I can’t remember if I mentioned it before, but back in February, my district provided me with an opportunity to attend a two day workshop by Dr. Celeste Roseberry-McKibben focused on the assessment and treatment of communication disorders in English Language Learners. It was a wonderful workshop! I loved how Continue reading →
So I know I’ve mentioned Dynamic Assessment (DA) in past posts, but today is the day we will begin the discussion! I want to first say that I planned on just writing about it, but I’m a multi-sensory learner, so I really learned how to use this approach through…YOUTUBE! Yes, Youtube can be a great resource for learning many things :-).
I happened to find this series of instructional videos on DA last year and have been able to create and implement this with my students with success! Dr. Cate Crowley, founder and director of the LEADERSproject, is the instructor in the videos. To learn more about The LEADERSproject and her work click here.
You can also hear her description and examples of Dynamic Assessment in this short 11 minute Youtube video.
I took a picture of the tools that I created/collected for my DA tool kit after watching a series of Dr. Crowley’s videos. My tool kit includes: 1) Pictures for the fast mapping task and a “basket” to put them in 2) List of nonsense words for the nonword repetition task 3a) A wordless picture book “Chalk” by Bill Thomson, 3b) A simple book “Me Gusta Mi Sombra” by Hans Wilhem, that I read and then discuss (in Spanish) with my students.
Tomorrow I will post about two of the three tools in my DA tool kit. I will also post the videos by Dr. Crowley, that show you step by step how to implement the tasks using the tools.
Have you heard of Dr. Crowley and her work? Have you used any of the tools within my DA kit with your students? Tell me about it in the comments!
I found this little gem of a book while perusing the web and social media today and thought to share! It is a book that is no longer in print but has been made available FREE through pediastaff.com. As the title of this post suggests, the book is called “Spanish Phrasing for SLPs” by Dorothy Miranda Esckelson and Adulfa Aguirre Morales. To directly quote from the intro of the book, “Spanish Phrasing for SLP’S was written to provide speech-language pathologists with language to use with their Spanish-speaking students and their families” (Esckelson & Aguirre Morales, 1998). From my brief review, it has a parent questionnaire with useful questions to ask during a parent interview with the English translation beneath it. My favorite part is the glossary which contains common words and phrases that SLPs use on a daily basis; but in Spanish!
I have not read the entire book…(I literally just found it) but from what I have seen, I will say that an intermediate level of knowledge and use of the Spanish language is recommended to have an effective communication exchange. This includes the ability to pronounce words; especially when speaking/reading in past tense, because those accent marks make a difference!
The direct link to the book is: http://www.pediastaff.com/blog/a-gift-to-the-profession-spanish-phrasing-for-slps-2799
Once you check it out, I would love to hear how helpful it is to you in the comments below!
Reference: Esckelson, D.M., & Aguirre Morales, A. (1998). Spanish phrases for slp’s. Ann Arbor, MI: Language Pathways.
With over 15 IEP/RTI meetings the past two weeks, I have not been able to write a new post! Now that it is spring break (SO grateful!)…I have some time to provide some food for thought on…ESL Teachers.
¿Tienes muchos estudiantes que reciben clases de inglés como segunda lengua? I know I do! but in my journey in understanding how to better service my Spanish ELL students…I never thought to tap into the knowledge of the ESL teacher! My district had a presenter at a recent district meeting who mentioned the importance in collaborating with the ESL teacher to gain more insight on the type of children that we encounter on our caseload. For example, ESL teachers (whether they speak the primary language of the children or not), may have exposure to students who have the same linguistic background as the ones on your caseload. For example, they can give you information regarding how a first grade student’s language ability is similar to his first grade peers within your school community.
I now have decided to not just include the ESL teacher’s input during assessments, but also when I am writing goals, quarterly progress notes, and conducting annual IEP meetings. They are a valuable resource since they are the other professional in the building that you can discuss second language acquisition skills with as well as the impact on academics!
Have you interacted with your ESL teachers lately? Let me know how in the comments!
Now that this Spanglish SLP has finally decided to create a blog, my brain has been in overdrive with ideas and topics that would be beneficial to you as a reader! Since I work within the public school system, many of the topics will be specific to the pediatric population…specifically preschool through 5th grade since those are the grade levels I serve. I have a significant number of Spanish speaking preschoolers this year and I have found myself using more and more Spanish as part of my lesson; especially with the limited English speaking preschoolers.
Because I consider myself an intermediate Spanish speaker, I do have some confidence in administering simple directions and lessons (especially for my preschoolers) in Spanish. Very popular phrases that I find myself using are: “siéntate bien”, “espera un momentito” , “dime en inglés por favor”, “¿y qué es esto en inglés?”, “repitemelo por favor”, “¿estas escuchando?” and my favorite for my fidgety little ones “manos quietos.”
What are some of your most common phrases that you use in therapy?