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Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 1
Expository 1
A Clinician Toolbox for Expository Language
Intervention
Teresa A. Ukrainetz, Ph.D., S-LP(C)University of Wyoming
For More Ideas and Information
Text Comprehension 2
P.O. Box 163 • Eau Claire, WI 54702-0163 ISBN 1-932054-47-21.800.225.GROW (4769) • Fax 1.800.828.8885 • www.ThinkingPublications.com
COMMUNICATION SOLUTIONSTHAT CHANGE LIVES®
Contextualized
Language InterventionU
krainetz
“Provides a model for how to clearly connect theory, research, and clinical application. It is readable and well organized, and the topics covered are timely, relevant, comprehensive, andimportant for clinical practice, especially with regard to provision of services in educational environments…The contributors are recognized as leaders in their areas of expertise.”
Vicki A. Reed, EdD, CCC-SLPJames Madison University
“A beginning clinician who is using this book in a graduate-level language course will go into theschool setting equipped not only with excellent tools (RISE), but also with a better understandingof how to work toward helping students achieve standards or benchmarks.”
Janet C. S. Harrison, PhD, CCC-SLPPurdue University
“I was mesmerized…An incredible collection of top-notch intervention!”Judy K. Montgomery, PhD, CCC-SLP
Chapman University
Dr. Ukrainetz has selected an outstanding corps of contributors to developa cutting-edge reference on theory and practice in language and literacy
intervention. Contextualized Language Intervention lives up to its promiseby grounding practical intervention strategies in sound theory and research.
Chapter TopicsContextualized skill frameworkLiterature-based unitsVocabularyGrammarNarrativeExpositionPeer interactionClassroom discourseEmergent literacyPhonemic awarenessFluency and motivationText comprehensionSelf-regulated writing
Contributing AuthorsTeresa A. Ukrainetz, PhD, S-LP(C), EditorAnthony S. Bashir, PhD, CCC-SLPBonnie Brinton, PhD, CCC-SLPSarita Eisenberg, PhD, CCC-SLPHelen Ezell, PhD, CCC-SLPMartin Fujiki, PhD, CCC-SLPRonald B. Gillam, PhD, CCC-SLPLaura M. Justice, PhD, CCC-SLPSusan B. Leahy, EdDNickola Wolf Nelson, PhD, CCC-SLPCatherine L. Ross, MS, CCC-SLPBonnie Singer, PhD, CCC-SLPLori Skibbe, MAAdelia Van Meter, MS, CCC-SLPCarol Westby, PhD
From: Pro-Ed tukraine@uwyo.edu http://www.uwyo.edu/
comdis/faculty-staff/ukrainetz.html
Official Learning OutcomesAfter completing this session, you will be able to:
1. Identify treatment goals at multiple language levels that come together for noticeable change in student performance
2. Plan low-writing motivating expository activities that employ critical elements of treatment
3. Build treatment activities into a thematically-united whole-part contextualized skill framework
Using description discourse, especially purposeful descriptions, for this short presentation
Expository 3
What is Description Discourse?
