Language Intervention

Centers and Journals

Resource: Mrs. Kirby - Ritzman Elementary

Key Words: Instructional Strategies, Language, K-12

By: Linnea Gallagher

Kent State University

In my discussion with Mrs. Kirby, I found that she is very reliant on IEPs. She presented me with copies of students' IEPs and showed me how to follow them. She feels IEPs are very important and allow the teacher to locate the problem areas of the student, and to identify the target goal that needs to be met. A specific section in the IEP was dedicated to language development. The student was tested over letter identification, vocabulary, grammar, spelling, and reading comprehension. After the student had been tested, the target goal is set and worked towards throughout the school year.

One way in which Mrs. Kirby helps students with their language is through her "centers." She has a certain time throughout the day that the students are dismissed to their centers. Some centers include math, history, spelling, reading, money, computer, and language. The language center is set up so that the child has a weekly term in which he/she must know (i.e., noun = person, place, or thing). Worksheets are provided on that term and turned in at the end of the week for a grade. Dictionaries are present at the language center, and sometimes writing assignments are requested.

Another strategy for language intervention is dedicated to journals. Each morning when the students come into the classroom, a thought followed by a question is written on the board. The students go directly to their journals and begin writing about the topic on the board. After the students are finished writing, Mrs. Kirby asks if anyone would like to share their journal entry with the class. This provides an opportunity for the students to discuss their own personal thoughts and ideas with the class and allows for conversation.

I have only observed this class twice and these two examples of language intervention are what I observed throughout my visits. Mrs. Kirby has a busy schedule, and it was not easy for us to get together and talk about language intervention in great detail. She did meet with me after class one evening and briefly went over the IEPs. Again, as I stated in the beginning of this paper, she feels very strongly about IEPs and allows them to assist her in determining language intervention.

Uploaded by: Jessica Soltesz, Kent State University, Deaf Education Major