di language for thinking - overview ppt
TRANSCRIPT
Three Direct Instruction Oral Language Programs
Language for Learning
Language for Thinking
Language for Writing
Agenda•Who Benefits from Language Instruction?•Why Language Instruction Is Important? •Methodology of DI programs•Program Materials•Scope and Sequence•Placement Test•Scheduling and Grouping•Teaching Effectively•Lesson 11•Workbooks•Mastery Test
Children who have completed Language for Learning
1st grade or 2nd grade children who need oral language instruction
Children in bilingual and ELD programs
Primary age children who are in Title I or Special Education classrooms
TG, 6
Who Benefits from Language for Thinking?
Emphasizing language as a means of describing the world and as a tool for thinking and solving problems
Teaching children the words, concepts, and statements important to both spoken and written language
TG 8-9
Language for Thinkingfocuses on:
Why Language Instruction?
TG, p 4
Why is Language Instruction Important?
Foundation for School Success
Comprehension of Classroom Instruction
Receptive and Expressive Communication
Improved Reading Comprehension
TG, p 4
Language for Thinking
• 150 daily lessons provide continuous integration and review of all the concepts and skills.
• Lesson takes just 30 – 40 minutes per day with about 8 exercises + workbook
May be done whole class or small group
Talk to convey informationThink by processing information and
drawing conclusionsComprehend written textDeal with sentence structures of increasing
complexity
A Proven Program That Helps Children:
Carefully organized sequences of exercises Precise teacher directions Group and individual practice Statement repetition exercises Application of newly learned concepts to
problem solving situations Placement test Mastery tests/10-lesson intervals
A Direct Instruction Approach
3 Teacher’s Presentation Books Teacher’s Guide Student’s Picture Book Student’s Workbook Behavioral Objectives Booklet Mastery Test Package Skills Profile Folder
T.G. p. 7
Components of Language for Thinking
Scope and SequenceTeacher’s guide, 24
page 143
Review LessonsInformation and Background KnowledgeReasoning and Critical ThinkingVocabulary DevelopmentObserving and DescribingComprehension ConceptsInterpreting Graphic Displays
TG 9
Program Content
*Part/Whole
Calendar
Locations
TG 26
Information and Background Knowledge
TG 27
ClassificationAbsurdityIf/Then*True/False
OnlyStatementsAnalogiesSame/Different
TG 30
Reasoning and Critical Thinking
TG 39
OppositesSynonymsDefinitions*Verb Tense
Usage: Double NegativesContractions
SuperlativesHomonyms
TG 48
Vocabulary Development
TG 63
ActionsDescriptionsSequenceComparingReporting on Pictures
TG 72
Observing and Describing
Who, What, Where, When, Why, HowQuestioning SkillsCan DoRetellingInferences
TG p 86
Comprehension Concepts
From/To
Left/Right Actions
Map Reading
TG 132
Interpreting Graphic Displays
Reinforce learning in the rest of the program
Gives opportunity to apply new learning
Build ability to work independently
Planned Multiple Exposures
TG 132
Workbook Activities
Placement TestingTeacher’s guide, page 134
The key to success lies in proper placement
Entry Test• Measures the receptive and expressive oral language
• Given individually
• Stop testing once the child makes six errors
• Familiarize yourself with the instructions
• You will need a piece of paper and a penny
Teaching EffectivelyTeacher’s guide, page 16
Teaching the lesson effectively
– follow a pre-crafted lesson plan– signal for group responses to
questions and allows for individual answers in a planned sequence
– maintain a rapid pace– make sure every child “gets it”– provide lots of feedback, both
praising and correcting
The Hand Drop Signal
1. Hold out your hand
2. Give the instruction
3. Pause (1 second) – Lift
4. Drop your hand
page 20
Auditory Signal
1. Give the instruction
2. Pause (1 second)
3. Give auditory signal
• Young children respond to lots of praise
• After correcting, repeat the exercise
• A good signal gives– Thinking time– A definite cue for response
General Corrections
Behavior Corrections
Error• Not attending
• Not responding
• Signal violations
Correction• “Watch my finger.
Let’s try it again.”
• “I have to hear everybody.”
• Watch my signal. You are too early/late.”
1. Only after group responses are firm
2. Group sampling
3. Quick and natural
4. Focus on more naive performers
5. Make corrections with the whole group
6. Insert individual turns whenever you doubt mastery has been achieved.
Individual Turns
Lesson 11
TG pg 136
Lesson 11
Lesson 11
Lesson 11
Lesson 11
Lesson 11
Lesson 11
Mastery Test
Assessment
• Given every 10 lessons
• Using the Mastery Test Packages, browse through the mastery tests
• Notice: – Management System p.54– Reproducible Forms p.57– Blackline Masters for Assessments p.65
Mastery Assessment #1
Language for Thinking
Individual Score Sheet
Individual Profile Chart
Diagnostic:
Circle a letter if the student missed any questions in
that section
Group Summary Chart:
-Group Remedy Necessary if Below 80%
Let’s ReviewTeaching Techniques1. How should you arrange your classroom?2. Where should your low performers be seated?3. What is in the Presentation Book?4. What does blue type indicate?5. What does italic type indicate?6. What is the purpose of signaling?7. When do we correct mistakes?8. Why teach to mastery?9. Why do all children need oral language development?
Language for WritingGrades 2-5
Agenda
•Who Can Use this Program?•Methodology of DI programs•Program Materials•Scope and Sequence•Placement Test•Teaching Effectively•Lesson 11•Assessments•Lesson 51•Appendices
Who can use this program?Who can use this program?
Children in grades 2-5 who:•Have previously been in Language for Learning or Language for Thinking.
