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OntarioLanguageArtsCurriculum-Grade2LinkingCurriculumwithAssessment&InterventionStrategies/Recommendations

By:KaileyLerouxM.Cl.Sc.(SLP)Candidate

ThefollowingdocumentconnectsthespecificexpectationsoftheOntarioLanguageArtsCurriculumforgradetwostudentswithassessmentresourcesandinterventionstrategies/recommendationsforsupportinorallanguage,reading,andwriting.Specificexpectationsaregroupedbyrelatedness,enablinginterventiontotargetavarietyofskillsexpectedofthechild.Mostofthestrategies/recommendationsprovidedmaybebeneficialforallchildrenintheclassroom.Grade2:OralCommunicationOverallExpectations

1. Listeninordertounderstandandrespondappropriatelyinavarietyofsituationsforavarietyofpurposes;2. Usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes;3. Reflectonandidentifytheirstrengthsaslistenersandspeakers,areasforimprovement,andthestrategiestheyfoundmost

helpfulinoralcommunicationsituations

AssessmentTools

Celf-5TestofNarrativeLanguagePPVT-IIIEVT• PPVT-IIIandEVTdonetogetherpossibly—gettingatexpressivevocabularyskillsTILLS(listeningcomprehension,narrative,delayedstoryre-telling)LisaArchibald’sDLDAssessmentTaskQuickGuide:ExecutiveFunctioning:

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• Controlledattention(observeinclassroom,attendingtotasks)• Cognitiveflexibility• Workingmemory-influencedbylanguagetaskssuchas“FollowingDirections”• Inhibition-(observation,classconduct)• LisaArchibald’sClassroomObservationGuideforExecutiveFunctioningDiscourse:• Conversation(informalinterview)• Narrative(retellinganoraltext;stativeverbsinregardstocharacter’sandthemselves)• Receptive—answerquestionsaboutastoryLexemeSequencing:• Syntax(receptive)àprobecomprehensionofcomplexsentencesusingquestions• Syntax(expressive)àspontaneousspeechsample;restatingfactsfromaninformationaltextincorrectsequence—payattentiontoadjectivesand

adverbuse**FluidIntelligence:• Inferencing(i.e.,answeringquestionsaboutspokeninformation;promptingchildtoaskquestionsbeforehearingastory)• Problemsolving/reasoning/decisionmaking• Metacognition(self-helpstrategies,plans,goals,thinkingabouttheirlearning)Independentfunctioning:• Observechildinclassroom,interviewteacher/parent—demonstratingunderstandingofwhentospeak,whentolisten,howmuchtosayPragmatics:• Observeindividuallyandwithclassmates—facialexpression,gestures,eyecontactwhilespeaking;askquestionsregardingspeaker’sfacial

expressionsintexts;rangeofcommunicativeintentionsobserved,topicmanagement,abletorepairbreakdowns,usebarriergames• StoryRe-tell:GeneseWarr-Leeper’s“LostinSpace”(1990)

SpecificExpectations-ListeningtoUnderstand Intervention/Strategies/Evidence-basedresearch

1.1identifypurposesforlisteninginavarietyofsituations,formalandinformal,andsetpersonalgoalsforlistening,initiallywithsupportanddirection

TreatmentofExecutivefunctions(Archibald,L.,2016)• Discusses:specificinterventions,supportingneedystudentsinclassroom,EFsmartclassroom• Ongoingexternalsupportatmoment,withvisualcues&verbalprompts=important*

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1.2demonstrateanunderstandingofappropriatelisteningbehaviourbyusingactivelisteningstrategiesinavarietyofsituations

• TeachchildEFscripts• Useverbalprompts,guidance• Remembersupportsmustremaininplace*• EFTreatment–LisaArchibald’sPowerPointPresentation“OralLanguageatyourFingertips”—OSLA• UnderstandingDirections

1.3identifyseverallisteningcomprehensionstrategiesandusethembefore,duringandafterlisteninginordertounderstandandclarifythemeaningoforaltexts

Cognitivestrategyinstruction-Krawec,J.&Montague,M.(2012)• Articlediscussesinstructionalapproachtoteachstudentscognitivestrategiesthatarespecific

andgeneraltohelpfacilitatelearningàresearchstudy’sshowthiscanbeapplicableforchildrenwithLDandotherstudentswhostruggleinschool

• Approachusesmetacognitiveandself-regulatorystrategiestohelpstudentsmonitorandconsidertheirownlearning

• Studentslearnacognitiveroutine,internalizeit,andthenlearntousethisroutineautomatically

• Appliestoolderstudentsaswell*1.4demonstrateanunderstandingoftheinformationandideasinoraltextsbyretellingthestoryorrestatingtheinformation,includingthemainideaandseveralinterestingideas

