Research To Practice: Language Intervention in the Classroom Oakland Schools, 2010

1. Research To Practice:Language Intervention in the ClassroomOakland Schools, 2010 Linda Murdock, Ph.D. CCC-SLP Assistant Professor Communication Sciences & Disorders University of Montevallo murdocklc@montevello.edu

2. Let’s start by creating a sample student An average student I see for language is in the __ grade Five common goals I find myself addressing with lots of kids are: 1. 2. 3. 4. 5. I’m frustrated when I try to target _____________ I question whether I am really making a difference in ___________

3. What is Educational Speech-Language Pathology? Clinical SLP Educational SLP

4. Why aren’t we in the classrooms? Trained as clinical SLPs Don’t want to feel like a parapro Worried about making progress without that intensive small group focus Everyone’s situation is different…but Sample lessons, step-by-step programs, EBP to make the most progress Kindergarten through Adolescence

5. With inclusion…. The idea isn’t for you to teach the content. The idea is for you to teach language skills within the context of the content and within the environment of the general education classroom. Why does this work? Because language skills provide the basis for our ability to interact with content information. See the next slide for an example.

6. Sequencing & Categorization Hendricks & Pasnak, 2010 First graders were taught sequencing and categorization Participants demonstrated AVG gains in IQ score of 9.25 pts Gains on achievement scores between 9-16 pts Conclusion: Sequencing and Categorization are two critical cognitive skills and strengthening them allowed greater success in school skills.

7. Why do we teach these skills? Main idea Defining Summarizing Answering ‘wh’ questions Inferences Cause and Effect Figurative Language Give an example of these skills in a classroom Because they help us comprehend and demonstrate our comprehension. So why not start with the material the child NEEDs to comprehend and teach the skills in context?Because they help us comprehend and demonstrate our comprehension. So why not start with the material the child NEEDs to comprehend and teach the skills in context?

8. # 1 thing SLPs need to do… Stop using decontextualized learning Example: Idioms Before: game, workbook lesson Were they the “right” idioms to help the child in the curriculum Now: Use literature, Use textbook, Use classroom content to teach idioms as they occur within a context Don’t worry about getting 10 trials at once Once we let go of our traditional materials, it’s easier to move our lessons into the classroom Medicaid wants clinical SLP rather than educational SLP- Medicaid wants clinical SLP rather than educational SLP-

9. Contextual Learning Today’s presentation will come in two waves First we’re going to learn contextual teaching Second we’re going to learn how to do it in a classroom

10. Agenda: EBP interventions discuss and adapt Curriculum examples Co-Teaching models I can do briefly or in depth Some techniques, strategies, activities How to Plan and Implement Practice lesson planning Using the format Incorporating the strategies More EBP Interventions Literacy Groups?

11. Contextual Learning There’s more research to back it up Cirrin & Gillam 2008 findings Experts all agree contextual learning is key Increases chances of generalization School SLP’s job is to support the student’s access to the general education curriculum Only 21 studies found that met the criteria they set. 11 of those were primarily K-1 “No studies were found that examined the efficacy of language intervention w/s students w/language disorders in the middle grades or high school. _have to do the best we can- have to borrow from other disciplines Only 21 studies found that met the criteria they set. 11 of those were primarily K-1 “No studies were found that examined the efficacy of language intervention w/s students w/language disorders in the middle grades or high school. _have to do the best we can- have to borrow from other disciplines

12. Michigan Grade Level Content Expectations Support Contextual Learning, Michigan Dept of Education v.12.05 R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture cues (semantic), and applying context cues to select between alternative meanings R.WS.04.07 In context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context cues, semantic feature analysis, and a thesaurus.

13. GLCE continued R.IT.08.02 Analyze organizational patterns including chronological sequence, compare/contrast, and cause/effect. R.CM.08.02 Retell through concise summarization grade-level narrative and informational text. L.RP.08.05 Respond to multiple text types when listened to or viewed knowledgeably by discussing, illustrating, and/or writing in order to anticipate and answer questions, determine personal and universal themes; and offer opinions or solutions.

