Colourful Semantics Making sentences make sense - PowerPoint PPT Presentation

View by Category
About This Presentation
Title:

Colourful Semantics Making sentences make sense

Description:

Colourful Semantics Making sentences make sense 7. Teach WHO + WHAT DOING (IS) + WHERE 8. Teach WHO + WHAT DOING + WHERE 9. – PowerPoint PPT presentation

Number of Views:4081
Avg rating:3.0/5.0
Slides: 44
Provided by: jke684
Learn more at: http://olsel-b.weebly.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Colourful Semantics Making sentences make sense


1
Colourful SemanticsMaking sentences make sense
2
(No Transcript)
3
  • What are common difficulties the students you
    work with have when it comes to making up
    sentences (both oral and written?)
  • Dont know what to write
  • Sentences dont make sense
  • Produce brief sentences without details
  • Have trouble expanding on ideas
  • Sentences consist of grammar mistakes

4
Colourful Semantics
  • Colourful Semantics was developed in the UK by
    Speech and Language Therapist Alison Bryan
  • It was brought to Victoria by Speech Pathologist
    Andrea Hewett (Bairnsdale)
  • Presentation adapted from that developed by
    Marcella Van Mourik (CEOM Speech Pathologist)

5
Colourful
Semantics
6
What is Colourful Semantics?
  • A method of teaching children how to understand
    and construct sentences
  • (syntax vs. morphology grammar is modeled not
    explicitly taught e.g. the, -ing, auxiliary verb
    is)
  • A therapy technique that uses colour-coded cue
    cards that show the structure of a sentence
    each card represents a word or part of a sentence
  • Tunes the child into key words in sentences
    (oral/written)

7
Activities aim to help children to
  • Understand instructions and sentences
  • Follow discussions and to communicate their own
    ideas effectively
  • Reduce problem behaviours such as anger and
    aggression in the classroom (if this is the
    result of frustration associated with language
    difficulty)

8
  • Use different modalities to learn about making
    sentences (Children with SLD are usually stronger
    visually and kinesthetically - hands-on)
  • Develop competent use of simple and complex
    sentence structure
  • Develop a concept of narrative (e.g. what makes
    up a story)

9
  • Produce grammatically correct sentences in
    speaking and writing
  • Develop literacy skills by building a strong
    foundation in oral language
  • ?John Monros multiple levels of text
    processing' (MLOTP) model outlines the importance
    of using existing oral language skills to
    comprehend text.
  • http//webraft.its.unimelb.edu.au/472697/pub/liter
    acy/ contents/underrd/framework.html

10
  • ACTIVITY 1
  • Select a word from the bucket
  • Decide which group your word belongs to
  • nouns
  • verbs
  • adjectives
  • adverbs
  • conjunctions
  • prepositions
  • pronouns
  • Form a group with others who have the same word
    type

11
  • ACTIVITY 2
  • In groups, brainstorm ideas about
  • What a sentence is?
  • What things should be included to make a
    sentence?

12
What is a sentence?
  • Can be a one or more clauses joined together
  • So what is a clause?.....It is a unit of meaning
    that contains a verb and a subject (noun)
  • For example.
  • The dog jumped

13
What is a sentence?
  • More information about the noun is added through
    the use of adjectives
  • More information about the verb is added through
    the use of adverbs
  • For example.
  • The lazy brown dog jumped over the log quickly

14
How is a sentence made?
  • Think of an idea - eg. visualise a dog burying a
    bone
  • Think of a verb to represent the concept - eg.
    bury
  • Determine the other parts needed in the sentence
    and choose a main word for each part eg. WHO
    (the dog), WHAT DOING (bury), WHAT (a bone) and
    WHERE (in the garden)
  • Add the grammar eg. The dog buried a bone in
    the garden
  • Add the motor plan eg. sounds, sequencing, body
    language, intonation, etc.
  • Say the sentence

15
Colour Cue Cards
  • WHO orange nouns
  • Can include
  • people e.g. man, baby, Grandma
  • animals e.g. horse, dog, butterfly
  • occupations e.g. clown, hairdresser, doctor
  • pronouns e.g. he, she, it, they
  • describing words e.g. big man, brown horse, sad
    girl