• Discourse intended to give a mental image of something experienced (Merriam-Webster, 1993)
• One type of expository or informational discourse• Least abstract and “true-for-all-time” type: about an
experience , • Can be expressive (artful) over informational
• Features• Typically a static scene (not narrative or procedure)• Visual, multisensory, function, taxonomic information• Exophoric vs. endophoric reference • Referent present or imagined, concrete or abstract
Expository 4
Expository 5
Description & Enumeration
Example Purpose Structure
• Classified ad• Eye witness account• Passage in a novel
• Picture this • Notice this• Experience this
• Topic + details• Sensory description• Each major image + details, ordered• Text
• Nutrition label• Table of contents• Family genealogy
• Critical elements at a glance • Taxonomy
• Categories + listings• Spatial organization• Words and phrases
Common Core Standards: Expository Communication
• Understanding, producing, and evaluating literary and informational texts
• Communicative purposes of persuasion, explanation, and conveying experience
• Students expected to become self-directed learners who ask questions, request clarification, and seek out resources as needed
Standards applied across subjects and modalities: discuss literature, present science projects, or write history essays
http://www.corestandards.org/Expository 6
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 2
Grade 4 – Description-Relevant Standards
Reading• Describe in depth
character, setting, or event, drawing on specific details in text
Speaking• Report on topic or text, tell
story, or recount experience in organized manner
• Use appropriate facts & relevant, descriptive details to support main ideas or themes
Writing• Intro topic clearly and group
related info in parags & sections with headings & illustrations
• Develop topic with facts, defns, details, quotations, other info & egs
• Use linking words for ideas w/in categs of info (e.g., another, for example, also, because)
• Use precise language & domain-specific vocab to inform & explain
• Be clear and coherent w/ develop & organiz appropriate to task, purpose, & audience
Expository 7
Part A: Tx for Descriptive Discourse
Descriptive vocabulary, grammar, and organization, and self-review
Expository 8
Expository 9
Research-based Components of Expository Instruction
• Guide students to examine published models• Have peer models demonstrate particular points• Guide students in each part of a composition • Demonstrate and encourage self-regulatory talk (e.g.,
First, I need to state my purpose)• Provide genre-specific schematics • Link background knowledge to text ideas• Prompt students into asking their own questions
Expository 10
Evidence for Expository Structure Instruction
• Attn to expository structure improves reg ed compositions – Bereiter & Scardamalia (1987); Charney & Carlson (1995),
Crowhurst (1991), Hiebert et al. (1983), Smagorinsky (1991), Taylor & Beach (1984)
• Students with low ach: More explicit instruction, smaller task increments, more interactive support, and more attn to self-regulation and meta-cognition– Garcia-Sanchez & Fidalgo-Redondo (2005), Graham & Harris
(2000), Sexton et al. (1998), Kletzian (1991), Wong et al. (1996, 1997)
• Improves reading comprehension – see Snow (2002), Pearson & Fielding (1991), Williams (2003)
POWER
Expository 11
(Englert, 1990) Expository 12
Thinking Through the Process
• Task-specific “think-sheets” for reflection onWho am I writing for?Why am I writing?What do I know? How can I group my ideas?
• Teacher models the composing process“I wonder if the reader understands what I said here”“I need to move this part up here” “I think I need another step here”
(Englert, 1992)
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 3
Expository13
Contextualized Skill Tx Framework
Discrete skills/structured Achieving a balance with Contextualized skills/hybrid
Task assistance/enrichment
RISE+ Whole & Part
RISE+: Key Elements of Quality Tx• Rdg tx res: Explicit, intensive, systematic, and supportive (Torgesen
et al., 2004, Berninger et al., 2003)
• Lang tx res: Intensive, focuses attention, presents multiple trials, vary task complexity systematically, and reward progress (Gillam et al., 2001; Gillam et al., 2008)
Repeated opportunities for skill learning
Intensity of instruction
Systematic support of targeted skills
Explicit skill focus
+ Learner factor: attention, motivation, & engagement
Narr Tx 14
RISE+ For Descriptive Discourse
R 10 opps per session: 2 model critiques, 1 share & 1 indiv product w/ 4 opps each: draft, revise, share, critique
I 3 tx objs, 4 students, 90 min/wk, 8 wks
S Structural scaffolds: Trade book sources, description schematic, minimal writing, cue cards… Interactive scaffolds:
Linguistic: Model, elaborate, & extend responses Regulatory: Guide good learner behaviors
E Focus on discourse; assist, avoid, ignore spelling & knowledge
+ Student choice within activities
Expository 15 Expository 16
Whole-Part-Part-Part-Whole, Repeat 1. Whole: Start with models of communicative use
