Language for Learning
Language and Poverty
Frameworks of Understanding Poverty
by Ruby K. Payne Ph.D
Language development has a direct effect on
child’s ability to absorb and remember
information.
“The true discrimination that comes out of
poverty is the lack of cognitive strategies. The
lack of these unseen attributes handicaps
…the individual who does not have them.” p.
139
Cognitive Strategies: Concepts, Skills, Content
Registers of Language from
A Framework…
Register Explanation
Frozen Always the same, e.g., prayers
Formal Standard sentence syntax, language of work and
school, complete sentences, specific words (SAT’s,
good jobs)
Consultative Formal register when used in conversation, not quite
as direct
Casual Language between friends, 400 – 800 word
vocabulary, word choice general, dependent on non-
verbal assists, incomplete syntax
Intimate Language between lovers or twins
Language for Learning Introduction
Teacher’s Guide page 4
Foundation for school success
Some children must be taught these basic skills
Analyses of words, concepts, sentence structures
Statement analysis, questioning, concept application
Literal and inferential comprehension
Precise communication
Same and different, position, order events of a story, details of story
Oral language and comprehension
Ability to understand oral language precedes reading comprehension
Following directions and logic
Teacher presentation books (page 7)
Book A Lessons 1 – 50 Book B Lessons 51 – 85
Book C Lessons 86 – 120 Book D Lessons 121 – 150
Teacher’s Guide
Children’s workbooks
Additional Mastery Tests
Program Organization
T.G. p. 8 – 9
Six tracks
Actions
Description of Objects
Information and Background Knowledge
Instructional Words and Problem Solving Concepts
Classification
Problem-solving strategies and applications
Each group is divided into tracks
E.g., Background knowledge is comprised of
Names
Basic information
Days of the week
Part/whole relationships, etc.
Each lesson is made up of several tracks
E.g., Lesson 32 contains 7 tracks
Patterned exercises (p 9 Ex. 1)
Easier for you to teach and the children to follow
Implementing the Program
TG p. 10 – 16
Using the materials
Time requirements
25 – 30 minutes for group work
5 – 10 for independent work
Presentation book (p 10)
Lessons divided into exercises
Fast cycle lessons indicated with star
Stories and poems
Located at the end of the Presentation book
Begin at L 21
Support language concepts taught in lessons
Directions for which to read appear at the end of the lesson
Expanded language activities
At the beginning of each Teacher Presentation book
Games, art projects, etc.
Implementing, cont.
Forming groups
Usually groups of 25 are divided into 3 groups based on the
placement test scores
Highest performing should be the largest
Regroup on the basis of performance on individual turns and
assessments
New students should be given the placement test and mastery
tests to determine placement
Mastery tests can also be used for students with frequent
absences
Fast cycle
For students who are able to move at a faster pace
Beginning at L. 31 students are taught only the exercises with
stars
Implementing, cont.
TG p 12 – 16
Teaching ESL children
Successful with students in preschool, kindergarten,
primary grades and older students
Action exercises first – list on page 27
Begin with actions exercises for lessons 1 -10
Information exercises – list on page 55
Use with actions
Shorten questions to accommodate if needed
Redo first 10 lessons when students are firm on actions
and information
Read pages 14 – 16 for further suggestions
Signals and Corrections
TG p 22 – 23
Touch signal: Practice - Page 22 Exercise 5
Hand-drop signal: Practice - Page 23 Exercise 1
Combination of the two: Practice – Page 24 Exercise
Errors provide you with information about the difficulties they
are having
They must be corrected immediately
General corrections
Not attending
“Watch my finger, let’s try again.”
Not responding
“I have to hear everybody.”
Responding before or after the signal
Return to the beginning of the exercise after every response
error – they will realize you’re serious
Actions
TG pages 26 - 37
Beginning Actions Pictures Lessons 17 – 42
Lessons 1 – 22 Page 33 Lesson 24 Ex. 6
Following directions:
Page 28 Lesson 1 Ex. 1 Pronouns Lessons 23 – 52
Statements: Page 29 Page 34 Lesson 24 Ex. 1
Lesson 7 Ex. 1
Tense Lessons 55 – 100
Parts of the Body Page 36 Lesson 59 Ex. 4
Lessons 4 – 41 Page 37 Lesson 63 Ex. 1
Page 31 Lesson 25 Ex. 1
Descriptions of Objects
TG pages 38 - 54
Identification Missing Objects
Lessons 1 – 8 Lessons 23 – 34
Page 39 Lesson 1 Ex. 4
Opposites
Identity Statements
Lessons 3 – 38 Lessons 24 – 150
Page 42 Lesson 8 Ex. 7 Page 48 Lesson 41 Ex. 5
Page 44 Lesson 23 Ex. 6 Plurals
Common Objects Lessons 51 – 70
Lessons 7 – 33 Page 51 Lesson 56 Ex. 2
Page 45 Lesson 7 Ex. 5
Comparatives
Page 54 Lesson 131 Ex. 7 Lessons 131 – 146
Information and
Background Knowledge
TG pages 55 - 68
Basic Information Materials Lessons 62 – 148
Lessons 1 – 135 Chart - page 62
Names Lessons 1 – 23 Page 62 Lesson 62 Ex. 5
School information Lessons Common Information
1 - 34
Lessons 71 – 150
Days of the week Lessons
35 - 74/Months of the year Chart – page 65
Lessons 92 - 115/Seasons Page 66 Lesson 71 Ex. 3
Lessons 128 – 138 (using the lead)
Page 59 Lesson 128 Ex.