16
  • WHAT DOING yellow verbs
  • Can include
  • stand alone verbs e.g. run, sit
  • verbs associated with an object e.g. wash (car),
    brush (hair)
  • different tenses (past, present, future)
  • is (copula) ?verb to be e.g. Boy is tall
  • (other times, is auxiliary verb e.g. Boy is
    running in this context is is modeled, not
    explicitly taught)

is
17
  • WHAT green objects/nouns
  • - e.g. brush dog, wash car
  • WHERE red
  • - e.g. on the car, in the cupboard,
  • outside, at the park
  • WHEN purple
  • - e.g. yesterday, last week,
  • on the weekend, tomorrow

18
  • HOW DOING white adverbs
  • - e.g. quickly, gently, like a monkey,
  • in a silly way, well
  • WHAT LIKE blue adjectives
  • Can include
  • - Feelings e.g. angry, scared, hungry
  • - Physical attributes e.g. old, tall, pretty

19
  • WHO TO pink indirect objects
  • - e.g. The girl gave flowers to her mother.
  • Joining words brown conjunctions
  • - e.g. and, because, after, although

20
  • Not red circle cut out
  • - e.g. not verb, not adjective
  • (N.B. never how doing (adverb)
    does/did etc.
    auxiliary verbs
  • e.g. Boy did
    not run)

21
Suggested strategies for Colourful Semantics.
  • Use colour cue cards
  • Use signs where appropriate (i.e. children with
    more severe comprehension difficulties)
  • Use Choice and Contrast questioning
  • Use Recasting Remodelling to promote grammar
  • Use lots of praise, encouragement and
    reinforcement

22
Using Colourful Semantics
  • Teach WHO
  • Establish the colour link by explaining who
    words are orange and present the orange card
  • Use real objects
  • Identify real people in the class, home, school
  • Identify people and animals in storybooks, photos
    and magazines
  • Make a poster with pictures or photos

23
  • Expand vocabulary and oral language by using
    occupations activities (e.g. Who am I?)
  • Students may experience difficulty with gender
    (e.g. he, she)

24
  • 2. Teach WHAT DOING
  • Establish the colour link by explaining what
    doing words are yellow and present the yellow
    card
  • Use stand alone verbs at this stage (e.g.
    running, walking, jumping, sleeping, sitting,
    standing, falling, crying, laughing, swimming,
    sleeping etc.
  • Use pictures from magazines, books, photos etc.
    and encourage the student to identify the what
    doing word
  • Make a poster with pictures or photos

25
  • A variety of tenses can be used (e.g. past,
    present, future) (e.g. using Tense Sequencing
    cards)
  • Students may experience difficulty using verb
    tenses and may need more assistance with this
    step
  • It is important to remember that prompts need to
    change as different tenses are worked on. E.g.
  • PAST TENSE What did the girl do? (jumped)
  • PRESENT TENSE What does the girl do (jumps)

26
  • 4. Teach WHO WHAT DOING
  • Use stand alone verb pictures
  • Place action picture in front of the student
  • Place who and what doing cue cards in front
    of the student
  • Point to the orange who card and ask Who is in
    this picture? (boy)
  • Point to the yellow what doing card and ask
    What is the boy doing? (sleeping)
  • Ask What is the complete sentence? (The boy is
    sleeping)

27
  • 4. Teach WHAT (in conjunction with WHAT DOING
    words)
  • Establish the colour link by explaining to the
    student
  • what doing words are yellow (present the
    yellow card)
  • what words are green (present the green card)
  • Identify actions in the classroom, at home or at
    school
  • Identify actions in story books, photos or
    magazines
  • Use what doing words that can be associated
    with an object (e.g. reading (a book), throwing
    (a ball) etc.)

28
  • It is important to ensure that the student
    understands the distinction between what doing
    and what words in this context
  • For example
  • When asked What is the boy doing?, a child
    will often respond with reading a book. This
    is incorrect.
  • reading is the what doing word
  • book is the what word

29
  • 5. Teach WHO WHAT DOING WHAT
  • Place action picture in front of the student
  • Place who, what doing and what cue cards in
    front of the student
  • Prompt student as outlined previously
  • Who is in the picture? (a boy)
  • What is the boy doing? (reading)
  • What is the boy reading? (a book)
  • What is the complete sentence? (The boy is
    reading a book)

30
  • ACTIVITY 3
  • In pairs, ask each other comprehension questions
    for these pictures.