– Literature, websites, projects– Examine and analyze for multiple tx objs
2. Parts: Simple tasks focused on one tx obj – Component tasks toward final project– Additional simple communicative tasks– Drill-play with contrived tasks
3. Whole: End with purposeful communicative activity that integrates multiple tx objs
Thematic unity across whole and parts for incidental vocabulary and concept foundation
Integrating Tx Skills in Communicative Activities
Tx goal: John will independently verbally describe to convey an image for the purpose of an achievement essay test using specific shape and position words, expanded noun phrases, organized descriptive discourse, using self-generated written key words in three sequential opportunities at 80% accuracy based on SLP data
Tx goal: John will independently match verbal descriptions to three different communicative purposes using appropriate details and organization, with self-review, at 90% accuracy based on SLP data
Expository 17 Expository 18
Steps for an Expository Tx Project
1. ID communic purpose and tx skill objectives 2. Determine models, sources, & tools3. From sources, generate content4. From models, outline structure5. Draft content into schematic structure6. Using tools, translate schematic into text7. Repeatedly practice composition8. Refine with edits and extras9. Publish, present, and share10. Reflect on learning & plan next steps
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 4
Expository 19
A Description Tx Project: Park Visitor Brochure
• A communicative project for describing and listing– Can address multiple tx skills – Skills come together in a purposeful whole product– Can extend with focused skill part tasks
• Content manageable and appealing– Mainly current knowledge base– Brochure models available
• Form manageable– Short, little writing– Easy to provide RISE+– Little assist, avoid, ignore needed
Expository 20
Generate Content for Project
• Brainstorm what is needed and why• Jot down in a discovery draft• Focus on content not form at this point• Obtain a few sources with easily understood info
– Sources for content– Sources can also be models
• Basing on classroom curriculum or familiar topic makes comprehension aspect easier
Expository 21
Models and Ideas – Expository Tx Can Be Fun
• The Zoo Book (Allen, 1968)• Beautiful Bats (Glaser, 1997)• Baking at High Altitudes• Mountain Biking• All About Deer (Arnosky, 1996)• ChickaDee magazine• Mountain Equipment Co-op Catalogue• High Country News• What Makes the Weather? (Palazzo, 1998)• 202 Oozing, Bubbling, Dripping, & Bouncing
Experiments (van Cleave, 1996)...
A Well-Structured Description
Expository 22
Expository 23
BatDescription
- Lots of
Adjectives
Expository 24
How to Play Soccer
Position
Description
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 5
Expository 25
Description &
Explanation
- How to Start
the Paper
Expository 26
Nat’l Geo: Bks for Yng Explorers, A Day
in the Woods
Expository 27
Descripition & Evaluation -
Judging a Bike
Expository 28
Description and Persuasion - Buy
This!
Quick Read Expository Passages
Hiebert, E.H. (2002). QuickReads: A research-based fluency program. Pearson.
Expository 29
QuickRead Level C Topics
Expository 30
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 6
Expository 31
Steps for an Expository Tx Project
1. ID communic purpose and tx skill objectives 2. Determine models, sources, & tools3. From sources, generate content4. From models, outline structure5. Draft content into schematic structure6. Using tools, translate schematic into text7. Repeatedly practice composition8. Refine with edits and extras9. Publish, present, and share10. Reflect on learning & plan next steps
A Brochure Model
Expository 32
Expository 33 Expository 34
Park Brochure Plan – Maximize the Learning Opps
Park Name and
Location&
Slogan
D1The
Park’s “Hook”
D2
Attractions
D3
Animals
D4
Activities
D5
Fave Attraction
#1
D6
Fave Attraction
#2
D7
Fave Animal
#1
D8
Fave Animal
#2
D9
Fave Activity
#1
D10
Fave Activity
#2
Access Info,
Map & Driving
Info
Yellowstone National Park is a nearly 3,500-sq.-mile wilderness recreation area atop a volcanic hot spot. Mostly in Wyoming, the park spreads into parts of Montana and Idaho too. Yellowstone features dramatic canyons, alpine rivers, lush forests, hot springs and gushing geysers, including its most famous, Old Faithful. It's also home to hundreds of animal species, including bears, wolves, bison, elk and antelope.
Expository 35
Area: 3,468 mi² Hours: Open today ·∙ Open 24 hrs GeQng there: 6 h 6 min flight. Established: March 1, 1872 Phone: (307) 344-‐7381 Management: U.S. Na(onal Park Service
Why Visit? Hook & Stats Model Grammar & Discourse of Park Description for Visitors?
Yellowstone National Park is a nearly 3,500-sq.-mile wilderness recreation area atop a volcanic hot spot. Mostly in Wyoming, the park spreads into parts of Montana and Idaho too. Yellowstone features dramatic canyons, alpine rivers, lush forests, hot springs and gushing geysers, including its most famous, Old Faithful. It's also home to hundreds of animal species, including bears, wolves, bison, elk and antelope.
