Scenario

SCENARIO Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.

1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? One of the biggest factors to consider would be his culture. There are many different cultures in the world, and each on has a different view on everything. Things that we think are social ably acceptable in our culture, may not be social ably accepted in another. Another factor she should consider is if he has limited English proficiency of if they have a language problem. To find this out they will do an assessment but should be done in the student’s native language.

2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. Two formal language assessment instruments are screening tests, and diagnostic tests. Screening tests is an overview of what that student can do, and they can then take those results and compare them to other students their age. There are advantages and disadvantages for this type of assessment. An advantage is that it is quick and doesn’t take up much academic time. A disadvantage is they test students to young, and it’s hard to pick up on some of the language problems at such young aged students. Diagnostic tests can measure more than one component to language. The test they chose is often selected by the student’s age, and language problem. This test gives information of the student’s language skills, and other tests on concerned areas of language.

3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? Ms. Campbell can test for the phonological defects with Test of Language Development test. This test can be administered to students ages 4-8. This test works on vocabulary, use of grammar and many more. There are nine different tests in this one test. Another test she could use is Goldman-Fristoe Test of Articulation. This test can be administered to students ages 2-21. This test starts off with pictures, and then words up telling a story from a picture, and then asked to say and use a word in a sentence. She could also do observations and collect data. Another thing she could do is have the student look at pictures, and see if she says them correctly. See if the student mixes up their letters, or if they say the word wrong.

4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. 1. Teach language in various natural settings rather than only in isolated groups. Also, teach lagnage skills in connection with other curriculum content. 2. Act as a good language model, and ask students to imitate what they hear. Imitation is frequently a good measure of language skills because students tend to imitate only the forms they know want not necessarily what they hear. 3. To improve a student’s verbal expression encourage storytelling activities in which the student must name all of the objects or picture tell what is happening and create an ending.

5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. 1. The Deck a. This game is to teach opposites. b. There is a deck of cards, and they contain opposites. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">c. There is a equal number of cards dealt to each students. The rest goes into the middle. When the students get their cards, they are to pair up their opposites, and lay them down. When they have no more pairs they take turns drawing cards from each other’s hands till all the pairs are put together. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Phonetic Bingo <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">a. To help teach phonemes <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">b. The students all get a bingo card. On the card are different phonemes. The caller will say 2/m. If that student sees that on their card they can fill it in. The first student to fill in a row wins.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;"> || ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">1  **
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">2 **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">3  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">4  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">5  **  ||
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">A **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">S  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">D  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">F  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">G  **  ||
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">H **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">J  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">K  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">L  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">P  **  ||
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Q **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">W  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">E  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">R  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">T  **  ||
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">U **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">I  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">O  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Z  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">X  **  ||
 * ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">V **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">C  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">B  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">N  **  ||  ** <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">m  **  ||