NarrativeInstruction:“Classroom-BasedNarrativeandVocabularyInstruction…”-Gillam,S.,Olszewski,A.,Fargo,J.,Gillam,R.,(2014)• Non-randomizedcomparisonstudythatevaluatedimpactofnarrativeinterventionprogram

withembeddedvocabularyinstructiononperformanceofallchildreninclassroom• Interventionclassroomfocusedon:storymodeling,storyretelling,storygeneration,and

comprehensioninstruction(ThreePhases:PhaseIàTeachingStoryGrammarElements,studentsheard&toldstoriesthathadsimpleepisodes;PhaseIIàencourageduseofmorecomplexnarrativesbyincludingcomplicatingactionsintheirstories,conjunctions,adverbs,adjectives,andmetacognitiveverbs;PhaseIIIàchildrencreatedandtoldcomplexandelaboratedstoriesonown)

• Wordlesspicturebooksused;contentwasusedtoteachstorygrammarelements,causalconnectionsandtargetvocabulary;iconsandgraphicorganizersused

1.5usestatedandimpliedinformationandideasinoraltextstomakesimpleinferencesandreasonablepredictions,andsupporttheinferenceswithevidencefromthetext1.6extendunderstandingoforaltextsbyconnectingtheideasinthemtotheirownknowledgeandexperience;tootherfamiliartexts,includingprintandvisualtexts,andtotheworldaroundthem

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1.7identifywordsorphrasesthatindicatewhetheranoraltextisfactoropinion,initiallywithsupportanddirection

• Results:highriskgrouphadstatisticallysignificantimprovementsinmacrostructure—gainforhighriskgroupwasmoreclinicallysignificantthanforthelow-riskgroup;lowriskgrouphadgreatergainsinvocabulary—highriskgroupmayneedmoreexplicitinstructiononvocabularyandmorerepetitiontogetnewwordsintotheirsystem*;onlysawstatisticallysignificantresultsinmicro-structureforelaboratednounphrases

• Authorsconcludegainsmadebychildreninthenarrative,experimentalclassroommaybeattributedtoinstructionthatfocusedoncreatingandgeneratingstoriesthathadcompleteandcomplexepisodes

GeneralTaskstopromoteunderstandingoftextsàkeypointstakenoverclassdiscussionfromthefollowingarticles:“Followingdirections:Rehearsalandvisualizationonstrategiesforchildrenwithspecificlanguageimpairment”-Gill,C.,Klecan-Aker,J.,Roberts,T.,Fredenburg,K.(2003)“AculturallyandlinguisticallyresponsivevocabularyapproachforyoungLatinoduallanguagelearning”-Méndez,L.,Crais,E.,Castro,D.,Kainz,K.(2015)“Trainingsecondaryschoolteachersininstructionallanguagemodificationtechniquestosupportadolescentswithlanguageimpairment:Arandomizedcontroltrial”-Starling,J.,Munro,N.,Togher,L.,Arciuli,J.(2012)“Awholeclassteachingapproachtoimprovethevocabularyskillsofadolescentsattendingmainstreamsecondaryschool,inareasofsocioeconomicadvantage”-Murphy,A.,Franklin,S.,Breen,A.,Hanlon,M.,McNamara,A.,Bogue,A.,…James,E.(2016)Keypoints:• Readstoriestogetheranddiscussmainideasandinterestingevents-clientsays1point,

cliniciansays1point• ChilddrawspicturestocoincidewithnarrativetoldbySLPandthenchildre-tellsthestory

withsupportofpictures• ChildandSLPtotaketurnsinterviewingeachotherascharactersinthetext• Formulatingstudentfriendlydefinitionsàwanttoincreaseexposuretovocabularytohelp

withsemanticprocessing• ExplicitanddirectvocabularyinstructioninbothL1andL2(ifchildismultilingual)• Interactivestory-bookreading(relevantthemesthatchildcanmakepersonalconnections)

1.8identify,initiallywithsupportanddirection,whoisspeakinginanoraltext,anddemonstrateanunderstandingthatthespeakerhashisorherownpointofview1.9identifysomeofthepresentationstrategiesusedinoraltextsandexplainhowtheyinfluencetheaudience

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• Useofmulti-modalstrategies• Repeatedexposuretowordsàselecttaskswhicharenaturalbasedonthechild’s

environment• RehearsalstrategytrainingwithvisualizationMAYbebeneficialtosomestudents(studywas

doneonstudentswithSLI)toincreasetheabilitytofollowdirectionsàRehearsalwithmultimodality(visualscratchpad)—becarefulofcognitiveoverload.Nochangeintraditionalapproach.Explicitlyteachstrategiestogetmastery

