Literacy Based intervention for hearing impairment (teen)

Nancy Drew

                                     

Reading is a mystery.  We are like Nancy Drew and we vocabulary words to unlock the meaning of the story.

Theme: Mystery

Category: Vocabulary

  

Therapy template:

Pre-story knowledge activation

●       What is a mystery?

●       What does the title tell you?

●       Go over list of vocabulary words for the chapter you are targeting.

●       Play bingo with the word list.

Shared reading and post-story comprehension discussion

●       Read chapter

●       Ask explicit and implicit questions about the chapter.

●       Have the student make up their own mystery story using the vocabulary words.

●       Illustrate the story (based on a sentence where a vocabulary word was used) to reinforce contextual cues.

Semantic Activities and Syntax Activities

●       Make cards with words and cards with definitions.  Play Memory with the cards by matching the word to its definition.  When you find a match, create a sentence using the vocabulary word.

●       Write a short summary of the chapter using the vocabulary words.

●       Do a sequencing activity. Make sentence strips from the story and put them in sequential order and to retell the chapter.

●       Cut out words and have the child rearrange the words into a grammatical sentence.

Higher level thinking (comprehension)/Narrative

●       Reread chapter if necessary.

●       Write down important events that will help Nancy solve the mystery.

Rationale:

Children with hearing impairments and cochlear implants are delayed in vocabulary, reading and writing skills, and phonological awareness.  It is very important that children with cochlear implants receive speech and language services in order to work on phonological awareness skills and vocabulary and reading skills so they will not be as delayed in comparison to their peers (James, D., Rajput, K., Brinton, J., Goswani, U., 2008; Massaro, D., Light, J., 2004; Luckner et. al.,2012)

The following guidelines were obtained from the Indiana Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects for the grades 6-12 in the section liCollege and Career Readiness Anchor Standards for Language.

“Demonstrate command of the conventions of standard English grammar and usage when writing or speaking...Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,and consulting general and specialized reference materials, as appropriate” (Common Core State Standards Initiative, 2012  p. 51)

TEACHER GUIDE:

Day 1:

·         What is a mystery?

o   Mystery- an event or identity that is unknown and arouses curiosity

·         What does the title of the book/chapter tell you?

o   Title of book: The Password to Larkspur Lane

o   Title of chapter 1: Singing Horses

Vocabulary list for Chapter 1:

Cycle through the list of words, using only 10 words per week.

Vocabulary List 1 Broad - of great extent; large Plumes - soft and fluffy; long and conspicuous Exhibition - presenting to view; showing Larkspur - a type of plant belonging to the buttercup family Keen - sharp, perceiving Stalk - stem or main axis of a plant Maneuver - an adroit skill; planned and skilled movement Throng - a great number of things crowded together Carrier pigeon - a homing pigeon trained to carry messages Anticipate - to expect; look forward to

Vocabulary List 2 Instinctive - unlearned; prompted by instinct Specialist - a person who devotes himself to one subject or pursuit Disengage - to release from attraction or connection Abrupt - sudden or unexpected Representative - a person that represents others or a constituency Salutation - a word or phrase to serve as a greeting Swerve - to turn aside abruptly Mysterious - of obscure nature; full of mystery Automatic - starting or moving independently Desperate - having an urgent need or desire

Nancy Drew Bingo:

N	A	N	C	Y
Broadly	Keen	Carrier pigeon	Disengaged	Swerve
Plumes	Stalk	Anticipating	Abrupt	Mysterious
Exhibition	Maneuver	Instinctively	Representative	Automatically
Larkspur	Throng	Specialist	Salutation	Desperately

Day 2:

·         Ask questions (explicit and implicit) about the chapter.

·         Question examples:

o   What is the chapter mainly about? (Implicit)

o   What event is Nancy picking flowers for? (Explicit)

·         Have the student make up their own mystery story using the vocabulary words.

·         Illustrate the story (based on a sentence where a vocabulary word was used) to reinforce contextual cues.

Day 3:

·         Make cards with words and cards with definitions.  Play Memory with the cards by matching the word to its definition.  When you find a match, create a sentence using the vocabulary word.

·         Write a short summary of the chapter using the vocabulary words.

·         Do a sequencing activity. Make sentence strips from the story and put them in sequential order and to retell the chapter.

o   Example sentence strips:

Nancy walked along the broadly spaced stones of her garden path.

She picked to flowers with blue plumes while she walked.

Nancy was getting flowers ready for the flower exhibition.

The housekeeper put the larkspur in the bouquet.

Nancy found a carrier pigeon that was trained to deliver messages.

·         Cut out words and have the child rearrange the words into a grammatical sentence.

Day 4:

·         Reread chapter if necessary.

·         Write down important events that will help Nancy solve the mystery.

*Continue this cycle with the next chapter.

