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Hammill Institute on Disabilities Classification: A Thinking Tool Author(s): Nancy Stanton Source: Learning Disability Quarterly, Vol. 6, No. 4, Cultural Pluralism (Autumn, 1983), pp. 541-542 Published by: Sage Publications, Inc. Stable URL: http://www.jstor.org/stable/1510556 . Accessed: 15/06/2014 05:17 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . Sage Publications, Inc. and Hammill Institute on Disabilities are collaborating with JSTOR to digitize, preserve and extend access to Learning Disability Quarterly. http://www.jstor.org This content downloaded from 195.34.79.223 on Sun, 15 Jun 2014 05:17:17 AM All use subject to JSTOR Terms and Conditions

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Page 1: Cultural Pluralism || Classification: A Thinking Tool

Hammill Institute on Disabilities

Classification: A Thinking ToolAuthor(s): Nancy StantonSource: Learning Disability Quarterly, Vol. 6, No. 4, Cultural Pluralism (Autumn, 1983), pp.541-542Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510556 .

Accessed: 15/06/2014 05:17

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

Sage Publications, Inc. and Hammill Institute on Disabilities are collaborating with JSTOR to digitize,preserve and extend access to Learning Disability Quarterly.

http://www.jstor.org

This content downloaded from 195.34.79.223 on Sun, 15 Jun 2014 05:17:17 AMAll use subject to JSTOR Terms and Conditions

Page 2: Cultural Pluralism || Classification: A Thinking Tool

LDQ- APPLICATION . . .

TECHNIQUE POTPOURRI * Rather than nonsense stories, elaborate fairy tales, etc., read sports stories, animal stories and "real-life" episodes to students and/or have students read to you. * Practice "Parallel Talk" - teacher reflects what the student says and does - and "Self- Talk" - teacher verbalizes what he/she is doing as it is done. * Use short illustrated books and stories; they are less intimidating and hold students' attention better than longer books with few pictures. * Use concrete illustrations and manipulatives whenever possible to reinforce concepts. * Use a whole-word approach to reading in context. Avoid isolated drills, word lists, etc. * Choose materials that are clear and concise; do not depend exclusively on listening for understanding. * Allow time for students who are new to our educational and language system to absorb English and learn receptive language skills before you expect them to verbalize in class. * Explain lessons clearly; model the behavior desired; check for understanding; allow plenty of opportunity for practice (both guided and in- dependent); use positive reinforcement. * Use "read-along" or other types of materials that demand a repetitive refrain from the au- dience. * Avoid formal instruction in grammar (analysis of language). Proper construction will be learned by imitation and usage rather than formal exer- cises.

-Chris Mason & Nancy Stanton Boulder Valley Schools

HELPING EVERYONE BELONG

A group of teachers from San Diego City Schools met to develop more effective ways of working with limited-English proficient students. From their discussions the following strategies were developed in an effort to: (a) elicit oral language (thereby increasing English language

proficiency), (b) provide a framework for daily activities, (c) develop independent work skills, and (d) help integrate limited-English speaking students into the regular classroom.

(a) Interact with each student on a one-to-one basis every day. This individual contact en- courages a better rapport between teacher and students.

(b) Plan a daily oral language lesson which provides an opportunity for students to listen to the teacher in a small group and participate in dialogue and discussion. This lesson is designed to allow students to practice and enrich their English skills.

(c) Add an independent activity related to the oral language lesson to provide an opportunity for students to develop independent work skills using visual directions. Independent activities can be introduced and demonstrated during the oral language lesson to ensure understanding.

(d) Prepare limited-English speakers to par- ticipate in mixed group activities which promote peer interaction and understanding. A preview of what is coming up in the total group activity will enable the limited-English speaking youngster to participate better. For example, if the whole class is to play a new PE or academic game, the game might be explained to the lim- ited-English speaking student during the oral language group lesson using visuals and demonstration.

- Teacher Group San Diego City Schools

CLASSIFICATION -A THINKING TOOL

Many limited-English proficient students have difficulty with classification--a skill which facilitates vocabulary development and helps develop a useful learning strategy.

To develop classification skills use bright and clear pictures without distracting backgrounds (e.g., Peabody Language Kit pictures). The pic- tures can be classified in many ways. For exam- ple, animal pictures can be categorized as farm

Volume 6, Fall 1983 541

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Page 3: Cultural Pluralism || Classification: A Thinking Tool

- LDQ- - APPLICATION . . .

animals, jungle, desert and forest animals; tame and wild; two-legged and four-legged; warm- and cold-blooded; furry, feathery and scaly; dangerous or harmless; domestic and non- domestic, etc. Classification can be extended to many other categories.

As illustrated in the categories above, explana- tions using visual examples, discussion, etc., are necessary to ensure that students understand the categories under which the items are to be placed. For example, the concept of warm- and

cold-blooded animals calls for background infor- mation on the animals' physiology. The activity may be extended by having students sort and classify boxes and hereby manipulate pictures or objects.

When students have become proficient at classifying, they will have fun playing "categories"--the teacher names a category and the students call out members of that category.

-Nancy Stanton Boulder Valley Schools

542 Learning Disability Quarterly

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