• FocusonTIER2vocabulary• Instructionandmodificationstrategiesforteacher!!ExpressiveGrammar:“EffectiveInterventionforexpressivegrammarinchildrenwithSLI”-Smith-Lock,K.M.,Leitao,S.,Lambert,L.,Nickels,L.(2013)• Expressivegrammartreatmentinchildren5yearsofage—expressivegrammarprogramme

differenceinlanguagetargets(directinstruction,focusedstimulation,recasting,imitation)• Results:founddifferencesintargetedwordsduringtreatment,butnotwordsthatwerenot

targetedàtreatmentshouldbeexplicitandtargeted“OralLanguageatyourFingertips”—OSLA• AwarenessofNarrativestructureUnderstandingpointofview:• “Ithink…”“Ifeel…”statements;“youthink…”“youfeel…”statementsinauthenticcontexts

andcontextofstorynarrativeswithcharacters• Havechildusegraphicorganizerswithdifferentcharactersasfocalpointtodiscusswhat

character’sviewpointwas• Whoistellingthestory?Howdoyouknow?–keyvocabulary:firstpersonàI,me,us,we,2nd

personàyou,3rdpersonàhe,she,they• GarciaWinner:Socialthinkingbooks(i.e.,“YouareaSocialDetective!”) • “SocialThinking”–MichelleGarciaWinner&PamelaCrooke(2009)

o discusseshowearlysocialthoughtignitesdevelopmentofperspectivetakingo socialknowledgemustcomebeforesocialskills

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o introducesocialthinkingvocabularySpecificExpectations-SpeakingtoCommunicate 2.1identifyavarietyofpurposesforspeaking “StrategiesforPromotingGeneralizationofSocialCommunicationSkills…”-Timler,G.,Vogler-

Elias,D.,McGill,K.F.(2007)• Discusseschildren’ssocialcommunicationskills,orwordsandnonverbalbehaviorsusedin

socialsituationswithpeers,andhowwemustenhancelanguageandsocialskills,aswellasgeneralizetheseskillsinauthenticinteractionswithpeers*

• Ittalksabout4differentinterventioncontexts:Environmentalarrangement,Teacher-mediatedintervention,Peer-mediatedintervention,Clinicianmediatedinterventions

• Theysuggestthesearen’tappropriateforallkidssotheydiscusssystemofleastpromptsandpeerpracticewithinanaloguesocialsituations(mimicpeerinteractionsthatoccurinachild’severydaylife)throughvariouscasestudies

Workonorallanguageinauthenticcontexts—suchaspresentationswithpeers• Instructionsprovidedaretransparentenoughthatchildunderstands• Languagetasksshouldbeadaptedsuitablyforchild’sneeds• Incorporatevocabularyfromclassroomcurriculum–usemulti-modalityininterventionwhen

teachingvocabulary

Grade2SocialStudies:tradition,celebration,holiday,culture,generations,familystories,interviews,artefacts,photoalbums,adaptation,location,climate,globe,sphere,hemisphere,continent,country,equator,NorthPole,SouthPole,model,distanceGrade2Science:protection,animals,right,law,endangered,pollution,predator,prey,life-cycle,frog,chicken,butterfly,adapt,migration,insect,mammal,reptile,wildlife,migration,wheel,axel,building,turning,spinning,swinging,bouncing,pushing,heavy,pulley,ramp,solid,liquid,gas,float,sink,absorb,repel,clear,opaque,runny,hard,greasy

2.2demonstrateanunderstandingofappropriatespeakingbehaviourinavarietyofsituations,includingpairedsharingandsmall-andlarge-groupdiscussions2.3communicateideas,opinions,andinformationorallyinaclear,coherentmannerusingsimplebutappropriateorganizationalpatterns2.4chooseavarietyofappropriatewordsandphrasestocommunicatetheirmeaningaccuratelyandengagetheinterestoftheiraudience2.5identifysomevocaleffects,includingtone,pace,pitchandvolume,andusethemappropriately,andwithsensitivitytowardsculturaldifferences,tohelpcommunicatetheirmeaning2.6identifysomenon-verbalcues,includingfacialexpression,gestures,andeyecontact,andusetheminoralcommunications,appropriatelyandwithsensitivitytowardsculturaldifferences,tohelpconveytheirmeaning

2.7useafewdifferentvisualaidstosupportorenhanceoralpresentations

• Useofposters,artwork,graphicorganizerswhileininterventiontogeneralizetoclassroom.Havechildbringsomethinginfromartclassandexplaintoclinicianwhattheymadeandhowtheymadeit.