14. We can teach… Idioms as they occur in a text book Answering ‘wh’ questions about content material Conversational skills to discuss curriculum material Grammatical morphemes while completing classroom assignments

15. You Are an EDUCATIONAL SLP! Use the textbook and classroom materials…this means Freedom from lamination! Use your budget for printer ink and copy paper instead of the latest activity. Won’t have to send separate homework …Are you thinking…but what do I DO? …Examples As we talk- try to think of one classroom where you could intervene Old commercial – I can bring home the bacon…fry it up in a pan….you can be in the classroom and never let them forget you’re the SLP Let go of the Super-Duper ADDICTIOONOld commercial – I can bring home the bacon…fry it up in a pan….you can be in the classroom and never let them forget you’re the SLP Let go of the Super-Duper ADDICTIOON

16. Kindergarten, Craig, 2006 Interactive writing and a comparison group Comparison Group -Phonemic Awareness in Young Children: A classroom Curriculum (Adams et al., 1998). Interactive lessons targeting phonological skills such as rhyming, initial and final sound identification, and syllables. Target Intervention: centered on a shared text, utilizing interactive writing, and word-building activities. Both used 4, 20-minute lessons for 16 weeks

17. Results Phonological intervention made gains in 3 areas: Phonological Awareness, Spelling, Word Attack Interactive writing intervention group made gains in all 6 areas including: Word identification, Passage Comprehension, Real word and Pseudoword decoding

18. What is the intervention? Day 1: Shared reading/Read Alouds Days 2-3: Shared writing a single message using sound boxes, phonological problem solving. Progress to individual white boards. Tutor gives feedback and models Day 4: Word study words selected from previous day’s content. Write a sentence and leave a blank for target word. Guess the word, make sound boxes, write graphemes, practice other target words on individual white boards. Discuss how they will use new words in classroom writing. The experimental intervention involved three components: shared text reading, interactive writing based on the text, and context-based word study. Each week of the study adhered to the following format. DAY ONE: The Each week a new text was utilized for shared-reading, read-alouds, and guided readings. Familiar strategies of picture walks, predicting and checking predictions, making text-to-self connections, pointing to each word as it is read, discussing the text, and identifying story elements were utilized. DAYS TWO & THREE: The children would agree on a single message to write about the text. The children shared the pen to write the individual words and problem-solve spellings. The tutor assisted with conventional spelling, grammar and punctuation. Segmentation, letter-sound correspondence, and letter formation were highlighted during the process. As the children progressed, rather than writing on a group chart, each child utilized a personal dry-erase board. Children were encouraged to sound-out the words of the message, creating sound boxes within which to put each grapheme. Problem solving and invented spelling were encouraged. At the end of the lesson the tutor modeled the message with conventional spelling, providing feedback about the problem solving strategies the children had utilized. DAY FOUR: Words were selected from the text and interactive writing of the previous days. Spelling patterns and high frequency words were targeted. The tutor would write a sentence on a strip, leaving a blank for the target word. As a group the children would attempt to read the sentence, identify the missing word, segment the word and clap the number of sounds. One child would stand and identify the number of sound boxes needed for the word, then place the graphemes in the boxes. The children would check the word against a printed model provided by the tutor. Each child then practiced this word and other target words with dry erase boards. The children discussed how they would use the newly learned patterns in their own writing.The experimental intervention involved three components: shared text reading, interactive writing based on the text, and context-based word study. Each week of the study adhered to the following format. DAY ONE: The Each week a new text was utilized for shared-reading, read-alouds, and guided readings. Familiar strategies of picture walks, predicting and checking predictions, making text-to-self connections, pointing to each word as it is read, discussing the text, and identifying story elements were utilized. DAYS TWO & THREE: The children would agree on a single message to write about the text. The children shared the pen to write the individual words and problem-solve spellings. The tutor assisted with conventional spelling, grammar and punctuation. Segmentation, letter-sound correspondence, and letter formation were highlighted during the process. As the children progressed, rather than writing on a group chart, each child utilized a personal dry-erase board. Children were encouraged to sound-out the words of the message, creating sound boxes within which to put each grapheme. Problem solving and invented spelling were encouraged. At the end of the lesson the tutor modeled the message with conventional spelling, providing feedback about the problem solving strategies the children had utilized. DAY FOUR: Words were selected from the text and interactive writing of the previous days. Spelling patterns and high frequency words were targeted. The tutor would write a sentence on a strip, leaving a blank for the target word. As a group the children would attempt to read the sentence, identify the missing word, segment the word and clap the number of sounds. One child would stand and identify the number of sound boxes needed for the word, then place the graphemes in the boxes. The children would check the word against a printed model provided by the tutor. Each child then practiced this word and other target words with dry erase boards. The children discussed how they would use the newly learned patterns in their own writing.

19. How can we modify for the real world? Can you go in every kindergarten class 20 minutes, 4 days per week? Can do in 2 days? Can you cross group-children from “classroom families”? Can you train a parapro to help? Ideas? Could you see 2 kids from each of three classrooms together in one of the classrooms? Could you get your UM student intern to help?Could you see 2 kids from each of three classrooms together in one of the classrooms? Could you get your UM student intern to help?

