Article Questions
What does an effective scaffold provide?
support at the edge of a child's competence
Some ways a teacher could modify the environment for a student with special needs?
providing auditory training equipment, providing an aid to help students with Autism to participate in classroom activities, sign or oral interpreter to translate classroom language for hearing impaired children or blind children, changing the way grading is completed; a test can also be modified for a student with ADHD to keep focus on the questions. Written tests texts can be read to a blind student or a student with reading disorder
Two things that are important for children to know in order to become good readers?
phonemic awareness & text comprehension
Some ways the SLP can collaborate with other school professionals to prevent school failure through RTI?
SLP’s can collaborate with teachers to present RTI through semantic and syntactic targets imbedded within the curriculum; SLP’s can share ideas about how to use language from literacy materials so children are practicing RTI not only for guided oral reading, but for talking about words and sentences in the book, pointing out complex or simple words and talking about the meaning of words, rhymes, synonyms, and opposites for words; placing the focus on site words can be a strategy for increasing comprehension with students who are struggling to read, through RTI. SLP’s can also collaborate with teachers about using appropriate Tier II and Tier III words through reading comprehension activities utilizing these strategies.
Emphasis is placed on what in a continuous-progress classroom?
the individual student's developmental level
What are some elements of programs that contribute to deeper receptive and expressive lexical skills, according to Blachowicz and Marzano?
-Activating what students already know about new words can help the student make decisions about which words are relevant to their topic.
-Providing a description, explanation or example of the new terms are utilized through the adult providing an explanation that words better than having students consult a dictionary.
-Asking students to restate the description, explanation or example in their owns words allow them to connect it to their own experiences and knowledge and helps them to assimilate it to what they already know.
-Having students construct a picture, pictograph or symbolic representation of the term can be important and relate to the successfulness of children’s learning.
-Making connections among words and topics can allow the students to depends their associations between the new words and curriculum in which they relate.
-Using both spoken and written language can provide new vocabulary that represent both spelling and meaning.
-Asking students to discuss the terms with another to refine and reformulate meanings exposes students to words in various contexts.
-Using words for writing and additional reading gives students additional opportunities to use words.
-Returning the words periodically in the following weeks is helpful to make students active in vocabulary learning.
A scaffolding sequence is defined as what?
A conversational sequence where a student was not able to participate without assistance in the activity and either received help from a teacher or a peer in order to become a competent participant or was able to self-support competent participation through applying an appropriate strategy
Some ways beginning writers can start producing stories
whiting out sections of from their favorite story and letting them fill in the blanks with different adjectives, phrases or clauses; "Stick-writing" technique; pictographs to present characters, settings and series of actions.
Four types of scaffolding sequences
modeling, offering explanations, soliciting verbal participation and verifying/clarifying understanding
What is the 3:1 model, according to Soliday? What are some activities that can be included?
a traditional, direct intervention to students that is delivered for 3 consecutive weeks, followed by one week of consultative services. Activities may include, student evaluations, 3rdparty medical billing, participating in special education meetings/small group workshops and consultations with teachers, paraprofessionals, parents.