L4L Goal Setting And Intervention Flashcards
Common goals for L4L
- Develop language forms that appear in normal development
- Develop literate language style (tier 2 and 3, advanced morphological markers, etc.)
- Reduce word-finding problems
- Increase flexibility and sensitivity of use of language forms employed to accomplish pragmatic goals
- Develop use of more varied discourse structures
- Develop language skills
- Improve oral narratives
Principle of intervention in L4L
- Use curriculum based instruction
- Integrate oral and written language
- Go meta
- Collaborate to prevent school failure
Drill play targets in l4l
● Morphological markers
● Vocabulary
● Sentence structures
Involves identifying the student’s zone of proximal development (ZPD) in curricular language skills and devising activities that scaffold his current level of function into the ZPD.
Scaffholding
How do we do scaffolding
- Create optimal task conditions
- Guidance of selective attention
- Provision of external support
It involves reducing the amount of material a student has to process and to present the material in smaller units with extra time allowed for completion of task
Creation of optimal task
Involves highlighting important information by using visual, verbal, and intonational cues
Guidance of selective attention
Prep” client for the lesson, previewing what will be covered in class, and some of the questions that will be asked
Provision of external support
Essential Elements to Deepen Lexical Skills rationale
Main thrust of this approach is that vocabulary development should be an in-depth procedure that takes place continually, over time.
How do we deepen lexical skills
- Activate what student know through brainstorming
- Provide an explanation to the new term
- Ask student to restate explanation in their own words
- Have student construct a new representation to the term
- Make connections among words and topics
- Use both spoken and written context
- Ask students to discuss the terms with one another to refine and reformulate meaninf
- Use words for additional writing and reading
- Return to words periodically
Why do we provide an explanation to the new term?
An explanation by an adult works better than consulting a dictionary
Why do we ask students to restate the explanation
Helps them to assimilate it into what they already know
Why do we have students make representations of the new term?
important and most highly related to successful learning of new words
Helps students predict how the words will be used in the selection
Predict-o-gram
A map showing related words around a theme
Word maps or semantic webs
Shows synonyms by their level of intensity, with the “weakest” word at the bottom and the “strongest” at the top
Word ladder
Why do we use both spoken and written contexts
Both pronouncing and providing written forms of new vocabulary increased elementary students’ retention of both spelling and meaning
Teach students strategies for learning new words, rather than a particular set of new words themselves
Metacognitive approach
How do we do metacog approach
- Teach students to use three criteria to select important unknown word (must not know, must be key, and must be used)
- Students must justify their choice of each word on these grounds.
- Model this procedure
For word finding difficulties caused by semantic problems
Word finding activity
Help increase the semantic associations among words
Visual maps
Helps increase the speed of retrieval
Massed practice
Work on /b/ words (blush, blatant, blunder) using words from the current theme or literature. Use cloze activities to work on meanings and uses.
Phonological similarities
Use phonological cues in guessing games.
Phonological properties
