Collaborating with Teachers to Support Collaborative Conversations

Transcription

3/27/2016
Financial Disclosure
Collaborating with Teachers to
Support Collaborative
Conversations & Vocabulary
Sharlee Mosburg-Michael
Senior SLP for San Diego Unified School District
No financial interest in any material presented
[email protected]
Sharlee Mosburg-Michael, MA, CCC SLP
Senior SLP San Diego Unified School District
CSHA Convention April 2016
S. Michael CSHA 2016
Learner Outcomes
IDEA
• Discuss strategies for working collaboratively with general education
teachers to support CCSS
• Design lessons to facilitate development of academic language and
collaborative conversations
• Develop tools for monitoring student progress
IDEA further provides that States must have in place procedures
assuring that, "to the maximum extent appropriate, children with
disabilities, including children in public or private institutions or
other care facilities, are educated with children who are not
disabled, and that special classes, separate schooling, or other
removal of children with disabilities from the regular educational
environment occurs only when the nature or severity of the
disability is such that education in regular classes with the use of
supplementary aids and services cannot be achieved satisfactorily."
Why Us?
Don’t we have enough to do?
“If we school based SLPs do not align our work with that of others working in
schools – including general education teachers and reading specialists – we
may dilute our impact on student’s language-related achievements. In
addition, we may deny our students the benefits they can experience
through collaborative impact – that is when all constituents share a common
goal.”
L. Justice, ASHA Leader Oct. 2013
Language and Literacy
Language development is critical to literacy development
Children with oral language deficits frequently have reading
comprehension problems
Poor comprehension is associated with difficulties with vocabulary,
grammar and text level processing abilities
Decoding is necessary but is not sufficient for literal comprehension
Language intervention in vocabulary and narration improves
comprehension
(Catts 2009; Wise, Sevcik, Morris, Lovett, Wolf 2007; Van Kleek, 2007)
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ASHA Roles and Responsibilities
Rationale for SLP Participation in Literacy
Development
• Spoken language is the foundation for reading and
writing
• Reciprocal relationship between spoken and written
language
• Children with language delays frequently have
reading/writing problems and vice versa
• Spoken language instruction can facilitate growth in
writing and vice versa
ASHA Roles and Responsibilities
ASHA advocates collaboration between SLPs and teachers
IDEA requires that intervention be relevant to general education
curriculum
ASHA identified SLP roles in intervention
• Utilize curricular content and natural contexts
• Teach classroom-based programs
• Support students in acquiring skills/strategies for comprehending
language
• Collaborate with teachers to develop balanced literacy program
• Support teachers with modifications to gen ed curriculum
(ASHA 2001)
Academic Language
Academic Conversations &
Shared Reading
Oral language cornerstone on which literacy and
learning is built
Rich conversations rare in classrooms
Relationship between quantity/quality of conversation
and academic achievement
High performing students use meta-cognitive tools
What is an Academic Conversation?
Shared Reading
Exchange between people in order to build on ideas & learn
Conversation Skills
Structure
 Elaborate and clarify
 Support ideas with examples
 Build on others ideas
 Paraphrase
 Synthesize conversation points
 Extended exchange
 Academic ideas from text
 Talk about what matters
 One idea at a time, hold onto
other ideas
 Requires critical thinking,
academic language
 Participation of all students
(Zwiers & Crawford 2011)
Common strategy in elementary schools
All students have access to text but teacher responsible
for reading
One of the best way to promote language development
Provides exposure to decontextualized language
(Beck & McKeown, 2001)
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Shared Reading
Shared Reading & Academic Conversations
Exposure to text/ideas beyond independent reading level
Facilitates academic conversations
•
•
•
•
Concentrate on ideas in text
Reflect/consider meaning in text
More than yes/no questions
Utilizes open-ended questions
Purpose
•
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Improve comprehension
Make meaning of text
Improve academic language
Use language to explain thinking
Improve writing
Students get better with practice
Scaffolds facilitate development of skills
Scaffolds
Think Alouds
Repetitions
Recasts
Clarifying Questions
Comprehension Checks
Oral Rehearsals
Explicit Modeling
Visual Supports
Summaries
Vocabulary Instruction
Supported by Research
Not Supported by Research
 Intriguing, explicit
 Random instruction
instruction that encourages  Brief, non-meaningful
“word & world exploration
encounters
 Targeting words that:
 Dictionary definitions,
 Mature speakers and writers
synonyms and sentence
use
formulation
 Connect to other words and
 Drill/flash cards
concepts
 Refine conceptual
understanding
Academic Vocabulary Instruction
Vocabulary Instruction
How vocabulary is learned
• Gradual, cumulative process
• Extensive listening and reading
• Interaction with other language users
• Refined discrimination of ideas, actions, feelings and
objects
• Assimilating new concepts with prior knowledge via
organization of existing cognitive schemata
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Tier 2 Vocabulary Instruction
• Tier 1 – basic words found in every day
conversation, high frequency use words
• Tier 2 – high frequency words that mature speakers
and writers use
• Tier 3 – technical words found in specialized
contexts, low frequency use
Choosing tier 2 words
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•
•
4 to 6 per text
Importance and utility
Instructional potential
Conceptual understanding
(Beck, McKeown & Kucan, 2002, 2008, 2013)
Introducing words
•
•
•
•
•
Introduce words after reading text
Student friendly definitions
Contextualize the words
Interact with word meanings
Provide multiple opportunities to interact
(Beck, McKeown & Kucan, 2002, 2008, 2013)
Working Together
Collaboration & Co-teaching
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Co-Teaching
Collaboration
Merriam-Webster Dictionary Definition
to work with another person or group in order to achieve or
do something; to give help to an enemy who has invaded your
country during a war
Educational Definition – US Department of State
“when members of an inclusive learning community work
together as equals to assist students to succeed in the
classroom. This may be in the form of lesson planning with
special needs child in mind, or co-teaching a group or class.”