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SpecificExpectations-Reflectingonoralcommunicationskillsandstrategies

3.1identify,initiallywithsupportanddirection,afewstrategiestheyfoundhelpfulbefore,during,andafterlisteningandspeaking

Metacognition:• Reviewquestionsafterwardsà“Whatquestionscanyouaskyourselfwhilelisteningtobe

sureyouunderstandwhatyouhear?;Whatcanyoudoafterlisteningtocheckyouhaveunderstood?;Howdoyougetreadytospeak?”3.2identify,initiallywithsupportanddirection,

howtheirskillsasviewers,representers,readers,andwritershelpthemtoimprovetheiroralcommunicationskills

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Grade2:ReadingOverallExpectations

1. Readanddemonstrateanunderstandingofavarietyofliterary,graphic,andinformationaltexts,usingarangeofstrategiestoconstructmeaning;

2. Recognizeavarietyoftextforms,textfeatures,andstylisticelementsanddemonstrateunderstandingofhowtheyhelpcommunicatemeaning;

3. Useknowledgeofwordsandcueingsystemstoreadfluently;4. Reflectonandidentifytheirstrengthsasreaders,areasforimprovement,andthestrategiestheyfoundmosthelpfulbefore,

duringandafterreading

AssessmentToolsCelf-5TestofNarrativeLanguageTILLS(non-wordreading,readingfluency,phonologicalawareness,vocabulary)TOWRE-2(sightwordreading/decoding)GORT-4orGORT-5(readingfluency,textcomprehension)Observationreadingdifferenttexts:• Literarytexts(poetry,folktales,fairytales,booksfromfirstlanguage)• Graphictexts(simplemaps,charts,diagrams,graphs)• Informationaltexts(“Howto”books,non-fictionbooks,electronictexts)LisaArchibald’sDLDAssessmentTaskQuickGuide:EmergentReading:• Phonologicalawareness• Phonics• PrintconceptsReading-Sightwordreading• Readingasmanysightwordsastheycanin45secondsfromlistsofincreasinglydifficultwordsReading-Decoding• readasmanynonsensewordsastheycanin45secondsfromlistofincreasinglychallengingphoniccombinations

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Reading-Fluency• readunfamiliartextcomfortablywithfewreadingerrorsReading-Textcomprehension:• RespondingtoquestionsaboutatextReading-Comprehensionmonitoring:• Lookfor:

o Miscueanalysiso Selfcorrectswhenreadingaloudo Askquestionstomonitorunderstandingoftexto Identifiescomprehensionbreakdowns

• Askchildbeforereading:Whatdoyouthinkthisbookisgoingtobeaboutbyjustlookingatthefrontpage?Whatdoyouknowaboutthistopic?Morphologicalawareness:• Inferringmeaningofwordswithaboundmorpheme;beingabletoparseoutbaseandwordandderivedformsSemantic/Conceptual:• Receptivevocabularyàwordchoice• Vocabularybreadth/depthDiscourse-Narratives:• Narrative(retellinganoraltextincorrectsequence;keepinmindmacrostructure,microstructure,vocabulary,supportingdetailsfromtext)FluidIntelligence:• Inferencing• ProblemSolving/Reasoning/DecisionMaking• Metacognition(Askchild:Whatquestionsdoyouaskyourselftocheckandseewhetheryouunderstandwhatyouarereading?Whatdoyoudoif

youdon’tunderstand?Whenyoucometoawordorphraseyoudon’tknow,whatstrategiesdoyouusetosolveit?Howdoyouchecktoseeifyouwereright?)

ExecutiveFunction:seeabovefromoralcommunicationCoolTools(UniversityofCentralFloridaàEffectiveInstructionalPracticesProject,2003).ELLandReadingFluency:(Ford,K.,2012)àDiscusses3thingstolookforwhenassessingfluency:readingaccuracy,automaticity,prosody*

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SpecificExpectations-Readingformeaning Intervention/Strategies/Evidence-basedresearch1.1readsomedifferentliterarytexts Sound-wordlevelstrategiesàtakenfromclassdiscussiononNovember29,2016

1) Phonologicalawareness—shouldincludeimagesandletters2) Morphologicalawareness3) Sightwordreadingtraining(lexicallookuproute)—havingmoresightwordskillswill

helpwithphonicsTeachsound-wordlevelstrategiesthrough:• Frequencyofinformation• Directinstruction,explicitinstruction• Small-groupintervention• Highlevelengagementandmotivation• Parentalinvolvement• Trainingandsupportforstaff• Makesuretore-visitschoolstodeterminetruemasteryWordSortActivities• Manipulatives• Sortingformeaning• Spellingsort

