slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Colourful Semantics Making sentences make sense PowerPoint Presentation
Download Presentation
Colourful Semantics Making sentences make sense

play fullscreen
1 / 40

Colourful Semantics Making sentences make sense

2701 Views Download Presentation
Download Presentation

Colourful Semantics Making sentences make sense

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

    1. Presented by Brooke Scantleton Speech Pathologist Colourful Semantics Making sentences make sense

    3. What are common difficulties the students you work with have when it comes to making up sentences (both oral and written?) Dont know what to write Sentences dont make sense Produce brief sentences without details Have trouble expanding on ideas Sentences consist of grammar mistakes

    4. Colourful Semantics Colourful Semantics was developed in the UK by Speech and Language Therapist Alison Bryan It was brought to Victoria by Speech Pathologist Andrea Hewett (Bairnsdale) Presentation adapted from that developed by Marcella Van Mourik (CEOM Speech Pathologist)

    6. A method of teaching children how to understand and construct sentences A therapy technique that uses colour-coded cue cards that show the structure of a sentence; each card represents a word or part of a sentence Tunes the child into key words in sentences (oral/written) What is Colourful Semantics?

    7. Activities aim to help children to: Understand instructions and sentences Follow discussions and to communicate their own ideas effectively Reduce problem behaviours such as anger and aggression in the classroom (if this is the result of frustration associated with language difficulty)

    8. Use different modalities to learn about making sentences (Children with SLD are usually stronger visually and kinesthetically - hands-on) Develop competent use of simple and complex sentence structure Develop a concept of narrative (e.g. what makes up a story)

    9. Produce grammatically correct sentences in speaking and writing Develop literacy skills by building a strong foundation in oral language:

    10. ACTIVITY 1: Select a word from the bucket Decide which group your word belongs to: nouns verbs adjectives adverbs conjunctions pronouns Form a group with others who have the same word type

    11. What is a sentence? Can be one or more clauses joined together So what is a clause?.....It is a unit of meaning that contains a verb and a subject (noun) For example. The dog jumped Come here

    12. What is a sentence? More information about the noun is added through the use of adjectives More information about the verb is added through the use of adverbs For example. The lazy brown dog jumped over the log quickly

    13. Colour Cue Cards WHO = orange = nouns Can include: people e.g. man, baby, Grandma animals e.g. horse, dog, butterfly occupations e.g. clown, hairdresser, doctor pronouns e.g. he, she, it, they Program teaches these elements in isolation then builds them into various sentence structures. Vocabulary development; teach subjective pronouns MANProgram teaches these elements in isolation then builds them into various sentence structures. Vocabulary development; teach subjective pronouns MAN

    14. WHAT DOING = yellow = verbs Can include: stand alone verbs e.g. run, sit verbs associated with an object e.g. wash (car), brush (hair) different tenses (past, present, future) is (copula) ?verb to be e.g. Boy is tall (other times, is = auxiliary verb e.g. Boy is running; in this context is is modeled, not explicitly taught) EATINGEATING

    15. WHAT = green = objects/nouns - e.g. brush dog, wash car WHERE = red - e.g. on the car, in the cupboard, outside, at the park WHEN = purple - e.g. yesterday, last week, on the weekend, tomorrow BREAKFAST AT THE TABLE IN THE MORNINGBREAKFAST AT THE TABLE IN THE MORNING

    16. HOW DOING = white = adverbs - e.g. quickly, gently, like a monkey, in a silly way, well WHAT LIKE = blue = adjectives Can include: - Feelings e.g. angry, scared, hungry - Physical attributes e.g. old, tall, pretty QUICKLY Man is HUNGRY QUICKLY Man is HUNGRY

    17. WHO TO = pink = indirect objects - e.g. The girl gave flowers to her mother. Joining words = brown = conjunctions - e.g. and, because, after, although Teach indirect pronouns e.g., to him MAN GIVING BREAKFAST TO THE BOY Man NOT Man is NOT hungry. Teach indirect pronouns e.g., to him MAN GIVING BREAKFAST TO THE BOY Man NOT Man is NOT hungry.

    18. Not = red circle cut out - e.g. not verb, not adjective (N.B. never = how doing (adverb); does/did etc. = auxiliary verbs e.g. Boy did not run)

    19. Using Colourful Semantics Teach WHO Establish the colour link by explaining who words are orange and present the orange card Use real objects Identify real people in the class, home, school Identify people and animals in storybooks, photos and magazines Make a poster with pictures or photos

    20. Expand vocabulary and oral language by using occupations activities (e.g. Who am I?) Students may experience difficulty with gender (e.g. he, she)

    22. 2. Teach WHAT DOING Establish the colour link by explaining what doing words are yellow and present the yellow card Use stand alone verbs at this stage (e.g. running, walking, jumping, sleeping, sitting, standing, falling, crying, laughing, swimming, sleeping etc. Use pictures from magazines, books, photos etc. and encourage the student to identify the what doing word Make a poster with pictures or photos