20. Early Elementary Hay, Elias, Fielding-Barnsley, Homel, & Freiberg, 2007 Used multidimensional programming for students with LD, Language delay, reading delay. Based on Blank (2003) Levels of questioning and discourse: Info directly supplied, “what is it?” Classification, i.e. color, function, shape Reorganization, i.e. linking information, higher order reasoning, “what else do you know?” Abstraction and Inference, “why?” “What caused it?” This is what we do! How many of you have written a goal for categorization or inferencingThis is what we do! How many of you have written a goal for categorization or inferencing

21. The Intervention Used teacher training to teach the classroom teachers to use these levels of questioning more purposefully, scaffolding children to advance in form. Children who had this as a supplement to the regular First Grade curriculum, exhibited improved reading and language scores over children in regular curriculum

22. How can you use this? Could provide theme-based lesson in the regular classroom: whole group or small group Gardening Level one: Name the tools Level two: Which tools are made of wood? Which tools are sharp? Level three: Who else uses a shovel? Level four: Which tools could you use to plant seeds? Why? You already know how to do this, only difference is you’re doing it in the classroom with the curriculum theme Gardening theme example is from the article. Can’t you picture some Webber cards doing this??? Gardening theme example is from the article. Can’t you picture some Webber cards doing this???

23. Plan via e-mail Have teacher cut and paste theme. Add objectives and stds. Spend 5 minutes jotting down notes in each level.

24. More good news When you tie goals and teaching to the curriculum you can tie your data to it also. The teacher will be assessing as well!

25. Crowe, 2005 (an SLP) Upper Elem. to High School Compared two strategies: Bottom-up –Comprehension is the natural result of effective decoding Do you believe that? Integrated learning: Top down and bottom up –focus on comprehension, thinking, and decoding in context 2 hours week/ 5 weeks Integrated group -significantly higher reading comprehension scores, most gains in lower level comprehension (basic ‘wh’ questions)

26. Crowe, 2005 Used Communicative Reading Strategies (CRS) – begin by asking review questions and making predictions about upcoming chapter with pictures Preparatory Sets- “what do you know about ___?” Summarizing Explain unfamiliar words Emphasize pronoun references Use cohesive ties and connective words to tie elements of text together. Support decoding as you are reading Preparatory sets tie existing info to new infoPreparatory sets tie existing info to new info

27. How to use this study During reading or content time in classroom Center, small group, whole group Choose a text selection, use photocopies so everyone can write/highlight on it. Could do this every day or twice per week.

28. Vocabulary: 2 studies, Coyne, McCoach, & Kapp, 2007 Rich vs. Incidental, Rich vs. Embedded Incidental-Children heard the word, but no further purposeful exposure Embedded- students provided with word definition when encountered in the story. Sentence was re-read with definition. Rich- directly taught word meanings in context, interactive opportunities to produce and discuss the word meanings in other contexts Listen for target words, define target words, re-read and replace target word with definition, recognizing examples of the word (i.e. “which one is sturdy, a table or a house of cards?), formulating sentences with the words, asking extension questions (why do you think that one is sturdy?), restating and reinforcing student responses Rich > embedded and incidental p< .001

29. How can you use this? K-12 Use rich vocabulary instruction to target multiple meaning words, idioms, synonyms, content vocabulary Teach within the context of curriculum or theme Can do shared reading, make interactive activity to support the vocabulary Easily combines with the 4 levels of questioning

30. Middle and High School… Quote from Judy Montgomery, 2003 “Students who are still enrolled in a speech and language program when they enter middle school or high school have a variety of persistent language problems. They may not process information well, may have severely reduced vocabulary, and may not understand semantic relationships (Lahey, 1988). They often have poor short-term auditory memory skills. They usually hate to read, cannot spell, and avoid writing of any kind. They have difficulty expressing their ideas and are poor problem solvers (Lord-Larson& McKinley, 1995; Luke& Elkins, 2000).” p. 144 Montgomery recommends a 5 step narrative writing intervention that assists in problem solving, writing, dialogue, grammar, verbal expression.