1.2identifyseveraldifferentpurposesforreadingandchoosereadingmaterialsappropriateforthosepurposes

1.3identifyseveralreadingcomprehensionstrategiesandusethembefore,duringandafterreadinginordertounderstand

NationalReadingPanel(Langenberg,D.N.etal.)• readingcomprehensionskillsmustbelookedatincombinationwithvocabularylearning&

instructionanditsdevelopment• Highlightwordsintext—discussdefinitions,synonyms,drawpicturestorepresentwords,

etc.Directandindirectmethodsofvocabularyinstruction=effectiveIncorporate:• cooperativelearning• graphicandsemanticorganizersàorganizefeaturesofthetext(agents,actions,etc.)• directandexplicitinstructionofstoryortextstructure(provideexplicitinstructiononeach

individualstructure)

1.4demonstrateanunderstandingofatextbyretellingthestoryorrestatinginformationfromthetext,withtheinclusionofafewinterestingdetails1.5usestatedandimpliedinformationandideasintextstomakesimpleinferencesandreasonablepredictionsaboutthem1.6extendunderstandingoftextsbyconnectingtheideasinthemtotheirownknowledgeand

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experience;tootherfamiliartexts,andtotheworldaroundthem

• questionanswering&generatingàdevelopquestionsforbasiccontentfeatures• summarization• Teachersshouldbetaughthowtoprovidesmallgroupinstructionandexplicitskill

instruction/modellingincomprehension• Multiplestrategyinstructionkey*“Evidence-basedinterventionsforreadingandlanguagedifficulties:…”-Snowling,M.J.,&Hulme,C.(2011)• Providessummaryofresearch• Discusses“Poorcomprehendors”andmosteffectivemethodsforimprovingtext

comprehension• DiscussesstudydonebyClarkeetal.(2010)àranRCTtoevaluatereadingcomprehension

trainingprogrammes• Interventions:1targetedOLskills(vocabulary,listeningcomprehension,figurativelanguage

andspokennarrative);anothertext-basedstrategies(meta-cognitivestrategies,readingcomprehension,inferencingfromtext,andwrittennarrative),thirdwasintegrationofthetwo

• Participants:aged8-9—gooddecoding,poorcomprehending• Deliveredbytrainedteachingassistants• Results:immediatelyafter,orallanguagegroup,text-basedstrategygroup,combinedgroup

allmadesignificantgainsonWIATtest;11months’post—absolutegaininOLgroupincreasedalmost7standardscorepointsovercontrols—OLgroupalsooutperformedcontrolgroupontheWASImeasureofvocabularyandboththeOLandCOMgroups(butnottheTCorcontrolgroups)showedimprovedknowledgeofvocabulary&idioms

• SomeevidencesuggestingfocusonvocabularyandOLskillsforpoorcomprehendors“ComprehensionInstructioninContentAreaClasses”–Neufeld,P.(2005)• discussescomprehensionstrategiesworthteaching&howtoteachstrategiesàexplicit

instructionofindividualstrategiesandthentheimportantofteachingforself-regulatedstrategyuse

1.7identifythemainideaandsomeadditionalelementsoftexts1.8expresspersonalthoughtsandfeelingsaboutwhathasbeenread1.9identify,initiallywithsupportanddirection,thespeakerandthepointofviewpresentedinatextandsuggestoneortwopossiblealternativeperspectives

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CognitiveStrategyInstruction:Krawec,J.&Montague,M.(2012)• Seeaboveinorallanguagestrategies• ProvideschartofstrategicreadingstepsNarrativeInstruction:SEEGillampaperfromoralcommunicationexpectationsonnarrativeinstructionLisaArchibald’sQuickInterventionGuide:• observations/inferences—createachartofcontentobservedintextvs.inferencesmade,

thenconnectobservations&inferences

Motivation:• Refertooralcommunicationforcross-curricularlinks

SpecificExpectations-Understandingformandstyle

2.1identifyanddescribethecharacteristicsofafewsimpletextforms,withafocusonliterarytextssuchasafairytale,graphictexts,suchasprimarydictionary,andinformationaltextssuchasa“Howto”book

NationalReadingPanel(Langenberg,D.N.etal.)• directandexplicitinstructionontextformsandorganizationalpatterns• musthavedirectinstructiononeachindividualtexttypeforgoodunderstandingLisaArchibald’sQuickInterventionGuide:• reviewmicrostructureandmacrostructurebysearchingforkeypiecesofinformation,text

devices,orsignalingwordsindifferencetexts

2.2recognizesimpleorganizationalpatternsintextsofdifferenttypes,andexplain,initiallywithsupportanddirection,howthepatternshelpreadersunderstandthetexts2.3identifysometextfeaturesandexplainhowtheyhelpreadersunderstandtexts2.4identifysomesimpleelementsofstyle,includingvoice,wordchoice,anddifferenttypesofsentences,andexplainhowtheyhelpreadersunderstandtexts

