Language

Scroll down for language resources

Language is crucial to a student's literacy development, including listening, speaking, reading, and writing skills. As children enter school, they bring diverse levels of language acquisition to the learning process. This page is divided into the following sections:
 * 1) Chatham County Schools process for addressing the needs of children with suspected language difficulties
 * 2) Communication Difficulties
 * 3) English as a Second Language

**__Chatham County Schools procedures for addressing the needs of children with suspected language difficulties__**

 * Outline of RTI process for language referrals || [[file:RTI Procedure for Students with Language Concerns.doc]] ||
 * Classroom Performance Checklist || [[file:classroom performance checklist_RtI.pdf]] ||
 * How communication difficulties may present in the classroom || [[file:How Communication Difficulties May Present in the Classroom.doc]] ||
 * Interventions for Language || [[file:Interventions for Children with Language Difficulties.doc]] ||

To learn more about communication difficulties, review the following PowerPoints:

 * **Communication Difficulties** || [[file:Communication Difficulties.ppt]] ||
 * **Listening Comprehension** || [[file:Listening Comprehension.ppt]] ||
 * **Oral Expression** || [[file:Oral Expression.ppt]] ||
 * **Pragmatics/Social Language Skills** || [[file:Social Langauge Skills.ppt]] ||
 * **Interventions** || [[file:Interventions.ppt]] ||
 * **Progress Monitoring** || [[file:Progress Monitoring.ppt]] ||
 * **Considerations in Determining Primary Disability** || [[file:Considerations in Determining Primary Disability.ppt]] ||

**The following support documents can assist with decision-making:**

 * **Topic** || **PDF** ||
 * Norms for Oral Expression & Listening Comprehension || [[file:Norms for Oral Expression and Listening Comprehension.pdf]] ||

Intervention Recommendations from Chatham County's Speech/Language Teachers

 * **Area** || **Suggestions** ||
 * RECEPTIVE LANGUAGE ||  ||
 * Receptive Language Accommodations (These should be used in conjunction with the interventions) || [[file:Receptive Language Accommodations.pdf]] ||
 * Receptive Language Interventions || [[file:Receptive Language Interventions.pdf]] ||
 * Phonological Processing - Receiving, distinguishing, and manipulating the sounds in words || [[file:Phonological Processing Interventions.pdf]] ||
 * Morphological Sense - Interpreting parts of words that convey some meaning || [[file:Morphological Sense.pdf]] ||
 * Semantic Understanding - Knowing the meanings of words || [[file:Semantic Understanding.pdf]] ||
 * Sentence Comprehension - Understanding sentences and sentence structures || [[file:Sentence Comprehension.pdf]] ||
 * Discourse Processing - Interpreting language beyond the boundaries of a sentence || [[file:Discourse Processing.pdf]] ||
 * EXPRESSIVE LANGUAGE ||  ||
 * Expressive Language Accommodations - These should be used in conjunction with the interventions || [[file:Expressive Language Accommodations.pdf]] ||
 * Expressive Language Interventions || [[file:Expressive Language Interventions.pdf]] ||
 * Semantic Use - Properly utilizing word meanings and Word Retrieval - Finding the right words quickly and accurately || [[file:Semantic Use and Word Retrieval.pdf]] ||
 * Sentence Formulation - Expressing thoughts in complete sentences when speaking and writing || [[file:Sentence Formulation.pdf]] ||
 * Discourse Production - Communicating information in a cohesive chain of sentences and Verbal Elaboration - Extending and developing ideas through language production || [[file:Discourse Production and Verbal Elaboration.pdf]] ||
 * Mnemonic Devices - These can be used in conjunction with the some of the interventions || [[file:Mnemonic Devices.pdf]] ||

Some resources (not a limited list) of things that you can use to provide instructional interventions include:
[] || Provides a list of interventions for students who struggle with language comprehension and expression. || Cityview Performing Arts magnet || Free || [] || Provides a list of interventions for students who struggle with language, articulation/phonology, phonological awareness, fluency (stuttering), and voice || Speech-Language Program Greenville County Schools || Free ||
 * **Resource/Program** || **Description** || **Publisher/Company** || **Cost** ||
 * School webpage
 * School webpage

__English as a Second Language__
Some variables to determine how long it may take an ELL to achieve CALP (Cognitive Academic Language Proficiency) from __Myths and Realities,__ 2nd Edition, Katherine Davies Samway & Denise McKeon:
 * 1) Previous exposure to content in the first language
 * 2) Level of literacy in the first language
 * 3) Age of the student at time of initial exposure to English
 * 4) Type of ESL instruction (delivery method and quality)
 * 5) Opportunity to continue education in the native language (bilingual ed.)
 * 6) Intermittent schooling (migrant workers, frequent moving from school to school)
 * 7) Relationship between culture and schooling
 * "Caste-like" or indigenous minorities (Mexican-Americans, Native Americans, and Puerto Ricans) are minorities that have become incorporated into a societ.
 * These minority groups then to believe, "they cannot advance into the mainstream of society through individual efforts in school..."
 * "Members of the minority community who try to behave like members of the majority community may be ostracized from their peers."

(A webinar provided for National Center on Student Progress Monitoring) || || A webinar provided for National Center on Response to Intervention || ||
 * //Using CBM to Progress Monitor English Language Learners//
 * //RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning.//