31. Montgomery’s 5 steps: Scaffolded Narratives Draw a sequence story- 6 frames, stick figures Describe main characters-details that help define Begin writing the narrative-consult stories they like as models, dialogue with student to problem solve, write interesting opening sentences Write the story-Stay true to the main idea, use interesting new words Re-write and correct- grammar, syntax, vocab, problem solving, self monitor comprehension. (Can you use this for content-area writing? Think social studies) Social Studies- write the story of a battle, Science- write the story of a discovery by a scientist Literature- write alternate endingsSocial Studies- write the story of a battle, Science- write the story of a discovery by a scientist Literature- write alternate endings

32. SRSDSelf-Regulated Strategy Development Graham and Harris- Researched over 25 years Strong research base, very specific strategies (Baker et al., 2009) Direct instruction coupled with pneumonic devices for planning, drafting, and revising writing Students who receive strategy instruction can be taught sufficient skills to pass state writing assessments (Barry & Moore, 2004,;Schumaker & Deshler, 2003) Steps: Develop prerequisite skills, discuss it, model it, memorize it, support it, independent performance (Santangelo, Harris, & Graham, 2008 ) Make sure students have the background knowledge and the skills to understand and use the strategies Use think aloud to model the processMake sure students have the background knowledge and the skills to understand and use the strategies Use think aloud to model the process

33. SRSD Examples: DARE- opinion writing (Graham & Harris, 1999, p. 8) “Determine your premise, Assemble reasons to support your premise, Reject arguments for the other side, End with a conclusion” SPACE- for story writing (Graham and Harris, 1999) Setting, Problem, Action, Consequences, Emotions PLAN-for planning (De La Paz, 2001) Pay attention to the prompt, List the main ideas, Add supporting details, Number your ideas

34. Secondary Strategies for Content Areas, Bryant et al., 1999 More effective when “integrated into the total school curriculum and is applicable across content-area classes” (p. 301) Three Areas of content reading: Vocabulary, Word-Identification, & Comprehension Textbooks are the major form of instruction Complicated text structures, specialized vocab. Secondary students learn about 3,000 new words/year

35. Vocabulary, Bryant et al., 1999 Instruction most effective if use multiple exposures, multiple contexts, link vocab to background knowledge Semantic Maps- G.O. with main idea in the middle Defining, word relations (i.e. synonyms/antonyms) Word relations- synonyms, antonymsWord relations- synonyms, antonyms

36. Comprehension, Bryant et al., 1999 Before Reading- ID purpose, advance organizer, activate prior knowledge During Reading- Self-questioning, comprehension monitoring and repair, textbook skills After Reading- reflect, answer questions, summarize

37. “RAP” paraphrasing (Hagaman & Reid, 2008) Follows the SRSD steps – but for comprehension and recall of main idea and details R-read a paragraph A- Ask myself “what’s the main idea and two details?” P- Put it in my own words Teach the strategy, importance of each step Practice with example paragraphs Ask students to think of when they could use strategy Review strategy and ask students to memorize it.

38. Hagaman & Reid, 2008 Single subject design Students read social studies text selections independently Students increased the percentage of details they were able to recall Students increased the number of comprehension questions they were able to answer Could you use the strategy with COMPREHENSION across the board- not just reading comprehension?

39. Cuban Revolution lesson What can you target?

40. Some Ideas… Cohesive Ties-while, however Time/Sequencing- Since, by, later – expository essay, timeline Quantity- many, a few Figurative Language- “We were walking on a cloud”, “paths to change”, “gain favor” Descriptive language- “Overcome with joy”, Opinion/persuasive essay- “…political prisoners were routinely tortured” Content Vocabulary- social order, revolutionary, dictator, Marxist, superpower, overthrow Vocabulary- subsidies, dependence, routinely, disaster

41. Work with a group to make a lesson plan using the following content selection and one technique we covered Goals: Standards: Technique: Steps and Strategies: Data Collection

42. Look at the Content Selection: What vocabulary could you target? How can you make it “rich” instruction? What decoding rules could you target? What language skills can you target? What “textbook skills” can you teach? How can you use the writing process? How can you do this in the classroom? Vocab: raided, success, resentful, treachery, strategy, sizable, peninsula, jutting Rich: multiple examples, bring in categorizing, extensions, text to self Decoding: take off prefix and suffix: resentful, formerly, Loyalist, uncovered Language: figurative language- Benedict Arnold, “Cornwallis was cut off”, “held out”, “closed the trap” Textbook: Bold words, chronological text structure, cause and Writing: Use of cohesive ties to write in chronological order- then, after that, next, because In the Classroom: centers-follow up with in-depth word studyVocab: raided, success, resentful, treachery, strategy, sizable, peninsula, jutting Rich: multiple examples, bring in categorizing, extensions, text to self Decoding: take off prefix and suffix: resentful, formerly, Loyalist, uncovered Language: figurative language- Benedict Arnold, “Cornwallis was cut off”, “held out”, “closed the trap” Textbook: Bold words, chronological text structure, cause and Writing: Use of cohesive ties to write in chronological order- then, after that, next, because In the Classroom: centers-follow up with in-depth word study

