Integrating Speech-Language Services with General Education’s High Stakes Standards

Rosanne M. Joseph, MA, CCC-Sp.

Simplified Systems of PedagogyCrosby ISD

Crosby, Texas

rjoseph@crosbyisd.org713 -842 -0463

ASHA Convention, 2009

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The Big 5 of Reading Instruction*National Reading Panel Report

• Phonemic Awareness

• Phonics• Fluency• Vocabulary• Text

Comprehension

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Primary Reading Inventory

Book and Print AwarenessPhonemic AwarenessGraphophonemic AwarenessWord StudySpellingFluencyVocabulary ComprehensionWriting

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Reading Objectives

• Objective 1- Demonstrate a basic understanding of text

• Objective 2-Apply knowledge of literary elements

• Objective 3-Use strategies to analyze texts

• Objective 4-Apply critical thinking to analyze text

Insert: Scope and Sequence

1) Meanings of words, figurative language, parts of word help w/ meaning, multiple meanings of words, main idea, details, summarize

2) Characters’ point of view, relationships, traits, mood, motivation, conflicts, change, effect of setting, plot, symbolism, foreshadowing

3) Recognize different types of texts, recognize purpose, use graphics to organize information, compare texts

4) Cause and effect, predict, interpret, conclude, distinguish fact from opinion, implied meaning, connect themes, assess style, tone and mood

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DIFFERENTIAL DIAGNOSIS

• Students with weak auditory processing skills may have difficulty identifying sounds within words which would negatively impact decoding and encoding skills necessary for reading and spelling

• Students with articulation errors may exhibit poor spelling and word attack skills

• Limited vocabulary negatively impacts: ▫ the ability to comprehend academic instruction ▫ comprehension of ideas presented in texts

• Limitations in language processing negatively impacts the ability to: ▫ make cognitive connections and relationships with incoming

information,▫ organize information, ▫ recall information in a fluid and timely manner, and▫ express ideas within a logical framework

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Required Instruction to Learn –THE CODEof written language

•Phonemic Awareness•Alphabetic Principle•Decoding Strategies

phonetic rulessyllable divisionmorphological awareness

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Phonemic AwarenessSo important because our system of written language is based on the ability to hear, identify and manipulate individual sounds (phonemes) in spoken words

• Sound isolation• Blending sounds• Segmenting sounds• Rhyming• Deletion• Substitution

Situations , Syllables and Rules

7 Syllable Patterns

1.VC2.VCe3.VV4.CV5.VV6.V+r7.C+le

RULES• Floss• Rabbit• Drop• Double• Change

@ 85% regular

Morpheme Awareness

MORPHOLOGY The study of the internal structure of words, and of the rules by which words are formed.

•1. Free Morphemes : Morphemes which can be used as a word on its own

•2. Bound Morphemes:  Morphemes which cannot occur on its own as an independent (or separate) word.

Word Endings--Suffixes

Grammar related

• The state, condition of

• The quality of• To have• Someone who does• Changing from one

part of speech to another

• Changing tense and number

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Breaking the Code(and doing it quickly)

• Matching sounds to symbols• Stable syllable patterns• Inflectional endings and

superlatives• Affixes with meaning• Spelling (writing symbols for

speech sounds)• Decodable texts (Practice with sequenced,

predictable patterns)• Fluency (reading sounds like

talking*)• The “marks” tell you how to say it

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Fluency Reading sounds like

talking* Mimic speech prosody by

reading in natural stress and phrasing segments

Noun phrase-Verb phrase Prepositional phrases Conjunctions Sensitivity to negation

words Rapid recognition of high

frequency words

Syntactic Complexity at the Sentence Level

Sentence complexity : Comprehension problem for struggling students.

• Syntactic properties of sentences that make them difficult to understand-▫ the extent to which sentences

contain more than one clause▫ extent and nature of complexity

in noun phrases (NPs) and verb phrases (VPs).

• “Sentence complexity might be amenable to treatment that impacts reading comprehension, but most likely not in the form of isolated drill-like exercises that are devoid of the content contexts where such complexity is found.”-Scott, 09

•Simple•Compound•Complex

* Insert grammar/syntax reference

There is a way to teach/learn Vocabulary Explicitly

SystematicallyIntensively

• Which words?• What does it mean?• Why is it made that way?• Separate, organize, and

store the parts ….. helping us learn new

words!