Retrieved from sidebar when googled Yellowstone National Park, https://www.google.com/search?q=yellowstone+national+park&ie=utf-8&oe=utf-8
Expository 36
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 7
“Sense”able Description Schematic
1. Sounds like…2. Tastes like…3. Smells like…4. Looks like…5. Feels like…6. Used for…7. In group…
Sterling-Orth & Schreiber (2011)
Expository 37 Expository 38
Eetchie
The Describing
Helper
Sara Smith, Expanding Expressions Tool www.expandingexpression.com (ASHA’08)
Expository 39
Mid Elementary
Grades
Description Discourse Schematics Suited to Purpose
e.g., Animals for brochure• Group• Habitat• Physical • Movement• Preferred food• Special characteristic
More on matching to purpose later…
Otters• Carnivorous aquatic
mammals• Seas and rivers• Small, brown, furry.
whiskers• Fast, agile,
summersault, slide• Abalones• Break open food on belly
Expository 40
Expository 41
Translate Schematic into Text• Combine headings and main points into list • Expand words or phrases into sentences• Blend into paragraph with cohesive devices• Add helpful signaling devices
OttersOtters are carnivorous mammals who live in seas and rivers. They are small, furry, and brown, with whiskers. They are fast, agile swimmers. They turn summersaults in the water and slide down muddy slopes. Their favorite food is abalones. They pound open the shells with rocks on their bellies while floating on their backs.
Expository 42
Steps for an Expository Tx Project
1. ID communic purpose and tx skill objectives 2. Determine models, sources, & tools3. From sources, generate content4. From models, outline structure5. Draft content into schematic structure6. Using tools, translate schematic into text7. Repeatedly practice composition8. Refine with edits and extras9. Publish, present, and share10. Reflect on learning & plan next steps
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 8
Repeated Opps for Learning & Practice
Between communicative models and communicative project product are focused skill activities
Compose lots of lists and descriptions for project– Between and within children– Reflect on good and poor examples– Revise, re-do, share for more opps– Choose best selection for project
Insert contrived drill-play practice activities– Same topic for incidental vocab & concept development– Make describing sentences– Sort sentences into descriptions
Expository 43 Expository 44
Focused Skill Tx Activity on Poor & Good Enumeration
Animals in the Park• An otter• Bears sunning• Lizards• Some raccoons• The wolf
You may see:• Otters swimming• Bears sunning• Lizards creeping • Raccoons climbing• Wolves howling
Expository 45
Poor & Good Description
I am furry. I am fast. Come visit me. My favorite food is abalones. I am brown. I eat lying on my back. I love swimming. I am fast. I love swimming.
I am a small, furry, brown animal. I am slinky and fast. I love swimming and sliding. My favorite food is abalones. I eat them floating on my back in the water. Come visit me!
Expository 46
Share and Reflect
• Collate, compose, illustrate, and share (Cathy Ross, SLP and co-conspirator)– Pamphlet, brochure, presentation– Research poster = bulleted text groups with
pictures– Podcast = speech with pictures and background
music– Mini-wikis = collection of Wikipedia-like text and
picture entries• Reflect on learning
– Tx skill well-done and tx skill needing improvement– Student should ID tx skills not just describe activity
Expository 47 Expository 48
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 9
Expository 49
Self-Review: Reflecting on Your Work
In this project did you:1. What were your tx goals for this activity/unit/project?2. Did you provide an description?3. What features of description did you use?4. How did you organize your description?5. What was one strength in your description?6. What is one way you could improve your description? 7. How much help did you need: a lot, some, or almost
none?8. What are you going to focus on improving next time?
Expository 50
Therapeutic Instruction through Park Visitor Brochure
• Repeated opportunities through multiple descriptions and lists
• Intensity dependent on service delivery• Systematic support through simple task &
interactive scaffolds toward independence • Explicit attention to descriptive & enumerative
structure, with assist, avoid, ignore the rest• Plus motivating purposeful project with real models
and real product
Part B: Tx on Describing for a Purpose
Effective Describers:Awareness, capability, and flexibility
Expository 51 Expository 52
How the Why and Who Affects the What
• Purpose: Is my recipe intended to show a new dish or to show how quick and easy a familiar dish can be?
• Prior knowledge: Do I need to define creaming and rubbing in this recipe?
• Interest & attn: How can I explain this in 3 minutes?
• Most efficient organization: Should I put all the ingredients first or list them as they are needed?
