excitedabouteducation2013: Speech & Language: Differentiated Learning

Children with repetitive language problems

· Do not over enunciate words, while making sure to use a regular pace and speed.

· Speak clearly and at regular loudness

· For children who are dysphasic make sure to speak at a slower speed as to enhance their comprehension, as quick sound changes may cause issues in comprehension of consonants

· Give the child time to answer questions or to relay information Asking questions and responding should be direct and always make the interaction meaningful

· Focus on the correctness of the child’s response instead of how they are responding grammatically

Children with speech problems in expression

· Do not make the child feel pressured to use oral language

· Children feel more comfortable speaking to or with the barrier of a puppet when they may be more apt to make language mistakes

· Keep strong communication with the child’s speech therapist and create situations where the child can actively work on the areas suggested by the therapist

· Formal positive reinforcement such as stickers or praise can be used to recognize the child’s use of correct language

· Remember that new word meanings are learned most effectively through interaction as well as through conversation with adults

· There is only a 5- 20% chance that a child will learn the correct meaning of a new word after one encounter with that word, therefore produce interactions with this new word as often as possible

· (Think, pair, share) introduce a question to the class, partner the students up and request that they make eye contact, share their own responses to the question already posed and ask them to remember their partners response

For children learning English as a second language

· Be familiar with the stages of second language acquisition

· Be familiar with the differences in diverse cultures regarding behaviours and learning styles

· Be aware of the forms of the students dialects in order to be able to distinguish the differences between mistakes and miscues

· Try to get assistants who speak the students dialect

· Focus on improving oral skills before moving to reading and writing

· Change English instruction to become more multisensory and contextual

· Keep goals realistic, and work on students strengths with in their language skills

· Students will learn oral language skills when the instruction is 50% discussion

· ·Include parents in the support and development programs working towards goals that are still meaningful to local culture

Strategies

PRIMARY

Use a Naturalistic Approach with Primary Students
For children with speech and language exceptionalities in the primary level it is very important to promote communication skills, social emotional skills, and to practice the phonetic sounds of words that can be difficult to them such as sh, ch, In a natural setting instead of being forced. One of the most helpful strategies to children in the primary level can be to encourage children to feel comfortable with expressing themselves through speech and language. When children can do these things in a natural setting they will be more successful in all aspects of their academic future even if their specific exceptionality is a physiological impairment.

Strategy One
For students with speech and language exceptionalities one of the most important focuses is social emotional strategies in order to get children involved with, and actively interacting together orally. Making children feel comfortable in their speech and language production with their peers will help students to become confident and more successful. Creating situations in a natural environment for students to interact with each other in a comfortable one on one situation while the spot light is not of them can be a very useful tool.

Inside Outside Circle- http://www.youtube.com/watch?v=91G11egVsQ0

-divide the class in half
-ask the first half of the students to form a circle, facing out.
-get the second half of the students to form a circle around the other students each facing a partner
-give the students a question to discuss
-ask them to discuss the question with their partner at your signal, then to stop their discussion upon your second signal
-then ask the students on the inner circle to rotate two partners to the left
-ask the students to now discuss their conclusions with their new partners

Conclusion
This strategy can involve students with oral interaction with their peers. Often students with speech and language exceptionalities can be most uncomfortable interacting with their peers for fear of being teased or bullied. It is important to minimize this fear and to create a positive environment for students to heighten their social emotional skills. This strategy can also be used into a number of ways.

Strategy Two

Primary students love to learn with music and rhyme. Both music and rhyme can be used to help children interact as a group and to make them feel comfortable with their peers as well as learning skills such as:
- Oral communication
-Social emotional skills
-Phonetic pronunciations

I did, what did you do? -Start off the rhythm by telling the class yesterday in the park I saw, give example (a squirrel chasing a dog). Say it to a tune or rhythm and make it as silly as you like to get the children involved in sharing silly stories, instead of making them feel put on the spot to tell about real experiences of their own.
-Then address one of the students by name and ask them what did you see. They can add their own silly ideas.
-Next add the ideas together and have the whole class sing them together.
-Then have the first student address the next student over and ask them the same question.
-Continue this sequence through the whole class adding together all the ideas and having the whole class say them out loud together.
This is an example of the interactive word game I did what did you do:

http://www.literacyconnections.com/LAWhatDidYouDo.php

Conclusion
This activity can be used in a number of ways changing the question or the rhythm, or asking the students to come up with the questions and start the rhythm. This activity encourages students to be interactive with their peers, and comfortable sharing their ideas in a positive way in front of the class. The teacher can focus on certain phonetic sounds while putting the rhythm together. This will create a natural setting where the students may improve their oral communication skills as well as become comfortable with their own oral output with others.

JUNIORS

WEBSITES

Ø http://www.youtube.com/watch?v=LAdzvGmDhx0

Ø http://acadcom.com/acanews1/anmviewer.asp?a=70&z=47

Ø http://nichcy.org/schoolage

PICTURES

In the first paint is entering the ice traces, second putting food colour with the paint, third starts painting on the paper and fourth is finish. This shows each colour can make of clolours by mixing them together. In this step by step activate the teacher would write out a sentence and the student would draw what it means to the student. In this one the students would have to match the pictures with the words. Example, the word is “Farm” so what pictures would go with a farm, chicken, horses, farmer or mud.

This activity can help students with speech and language exceptionalities with their written output.

SECONDARY

Ask students open ended questions requiring more than a yes or no answer. For instance, rather

than asking the student if they had a nice weekend, ask what the best part of their weekend was, to

evoke a more in depth response.

Paraphrase statements with a correct response. For example, if a student were to say “Lunch now.”,

restate the students point by saying “You want to eat your lunch now. I am hungry too.”

Use visual cues in conjunction with speech to further demonstrate your idea. Visual cues include

hand gestures, facial expression, picture symbols

Activities

Favourites Alphabet

Socialization is one of the best ways to practice speech and language.

1. Write the alphabet on the board and choose a topic (ie music,

movies, television, magazines.)

2. Ask each student to come up to the board an write down their

favourite, assist as needed

3. Encourage the students to talk about their choices with their
classmates.

Same Song, New Lyrics

Students are more likely to participate in and benefit from

activities based on topics that interest them.

1. Create a cd of the students favourite songs, without lyrics. (or have someone accompany the class on a guitar)

2. Make up new lyrics to the songs, related to the interests of the students in the class.

3. Talk about syllables, using the clapping technique to

demonstrate

4. Create a music video, if you like!

*you could make a “Favourites Alphabet” of songs to get you started!

Holiday Bazaar

Creating a holiday bazaar is an ongoing activity, presents students

with a number of social opportunities to work as a group. Before

you start, meet as a class and decide who would like to do what

job, leaving as much of the discussion and planning to the

students as possible. Encourage students to get involved in more

than one aspect of the bazaar, if they wish. Some of the different

tasks may include:
baking as a team
set up- arrange tables, chairs, merchandise in a group
crafting team- work together making art and crafts to sell
sales people to handle money at the bazaar
advertisers- develop and hang signs to advertise what is offered at the bazaar, *students could
advertise during the am announcements