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Language Based Classroom: An Overview

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Amy Leone

on 18 July 2014

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Transcript of Language Based Classroom: An Overview

How Do We Make It Grow?
Candidates for a Language-Based Classroom should fit a well-defined profile, to include:
What is a Language-Based Classroom?
Why should we move towards development of a Language-Based model?
Lingering Questions
1. Consultation
2. Collaboration
3. Co-Teaching
4. Centers
5. Commitment
ClassroomStrategies and Supports:
Memorial School is just beginning this journey
1. Is a "binder system" something we want to consider at Memorial School?

2. Are we willing to think differently about the guided reading block, to allow for center work, to target foundational skills?

3. How do we tease out best candidates from other profiles within the SOAR program to ensure results. Is this considered a LBC?

4. Can we supplement/replace morning work with sentence practice?
Favorite Resources
What Is My Role?
Speech and Language Pathologist
1. Consultant

2. Service Provider

3. Co-Instructor of Foundational Skills

4. Centers Facilitator

5. Strategist
Language Based Classroom: An Overview
Answering the


of the Language-Based Model for learning success
Cognitive Profile Reflects:

1. Average to Superior Reasoning Abilities

2. Difficulty Organizing Language, and getting to a place of specificity with verbal tasks

3. Weaknesses in their memory systems - including:
- Working Memory: holding onto information while manipulating it in some way (different from rote)
- Storage and Retrieval of information (efficiency)
- Limited overall Capacity: how much can they hold

4. Students may have slower processing speed
- More to Processing Speed than the name implies
Academic Profile Reflects:
1. Challenges with decoding words
2. Difficulty mastering sight words
3. Decreased oral reading fluency
4. Comprehension challenges due to the bulk of their cognitive energy being spent with decoding - working at "max capacity"
5. Pervasive spelling issues
6. Written composition weaknesses
7. Spatial/Organizational difficulties with pencil & paper tasks
8. Often struggle with time and sequence
9. Victims of "partial learning" - lack depth and breadth, some splinter skills

Social Emotional Profile Reflects:
1. Students who have the capacity to learn, but either:
a) Can't: because they don't have the necessary foundational skills
b) Don't: because they do not know when to apply taught strategies or access skill explicitly taught

*Not the "WON'T" type of kids, who are oppositional or refuse to work*

2. Impaired self-image due to academic failure and self doubt. Quick to make attempts when they've lived with failure.

- Slow Input -> Slow Output
- Fast Input -> Slow Output
- Slow Input -> Fast Output
What do you see? Describe how they problem solve in the classroom. It's more than just "slow".
Landmark School's Teaching Principals:
- Reflected in all classroom activities, climate, and belief systems

1. Provide opportunities for success

2. Use a multimodal / multisensory approach

3. Microunit and structure all tasks

4. Ensure automatization through practice and review

5. Provide models

6. Include the student in the learning process

Language Based Instruction
- Provides systematic language instruction
- Works on a continuum
- Targets literacy skill development across content areas
- Is goal oriented: Literacy is the goal!
- Develops literacy across 4 Areas:
1. Listening
2. Speaking
3. Reading
4. Writing

These four areas of language and literacy acquisition are based upon a neurological continuum of development

Language-Based Instruction systematically teaches foundational skills in the areas listening, speaking, reading, and writing through explicit methods, as well as through the vehicle of content
Consider a philosophical shift for our language-based learners:
When the standards are higher than their skill level, what is our path going to be?

a) Bypass the standards and teach to the skills the student needs
b) Teach to the standards, bypass the skills, and rely upon strategies?
Supports should organize:
1. Time
2. Materials
3. Language
Each strategy is implemented with a gradual release of control in mind
Strategies to Assist with TIME
1. Display Agendas Prominently
- Consider Use of a "Place Holder"

2. Monthly Calendars

3. Exit Activities to give closure to tasks

4. Use of Time-Timer or VisTimer

5. Chime to signal transitions
Strategies to Assist with MATERIALS
1. Name/Day/Date on all correspondence

2. Use photographs as models for organization

3. Visually Effective supports, especially "Anchor Charts" (white space, font size)

4. Give copies of all important visuals - need proximity

5. Consider a binder system - hallmark of Landmark's organizational system
Strategies to Assist with LANGUAGE
1. PACE: Speak in chunks of 3

2. Quantify language expectations (in a word, in a sentence, in a paragraph)

3. Encourage kids to subvocalize, rephrase

4. Think with a pencil. SHOW your thinking for

5. Think/Pair/Share or Turn/Talk - with pencils
"Think" is too vague, use pencil to show thinking
When Do Kids Get Swamped By Language?
: Keep the time for tasks the same. Extended time isn't for all
: Keep content at a level that is just challenging enough
~ "Point of Benign Stress"
: Alter quantity, numbers completed, amount
Working together, I can:
- assist with managing language load of lessons
- help to modify language demands within assessments
- brainstorm ways to frontload/preview vocabulary
- observe and give feedback on pace of instruction
- cooperatively develop organizational strategies for the classroom
Provide Embedded Services
During Literacy Centers
Students rotate between decoding skill work (OG, SPIRE), comprehension work, fluency work and independent work
During Writing Block
Creating graphic organizers, implementing sentence and text frames with students who requires skills-based writing instruction

- Phonemic Awareness, Phonics
- Comprehension Strategies
- Sentence Structure
- Formulation Techniques
- Vocabulary
- Retrieval and Storage of Information
- Strategy Development
- Problem Solving
Children rotate between centers targeting key skill areas
Three stations per 45 minute block
SLP Typically fits well with Comprehension/Language work
Landmark Strategies
- Focus on student strengths while supporting challenges
- Teach scaffolding of skills
- Break down complex tasks into manageable steps
- Embed naturally into content
- Work toward gradual shift to student ownership
As a staff, let's compile our resources from the week of Landmark trainings into a library to guide and support us on this journey!
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