all the other requirements for the state,
federal and licensing agency
▫ Curriculum based assessment that are valid
129
Special considerations
130
Some themes today?
• From the SLP
▫ Incorporating and understanding all requirements
above
▫ Moving from pull out to push in and co-teaching
 Teachers still expect pull out
▫ More focus on language than speech
▫ Finding a balance that meets all the needs of the
children on IEPs
131
What can you change on Monday?
132
Summary
• Language areas
• Intervention techniques
• Models of collaboration
• Special consideration
22