DI Language For Thinking - Overview PPT

Three Direct Instruction Oral Language Programs

Language for Learning

Language for Thinking

Language for Writing

Agenda•Who Benefits from Language Instruction?•Why Language Instruction Is Important? •Methodology of DI programs•Program Materials•Scope and Sequence•Placement Test•Scheduling and Grouping•Teaching Effectively•Lesson 11•Workbooks•Mastery Test

Children who have completed Language for Learning

1st grade or 2nd grade children who need oral language instruction

Children in bilingual and ELD programs

Primary age children who are in Title I or Special Education classrooms

TG, 6

Who Benefits from Language for Thinking?

Emphasizing language as a means of describing the world and as a tool for thinking and solving problems

Teaching children the words, concepts, and statements important to both spoken and written language

TG 8-9

Language for Thinkingfocuses on:

Why Language Instruction?

TG, p 4

Why is Language Instruction Important?

Foundation for School Success

Comprehension of Classroom Instruction

Receptive and Expressive Communication

Improved Reading Comprehension

TG, p 4


• 150 daily lessons provide continuous integration and review of all the concepts and skills.

• Lesson takes just 30 – 40 minutes per day with about 8 exercises + workbook

May be done whole class or small group

Talk to convey informationThink by processing information and

drawing conclusionsComprehend written textDeal with sentence structures of increasing

complexity

A Proven Program That Helps Children:

Carefully organized sequences of exercises Precise teacher directions Group and individual practice Statement repetition exercises Application of newly learned concepts to

problem solving situations Placement test Mastery tests/10-lesson intervals

A Direct Instruction Approach

3 Teacher’s Presentation Books Teacher’s Guide Student’s Picture Book Student’s Workbook Behavioral Objectives Booklet Mastery Test Package Skills Profile Folder

T.G. p. 7

Components of Language for Thinking

Scope and SequenceTeacher’s guide, 24

page 143

Review LessonsInformation and Background KnowledgeReasoning and Critical ThinkingVocabulary DevelopmentObserving and DescribingComprehension ConceptsInterpreting Graphic Displays

TG 9

Program Content

*Part/Whole

Calendar

Locations

TG 26

Information and Background Knowledge

TG 27

ClassificationAbsurdityIf/Then*True/False

OnlyStatementsAnalogiesSame/Different

TG 30

Reasoning and Critical Thinking

TG 39

OppositesSynonymsDefinitions*Verb Tense

Usage: Double NegativesContractions

SuperlativesHomonyms

TG 48

Vocabulary Development

TG 63

ActionsDescriptionsSequenceComparingReporting on Pictures

TG 72

Observing and Describing

Who, What, Where, When, Why, HowQuestioning SkillsCan DoRetellingInferences

TG p 86

Comprehension Concepts

From/To

Left/Right Actions

Map Reading

TG 132

Interpreting Graphic Displays

Reinforce learning in the rest of the program

Gives opportunity to apply new learning

Build ability to work independently

Planned Multiple Exposures

TG 132

Workbook Activities

Placement TestingTeacher’s guide, page 134

The key to success lies in proper placement

Entry Test• Measures the receptive and expressive oral language

• Given individually

• Stop testing once the child makes six errors

• Familiarize yourself with the instructions

• You will need a piece of paper and a penny

Teaching EffectivelyTeacher’s guide, page 16

Teaching the lesson effectively

– follow a pre-crafted lesson plan– signal for group responses to

questions and allows for individual answers in a planned sequence

– maintain a rapid pace– make sure every child “gets it”– provide lots of feedback, both

praising and correcting

The Hand Drop Signal

1. Hold out your hand

2. Give the instruction

3. Pause (1 second) – Lift

4. Drop your hand

page 20

Auditory Signal


2. Pause (1 second)

3. Give auditory signal

• Young children respond to lots of praise

• After correcting, repeat the exercise

• A good signal gives– Thinking time– A definite cue for response

General Corrections

Behavior Corrections

Error• Not attending

• Not responding

• Signal violations

Correction• “Watch my finger.

Let’s try it again.”

• “I have to hear everybody.”

• Watch my signal. You are too early/late.”

1. Only after group responses are firm

2. Group sampling

3. Quick and natural

4. Focus on more naive performers

5. Make corrections with the whole group

6. Insert individual turns whenever you doubt mastery has been achieved.

Individual Turns

Lesson 11

TG pg 136

Lesson 11

Lesson 11

Lesson 11

Lesson 11

Lesson 11

Lesson 11

Mastery Test

Assessment

• Given every 10 lessons

• Using the Mastery Test Packages, browse through the mastery tests

• Notice: – Management System p.54– Reproducible Forms p.57– Blackline Masters for Assessments p.65

Mastery Assessment #1


Individual Score Sheet

Individual Profile Chart

Diagnostic:

Circle a letter if the student missed any questions in

that section

Group Summary Chart:

-Group Remedy Necessary if Below 80%

Let’s ReviewTeaching Techniques1. How should you arrange your classroom?2. Where should your low performers be seated?3. What is in the Presentation Book?4. What does blue type indicate?5. What does italic type indicate?6. What is the purpose of signaling?7. When do we correct mistakes?8. Why teach to mastery?9. Why do all children need oral language development?

Language for WritingGrades 2-5

Agenda

•Who Can Use this Program?•Methodology of DI programs•Program Materials•Scope and Sequence•Placement Test•Teaching Effectively•Lesson 11•Assessments•Lesson 51•Appendices

Who can use this program?Who can use this program?

Children in grades 2-5 who:•Have previously been in Language for Learning or Language for Thinking.