General definition
When two equally-qualified individuals who may or may not have the
same area of expertise work together to provide instruction
A Guide to Co-Teaching Definition
When 2 or more people share responsibility for teaching a group of
students, including the planning, instruction and evaluation.
Elements
Common Goal, Shared Belief System, Parity, Distributed Functions
Theory of Leadership, Cooperative Process
(Villa, Thousand, Nevin 2008)
Co-Teaching Benefits
Modeling of collaborative skills and increased teacher responsiveness
Two heads are better than one
Opportunities to use research based interventions
Increased capacity to problem solve and individualize learning
Empowerment of co-teaching partners
Co-teaching Approaches
Supportive
1 teacher takes the lead, 1 rotates to support students
Parallel
2 teachers teach the same info to 2 groups at same time
Complementary
Teachers each do something to enhance the instruction
(Villa, Thousand, Nevin 2008)
Team
Teachers assume equal responsibility for instruction
Preparing to Collaborate
Establishing a trusting relationship is key to success
Things to remember
• SLP may be seen as “Speech Teacher”
• Limited course work in language development
• Differences in professional vocabularies
• Limited experience/information on co-teaching or collaboration
• Classroom is their domain
• Significant amount of work on teacher’s plate
Focus on the Standards
Standards guide teacher instruction
ELA standards require high level of language skill
Focus on underlying language skills
Builds common language and goals
Facilitates collaboration and co-teaching
Start with Anchor Standards
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Where do we focus?
Doug Fisher identified 5 CCSS Anchor
Standards he feels are critical.
• Reading 1
•
•
•
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Reading 10
Writing 1
Listening & Speaking 1
Language 6
Added Reading 2
Key Anchor Standards
Reading
1 - Read closely to determine what the text says and make
logical inferences, using evidence from the text
2 – Determine central ideas or themes of a text
3 – Analyze how and why events develop and interact over
time
Writing
1 – Write arguments to support ideas using valid reasoning
and sufficient evidence
2 – Write narratives
Listening and Speaking
1- Prepare for and participate in conversations building on
the ideas of others
2 – Integrate and evaluate information
3 – Evaluate a speaker’s point of view and reasoning
4 – Present information such that listeners can follow the
ideas
5 – Adapt speech to context
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Language
1 – Demonstrate command of standard English grammar
2 – Apply knowledge of how language functions in
different contexts
3 – Determine the meaning of unknown words
4 – Demonstrate understanding of figurative language
5 – Acquire and use a range of general and academic words
and phrases
Standards Based Goals
Being Relevant
Where to Start
Review the ELA standards and identify correlation between
student needs and standards
Develop standards based goals
Identify students that can be grouped and a teacher that might
be willing
Draft a proposal that includes
• Goals
• Standards
• Co-teach model
Standards Based Goals
Being Relevant
Standard – RL4-2, SL4-2
Goal
Determine a theme of a story, drama, After participating in a shared reading
or poem from details in the text;
activity around grade level text,
summarize the text.
Student will be able to
summarize/paraphrase the text
Paraphrase portions of a text read
scoring at a basic to proficient level on
aloud or information presented in
a Text Summary Rubric in the areas of
diverse media and formats, including Content, Language and Vocabulary for
visually, quantitatively, and orally.
2 out of 3 texts.
Standard – SLK-1
Goal
Participate in collaborative conversations
with diverse partners about kindergarten
topics and texts with peers and adults in
small and larger groups.
a. Follow agreed-upon rules for discussions
(e.g., listening to others and taking
turns speaking about the topics and texts
under discussion).
b. Continue a conversation
through multiple exchanges.