•Are in need of a highly structured approach for learning to write.
page 5
Often, these are children who:Often, these are children who:
• Considered for speech or language support.• Difficulty following complex directions.• ESL or ELL• Identified for Title I or Special Education.• Sound like a younger child.
Do you recognize any of these Do you recognize any of these characteristics?characteristics?
• Does not write legibly
• Leaves words out of a sentence
• Forgets beginning and end punctuation
• Lacks subject-verb agreement
• Does not write complete sentences
Direct Instruction
Methodology
• Carefully organized
• Precise teacher directions
• Group & individual practice
• Understand concepts & their use
• Application of concepts & thinking skills
• Continuous integration & review
Language for WritingLanguage for Writing
The program contains:• 140 lessons• 14 Assessments (every 10th lesson)• Pre-test and Post-test• Independent Student Activities
page 6
Materials for Language for WritingMaterials for Language for Writing
• Presentation Books • Teacher Guide• Answer Key• Workbook• Textbook
Scope and Sequence
Teacher’s Guide
Page 10
• Sentences • Grammar• High-order thinking• Punctuation and capitalization• Interpreting written texts• Writing narratives• Specific writing skills, such as:
• Summarizing • Retelling• Making comparisons
Program ContentProgram Content
page 27
Lessons 11-20
Lessons 21-30
Lessons 31-40
Lessons 41-50
Lessons 41-50
Lessons 51-60
Lessons 51-60
Lessons 71-80
Lessons 81-90
Lessons 81-90
Lesson 81-100
Lessons 81-100
Lesson 89
Student Response
Lesson StructureLesson Structure
• Teacher-directed group, workbook, and textbook exercises (30 minutes)
• Independent activities (15-30 minutes)
• Workchecks (5-10 minutes)
Placement TestingTeacher’s guide, page 112
The key to success lies in proper placement
Placement Test• Students can begin the program at either
Lesson 1 or 11
• The test can administered whole group!
• Students must be able to write legibly.
• Students must be able to read 80 WPM or more using a second-grade reading passage with 97% or higher accuracy.
• If a students has fewer than 22 points, they may need Language for Learning or Language for Thinking.
Placement Test
Planning for Instruction
Options for grouping students:• Whole class• Small groups
– Place students with similar placement test scores in the same group.
– Regroup on basis of performance
Teaching Effectively
Teacher’s Guide
Page 18
Teaching the lesson effectively– Follow pre-crafted lesson plan
– Signal for group responses to questions and allows for individual answers in a planned sequence
– Maintain a rapid pace
– Make sure every child “gets it”
– Provide lots of feedback, both praising and correcting
Presenting the First Ten Lessons
These first lessons are particularly important for students who did not go through the language for Learning and Language for Thinking programs but who have the oral language and reading skills required for placement in Language for Writing.
Signaling Student Responses
1.Ask a question or give instruction
2.Pause about one second
3.Give the signal
4.Make sure all students respond immediately after the signal
page 19
The Hand Drop Signal
1. Hold out your hand
2. Give the instruction
3. Pause (1 second) – Lift
4. Drop your hand
Auditory Signal
1. Give the instruction
2. Pause (1 second)
3. Give auditory signal
• Not attending• Not responding• Signal violations• Young children respond to praise,
praise, praise• After correcting, repeat the exercise• A good signal gives
– Thinking time– A definite cue for response
General Corrections
Model-Test Correction
First, tell them the correct answer. Then repeat the task they missed.
Listen to the sentence with but. She kept working, but she was very tired
Your turn: Say the sentence with the word but.
page 20
Model-Lead-Test
1. Model: My turn. Listen to the sentence with but. (Pause.) She kept working, but she was very tired.
2. Lead: Say the sentence with me. (Signal.) She kept working, but she was very tired.
Again, say the sentence with me. (Signal.) She kept working, but she was very tired.
3. Test: Your turn. Say the sentence by yourself. (Signal.) She kept working, but she was very tired.
page 21
1. Only after group responses are firm
2. Group sampling
3. Quick and natural
4. Focus on more naive performers
5. Make corrections with the whole group
6. Insert individual turns whenever you doubt mastery has been achieved.
Individual Turns
page 20
Evaluating Student Responses
• Teach-Directed Exercises
• Workcheck
• Written Work
page 23
Lesson Practice – Lesson 11
page 117
Lesson 11- Textbook Activity
Lesson 11- Independent Activity
Lesson 11- Workcheck
Assessment
Teacher’s Guide
Page 15
Assessments
• Occur every ten lessons
• Are located in the back of the workbook• Use extra help section to provide
students with small group practice.
Teacher Presentation BookTeacher Presentation Book
page 122
Lesson 51 – Workbook ActivityLesson 51 – Workbook Activity
Lesson 51 – Workbook Part ALesson 51 – Workbook Part A
Lesson 51 – Workbook ActivityLesson 51 – Workbook Activity
Lesson 51 – Workbook Part BLesson 51 – Workbook Part B
Lesson 51 – Textbook ActivitiesLesson 51 – Textbook Activities
Lesson 51 – Textbook Part ALesson 51 – Textbook Part A
Lesson 51 – Textbook ActivitiesLesson 51 – Textbook Activities
Lesson 51 – Textbook Part BLesson 51 – Textbook Part B
Lesson 51 – Textbook/IndependentLesson 51 – Textbook/Independent
Lesson 51- Textbook Part CLesson 51- Textbook Part C
Lesson 51- Textbook Part DLesson 51- Textbook Part D
Appendices
Teacher’s Guide
Page 112
Appendices
• Placement Test• Practice Lessons• Family Letters• Behavioral Objectives• Skills Profile Chart• Group Summary Chart• Daily Record Keeping Chart• Extra Help Practice Sheets
Language for WritingGrades 2-5