•Are in need of a highly structured approach for learning to write.

page 5

Often, these are children who:Often, these are children who:

• Considered for speech or language support.• Difficulty following complex directions.• ESL or ELL• Identified for Title I or Special Education.• Sound like a younger child.

Do you recognize any of these Do you recognize any of these characteristics?characteristics?

• Does not write legibly

• Leaves words out of a sentence

• Forgets beginning and end punctuation

• Lacks subject-verb agreement

• Does not write complete sentences

Direct Instruction

Methodology

• Carefully organized

• Precise teacher directions

• Group & individual practice

• Understand concepts & their use

• Application of concepts & thinking skills

• Continuous integration & review

Language for WritingLanguage for Writing

The program contains:• 140 lessons• 14 Assessments (every 10th lesson)• Pre-test and Post-test• Independent Student Activities

page 6

Materials for Language for WritingMaterials for Language for Writing

• Presentation Books • Teacher Guide• Answer Key• Workbook• Textbook

Scope and Sequence

Teacher’s Guide

Page 10

• Sentences • Grammar• High-order thinking• Punctuation and capitalization• Interpreting written texts• Writing narratives• Specific writing skills, such as:

• Summarizing • Retelling• Making comparisons

Program ContentProgram Content

page 27

Lessons 11-20

Lessons 21-30

Lessons 31-40

Lessons 41-50

Lessons 41-50

Lessons 51-60

Lessons 51-60

Lessons 71-80

Lessons 81-90

Lessons 81-90

Lesson 81-100

Lessons 81-100

Lesson 89

Student Response

Lesson StructureLesson Structure

• Teacher-directed group, workbook, and textbook exercises (30 minutes)

• Independent activities (15-30 minutes)

• Workchecks (5-10 minutes)

Placement TestingTeacher’s guide, page 112

The key to success lies in proper placement

Placement Test• Students can begin the program at either

Lesson 1 or 11

• The test can administered whole group!

• Students must be able to write legibly.

• Students must be able to read 80 WPM or more using a second-grade reading passage with 97% or higher accuracy.

• If a students has fewer than 22 points, they may need Language for Learning or Language for Thinking.

Placement Test

Planning for Instruction

Options for grouping students:• Whole class• Small groups

– Place students with similar placement test scores in the same group.

– Regroup on basis of performance

Teaching Effectively

Teacher’s Guide

Page 18

Teaching the lesson effectively– Follow pre-crafted lesson plan

– Signal for group responses to questions and allows for individual answers in a planned sequence

– Maintain a rapid pace

– Make sure every child “gets it”

– Provide lots of feedback, both praising and correcting

Presenting the First Ten Lessons

These first lessons are particularly important for students who did not go through the language for Learning and Language for Thinking programs but who have the oral language and reading skills required for placement in Language for Writing.

Signaling Student Responses

1.Ask a question or give instruction

2.Pause about one second

3.Give the signal

4.Make sure all students respond immediately after the signal

page 19

The Hand Drop Signal

1. Hold out your hand


3. Pause (1 second) – Lift

4. Drop your hand

Auditory Signal


2. Pause (1 second)

3. Give auditory signal

• Not attending• Not responding• Signal violations• Young children respond to praise,

praise, praise• After correcting, repeat the exercise• A good signal gives

– Thinking time– A definite cue for response

General Corrections

Model-Test Correction

First, tell them the correct answer. Then repeat the task they missed.

Listen to the sentence with but. She kept working, but she was very tired

Your turn: Say the sentence with the word but.

page 20

Model-Lead-Test

1. Model: My turn. Listen to the sentence with but. (Pause.) She kept working, but she was very tired.

2. Lead: Say the sentence with me. (Signal.) She kept working, but she was very tired.

Again, say the sentence with me. (Signal.) She kept working, but she was very tired.

3. Test: Your turn. Say the sentence by yourself. (Signal.) She kept working, but she was very tired.

page 21

1. Only after group responses are firm

2. Group sampling

3. Quick and natural

4. Focus on more naive performers

5. Make corrections with the whole group

6. Insert individual turns whenever you doubt mastery has been achieved.

Individual Turns

page 20

Evaluating Student Responses

• Teach-Directed Exercises

• Workcheck

• Written Work

page 23

Lesson Practice – Lesson 11

page 117

Lesson 11- Textbook Activity

Lesson 11- Independent Activity

Lesson 11- Workcheck

Assessment

Teacher’s Guide

Page 15

Assessments

• Occur every ten lessons

• Are located in the back of the workbook• Use extra help section to provide

students with small group practice.

Teacher Presentation BookTeacher Presentation Book

page 122

Lesson 51 – Workbook ActivityLesson 51 – Workbook Activity

Lesson 51 – Workbook Part ALesson 51 – Workbook Part A

Lesson 51 – Workbook ActivityLesson 51 – Workbook Activity

Lesson 51 – Workbook Part BLesson 51 – Workbook Part B

Lesson 51 – Textbook ActivitiesLesson 51 – Textbook Activities

Lesson 51 – Textbook Part ALesson 51 – Textbook Part A

Lesson 51 – Textbook ActivitiesLesson 51 – Textbook Activities

Lesson 51 – Textbook Part BLesson 51 – Textbook Part B

Lesson 51 – Textbook/IndependentLesson 51 – Textbook/Independent

Lesson 51- Textbook Part CLesson 51- Textbook Part C

Lesson 51- Textbook Part DLesson 51- Textbook Part D

Appendices

Teacher’s Guide

Page 112

Appendices

• Placement Test• Practice Lessons• Family Letters• Behavioral Objectives• Skills Profile Chart• Group Summary Chart• Daily Record Keeping Chart• Extra Help Practice Sheets

Language for WritingGrades 2-5