7 (add questions)
Locations
Lessons 127 – 150
Part/Whole Chart – page 67
Lessons 28 – 150
Page 68 Lesson 127 Ex. 6
Chart - page 60
Page 61 Lesson 30 Ex. 8
Instructional Words and
Problem-Solving Concepts
TG pages 69 – 98
Spatial and Temporal Relations Lessons 17 – 48
Page 71 Lesson Ex. 2
Prepositions Lessons 27 – 88
Chart – page 71
Page 75 Lesson 39 Ex. 4
And – actions Lessons 60 – 67
Same/Different Lessons 89 - 150
Some, All, None Lessons 92 – 105
Page 85 Lesson 92 Ex. 1
(signal and pronoun issues)
Instructional Words… cont.
Actions – Or Lessons 102 – 118 (maybe concept)
Before/After Lessons 103 – 115
Page 96 Lesson 106 Ex. 7
If/Then Lessons 125 – 150
Page 93 Lesson 125 Ex. 1 (compare to Read the Item in
RM II)
Where, Who, When, What Lessons 121 –
150
Page 98 Ex. 9
Classification and
Problem Solving 104
TG pages 99 –
Strategies
Classification Lessons 51 – 136
Chart – page 99
Page 104 Lesson 79 Ex. 3
Problem Solving Strategies
This track provides new contexts for material already
learned
Concept Applications Lessons 43 - 150
Chart – page 109
Page 112 – 113 Lesson 112 Ex. 6
Absurdities Lessons 125 – 149
Page 114 Lesson 125 Ex. 5
Scope and Sequence
TG Page 117
All 6 themes we just reviewed represented in
graphic form
Tracks in a lesson
Lesson 70
Actions – Tense, Pictures, Review
Objects – Plurals, Opposites
Information – Days of Week, Part/Whole, Materials
Instructional Words – Prepositions
Classification
Problem solving – Concept Applications
Workbook Activities
TG pages 118 - 138
Objectives Touching - Page 119
Expand upon what they
learned in lesson, e.g., Colors - Page 119
prepositions Cross-out Marks - Page 120
Introduce new concepts
Colors and shapes Matching - Page 121
Complete and draw shapes
Pair Relations - Pages 122 – 123
Provide practice in following
directions Temporal First - Page 124 – 125
Practice in performing
motor skills Spatial First - Page 126
Matching,circling, drawing
Organizational skills –
Part/Whole - Pages 127 – 128
keeping track of materials
Opposites - Page 129
Workbook Activities, cont.
Plurals Page 130
Classification Pages 131-132
Concept Application Page 132
Draw Figures Page 133
Prepositions Page 134 - 135
Comparatives Page 136
Some/All/None Page 137
Materials Page 138
Stories and Poems
Chart – page 140
Rationale for stories and poems
Children encounter common story forms, e.g.,
character overcomes problem
Children become familiar with sequence of events
Children respond to questions
Children practice role-playing
Children and teachers enjoy them
Stories appear at a certain lesson but are
repeated at intervals
They are found at the end of the Presentation
Books
Extended Activities and Appendices
Extended Activities (page 141)
Found at the beginning of Teacher Presentation Books
Songs, games, etc. to help children learn names, colors, etc.
Drawings and other activities to support concepts, narratives and
sequencing
Ideas for puzzles, posters, murals, calendars
Finger games, circle games, board games, logic games
Appendix A: Placement test (pages 143 – 147)
Appendix B: Transition Lesson (pages 148 – 143)
Intended for students who test into lessons 11, 21, 31, or 41
Teaches conventions for program – signals, “Say the whole thing”, etc.
Appendix C: Practice Lesson (pages 154 – 161)