Following a shared reading or read aloud
activity around a grade level text, Student
will participate in a collaborative
conversation with peers/adults in a small
group, following agreed-upon rules for
discussions; listening to others, taking
turns, and continuing the conversation
through multiple exchanges, scoring 3 on a
conversation rubric 80% of the time.
Getting Teacher Buy-In
Don’t come in as an expert
Focus on areas important to the teacher
Understand and be able to articulate how you can support
CCSS
Learn the teacher’s language
Volunteer to share work load for planning and instruction
Start small, build on success
It’s all about relationships
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Nuts & Bolts
Choosing Text & Developing Lessons
Who - Special Ed Classroom teachers, Ed Specialists, Gen Ed
teachers
When – shared reading, ELD, rotations, academic conversations
What – classroom text, classroom curriculum topics
Focus – academic conversations, comprehension, vocabulary, oral
rehearsal for writing
Planning
• Schedule the time
• Face to face is best
• At lease monthly, more in the beginning
Select grade level text
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•
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•
Language rich
Ideas to talk about
Supports standards
Curriculum text if possible
Determine big ideas/target goals
• Decide where to stop
• Develop open-ended questions
• Identify target vocabulary and activities
Kindergarten Target Standards
RLK1 – ask/answer questions about story details
RLK2 – retell familiar stories
RLK3 – identify characters, settings, and events
RLK10 – actively engage in group reading activities
WK1 – compose opinion pieces about a book
SLK1- participate in collaborative conversations
SLK2 – confirm understanding by asking/answering questions
LK6 – Uses words and phrases acquired during reading activities
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Collaborative Conversations
Teach students the basics of conversation
Topic
• Talk about important ideas; character
thoughts/feelings, author’s message text evidence
• Stay focused on topic
Talkers
• Answer/ask questions – What do you think?, Why did
that happen?, How do you know?
• Make comments – add thoughts/ideas, summarize
ideas
Collaborative Conversations
Listeners
• Whole body listening;
eyes watching, ears listening, brain working, body
turned, body quiet
Conversation partners take turns being listeners and
talkers
Only 1 talker at a time and everyone gets to be a talker.
To Co-teach or Not to Co-teach
Not an either/or situation
Combine pullout with co-teaching
Combine models of co-teaching
Be flexible
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What if . . . .?
The IEP says “In Gen Ed” but teacher doesn’t want to coteach?
Students are in multiple rooms?
Planning time disappears?
You feel like an aide instead of a co-teacher?
The teacher is teaching something else when you show up at
the scheduled time?
The relationship with the teacher is strained?
Progress Monitoring
Rating Scales, Rubrics and More
Critical Thought
Progress Monitoring Leads To
Progress monitoring is essential for all students
receiving specialized instruction through RtI or IEPs.
Documentation of student progress over time
Appropriate and focused instruction
Accelerated learning
Compliance
Quality Progress Monitoring
In order to develop and implement quality progress
monitoring tools SLPs need to
• Understand what is expected of typical peers
• Be familiar with curriculum standards
• Write measurable goals
• Develop plans for who, when and how progress will
be measured
Traditional Progress Monitoring
Goals typically have
• Percentage Correct
• Sentence Length or MLU
As measured by
• SLP/Teacher Records
• Structured probe
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Rubrics
Rating Scales
Rating scales are set explicit criteria and standards
for grading a student’s performance in an
academic or social area. Users evaluate a student
on how well or to what degree he or she
demonstrates a trait.
Definition taken from Forming Transdisciplinary Teams – A Process Manual, SDUSD,2006 - 2007
Rubrics provide a set of scoring guidelines for
evaluating a student’s performance in an academic
or social area.
The guidelines describe different performance levels
against which a piece of work is judged.
The descriptors assigned to each level reflect levels
of achievement involved in completing the work.
A rubric shows the entire range of levels from low to
high, poor to outstanding, and inadequate to
superior.
Definition taken from Forming Transdisciplinary Teams – A Process Manual, SDUSD,2006 - 2007
Rubrics & Rating Scales
Can be easy to use and create
Can be used for assessment and/or progress monitoring
Start with a clear understanding of standards or specific goal
Include as an attachment to IEP
Creating Rating Scales - Start with standards
SL.2.4 - Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent
sentences.
• Plan and deliver a narrative presentation that: recounts a wellelaborated event, includes details, reflects a logical sequence, and
provides a conclusion.
W.2.3 - Write narratives in which they recount a well elaborated
event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
Sample Goal
After participating in a [conversation/story talk activity]
[student] will show understanding of narrative discourse
by orally relating a memorable personal experience that
consists of a short sequence of ordered events linked by
temporal words, describing the action, thoughts and
feelings and including an outcome scoring at least a [ ] on
a rating scale in 2 out of 3 trials.
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Creating Rubrics- Start with standards
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher led) with diverse partners on
grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
• Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
• Follow agreed-upon rules for discussions and carry out assigned
roles.
• Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion
and link to the remarks of others.
• Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Sample Goal
Following a shared reading activity around a grade level
text, [student] will participate in a collaborative
conversation with peers in one-on-one, small group, or
teacher-led discussion following agreed-upon rules for
discussions, responding to and asking questions that
contribute to or elaborate on the topic of discussion,
scoring [ ] on an SLP/teacher created conversation rubric [
]% of the time.
Other Progress Monitoring Tools
Recorded Samples
• Digital or video recordings of retells, summaries, discussions
Counting behaviors
• Data sheets or “talking sticks” to count initiations, types of responses,
counting sentence length “mini language sample”
Exit Slips
• Written responses to text questions
Structure Probes
• Predetermined stories and questions
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Take Away
ASHA and IDEA support working collaboratively with
teachers
Collaboration & co-teaching take work but are worth it
Start small and expand
Focus on standards
Write standards based measurable goals
Progress monitoring can be made easier
It’s all about relationships
Thank you for coming
[email protected]
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References
Catts, H. (2009), The Narrow View of Reading Promotes a Broad View of Comprehension, Language,
Speech and Hearing Services in Schools, Vol. 40, 178-183, April 2009.
American Speech-Language-Hearing Association. (2001). Roles and Responsibilities of Speech-Language
Pathologists With Respect to Reading and Writing in Children and Adolescents [Guidelines]. Available from
www.asha.org/policy.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to
life: Robust vocabulary instruction. New York: Guilford Press.
Ehren, B.J., Blosser, J., Froma, P., Roth, D., Nelson, N. W. (2012) Core Commitment, ASHA Leader, April 3.
Ehren, B.J., Blosser, J., Froma, P., Roth, D., Nelson, N. W. (2012) Integrating the Core, ASHA Leader, Aug.
28.
Beck, I.L., McKeown, M.G., and Kucan, L. (2008). Creating Robust Vocabulary – Frequently Asked
Questions & Extended Examples. New York: Guilford Press
Frey, N. & Fisher D. (2013), Rigorous Reading: 5 Access Points for Comprehending Complex Texts. Corwin
Literacy
Beck, I.L., McKeown, M.G. (2005), Text Talk, Robust Vocabulary Instruction. New York: Scholastic Inc.
Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American
Children. Baltimore: Paul H. Brooks.
Biemiller, A. (1999), Language and reading success: From reading research to practice (Vol. 5).
Cambridge, MA: Brookline.
Justice, L. (2013) A+ Speech-Language Goals, ASHA Leader, Oct., 18, 10-11.
Integrating the Core by Jean Blosser, Froma P Roth, Diane R. Paul, Barbara J. Ehren, Nickloa W. Nelson
and Janet M. Sturm; ASAH Leader, Aug. 28, 2012
Schraeder, T. (2013) Literacy, Common Core State Standards and the School-Based
Speech/Language Pathologist: Making Sense of It All. Perspectives on School Based Issues, March13, 3-10.
Sickman, L.S., & Creaghead, N.A. (2007). Supporting Teachers in Using Literacy Enrichment Strategies During
Book Reading. Paper presented at the American Speech-Language Hearing Association Convention, Boston,
MA.
Van Kleeck, A. (2007) SLPs’ Foundational Role in Reading Comprehension: A Response to Alan Kamhi. The
ASHA Leader
Villa, R. Approaches for Co-Teaching. Ravillabayridge.com.
Villa, R., Thousand, J., & Nevin, A. (2008) A Guide to Co-Teaching: Practical Tips for Facilitating Student
Learning. Corwin
Wise, J., & Sevick, R. The Relationship Among Receptive and Expressive Vocabulary, Listening
Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children with
Reading Disabilities. Journal of Speech, Language and Hearing Research, Vol. 50, 1093-1109, Aug. 2007
Zwiers, J. & Crawford, M. (2011) Academic Conversations: Classroom Talk that Fosters Critical Thinking and
Content Understandings. Stenhouse Publishers
Moats, L.C. (2001). Overcoming the language gap. American Educator, 25, (5), 8–9.
Web sites
www.achievethecore.org – Guide to Creating Text-Dependent Questions
http://www.cde.ca.gov/sp/el/er/eldstandards.asp - English Language Development Standards, California
Department of Education
http://chapelhillsnippets.blogspot.com/2012/04/common-core-teacher-rating-scales-for.html - Teacher
Checklists, Chapel Hill – Carrboro City Schools
http://www.corestandards.org – Common Core State Standards Initiative website
http://www2.sdcoe.net/commoncore/resources.asp – Common Core State Standard Teacher Resources, San
Diego County Office of Education
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf - California Preschool Learning Foundations,
California Department of Education
http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp - Smarter Balanced Assessment information, California
Department of Education
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Collaborating with Teachers to Support Collaborative Conversations

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