    24. A variety of tenses can be used (e.g. past, present, future) Students may experience difficulty using verb tenses and may need more assistance with this step It is important to remember that prompts need to change as different tenses are worked on. E.g.: PAST TENSE: What did the girl do? (jumped) PRESENT TENSE: What does the girl do (jumps)

    25. 4. Teach WHO + WHAT DOING Use stand alone verb pictures Place action picture in front of the student Place who and what doing cue cards in front of the student Point to the orange who card and ask Who is in this picture? (boy) Point to the yellow what doing card and ask What is the boy doing? (sleeping) Ask What is the complete sentence? (The boy is sleeping)

    26. 4. Teach WHAT (in conjunction with WHAT DOING words) Establish the colour link by explaining to the student: what doing words are yellow (present the yellow card) what words are green (present the green card) Identify actions in the classroom, at home or at school Identify actions in story books, photos or magazines Use what doing words that can be associated with an object (e.g. reading (a book), throwing (a ball) etc.)

    27. It is important to ensure that the student understands the distinction between what doing and what words in this context For example: When asked What is the boy doing?, a child will often respond with reading a book. This is incorrect. reading is the what doing word book is the what word

    28. 5. Teach WHO + WHAT DOING + WHAT Place action picture in front of the student Place who, what doing and what cue cards in front of the student Prompt student as outlined previously: Who is in the picture? (a boy) What is the boy doing? (reading) What is the boy reading? (a book) What is the complete sentence? (The boy is reading a book)

    29. ACTIVITY 3: In pairs, ask each other comprehension questions for these pictures.

    30. It is important to remember that colourful semantics builds on the concept of meaning words rather than specific grammatical structures. Therefore, if a student responds with The boy reading a book reward the student for including all parts of the sentence, but recast the sentence back to the student using the correct grammar.

    31. 6. Teach WHERE Establish the colour link by explaining to the student that where words are red (present red where card) Present the student with pictures and ask the student to identify the where words (e.g. under the chair, in the box etc.)

    32. Use the following activity ideas to teach where: Play hiding games ask where things or people are hidden. Consider the following hierarchy: life size objects ? toys ? photos ? drawings Play barrier games and/or use picture scenes give each other instructions (e.g. put the bike on the road etc.) Students may experience difficulty understanding concepts

    33. 7. Teach WHO + WHAT DOING (IS) + WHERE 8. Teach WHO + WHAT DOING + WHERE 9. Teach WHO + WHAT DOING + WHAT + WHERE 10. Teach WHEN 11. Teach WHO + WHAT DOING + WHEN 12. Teach WHO + WHAT DOING + WHAT + WHEN

    34. 13. Teach WHAT LIKE 14. Teach WHO + WHAT DOING (IS) + WHAT LIKE 15. Teach WHO + WHAT LIKE + WHAT DOING + WHAT 16. Teach WHO TO 17. Teach WHO + WHAT DOING + WHAT + WHO TO 18. Teach HOW DOING 19. Teach WHO + WHAT DOING + WHAT + HOW DOING

    35. ACTIVITY 4: On the weekend I played soccer at the sports oval. On the weekend I played soccer at the sports oval. My brother and I were kicking the football to our next door neighbours My brother and I were kicking the football to our next door neighbours My sister spoke well during the school performance. My sister spoke well during the school performance. The whale was as big as a house. The whale was as big as a house.

    36. 20. Teach JOINING WORDS Present the brown card to the student and explain that joining words are brown Explain to the student that we can join sentences together to make longer sentences. We join sentences with a joining word (point to the brown card) Give the student some examples, then ask them to formulate sentences using the cue cards (2 sets)

    37. Teach joining words one at a time, making sure you explain the joining word to the student and provide them with examples and modelling Present the student with pictures and photos, as well as the colour cue cards Encourage the student to formulate each sentence individually before joining them Check that the student understands the concepts by asking questions, such as What did the boy do first? etc.

    39. Using Colourful Semantics in the classroom Have large copies of cue cards stuck on blackboard or wall, ready to use. Put up posters or butchers paper containing brainstormed words/pictures for each cue. Use colour cards as cues during Show and Tell Use colour cards during writing demonstrations or story writing activities

    40. Have students find the key words in a sentence, text or picture ? underline them in colour etc. Write a sentence on the board and have students match up the words with the cue cards. Encourage the students to make the sentence more colourful by adding a word or sentence part. Add appropriate labels to the cue cards e.g. who = noun/subject; what doing = verb; what = noun/object ? Students can then use the colour cards to refer to if unsure about a label e.g. adverb, adjective Use colour cards as cues during narrative, essay, report, debate, sentence formulation etc.