Language for Learning

1
Language for Learning
2
Language and Poverty

• Frameworks of Understanding Poverty by
  Ruby K. Payne Ph.D
• Language development has a direct effect on
  childs ability to absorb and remember
  information.
• The true discrimination that comes out of
  poverty is the lack of cognitive strategies. The
  lack of these unseen attributes handicaps the
  individual who does not have them. p. 139
• Cognitive Strategies Concepts, Skills, Content

3
Registers of Language from A Framework
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Language for Learning Introduction

• Teachers Guide page 4
• Foundation for school success
• Some children must be taught these basic skills
• Analyses of words, concepts, sentence structures
• Statement analysis, questioning, concept
  application
• Literal and inferential comprehension
• Precise communication
• Same and different, position, order events of a
  story, details of story
• Oral language and comprehension
• Ability to understand oral language precedes
  reading comprehension
• Following directions and logic
• Teacher presentation books (page 7)
• Book A Lessons 1 50 Book B Lessons 51 85
• Book C Lessons 86 120 Book D Lessons 121
  150
• Teachers Guide
• Childrens workbooks
• Additional Mastery Tests

5
Program Organization

• T.G. p. 8 9
• Six tracks
• Actions
• Description of Objects
• Information and Background Knowledge
• Instructional Words and Problem Solving Concepts
• Classification
• Problem-solving strategies and applications
• Each group is divided into tracks
• E.g., Background knowledge is comprised of
• Names
• Basic information
• Days of the week
• Part/whole relationships, etc.
• Each lesson is made up of several tracks
• E.g., Lesson 32 contains 7 tracks
• Patterned exercises (p 9 Ex. 1)
• Easier for you to teach and the children to follow

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Implementing the Program

• TG p. 10 16
• Using the materials
• Time requirements
• 25 30 minutes for group work
• 5 10 for independent work
• Presentation book (p 10)
• Lessons divided into exercises
• Fast cycle lessons indicated with star
• Stories and poems
• Located at the end of the Presentation book
• Begin at L 21
• Support language concepts taught in lessons
• Directions for which to read appear at the end of
  the lesson
• Expanded language activities
• At the beginning of each Teacher Presentation
  book
• Games, art projects, etc.

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Implementing, cont.

• Forming groups
• Usually groups of 25 are divided into 3 groups
  based on the placement test scores
• Highest performing should be the largest
• Regroup on the basis of performance on individual
  turns and assessments
• New students should be given the placement test
  and mastery tests to determine placement
• Mastery tests can also be used for students with
  frequent absences
• Fast cycle
• For students who are able to move at a faster
  pace
• Beginning at L. 31 students are taught only the
  exercises with stars

8
Implementing, cont.

• TG p 12 16
• Teaching ESL children
• Successful with students in preschool,
  kindergarten, primary grades and older students
• Action exercises first list on page 27
• Begin with actions exercises for lessons 1 -10
• Information exercises list on page 55
• Use with actions
• Shorten questions to accommodate if needed
• Redo first 10 lessons when students are firm on
  actions and information
• Read pages 14 16 for further suggestions

9
Signals and Corrections

• TG p 22 23
• Touch signal Practice - Page 22 Exercise 5
• Hand-drop signal Practice - Page 23 Exercise 1
• Combination of the two Practice Page 24
  Exercise
• Errors provide you with information about the
  difficulties they are having
• They must be corrected immediately
• General corrections
• Not attending
• Watch my finger, lets try again.
• Not responding
• I have to hear everybody.
• Responding before or after the signal
• Return to the beginning of the exercise after
  every response error they will realize youre
  serious

10
ActionsTG pages 26 - 37

• Beginning Actions Lessons 1 22
• Following directions Page 28 Lesson 1 Ex. 1
• Statements Page 29 Lesson 7 Ex. 1
• Parts of the Body Lessons 4 41
• Page 31 Lesson 25 Ex. 1

• Pictures Lessons 17 42
• Page 33 Lesson 24 Ex. 6
• Pronouns Lessons 23 52
• Page 34 Lesson 24 Ex. 1
• Tense Lessons 55 100
• Page 36 Lesson 59 Ex. 4
• Page 37 Lesson 63 Ex. 1

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Descriptions of ObjectsTG pages 38 - 54

• Identification Lessons 1 8
• Page 39 Lesson 1 Ex. 4
• Identity Statements Lessons 3 38
• Page 42 Lesson 8 Ex. 7
• Page 44 Lesson 23 Ex. 6
• Common Objects Lessons 7 33
• Page 45 Lesson 7 Ex. 5
• Page 54 Lesson 131 Ex. 7