Vocabulary Groups

• Core words (Common Words)

• Instructional Words (Words used to

teach)

• Specialized Subject Words

• Need for daily conversation and interaction @ 6,000 (First grade about the same as adults)

• Repeated consistently across multiple subjects

• Specific vocabulary related to learning a subject math science social studies language arts

Etiology (origin)Where words come from

• Anglo-Saxons 449 A.D.-1066 A.D.

• French and Latin 1066 A.D.-1500A.D.

• Greek + many others as exploration occurred 1500 A.D.-present

Most of our words come from 850 core words…….

• Then we just add pieces and parts

• The pieces and parts have meaning

• Grammar Changes

▫ number ▫ part of speech ▫ tense

• Meaning ChangesPrefix+core+Suffix

Do the math!

• @ 25% Anglo Saxon roots

• @ 60% comes from Latin roots

• @ 10% comes from Greek roots

• @ 5% comes from other languages

Morphemes: Meaningful Word Parts

Word Beginnings--Prefixes

Meaning related

Distinguishes Size (micro)(maxi)Location (tele)(extra)Position (sub)(inter)Action (re)(de)Opposite (non, un, im)Relationship (anti)(com)(co)Type (eco)(astro)(geo)(bio)Amount (multi)(hemi)(cent)

(milli)

Suffixes

• Changing verbs to nouns

• Changing nouns to adjectives

• Nouns from adjectives• Noun to verb• Change tense• Change amount• Person who• Compare• Uses the words ….(state) (act of) (being) (person

who) in the definition

Look for Clues as You Read

•Side bars•Embedded

definitions•Transition words*•Negation words*•Antonyms•Synonyms

Not paying attentionWill get you lost!

• although,• but, however, • even though, in spite,

yet• instead of, unless• either, or

• not, isn’t, aren’t, nor, neither, nor, don’t, doesn't, won't. wasn’t

• doubt

To Learn the Word..Do Surgery•Pronounce and

break the word into parts

• Identify affixes•Recognize the root

word and it’s origin •Connect to context•Use a reference tool•Log your findings

Reference Tools to Learn Vocabulary

• Dictionary ( Best to find one that uses spoken vocabulary not written vocabulary to explain)

• Thesaurus• Glossary• Word lists• Self Help books• Grouped Vocabulary Lists• Computer• Shift F7 (dictionary,

thesaurus, multiple meaning, synonyms, antonyms, parts of speech, look up option, spell check)

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Vocabulary

Side Bars

Embedded definitions (,……..,)

Language arts vocabulary – sentence, paragraph, consonant/vowel, …

Marks – punctuation, quotation, exclamation, question, …

Reading vocabulary

Character setting plot author page

Temporal words: first next last finally before suddenly

Reference tools

Sort by social, instructional and academicMultiple MeaningsCompound WordsWord Parts and OriginsMorphological MarkersPrefixes, Suffixes, RootsNegation wordsAnalogiesAntonym and synonym (Shift F7)Words in ContextLiterary Devices- Figurative Language (Alliteration, Hyperbole, Irony, Metaphor Onomatopoeia, Sarcasm, Simile) Frequently used words

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Relating Details to Main Idea*Comprehension Grid*Narrative vs. Expository Text*Comprehension IEPs*

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“Comprehending” ComprehensionRelationship between language and cognition and between language and learning

• Main Idea • Recognizing the plot or intention of the

text• Read to find out details• Visualization—Play a movie in your head (Actors/Scene Selection-Props/Music)• Graphic representation of ideas• Scaffold the paragraphs

▫ Sequence▫ Timeline▫ Cause and Effect▫ Compare and Contrast▫ Description▫ Classifying▫ Problem-Solution

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Narrative vs. Expository Structure

NarrativeTells a Story

• Character (s)• Relationship of the

characters• Look for background,

introduction, groundwork • Setting (s)• Connected Events• Climbing action • Climax• Falling action• Know the problem and the

outcome• Summarizing• Determine the theme

Expository

Presents Facts or Explains• Semantic Web• Time Line/Sequence• List• Compare and Contrast• Outline• Cause and Effect• Pro and Con• How to• Description• Sub-topics related to the topic• Problem-Solution

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Two Types of TextsNarrative

▫ Literature▫ Story telling to reflect an

expository subject

Expository▫ History▫ Science

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NARRATIVEMake a movie in your mind

•Title•Casting Director•Set Designer•Scene Selection

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Going to the “Movies” in Your Mind

The EndWho What When Where

Introduction

NARRATIVE “STORY STRUCTURE

Don’t Be Fooled!