43. Now do it… IN THE CLASSROOM

44. Co-Teaching One Gen-Ed & one SPED teaching in an inclusive classroom together, sharing responsibilities Don’t yet have evidence to show whether it is more or less effective than resource Most research to date has been on the experience of the teachers and students

45. Co-Teaching Metasynthesis of Qualitative Research, Scruggs, Mastropieri & McDuffie, 2007 32 Qualitative investigations- here are the conclusions Most administrators, teachers, and students perceive it to be beneficial Conditions needed for success: planning time, compatibility of co-teachers, adequate training in “what to do”, appropriate skill level of students One teach, one assist is predominant method with SPED playing a subordinate role Instruction is still primarily whole class, with SPED assisting IEP students individually

46. Co-Teaching: What we need going forward Creating a role for SPED that goes beyond behavior management and assisting students Students with IEP are supposed to have specially designed instruction. If moving from resource to inclusion means losing that, we are doing the students a disservice. If we can’t have time together to plan then we need a system to do it via e-mail

47. Co-Teaching Models based on work over the years by Cook, Friend, Scruggs, Mastropieri One Teach, One Assist Most common but should be used a little as possible Station Teaching Similar to centers Parallel Teaching Split class and both teach similar content at same time with different methods Alternative Teaching Taking a few students aside for specialized instruction Important to vary the group members

48. Co-Teaching Models continued Team Teaching Both teachers share responsibility and are equally involved in providing instruction Teach One Observe use rarely for data collection or functional behavioral analysis

49. Doing it! Which models do you like? Which models have you used? Do you want to see some video from The Power of Two? Now! Let’s make this work….. An example of HOW TO ACTUALLY DO IT An example of how to plan, modify, and adapt lessons with your regular education partner in the classroom

50. Teaching Cause and Effect Text Structure Through Social Studies Williams et al. 2007 Cite a lack of explicit instruction in comprehending expository texts By 4th grade most of classroom content is presented through expository texts In social studies, 90% of content is presented through expository texts Would a program that provided instruction from a cause and effect focus improve the students comprehension of C & E while still allowing them to learn the same amount of content information?

51. Cause and Effect Continued While I tell you about the study, think about using one of the co-teaching methods in conjunction with this method. Study had three groups: text structure program, regular content instruction, no instruction control group- 15 classrooms, 5 in each condition (243 students) Found that the text structure program led to improved scores in cause and effect comprehension with no reduction in the overall amount of content information learned Teachers carried this intervention with 30 minutes of individual training about the program Make sure students have the background knowledge and the skills to understand and use the strategies Use think aloud to model the processMake sure students have the background knowledge and the skills to understand and use the strategies Use think aloud to model the process

52. 2 intervention groups: 3 lessons on communities Text Structure Regular classroom content Taught vocabulary Read-alouds from trade books Community chart to further target vocabulary Instruction in Cause and Effect (see next slide) Graphic organizer with a Cause and Effect focus Comprehension questions with and without C & E focus Taught vocabulary Read-alouds from trade books Community chart to further target vocabulary No Cause and Effect instruction- used KWL comparisons Graphic Organizers –web format Comprehension questions without C & E focus

53. Cause and Effect Instruction Define C and E, use picture cards, matching, and cloze activities Effect- “thing or event that happens”, p. 114 Cause- “The person, thing or event that makes the effect happen” p. 114 4 Clue words- memorize and use Because, therefore, since, and thus Paragraph practice Circle cue word, mark causes w/ blue pen, effects w/ green ID other sentences not relevant to the C & E analysis

54. Now You do it! Cause and Effect with co-teaching Divide into discussion groups and talk about the SLPs role using this method in one of these models: Team Teaching Parallel Teaching Alternative Teaching Station Teaching- list all stations Share with the group Timing is critical. The teacher must agree to teach the arranged info at the time you go in the classroomTiming is critical. The teacher must agree to teach the arranged info at the time you go in the classroom

55. Michigan’s Writing Across The Curriculum Guide Best Practices, p. 5 Cause and Effect, p. 13 Compare and Contrast, p. 19 Concepts and Vocabulary, p. 23 Consolidation of Thought, p. 28 (summarizing, why?, how?) Show it, and talk about how these goals are our SLP goals, just embedded into the curriculumShow it, and talk about how these goals are our SLP goals, just embedded into the curriculum

56. Adapting a Teacher’s Lesson Plan Keep it as simple as possible Don’t count on shared planning time- you may work with several teachers Create a lesson plan document for each inclusion classroom. See Weekly Form & Completed Example Should have the IEP students, their goals and reference a standard. Leave room for data Teacher cuts and pastes her lesson and objectives You fill in your plan. Will you do small work groups, team teach, modify, or accommodate?

