Presentation on theme: "Language Processing Hierarchy"— Presentation transcript:
1Language Processes Relation to Reading Comprehension and Academic Learning
2Language Processing Hierarchy IdiomsAnalogiesMultiple Meaning WordsDifferencesSimilaritiesSynonyms-Categorization- Antonyms - ConceptsAttributesAssociationFunctionLabeling/Vocabulary
3Language Processing Remediation Strengthen each floor with additional language skills to broaden into a wide strong foundation.New language skills build on a strong base.Don’t keep adding additional floors on top without expanding the foundation.
4We should rarely be working two levels from the language tower at once because they represent discrete hierarchical levels of cognitive complexity.One skill serves as the foundation or building block to scaffold toward the next one.
5There is nothing magic about this hierarchy other than it represents a hierarchy of development. Language processing skills are the foundation for reading comprehension and academic learning.
6Language Process: Labeling (Vocabulary) Labeling is very concrete - object naming.Vocabulary consists of words we understand when we hear or read them (receptive vocabulary) and words we speak or write (expressive vocabulary).A limited vocabulary is a “red flag” for language learning disability and limited literacy skills.
7Evidence based vocabulary teaching strategies; Marzano strategy and the LINC Strategy Both strategies effective in teaching vocabulary to the green, yellow and red level students.Both strategies include drawing/sketching a picture (a visual) of the definition which has significant impact in learning and remembering the vocabulary word.
15Marzano’s Six Step Process For Building Academic Vocabulary Strategy Step 1 –The teacher explains a new word.Step 2 – The student restates or explains new word in their own words.Step 3 – The student creates a visual representation of the wordStep 4 – The student engage in activities to deepen knowledge of the new word.Step 5 – The students discuss the new word.Step 6 – The students play games to review new vocabulary
16Tier Vocabulary Tier 1 – Basic Vocabulary Tier 2 – High Frequency/Multiple MeaningTier 3 – Subject Related Vocabulary
17Tier 1 – basic vocabulary – these words rarely require direct instruction and typically do not have multiple meaning words.Tier 2 – these words often occur in mature language situations and therefore strongly influence speaking and reading.Tier 3 – low frequency words that occur in a specific domain.
18Language Process: Function Once a child has names of objects, he/she attaches functional meaning to those labels, defining what each object does or does with it.Function of objects - identify relevant from irrelevant information lays the foundation for the students ability to identify main idea of a story.
19Language Process: Association Child begins to associate an object with other objects once it can identify the function of another object.It develops the ability to answer Why questions and supports the child’s ability to understand Why-because.
20Language Process: Attributes Child learns specific attributes of objects.Attributes of objects develops the child’s ability to relevant from irrelevant information.
21Language Process: Categorization Other language levels are prerequisite to categorization. A child can’t group if he doesn’t know what they are, what they do, or when they are used.Those language features must be acquired before categorization skills can develop.Categorization skills develops that filing system of the brain and strengthens short term memory.
22Question Comprehension Who – asks for a person in the answerWhat – asks for an object or situation in the answer.When – asks for a time in the answer.Where – asks for a place in the answer.Why – asks for a reason in the answer.How – asks for in what way in the answer.
23What Words Are people words Are object words Are time words Are place wordsAre reason wordsAre in what way words
24Identifying the Question Word The answer is in the backyard. WhereThe answer is tomorrow. WhenThe answer is first you put in the eggs then put in the flour. How
25Who What Where When Why How Place the following below the question word.In the back yardIn the morningCinderellaBecause it is hot outside.First mix the ingredients, place in pan and bake.
26Generate a Question In the backyard. Because it is hot outside In the morning.Cinderella.HELP (Handbook of Exercises for Language Processes)No Glamour LanguageFun Decks – Questions
27Language Processes: Similarities and Differences Once the grouping is realized a child begins to differentiate the distinguishing features that separate items within the category.Language skills of similarity and difference won’t develop until the processing hierarchy has established the prerequisite levels of knowledge.Similarities and Differences - comparing and contrasting.
28We constantly look for the similarities and differences in things so we can make connections between what is new and what is familiar.Otherwise we view our world as thousands of isolated parts.HELP (Handbook of Exercises for Language Processing)From Sentence to Narrative
29One word and another (was and saw are the same because they have the same letters they are not the same because the letters are in different order)One fact or opinion and anotherOne character and anotherOne book and anotherThe book and the movieThe actions of the character in the story and what the reader him/herself would do.
30Language Process: Multiple Meanings Children that understand the same word can have more than one meaning are supported in their academic learning.One meaning of many multiple meaning words is a noun and the other meaning is often a verb. I.E. “train” – a vehicle that goes on a track and “train” means to teach.
31Language Process: Analogies Analogy building develops the child’s critical thinking skills as well as an understanding of the relationship between different parts of language.Through analogy building the child is required to create a full sentence to describe the relationship of these two concepts
32Continue with the language processes through the high school years and in addition focus also on the figurative language of idioms, metaphors, and similes as the opportunity presents itself in all your curriculum (not just language arts)
33Memory Memory is a process We have memory for all kinds of stimuli Language information needs to be retrievedMemory Strategy Resources:HELP for Auditory Memory, Listen and Recall for Adults and Adolescents.