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SpecificExpectations-ReadingwithFluency 3.1automaticallyreadandunderstandmanyhigh-frequencywords,somewordswithcommonspellingpatterns,andwordsofpersonalinterestorsignificance,inavarietyofreadingcontexts

NationalReadingPanel(Langenberg,D.N.etal.)• encouragerepeatedoralreadingwithfeedbackandguidance—thisledtomeaningful

improvementsinreadingforgoodreaders&thosewithreadingdifficulty• readingfluencyismorethanjustwordrecognition,accuracy,andreading*• phonicsinstruction• morphologyinstruction• phonemicawareness;guessingcoveredwords;cuttingupsentencesandre-arranging“MorphologicalAwarenessIntervention…”-Wolter,J.&Green,L.(2013)• Articlediscusseshowmorphologicalawarenessinstructionhelpsfacilitatephonological,

vocabulary,reading,andspellingsuccess• Morphologycanaidinworddecodingandreadingcomprehension—usemotivating

“detective”themeswithfocusonmorphologicalunitsandtheirmeaning• Providerationaletostudentsonhowmorphemesareusefulandhelpincreasetheir

vocabularyskillsandthereforetheycanbecomebetterreadersandspellers• Discussesinflectionalmorphology,derivationalmorphologyandbuildingwordsfrom

morphemes

RemedialReadingDrills(Hegge,T.,Kirk,S.,Kirk,W.,1965)WebsitesfromTwitterChatProgressivePhonicsàwww.progressivephonics.comRAVE-Oàhttp://store.voyagersopris.com/rave-oCORIàhttp://cori.umd.edu/what-is-cori/program-goals/ABalancedApproachàhttp://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00021/

3.2predictthemeaningofandquicklysolveunfamiliarwordsusingdifferenttypesofcues,including:

• Semantic(meaning)cues• Syntactic(languagestructure)cues• Graphophonic(phonologicalandgraphic)

cues3.3readappropriatetextsatasufficientrateandwithsufficientexpressiontoconveythesenseofthetexttothereaderandtoanaudience

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SpecificExpectation-Reflectingonreadingskillsandstrategies

4.1identify,initiallywithsupportanddirection,afewstrategiesthattheyfoundhelpfulbefore,duringandafterreading

“ComprehensionInstructioninContentAreaClasses”(Neufeld,P.,2005):seeabove

4.2explain,initiallywithsupportanddirection,howtheirskillsinlistening,speaking,writing,viewing,andrepresentinghelpthemmakesenseofwhattheyread

Metacognition:• RefertoQuickInterventionGuideà“TheStrategicQuestion”

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Grade2:WritingOverallexpectations

1. Generate,gather,andorganizeideasandinformationtowriteforanintendedpurpose,andaudience;2. Draftandrevisetheirwriting,usingavarietyofinformational,literary,andgraphicformsandstylisticelementsappropriate

forthepurposeandaudience;3. Useediting,proofreading,andpublishingskillsandstrategies,andknowledgeoflanguageconventions,tocorrecterrors,

refineexpression,andpresenttheirworkeffectively;4. Reflectonandidentifytheirstrengthsaswriters,areasforimprovement,andthestrategiestheyfoundmosthelpfulat

differentstagesinthewritingprocessAssessmentToolsCelf-5TOWL-4TILLS(writtenexpression,non-wordspelling)LisaArchibald’sDLDAssessmentTaskQuickGuide:Observation:lookatwrittensamples—Cantheydevelopquestionsrelatingto5W’s?Dotheyknowwhatthey’rewritingabout?Whotheyarewritingfor?;Complexsentences;grammaticalerrors;findphoneme,orthographeme,mental-graphemerepresentations—where,ifany,areerrorsoccurring?Planning/Organization:givechildgraphicorganizertosortideasandinformationfortheirwriting,suchasmainideasandsupportingdetails(storygrammar,sequencing,organizationalpatternsetc.)Writtenlanguagesample:writeastoryordescription-–evidenceofplanningandrevising?Spelling:dictationofknownandnonsensewords;miscueanalysis;usewordmeaningstohelpspellsimplecontractionsandhomophonesPhonologicalawareness:rhyming,countingsyllables,identifyingsounds,segmentingwords,blendingintolargerunitsOrthographicawarenessMorphologicalawarenessFluidIntelligence:• Metacognition(i.e.,thinkingabouttheirwritingà“Doyouhaveenoughinformationtosupportyourideas?Doeseachsentencemakesense?How