• Missing Objects Lessons 23 34
• Opposites Lessons 24 150
• Page 48 Lesson 41 Ex. 5
• Plurals Lessons 51 70
• Page 51 Lesson 56 Ex. 2
• Comparatives Lessons 131 146

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Information and
Background KnowledgeTG pages 55 - 68

• Basic Information
• Lessons 1 135
• Names Lessons 1 23
• School information Lessons 1 - 34
• Days of the week Lessons 35 - 74/Months of the
  year Lessons 92 - 115/Seasons Lessons 128 138
• Page 59 Lesson 128 Ex. 7 (add questions)
• Part/Whole Lessons 28 150
• Chart - page 60
• Page 61 Lesson 30 Ex. 8

• Materials Lessons 62 148
• Chart - page 62
• Page 62 Lesson 62 Ex. 5
• Common Information Lessons 71 150
• Chart page 65
• Page 66 Lesson 71 Ex. 3 (using the lead)
• Locations Lessons 127
  150
• Chart page 67
• Page 68 Lesson 127 Ex. 6

13
Instructional Words and
Problem-Solving Concepts

• TG pages 69 98
• Spatial and Temporal Relations Lessons 17 48
• Page 71 Lesson Ex. 2
• Prepositions Lessons 27 88
• Chart page 71
• Page 75 Lesson 39 Ex. 4
• And actions Lessons 60 67
• Same/Different Lessons 89 - 150
• Some, All, None Lessons 92 105
• Page 85 Lesson 92 Ex. 1
  (signal and pronoun issues)

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Instructional Words cont.

• Actions Or Lessons 102 118 (maybe concept)
• Before/After Lessons 103 115
• Page 96 Lesson 106 Ex. 7
• If/Then Lessons 125 150
• Page 93 Lesson 125 Ex. 1 (compare to Read the
  Item in RM II)
• Where, Who, When, What Lessons 121 150
• Page 98 Ex. 9

15
Classification and Problem
Solving Strategies

• TG pages 99 104
• Classification Lessons 51 136
• Chart page 99
• Page 104 Lesson 79 Ex. 3
• Problem Solving Strategies
• This track provides new contexts for material
  already learned
• Concept Applications Lessons 43 - 150
• Chart page 109
• Page 112 113 Lesson 112 Ex. 6
• Absurdities Lessons 125 149
• Page 114 Lesson 125 Ex. 5

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Scope and Sequence

• TG Page 117
• All 6 themes we just reviewed represented in
  graphic form
• Tracks in a lesson
• Lesson 70
• Actions Tense, Pictures, Review
• Objects Plurals, Opposites
• Information Days of Week, Part/Whole, Materials
• Instructional Words Prepositions
• Classification
• Problem solving Concept Applications

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Workbook ActivitiesTG pages 118 - 138

• Objectives
• Expand upon what they learned in lesson, e.g.,
  prepositions
• Introduce new concepts
• Colors and shapes
• Complete and draw shapes
• Provide practice in following directions
• Practice in performing motor skills
• Matching,circling, drawing
• Organizational skills keeping track of
  materials

• Touching - Page 119
• Colors - Page 119
• Cross-out Marks - Page 120
• Matching - Page 121
• Pair Relations - Pages 122 123
• Temporal First - Page 124 125
• Spatial First - Page 126
• Part/Whole - Pages 127 128
• Opposites - Page 129

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Workbook Activities, cont.

• Plurals Page 130
• Classification Pages 131-132
• Concept Application Page 132
• Draw Figures Page 133
• Prepositions Page 134 - 135
• Comparatives Page 136
• Some/All/None Page 137
• Materials Page 138

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Stories and Poems

• Chart page 140
• Rationale for stories and poems
• Children encounter common story forms, e.g.,
  character overcomes problem
• Children become familiar with sequence of events
• Children respond to questions
• Children practice role-playing
• Children and teachers enjoy them
• Stories appear at a certain lesson but are
  repeated at intervals
• They are found at the end of the Presentation
  Books

20
Extended Activities and Appendices

• Extended Activities (page 141)
• Found at the beginning of Teacher Presentation
  Books
• Songs, games, etc. to help children learn names,
  colors, etc.
• Drawings and other activities to support
  concepts, narratives and sequencing
• Ideas for puzzles, posters, murals, calendars
• Finger games, circle games, board games, logic
  games
• Appendix A Placement test (pages 143 147)
• Appendix B Transition Lesson (pages 148 143)
• Intended for students who test into lessons 11,
  21, 31, or 41
• Teaches conventions for program signals, Say
  the whole thing, etc.
• Appendix C Practice Lesson (pages 154 161)