57. Michigan Genre Project P. 42 in PDF, document page 36 Look over the Genre information for Legends Go to page 38 to view chart on teaching opportunities Look at 4th grade. With which of these “opportunities” will our SLI kids struggle? Design a lesson within the context of a Legend See sample Legend lesson plan Complete the IEP lesson. What part of this lesson will you support? How? How will you collect data? Work together

58. Now you do one Go back to the goals you noted at the beginning of the day. Use these notes to create 3 sample students Fill out the student section of a blank lesson plan form Add standards

59. Your Own Content Selections Choose a content selection Assume the teacher’s objective is to teach the vocabulary and content material and go from there Complete the lesson planning form targeting the example students you created. Consider the models of co-teaching Consider some of the techniques you learned today Be prepared to share with each other or the group

60. Some More Interventions

61. …more severe kids Compared embedded instruction in an inclusive classroom to instruction in SPED classroom Both were 1-on-1 instruction Targets: ID 6 picture cooking symbols for a foods class ID 10 shirt necklines for clothing and fashion unit Define 6 states of matter for a science unit Embedded instruction was similar to a discrete trials but the trials were presented during naturally occurring opportunities across a single class period SPED room they did discrete trials- SPED room they did discrete trials-

62. Continued Both were effective for all the participants Social validity data indicated the embedded instruction was not distracting or disruptive and the teachers perceived the SPED students to be more a part of the classroom with embedded instruction Jameson et. al 2007 How is this different than assisting? You have your own goals and plan How is this different that “one teach, one assist”How is this different that “one teach, one assist”

63. Main Idea Comprehension Jitendra, Hoppes & Xin, 2000 Taught main idea with self monitoring in textual material 33 middle school students Experimental- 8 reading lessons with main idea focus Control group- decoding and comprehension focus

64. Main Idea Lessons- 15 days 1. Have students name the person and tell the main thing the person did in the sentences (Mark ate lunch) 2. Have students generate a group name and classify the group action (e.g. the colonists protested by throwing tea in the harbor, the students played on the playground) 3. Presented passages and multiple choice options for the main idea sentence. Students taught to critically evaluate options 4. Introduced passages with distracter sentences not related to main idea. Students taught to ID distracters and select or generate a main idea sentence Classify the group action means if the girl climbed, ran, swung- classifying the action would be calling it all playing Faded the self-monitoring cue cardsClassify the group action means if the girl climbed, ran, swung- classifying the action would be calling it all playing Faded the self-monitoring cue cards

65. Main Idea Lessons 5-8 Selecting or generating main ideas related to passages providing information about where, why, when and how something occurred. Used a prompt card that cued the student to ID the subject as single or group, categorize the action, and ID if it answers a why, when, how, or where question Experimental group outperformed controls on pre-test to post-test scores. Items included: 36 main idea items: 12 similar to training items, 12 passages from basal readers, 12 from expository text Results maintained after 6 weeks except expository text

66. How can you use this In Co-Teaching? Parallel Teaching- Alternative Teaching Team Teaching Station Teaching Team- as teacher teaches, you question about main idea and do a graphic organizer on the board Alternative teaching- Pull a group of students aside and do a main idea lesson about the content that was just taught Parallel- you both teach a lesson and half the class gets the main idea focus- switch this up so every kid eventually gets is Station teaching: Station 1: Independent reading, 2 graphic organizer with you on main idea and details, 3 independent writing Team- as teacher teaches, you question about main idea and do a graphic organizer on the board Alternative teaching- Pull a group of students aside and do a main idea lesson about the content that was just taught Parallel- you both teach a lesson and half the class gets the main idea focus- switch this up so every kid eventually gets is Station teaching: Station 1: Independent reading, 2 graphic organizer with you on main idea and details, 3 independent writing

67. Think back to this morning Think about your example student and your 5 common goals Think about your questions: I’m frustrated when I try to target _____________ I question whether I am really making a difference in ___________ Do you know how to target all 5 goals? Do you feel less frustrated and better able to make a difference? What questions do you still have?