•Homonyms•Multiple Meanings

Words•Examples•“Hooks”•Figurative Language•Literary Devices

Literary Devices &Figurative Language

• When you read …you can’t see the action and read the body language, so the words help you picture the event and experience the emotion in your mind

• Used to express emotion and feeling

• Used to explain by relating to something you know

• Used to keep your interest• Used to reflect the slang of

the culture

Figurative Language

•Idioms•Alliteration•Hyperbole•Irony•Metaphor•Onomatopoeia•Sarcasm•Simile

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Look for Literary Devices in Narratives

•Flashback•Foreshadowing•Character’s

thoughts•Imagery•Allegory•Tone

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EXPOSITORY TEXTDocumentaries

•Biographies•Travel Channel•History Channel•Animal Planet•Entertainment

News•News Events•Nature Shows•Sports Stories

39EXPOSITORYMake a documentary in your mind

• Look for hooks• Answer the basic WH

questions what who when where

• Connect the title to the topic sentences in paragraphs

• Look for the “comma guys” and side bars

• Sort and Map the information

• Scaffold the paragraphs

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Make distinctions between

• Subject /Content words

• Explaining words• Examples• Lists/Descriptions• Sequences/Timeline• Characteristics/Classifying

• Cause and Effect• Compare/Contrast• Problem-Solution

Main Idea-The big picture Main Idea of a Section Details Vocabulary –opposite/means same as Italics (Which sentence shows…………..?) Infer (good guessing-you can tell) Why? (Because………………) What will happen? Graphic Organizer Feeling Change

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Instructional Rubrics

• Analyze student’s current performance

• Provide a foundation for the development of appropriate instructional or intervention plan

• A springboard for many curriculum-related applications

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Putting it in IEP Format• Use probes to target rubric items to Identify Academic

Need and Level• Identify academic goal• Choose objectives to scaffold towards the goal• List support materials necessary to achieve the

objective• Indicate the accommodations that are necessary to

master the objective• Indicate the grade level of material • Indicate the criteria expected• Indicate the level of response and the way it will be

measured

45References

• Bell, Nanci (1991) Visualizing and Verbalizing for Language Comprehension and Thinking Academy of Reading Publications

• Catts, H. W. (2009) The Narrow View of Reading Promotes a Broad View of Comprehension, Lang Speech Hear Serv. Schools

• Greene, V. and Enfield, M. (2001) Framing Your Thoughts- Story Form- Comprehension Report Form Language Circle

• Kamhi, A. G.( 2009) The Case for the Narrow View of Reading, Lang Speech Hear Serv. Schools

• Moore-Brown, B. & Montgomery, J. (2005) Making a Difference in the Era of Accountability. Eau Claire, WI: Thinking Publications.

• Moreau, M MindWing Concepts Story Grammar Marker• Montgomery, Judy and Moore-Brown, Barbara (2006)

START-IN A Response to Intervention (RtI) Program for Reading Greenville, SC Super Duper Publications

• National Research Council, National Academy Press (1998) Preventing Reading Difficulties in Young Children

• Scott, C., (2009) A Case for the Sentence in Reading Comprehension, Language, Speech, and Hearing Services in Schools

• Texas Education Agency (2006)Austin, TX Performance-Based Monitoring Analysis System

• WallachG. P., S. Charlton, and J. Christie (2009)Making a Broader Case for the Narrow View: Where to Begin?Lang Speech Hear Serv Schools

• Wilhelm, J (2001) Improving Comprehension with Think-Aloud Strategies Scholastic Jefferson City, MO