Additional Nancy Drew Books:

1. The Secret of the Old Clock 2. The Hidden Staircase 3. The Bungalow Mystery 4. The Mystery at Lilac Inn 5. The Secret of Shadow Ranch 6. The Secret of Red Gate Farm 7. The Clue in the Diary 8. Nancy's Mysterious Letter 9. The Sign of the Twisted Candles 10. The Password to Larkspur Lane 11. The Clue of the Broken Locket 12. The Message in the Hollow Oak 13. The Mystery of the Ivory Charm 14. The Whispering Statue 15. The Haunted Bridge 16. The Clue of the Tapping Heels 17. The Mystery of the Brass Bound Trunk 18. Mystery of the Moss-Covered Mansion 19. The Quest of the Missing Map 20. The Clue in the Jewel Box 21. The Secret in the Old Attic 22. The Clue in the Crumbling Wall 23. The Mystery of the Tolling Bell 24. The Clue in the Old Album 25. The Ghost of Blackwood Hall 26. The Clue of the Leaning Chimney 27. The Secret of the Wooden Lady 28. The Clue of the Black Keys

29. The Mystery at the Ski Jump 30. The Clue of the Velvet Mask 31. The Ringmaster's Secret 32. The Scarlet Slipper Mystery 33. The Witch Tree Symbol 34. The Hidden Window Mystery 35. The Haunted Showboat 36. The Secret of the Golden Pavilion 37. The Clue in the Old Stagecoach 38. The Mystery of the Fire Dragon 39. The Clue of the Dancing Puppet 40. The Moonstone Castle Mystery 41. The Clue of the Whistling Bagpipes 42. The Phantom of Pine Hill 43. The Mystery of the 99 Steps 44. The Clue in the Crossword Cipher 45. The Spider Sapphire Mystery 46. The Invisible Intruder 47. The Mysterious Mannequin 48. The Crooked Banister 49. The Secret of Mirror Bay 50. The Double Jinx Mystery 51. Mystery of the Glowing Eye 52. The Secret of the Forgotten City 53. The Sky Phantom 54. The Strange Message in the Parchment 55. Mystery of Crocodile Island 56. The Thirteenth Pearl

*Note: The activities could also be adapted to the Hardy Boys series for boys.

Literacy Based language Intervention for Teen with Mild Cognitive Impairment

Eileen Sisk and Gina Sparrow

Lesson plan for 5 hour long sessions with student KL

Theme: Dogs
Language and Literacy Target Cycles: Vocabulary development, reading comprehension, narrative structure, summarizing, spelling, morphological awareness
Materials:

• Book for session 1: Martha Speaks by Susan Meddaugh (narrative text)
• Book for session 2: Dogs by Gail Gibbons (informational text about dogs as a biological species)
• Book for session 3: Garfield cartoon, Garfield as Himself by Jim Davis (cartoon text)
• Book for session 4: Dogs: Pet Care for Kids by Kathryn Stevens (informational text)
• Book for session 5: Carl’s Summer Vacation by Alexandra Day (picture narrative with minimal text)

• Word search with key words from the text (made using this website)
• Crossword puzzle with key words from text (made using this website)
• Laptop with the following K-W-L (Know-Want to know-Learned) table open in Microsoft Word:

What I know about dogs	What I want to know about dogs	What I learned about dogs
1. A dog is a pet 2. I own a dog 3. Dogs need to be fed	1. What is it like to be a dog? 2. Who else has a dog? 3. What can dogs be trained to do?	1. Dogs can be helpful to their owners. 2. People don’t expect dogs to talk. 3. Dogs have feelings.

Session Schedule (60 minutes)

Pre-session Homework: Word search with targeted vocabulary

1. Introduce topic for the session and schedule of activities
2. Ask her questions about background knowledge (“What do you know about dogs?”)

• She types background knowledge into laptop

3. Guided look through book pictures and text

• Ask questions about what she wants to know about the book (“What do you want to learn about dogs?”)
• Ask her to make predictions about the text based on title and illustrations (“What do you think this will be about?”)

4. She reads the text

• Ask comprehension questions during:
• For narrative and cartoon: ask “who, when, where, what is the turning point, what is the resolution, how did it end?” questions
• For informational books, ask her to summarize in her own words, by prompting, “This paragraph talked about ____What did they say about ____?”

5. After she is finished reading, revisit questions she wanted to learn,

• Answer any that we learned from the text. Remind her that she can look back through the pictures and text to find the answer
• For the narrative format texts, have her retell the story by filling in a story map flow chart. She can look back through the pictures when needed.

6. Complete the vocabulary crossword puzzle

• Review present progressing endings ‘-ing’ and past tense ‘-ed’ and their uses
• Complete puzzle with verbs in both forms

7. Session review

• If needed, add to the “Things i have learned about dogs” list on the KWL table.

Common Core Standards Covered:

Common Core Standard	Level Targeted
Reading Standards for Literature	Kindergarten Ask and answer questions about unknown words in a text. Recognize common types of texts (narrative, informational). Grade 1 Ask and answer questions about key details in a text.
Reading Standards for Informational Text	Grade 1 Identify the main topic and retell key details of a text.
Reading Standards Foundational Skills	Grade 1 Read words with inflectional endings.
Writing standards	Grade 1 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening standards	Grade 2 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Language Standards	Grade 1 Use verbs to convey a sense of past, present, and future. Use conventional spelling for words with common spelling patterns.