68. Contextual Teaching of Multiple-Meaning Words Nelson & Stage, 2007 Experimental group- contextual MM word instruction Control group- regular language arts curriculum with no emphasis on the target words 16, 3rd and 5th grade classrooms Instruction took place over 4 months Each target word and set of related words was taught over 2 days, 20-30 min per day Each presented 9 times, over 6 varied contexts

69. Multiple Meaning Words Instructional Steps Give meanings of words Identify a set of related words for each meaning Accident (fluke, mishap, by chance) (crash, collision) Examine and discuss sentences with target & related words Write own sentences with related words Provide the “word history” (how meaning has changed) Complete a “word meaning map”- matching related words to the correct meaning of the target word in a graphic organizer Engage in a “complete each definition” activity as a comprehension check Write short stories using each of the meanings of the target words

70. MM Word Results Experimental group made stronger gains in vocabulary and reading achievement (GMRT) than controls Students with lower reading and vocabulary scores made greater gains Third graders made greater gains than 5th graders How to apply: In the classroom, do a station. Identify the MM words in the chapter or lesson & go through these steps. When the IEP kids come to you, spend more time with them. When other groups come to your station, go a little faster. Other Ideas? Gates-MacGinitie Reading Tests Gates-MacGinitie Reading Tests

71. Idiom AcquisitionAbrahamsen & Smith, 2000 Idioms were successfully taught to students with communication disorders using two methods: computer instruction, and classroom instruction Classroom instruction led to significantly greater gains for explaining the taught idioms Neither method transferred to untrained idioms Consistent with previous rx indicating idioms are learned one at a time

72. Idioms- Classroom Method 20-30 minute lesson once per week, one idiom/week 1. Who can tell me what an idiom is? “A colorful way to express something” p. 232 2. Show target idiom on sentence strip & read aloud 3. Demonstrate the literal meaning E.g. Eating Crow- child holds soup can marked CROW and pretended to spoon out servings to everyone 4. Figurative meaning was explained 5. Adults role play an example discussion using idiom 6. 2 students go in the hall and plan a demonstration then perform it 7. Idiom workbook page with paragraph and questions

73. Idioms Because we know each idiom needs to be learned individually, teach an idiom from the classroom materials Great opportunity for team teaching- As teacher provides lesson, SLP interacts with the figurative language in the lesson.

74. Following Directions Gill, Klecan-Aker, & Roberts, 2003 30 elementary students with SLI 2, 30-minute sessions per week in 1 of 3 groups Traditional Therapy (TT) Standard resource therapy-asked to target following directions 15 minutes of each session Rehearsal Strategy Training (RST) Students instructed to repeat or paraphrase directions aloud until completion of the direction Rehearsal/Visualization Strategy Training (RVST) Students instructed to repeat and to visualize either the completed task or the act of carrying out the task

75. Following Directions, cont… Both the RST and RVST groups made significant gains over the TT groups. No difference between RST & RVST at conclusion of study At the 8-month post-intervention follow-up probe, only the RVST group maintained a significant advantage over the TT group. …so in the classroom Teach the RVST strategy and practice it with actual classroom directions Can be taught to the whole class & reinforced with the target students You can then apply this as you go through the year

76. Imagine yourself in the classroom… The teacher is going to target the life cycle of a butterfly. I’m going to have a center where kids will rotate to me. This is called ___(1)___. My students have vocabulary goals so I will use the ___(2)______ strategy. I also need to target comprehension and I know it’s effective to integrate “top down” and “bottom up” comprehension so I’m going to make sure to incorporate ___________(3)________________ while we are reading. I noticed the passage has a good bit of figurative language so I thought I might ____(4)_____. Fill this out with your buddies…. Station teaching Rich vs. Imbedded or Blanks levels of questioning Preparatory sets, summarizing, emphasizing pronoun refeernces, explaining unfamiliar words. Teach idioms from the passage through role playFill this out with your buddies…. Station teaching Rich vs. Imbedded or Blanks levels of questioning Preparatory sets, summarizing, emphasizing pronoun refeernces, explaining unfamiliar words. Teach idioms from the passage through role play

77. Imagine yourself in the classroom… After we have read the story I really need them to be able to summarize the information. So, I think I’ll teach them __(5)_____. And this will be an excellent time to reinforce the main ideas strategy where they __(6)___. The students will need to write a story about a butterfly so I think it might be helpful if I teach them __(7)___, or I could use ___(8)_______ strategy instead. I want to make sure they understand the cause and effect component of this lesson so It’s a good thing I already taught them ___(9)___. 5. RAP strategy for paraphrasing 6. Generate a group name and classify the group action 7. SRSD –SPACE, c 8. Or Montgomery’s 5 steps for scaffolded narratives 9. William’s et al study on C & E: teach what C & E are- the 4 cue words 5. RAP strategy for paraphrasing 6. Generate a group name and classify the group action 7. SRSD –SPACE, c 8. Or Montgomery’s 5 steps for scaffolded narratives 9. William’s et al study on C & E: teach what C & E are- the 4 cue words

