Mature-looking language activities appeal to upper elementary through high school students with language/learning disorders. The varied activities help them develop essential classroom language skills.
- Develop the language skills needed for classroom success
- Learn language skills in the context of the curriculum
These ready-to-use language lessons reinforce academic goals with curricular content. Students learn to communicate with accurate, specific language. The 101 lessons are organized by these language skills:
- Attributes and Functions
- Describing and Defining
Each skill area/unit includes:
- introduction to the activities
- IEP goals and objectives
- motivational helps
- repetitive task structure
Task types include:
- cloze sentences
- grids for board games
- pie charts
- using accurate, specific language
Copyright © 2004
- Summarization is a skill that helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
- A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
- Five components of instruction needed to address older students who are struggling to read include word study, fluency, vocabulary, comprehension, and motivation (Roberts, Torgesen, Boardman, & Scammacca, 2008).
- Dockrell, Lindsay, and Connelly (2009) found that adolescents with specific language impairment (SLI) showed limited growth in their written language abilities in the middle school years, which is associated with limited oral vocabulary development.
- Effective vocabulary instruction strategies engage the student and require higher-level cognitive processing. These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
101 Language Activities incorporates these principles and is also based on expert professional practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Solving problems in the teaching of literacy. New York: Guilford Press.
Dockrell, J.E., Lindsay, G., & Connelly, V. (2009). The impact of specific language impairment on adolescents' written text. Exceptional Children, 75(4), 427-446.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved February 25, 2010, from www.nichd.nih.gov/publications/nrp/upload/report.pdf
Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research, 23(2), 63-69.