31
  • It is important to remember that colourful
    semantics builds on the concept of meaning
    words rather than specific grammatical
    structures. Therefore, if a student responds
    with The boy reading a book reward the student
    for including all parts of the sentence, but
    recast the sentence back to the student using the
    correct grammar.

32
  • 6. Teach WHERE
  • Establish the colour link by explaining to the
    student that where words are red (present red
    where card)
  • Present the student with pictures and ask the
    student to identify the where words (e.g. under
    the chair, in the box etc.)

33
  • Use the following activity ideas to teach
    where
  • Play hiding games ask where things or people
    are hidden. Consider the following hierarchy
  • life size objects ? toys ? photos ? drawings
  • Play barrier games and/or use picture scenes
    give each other instructions (e.g. put the bike
    on the road etc.)
  • Students may experience difficulty understanding
    concepts

34
  • 7. Teach WHO WHAT DOING (IS) WHERE
  • 8. Teach WHO WHAT DOING WHERE
  • 9. Teach WHO WHAT DOING WHAT WHERE
  • 10. Teach WHEN
  • 11. Teach WHO WHAT DOING WHEN
  • 12. Teach WHO WHAT DOING WHAT WHEN

35
  • 13. Teach WHAT LIKE
  • 14. Teach WHO WHAT DOING (IS) WHAT LIKE
  • 15. Teach WHO WHAT LIKE WHAT DOING
    WHAT
  • 16. Teach WHO TO
  • 17. Teach WHO WHAT DOING WHAT WHO TO
  • 18. Teach HOW DOING
  • 19. Teach WHO WHAT DOING WHAT HOW
    DOING

36
  • ACTIVITY 4
  • On the weekend I played soccer at the sports
    oval.
  • On the weekend I played soccer at the sports
    oval.
  • My brother and I were kicking the football to our
    next door neighbours
  • My brother and I were kicking the football to our
    next door neighbours
  • My sister spoke well during the school
    performance.
  • My sister spoke well during the school
    performance.
  • The whale was as big as a house.
  • The whale was as big as a house.

37
  • 20. Teach JOINING WORDS
  • Present the brown card to the student and explain
    that joining words are brown
  • Explain to the student that we can join sentences
    together to make longer sentences. We join
    sentences with a joining word (point to the brown
    card)
  • Give the student some examples, then ask them to
    formulate sentences using the cue cards (2 sets)

38
  • Teach joining words one at a time, making sure
    you explain the joining word to the student and
    provide them with examples and modelling
  • Present the student with pictures and photos, as
    well as the colour cue cards
  • Encourage the student to formulate each sentence
    individually before joining them
  • Check that the student understands the concepts
    by asking questions, such as What did the boy do
    first? etc.
  • Ensure that tense is consistent

39
because
The boy went to the doctor
The boy had a pain in the stomach
40
Using Colourful Semantics in the classroom
  • Have large copies of cue cards stuck on
    blackboard or wall, ready to use.
  • Put up posters or butchers paper containing
    brainstormed words/pictures for each cue.
  • Use colour cards as cues during Show and Tell
  • Use colour cards during writing demonstrations or
    story writing activities

41
  • Gesture to cue cards as a story is read and/or
    discussed to assist with comprehension
  • INCY WINCY SPIDER
  • Incy wincy spider climbed
  • up the water spout. Down
  • came the rain and washed
  • poor Incy out. Out came the
  • sunshine and dried up all the
  • rain so Incy wincy spider
  • climbed up the spout again

42
  • Have students find the key words in a sentence,
    text or picture ? underline them in colour etc.
  • Write a sentence on the board and have students
    match up the words with the cue cards. Encourage
    the students to make the sentence more
    colourful by adding a word or sentence part.
  • Add appropriate labels to the cue cards e.g.
    who noun/subject what doing verb
    what noun/object
  • ? Students can then use the colour cards to
    refer to if unsure about a label e.g. adverb,
    adjective
  • Use colour cards as cues during narrative, essay,
    report, debate, sentence formulation etc.

43
Questions???
About PowerShow.com