78. Imagine yourself in the classroom… Once they leave my center, they have to go to an independent work center. I want to make sure they understand the directions, so I will remind them of their strategy to _____(10)_______. Wow, this is a great lesson, I just need to fill out the __(11)____ and e-mail it to the teacher. Great, I’m all done planning, looks like I get to go to Lake Michigan this weekend. 10. Use verbal rehearsal and visualization. 11. Fabulous lesson planning form from the brilliant Dr. Murdock10. Use verbal rehearsal and visualization. 11. Fabulous lesson planning form from the brilliant Dr. Murdock

79. Inclusion - It Is Possible! Try co-teaching out, one classroom at a time Teach within curriculum context Reading, writing, language, vocabulary are all tied together. Use multidisciplinary lessons Once you start teaching strategies and language skills they will build on each other and you will be able to reinforce them continuously Take advantage of the special education literature

80. Are you here yet?

81. Questions? Thanks For Your Attention! Linda Murdock, Ph.D. CCC-SLP Assistant Professor University of Montevallo murdocklc@montevallo.edu I truly hope this helped you!

82. References Abrahamsen, E. P., Smith, R. (2000). Facilitating idiom acquisition in children with communication disorders: computer vs classroom. Child Language Teaching and Therapy, 16, 227-239. Baker, S. K., Chard, D. J.,Ketterlin-Geller, L. R., Apichatabutra, C., Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303-318. Barry, L. M. & Moore, W. E. (2004). Students with specific learning disabilities can pass state competency exams: Systematic strategy instruction makes a difference. Preventing School Failure, 48 (3), 10-15. Bryant, D. P., Ugel, N., Thompson, S., & Hamff, A. (1999). Instructional strategies for content- area reading instruction. Intervention in School and Clinic, 34, 293-304. Cirrin, F. M. & Gillam, R. B. (2008). Language intervention practices for school-age &children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39, 110-137. Coyne, M. D., McCoach, B., Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disabilities Quarterly, 30, 74-88. Craig, S. (2006). The effects of an adapted interactive writing intervention on kindergarten children’s phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 4, 714, 731.

83. References Crowe, L. K. (2005) . Comparison of two reading feedback strategies in improving the oral and written language performance of children with language-learning disabilities. American Journal of Speech-Language Pathology, 12, 16-27. De La Paz, S. (2001). Teaching writing to students with attention deficit disorders and specific language impairment. The Journal of Educational Research, 95, 27-47. Gill, C. B., Klecan-Aker, J., Roberts, T., & Fredenburg, K. A. (2003). Following Directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching and Therapy, 19, 85-103. Graham, S. & Harris, K. R. (1999). Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model. Language, Speech, and Hearing Services in Schools, 30, 255-264. Hagaman, J. L., & Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, 29, 222-234. Hay, I., Ellis, G., Fielding-Barnsley, R., Homel, R., & Freiberg, K. (2007). Language delays, reading delays, and learning difficulties: Interactive elements requiring multidimensional programming. Journal of Learning Disabilities, 40, 400-409. Hendricks, C. & Pasnak, R. (1999) Effects of Instruction in Sequencing and Class Inclusion for First Graders, Genetic, Social & General Psychology Monographs, 125 , 297.

84. References Jameson, J. M., McDonnell, J., Johnson, J. W., Riesen, T., & Polychronis, S. (2007). A comparison of one-on-one embedded instruction in the general education classroom and one-on-one massed practice instruction in the special education classroom, Education and Treatment of Children, 30, 23-44. Jitendra, A. K., Hoppes, M. K., & Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems, The Journal of Special Education, 34, 127-139. Montgomery, J. K., & Kahn, N. L. (2003). You are going to be an author: Adolescent narratives as intervention. Communication Disorders Quarterly, 24, 143-152. Nelson, J. R.. & Stage, S. A. (2007). Fostering the development of vocabulary knowledge and reading comprehension through contextually-based multiple meaning vocabulary instruction. Education and Treatment of Children, 30, 1-22. Santangelo, T., Harris, K. R., & Graham, S. (2008). Using self-regulated strategy development to support students who have “trubol giting thangs into werds”. Remedial and Special Education, 29, 78-89. Schumaker, J. B. & Desher, D. D. (2003). Can students with LD become competent writers? Learning Disabilities Quarterly, 26, 129-141. Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in Inclusive Classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392-416. Williams, J. P., Nubla-Kung, A. M., Pollini, S., Stafford, B., Garcia, A., Snyder, A. E. (2007). Teaching cause-effect text structures through social studies content to at-risk second graders. Journal of Learning Disabilities, 40, 111-120.