Scenario+2

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? Ms. Campbell needs to look at the language characteristics of the child. Does the child know enough in English or should he be tested in his native language. Also, he should not be tested on right or wrong for English, but rather what his improvement is from the test before. 2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. Have the students repeat the directions back to you from memory after you read them. This will help to see how their language comprehension is. She could also set up an interview with the student to have them answer general questions, she can use their answers as her information of how their language skills are coming along. 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? The teacher could assess the student in their sound combinations. This will help the teacher identify which combinations they are struggling with and what they are having difficulties with. 4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. She can act as a good language model and have the students imitate her when she is done. She can change the setting of where she teaches language so that the students are not in the same isolated groups. She can use activities like role playing and charades to improve student language. 5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. The deck- have a deck of cards that has a variety of opposite words in it. The students can then match up the words that are opposites. Sentence game- the student moves the amount on the spinner and draws a card. The student must use all the words on the card to make a sentence. If the sentence is correct and complete they stay on the square they are one and if it is incorrect they move back a square.