didyougenerateyourideasforwriting?Whathelpsyougetorganizedforwriting?Howdoeslisteningtostorieshelpyouwhenyouarewriting?”)• Problemsolving/reasoning/decisionmaking(i.e.,useofdictionaries,wordwalls,proof-readingandcorrectingtheirworketc.)Observeuseofvocabularybreadth/depth:Personalobjectpronouns;adjectives;verbsinsimplepresentandpasttenses;joiningwords;simpleprepositionsofplaceandtime;givewordsthatcouldbesubstitutedforanotherwordinasentence

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Memory:linkstostoredrepresentationsExecutiveFunctioning

SpecificExpectations-Developingandorganizingcontent

Intervention/Strategies/Evidence-basedresearch

1.1identifythetopic,purpose,audienceandformforwriting

IdeastakenfromclassdiscussiononDecember6,2016:*extraloadwhenhavingtowrite(addsasymbolsystem);writinghasmoreofalexicalfocus*think-a-loudsandexplicitteachingateachstageàexplicitteachingforhigherorderthinkingstrategies–modelingofteacher’sthoughtsastheycoachthroughtasks• Usewordwebsandgraphicorganizerstobrainstorm• Pictography• Formaplan,translatetheplan,review/revise,editifnecessary• Drawingàusescene,drawingsoftwareorpaperandpenciltasksforbrainstorming• Teacherread-alouds,sharedorguidedreadingtobringaboutideasforwriting—

connectiontowhatisdoneinclass,increasesmotivation,andhelpsprovidepriorknowledgebeforewritingtask

• Readastorytogetherandusegraphicorganizerstoorganizestorygrammar,sequentialaspects,andorganizationalpatterns(i.e.,problem-solution,chronologicalorder)

• WritingFrames(Haughton)

1.2generateideasaboutapotentialtopic,usingavarietyofstrategiesandresources1.3gatherinformationtosupportideasforwritinginavarietyofwaysand/orfromavarietyofsources1.4sortideasandinformationfortheirwritinginavarietyofways,withsupportanddirection1.5identifyandordermainideasandsupportingdetails,usinggraphicorganizersandorganizationalpatterns1.6determinewhethertheideasandinformationtheyhavegatheredaresuitableforthepurpose,andgathernewmaterialifnecessary

SpecificExpectations-Usingknowledgeofformandstyleinwriting

2.1writeshorttextsusingseveralsimpleforms “WritingBetterSentences:Sentence-CombiningInstruction…”–Saddler,B.&Asaro-Saddler,K.(2010)• Providesinstruction,explanation,andexercisesonsentencecombiningtasks• Incorporatesimplesentences,interrogatives,imperatives,comparatives,causalsentences

intointervention• SentenceCombingExercises(Dean,D.,2008)àcanbeusedforolderstudents*

2.2establishapersonalvoiceintheirwriting,withafocusonusingfamiliarwordsthatconveytheirattitudeorfeelingtowardsthesubjectsoraudience2.3usefamiliarwordsandphrasestocommunicaterelevantdetails2.4useavarietyofsentencetypes

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2.5identify,initiallywithsupportanddirection,theirpointofviewandoneormorepossibledifferentpointsofviewaboutthetopic

LisaArchibald’sQuickInterventionGuide:Vocabulary• incorporatemultimodalitytoenhanceunderstandinganduseofadjectivesintheirwriting• studentfriendlydefinitions*ConativeStrategies• includechoice,topicsofpersonalrelevance,seemotivationinoralcommunication*Understandingandwritingaboutpointofview:makesurechildunderstandstheoryofmind*• “Ithink…”“Ifeel…”statements;“youthink…”“youfeel…”statementsinauthentic

contextsandcontextofstorynarrativeswithcharacters.Havechildexpressthesestatementsorallyfirstandthenintheirwriting

• Havechildusegraphicorganizerswithdifferentcharactersasfocalpointtodiscusswhatthatcharacter’sviewpointwasandthenwritetheseviewpoints

• Whoistellingthestory?Howdoyouknow?–keyvocabulary:firstpersonàI,me,us,we,2ndpersonàyou,3rdpersonàhe,she,they–useofvocabularyintheirwrittenwork

2.6identifyelementsoftheirwritingthatneedimprovement,usingfeedbackfromtheteacherandpeers,withafocusoncontentandwordchoice

