ASHA Catalog 2014 - (Page 88)
88
Reference: School-Based Issues
Practical Activities for Your Classroom
RTI in Action: Oral Language Activities for K-2 Classrooms
CD
Inside
(Publisher: ASHA)
Froma P. Roth, PhD, CCC-SLP, Dorothy P. Dougherty, MA, CCC-SLP,
Diane R. Paul, PhD, CCC-SLP, and Deborah Adamczyk, MA, CCC-SLP
RTI
in Action
RTI in Action: Oral Language Activities for K-2 Classrooms capitalizes on the
power of collaboration between SLPs and teachers. Designed to enhance K-2
students' oral language skills, the book offers practical activities based on general
education curricular standards and provides specific, straightforward strategies to
help SLPs and teachers modify instruction.
Oral Language Activities
for K-2 Classrooms
Organized by grades K, 1, and 2 and using Response to Intervention's (RTI's) three
tiers of instruction, the book provides activities to build oral language skills in five
major areas critical to success in language, literacy, academics, and social skills:
basic concepts, vocabulary, listening and speaking, phonological awareness, and
print knowledge.
Froma P. Roth, PhD, CCC-SLP
Dorothy P. Dougherty, MA, CCC-SLP
Diane R. Paul, PhD, CCC-SLP
Deborah Adamczyk, MA, CCC-SLP
The accompanying CD features PDFs of all activities in the book for convenient
downloading and sharing, a sample PowerPoint for in-service training, and
helpful, informative handouts for SLPs, teachers, parents, caregivers, and daycare
providers.
Grades
K-2
Other features include:
* more than 40 instructional strategies to use in the classroom when
implementing an RTI model
* activities that indicate what teachers say and expected student responses
* web resources related to RTI
* appendices with easy-to-copy graphic organizers, a cultural competence
checklist, a developmental milestones checklist, progress-monitoring charts,
and an RTI intensity grid
Peek inside...
A
Activities organized by grade level
B
One of five "language areas" critical to success
for learning and literacy.
C
Each "language area" consists of different
learning objectives.
D
Activities are presented within an RTI Model
with three tiers of instruction.
E
Tier 1 activities are geared for the whole
classroom.
F
G
Tier 2 activities are designed for
in-class instruction with small groups.
Tier 3 activities provide further differentiated
instruction for smaller groups or one-on-one
instruction.
H
Name of the instructional strategy precedes
activity at Tier 2 and Tier 3 levels of instruction.
Volume discount of 10% for orders of 10 or more.
A
Grade
J
K
C
B
LanGuaGe area:
Listening and
Speaking
F
Objective:
Multistep Directions
Respond to Multistep
Directions
Assistive technology
Grade
Use web resources such as the link listed
below to allow students to practice
following directions.
Multistep Directions
E
H
Books used in activities are referenced at the
end of each grade level.
I
Explain that being able to follow directions
is important to doing well at school and
other places. Play a game with students in
which they have to remember and follow
the directions. Give specific, simple, two-step
directions. Gradually increase length
and complexity.
*
*
*
*
URLs are active on the CD that accompanies
the book.
K
K
Grade
Teacher instruction shown in black text with
white background. Student response shown in
black text with shaded background.
I
Item #0113135 / $49 ASHA member / $64 nonmember
Follow the directions on the website.
Visual cues
D
Get the students' attention before giving
a direction.
Use an appropriate and varied tone of voice.
Speak slowly and clearly.
To increase complexity, use words such as
before, after, first, and finally. Make
sure that students understand concepts in
isolation before embedding them in
directions.
Can You Follow Directions From Tina's World?
www.earobics.com/gamegoo/games/tina2/tina2l
o.html
* Draw simple cues of the direction's specific
elements on the board. For example,
if the directions are walk in a circle and clap
your hands, then draw a picture of a
circle and hands on the board.
* Once students follow the directions accurately,
erase the cue and ask them to
follow the directions again.
Follow the directions accurately.
* Check for understanding throughout
the activity.
* Encourage students to ask questions.
Begin the game in which students are directed
to place a picture in a given location.
Have a set of pictures or objects at the front
of the room, and then give a two-step
direction to each student. For example, Pick
up the blue ball and place it under Sam's
chair; pick up the dog and put it beside the
trash can.
* Give three-step directions for the same
activity. Activity books such as Follow Me!
Listen and Do Activities by Grace W. Frank
or Listening Skills for Young Children by
Trish Vowels provide some good ideas for
practicing directions.
* Keep track of students' errors to evaluate
where the breakdown occurs.
* Errors with following directions can be
attributed
understanding basic concepts or other vocabulary,to weaknesses in listening,
of the language, attending, memory, distractibilit understanding the complexity
y, sequencing, and possibly hearing
loss. When students make errors, attempt
to evaluate where the breakdown
occurs. Be vigilant about keeping your directions
simple during training stages.
Follow directions appropriately for up to
three-step directions.
Multistep Directions
Simplify
G
I
K
* Give single-step directions only.
* Once students show competency, gradually
add the second element.
* Assess where the breakdown is occurring,
and simplify accordingly.
Follow the direction(s) accurately.
Concrete materials
Give students two simple objects and present
directions that they can follow using
those objects. For example:
*
*
*
*
Put the crayon in the box.
Cover the red crayon with the paper.
Give me the pen and the pencil.
Place the pencil under your chair.
Follow the directions accurately.
54 Grade K *
K
J
http://www.asha.org/eweb/OLSDynamicPage.aspx?Webcode=olsdetails&title=RTI+in+Action%3a+Oral+Language+Activities+for+K%e2%80%932+Classrooms
Table of Contents for the Digital Edition of ASHA Catalog 2014
ASHA Catalog 2014
Table of Contents
Important Information About ASHA Professional Development
Calendar of 2014 Events, Online Conferences, and Live Webinars
2014 Conferences & Convention
Language and Literacy
Augmentative and Alternative Communication (AA C)
Autism and Developmental Disorders
Fluency
Speech and Voice Disorders
Swallowing Disorders
Neurogenic Speech and Language
School-Based Issues
Multicultural Issues
Reimbursement and Medicare
Service Delivery and Practice Management
Cochlear Implants, Auditory Processing, and Other Clinical Issues
Assessment, Amplification, and Audiologic Rehabilitation
Hearing, Hearing Loss, and Balance
Special Interest Groups
ASHA Scholarly Journals
Service Delivery and Practice Management
Communication Disorders
Multicultural Issues
School-Based Issues
Audiology
College and University
Reimbursement and Medicare
Inspiring and Educational Stories
Assessment Tests
ASHFoundation Merchandise and Gift Items
ASHA Merchandise and Gift Items
NSSLHA Merchandise and Gift Items
Consumer Education
Order Form
Author Index
Product Index
ASHA Catalog 2014
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