• Logic or transparency of steps: Surely I don’t need to say to make sure the cap is screwed on tightly before shaking it?
Describe the
Picture
From Gr 3-5 teacher manual for 1991 Texas achievement test
Expository 53 Expository 54
A High-Scoring Description Excerpt
...The raft that the dog and cat are on is made of eight boards nailed together and laid across three round logs. All the boards are almost exactly as long as the others and most of them look about as wide as the others except the one on the left side and it looks a little bit wider. You can see the circles in the ends of the logs…
Descrip(ve Discourse Tx Teresa A. Ukrainetz, Ph.D. University of Wyoming
ASHA Conven(on, Denver CO, Nov 2015 10
Expository 55
Purposeful Descriptions
• Newspaper ad: Log raft, 6x8 ft., treated fir and brass nails, 8 ft. pole included, excellent condition, used once, $50.
• Manual: When finished, the log raft should measure 6x9ft.. The boards should be of uniform dimension. The nails should 6” apart and flush with the wood.
• Witness account: It was a rough log raft. The two passengers looked cold and tired. They weren’t steering or paddling. They didn’t have any gear with them.
LSA 56
DescriptionTask – A
Contrast in Purpose
1. Describe this picture to me. Paint a picture in my head.
2. This time, you want to sell this to me. Describe the picture again to me like you are trying to sell it to me.
Expository 57
Practice Varying Description by
PurposeCompose a description of clothing as if:1. Describe to friend the desirable (or
ugly) item seen in a store 2. Compose classified ad to sell worn
clothing3. Identify clothing of possible
participant in a crime4. Describing lost piece of clothingAnalyze how same and different And why
Focused Skill Tx Description Activities
Writing with Purpose: (+ others for procedure & comparison)
1. Guess the Object2. Describe Self for Job Interview3. Lost Backpack Notice4. Pet Wanted Ad5. Car Purchase
• Step-by-step instructions• Explicit focus on discourse parts and organization• Structural and interactional scaffolds• Some attention to parts needed for purposes
Angela Sterling-Orth & Linda Schreiber, Attainment.
Expository 58
My Version of Guess The Object1. Start with array of very different objects (e.g., apple,
flower, pen)2. First examine objects, generate & jot descriptors,
organize into categories3. Then hide objects in a bag and reach in to hold one4. Describe object for others to guess5. Listen, identify descriptors used, what (not) helpful 6. Each student takes a turn, with evaluation of descriptors7. Repeat with progressively more similar objects and
evaluate how effective descriptions change
…And do it orally with recording and jottings as scaffoldsExpository 59 60
Bereiter, C., & Scardamalia, M. (1987). Psychology of written composition. Erlbaum.Charney, D.H., & Carlson, R.A. (1995). Learning to write in a genre: What st writers take
from model texts. Res Tchg English, 29, 88-123. Ehren, B. (2010). Rdg compreh & exposit text structure: Direction for tx w/ adolesc. In
Nippold & Scott, Expository discourse in ch, adolesc, & adults. Psyc Press.Englert, C.S. (1990). Unraveling mysteries of writg thru strategy instruct. In Scruggs &
Wong (Eds.), Interv res in learning dis. Springer-Verlag.Gajria et al. (2007). Improving compreh of expos text in sts w/ LD: Res synthesis. J
Learning Dis, 40, 210-225.Graham, S. et al. (2000). Self-regulated strategy develop revisited: Tchg writg strategies
to struggling writers. Topics Lang Dis, 20(4), 1–14. Snow, C. (2002). Rdg for understanding: Toward an R&D prog in rdg compreh. Rand.Ukrainetz, T.A. (2006). The many ways of exposition: Focus on text structure. In
Ukrainetz, Contextualized Lang Interv: Scaffolding PreK–12 Literacy Ach. Pro-Ed.Ward-Lonergan, J.M. (2010). Expository discourse interv. In Nippold & Scott, Expository
discourse in ch, adolesc, & adults. Psyc Press.Westby, C. et al. (2015). Informational discourse: Tchg the main course of schooling. In
Ukrainetz, Schl-age lang interv: Evid-b practices. Pro-Ed. Wong, B.Y.L. et al. (1997). Tchng adol w/ LD & low ach to plan, write, and revise
compare-and-contrast essays. Learning Dis Res & Pract, 12, 2-15.
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