“PartnershipsforLiteracyinaWritingLabApproach”–Nelson,N.&VanMeter,A.M.(2006)• discussesthewritinglabapproachandhowitfosterscollaborationamongprofessionals

andstudents• 3majorcomponentstotheirapproach:

o curriculum-basedwritingprocessinstructionwithmini-lessons,scaffolding,peer-conferencingandauthornotebooks

o computersoftwareo collaborative,inclusive,individualizedtreatmentforstudentswithhighneeds

• Includematerialthatissignificant,meaningfulandfromcurriculum• Allowstudentstodictateinformationfirstandhaveinformationscribedforthem—

scaffoldtoobtainmoreinformation/clarifydetails;workuptosoundingoutwordsandattemptingspellingdependingonclientprogressandstageofdevelopment

• Useofpersonaldictionaries• Revision/BrainstormingCharts(Nelson,N.,Bahr,C.&VanMeter,A.,2004).

2.7makesimplerevisionstoimprovethecontent,clarity,andinterestoftheirwrittenwork,usingseveraltypesofstrategies2.8producerevised,draftpiecesofwritingtomeetcriteriaidentifiedbytheteacher,basedontheexpectations

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WritingPrompts:providingkeywordsneededforthegiventask(BestTeacherResources,2013)StrategiesfromLisaArchibald’sQuickInterventionGuide:• Wordpredictionsoftwareforchildrenwhoneedreleasefromcognitivedemandsoftask

SpecificExpectations-Applyingknowledgeoflanguageconventionsandpresentingwrittenworkeffectively

3.1spellmanyhigh-frequencywordscorrectly WordLevelStrategiesfromLisaArchibald’sQuickInterventionGuide:• Phonologicalawarenesstasks:repeatingwords,listeningtosoundsinsequence,thinking

ofeachvowelsoundinaword,associatingsoundswithletters,repeatingwords,recallingsoundsinsequence,spellingwholewords

• Orthographictasks:lookingfororthographicpatterns,visualimagesofwords,re-arranginganagramstomakenewwords

• Morphologicalawarenesstasks:findingwordpartsorconstructingwordparts;breakingwordsintoindividualcomponents(suffixes,affixes)

• Distributedpracticeiskey*--usewordsfromtheclassroomcurriculum(refertoorallanguageforcross-curricularvocabulary)

…buildontheseintothediscourselevelwhenthechildisready*Strategiestosupportautomaticbehaviors:• Repetition• Reinforcement• ScaffoldingTechnology:• Incorporatecomputer-basedprogramstovarypresentationstyleWordstheirWayProgram(ELLToolbox)• Developmentalspellingprogram—studentsworkwithwordsortstoimprove

understandingofwrittenlanguage

3.2spellunfamiliarwordsusingavarietyofstrategiesthatinvolveunderstandingsound-symbolrelationships,wordstructures,wordmeanings,andgeneralizationsaboutspelling3.3confirmspellingsandwordmeaningsorwordchoiceusingafewdifferenttypesofresources3.4usepunctuationtohelpcommunicatetheirintendedmeaning,withafocusontheuseof:questionmarks,periods,orexclamationmarksattheendofasentence;commastomarkpauses;andsomeusesofquotationmarks3.5usepartsofspeechappropriatelytocommunicatetheirmeaningclearly,withafocusontheuseof:propernounsforlocal,provincial,andnationalplacenamesandforholidays;thepersonalobjectpronounsme,you,him,her,us,them;adjectivestodescribeanoun;verbsinthesimplepresentandpasttenses;joiningwords(e.g.,and,but);simpleprepositionsofplaceandtime(e.g.,under,with,before,after)3.6proofreadandcorrecttheirwritingusingasimplechecklistorafewguidingquestionsdevelopedwiththeteacherandpostedforreference

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3.7usesomeappropriateelementsofeffectivepresentationinthefinishedproduct,includingprint,differentfonts,graphics,andlayout3.8producepiecesofpublishedworktomeetcriteriaidentifiedbytheteacher,basedontheexpectationsSpecificExpectations-ReflectingonWritingSkillsandStrategies

4.1identifysomestrategiestheyfoundhelpfulbefore,during,andafterwriting

ExecutiveFunctioning• engageinappropriategoal-directedbehaviourwhileinintervention—discussgoalsand

plansatachievingwrittenpiecesMetacognition• thinkingabouttheirthinking—thinkingabouthowtheygenerateideasfortheirwriting,

howtheygetorganizedfortheirwriting• embedthisthinkingintointerventionasyougoalong

4.2describe,withpromptingbytheteacher,howsomeoftheirskillsinlistening,speaking,reading,viewing,andrepresentinghelpintheirdevelopmentaswriters4.3selectpiecesofwritingthattheythinkshowtheirbestworkandexplainthereasonsfortheirselection

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