1. Integrating Speech-Language Services with General Education’s High Stakes Standards Rosanne M. Joseph, MA, CCC-Sp. Simplified Systems of Pedagogy Crosby ISD Crosby, Texas rjoseph@crosbyisd.org 713 -842 -0463 ASHA Convention, 2009

2. What is high stakes testing? The era of high stakes testing and No Child Left Behind is a very recent development. Before 2001 schooling was mainly left to the states Before this era of high stakes testing many states would allow students to pass through each grade without any measurable objective other than their grades Thus when the government felt that it needed a measure for passing students, it decided to go away from subjective grades, and decided to mandate that states create standardized tests Each state is allowed to make their own test, as there is no national test These tests and the students’ ability to pass them are the backbone of No Child Left Behind If the students are not able to show adequate yearly progress in their test scores after a certain amount of time, actions are taken against the schools and teachers that represent these students. High stakes testing is here to stay, (emphasis on results and accountability of school districts.) (www.ed.gov/nclb)www.ed.gov/nclb “Making students comfortable with these tests will reduce anxiety and will put the emphasis back on learning and less on the outcome of the test” Nichols, Scott “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

3. Intent: Not to teach to the test but ……………………………. to use the test to teach!

4. 4 “Dead” Cats Authentic released state tests/guides ▫reflect high stakes format ▫focus on critical thinking and methods of assessing competency ▫able to address word attack skill, fluency, vocabulary and text organization ▫* Always utilize below grade level ▫“sidebar” to access reference and scaffold skill

5. 5 High Stakes Measures in Texas ECO 3yrs-6 TPRI K-2 TAKS 3-11

6. 6 The Big 5 of Reading Instruction * National Reading Panel Report Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension

7. 7 Primary Reading Inventory  Book and Print Awareness  Phonemic Awareness  Graphophonemic Awareness  Word Study  Spelling  Fluency  Vocabulary  Comprehension  Writing

8. 8 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

9. Background Information

10. 10 WHAT IS LANGUAGE? The system used to communicate ideas As humans we are all predisposed to oral language Language involves two processes ▫The message (vocabulary and comprehension) ▫The way the message is delivered (phonemic awareness, phonics and fluency) Written language is the graphic code used to convey the message of the oral language Thanks to the Phoenicians our written language is based on a system of applying symbols to represent the sounds spoken in our oral language Language is systematic, predictable and redundant Language allows us to categorize, organize and retrieve information

11. 11 LISTENING IS TO READING AS TALKING IS TO WRITING Listening and reading involve receiving messages Talking and writing involve giving messages The process toward literacy mimics the process of oral language development

12. 12 The Process of Reading Involves Three Distinct Cueing Systems The reader must be able to Decode the words The reader must be able to recognize the meanings of the words read The reader must be able to synthesize and comprehend the intent of the message read

13. 13 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

14. The “MEAT” of instruction

15. Addressing the Narrow View of Reading “Learning the Code” (Kahmi, Fletcher) Learning the “Code” of the land System to access information! Phonological Awareness Symbols mean something Grammar Codes Stable spelling patterns Rules in our print language Situations Syllable patterns Fluency

16. 16 Required Instruction to Learn – THE CODE of written language Phonemic Awareness Alphabetic Principle Decoding Strategies phonetic rules syllable division morphological awareness

17. 17 Phonemic Awareness So 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

18. Situations, Syllables and Rules 7 Syllable Patterns 1.VC 2.VCe 3.VV 4.CV 5.VV 6.V+r 7.C+le RULES Floss Rabbit Drop Double Change @ 85% regular

19. 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.

20. 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

22. 22 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 10

23. 23 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

24. 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

25. Vocabulary IEP developer* Words to Know* Most frequently used words TAKS frequently used words Tech support

26. There is a way to teach/learn Vocabulary Explicitly Systematically Intensively Which words? What does it mean? Why is it made that way? Separate, organize, and store the parts ….. helping us learn new words!

27. 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

28. 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

29. 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 Changes Prefix+core+Suffix

30. Do the math! @ 25% Anglo Saxon roots @ 60% comes from Latin roots @ 10% comes from Greek roots @ 5% comes from other languages

31. Morphemes: Meaningful Word Parts

32. 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)

33. 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

34. Look for Clues as You Read Side bars Embedded definitions Transition words* Negation words* Antonyms Synonyms

35. Not paying attention Will 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

36. 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

37. 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)

38. 38 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 academic Multiple Meanings Compound Words Word Parts and Origins Morphological Markers Prefixes, Suffixes, Roots Negation words Analogies Antonym and synonym (Shift F7) Words in Context Literary Devices- Figurative Language (Alliteration, Hyperbole, Irony, Metaphor Onomatopoeia, Sarcasm, Simile) Frequently used words 11

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

40. 40 “Comprehending” Comprehension Relationship 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 12

41. 41 Narrative vs. Expository Structure Narrative Tells 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

42. 42 Two Types of Texts Narrative ▫Literature ▫Story telling to reflect an expository subject Expository ▫History ▫Science

43. 43 NARRATIVE Make a movie in your mind Title Casting Director Set Designer Scene Selection

44. 44 Going to the “Movies” in Your Mind The End Who What When Where Introduction NARRATIVE “STORY STRUCTURE

45. Don’t Be Fooled! Homonyms Multiple Meanings Words Examples “Hooks” Figurative Language Literary Devices

46. 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

47. Figurative Language Idioms Alliteration Hyperbole Irony Metaphor Onomatopoeia Sarcasm Simile

48. 48 Look for Literary Devices in Narratives Flashback Foreshadowing Character’s thoughts Imagery Allegory Tone

49. 49 EXPOSITORY TEXT Documentaries Biographies Travel Channel History Channel Animal Planet Entertainment News News Events Nature Shows Sports Stories

50. 50 EXPOSITORY Make 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

51. 51 Make distinctions between Subject /Content words Explaining words Examples Lists/Descriptions Sequences/Timeline Characteristics/Classifying Cause and Effect Compare/Contrast Problem-Solution

52.  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

54. 54 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

55. 55 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

56. 56 References 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