Boardmaker Studio for Literacy Support


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Presentation for the More Than Gadgets Conference in Perth 2011.

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Boardmaker Studio for Literacy Support

  1. 1. Boardmaker Studio for Literacy Support<br />
  2. 2. Jane Farrall<br />Speech Pathologist<br />AAC Support Services Manager<br />
  3. 3. Literacy Learning<br />
  4. 4. Four-Blocks Literacy Model<br />Cunningham, Hall & Sigmon,1999.<br />
  5. 5. Four-Blocks and Students with Disabilities<br />4-Blocks method:<br />is multi-method<br />is multi-level<br />lends itself well to adaptation<br />has guidelines for adaptation (see Erickson & Koppenhaver, 2007) <br />
  6. 6. Student Differences<br />Communication<br />Cognition<br />Physical abilities<br />Senses (vision & hearing)<br />Affect<br />Attention<br />
  7. 7. Guided Reading<br />Goals: <br />Teach comprehension skills and strategies<br />Develop background knowledge, meaningful vocabulary, and oral language<br />Teach to read all types of literature<br />Provide instructional level reading<br />Maintain motivation and self confidence<br />Set purpose for reading that encourages processing of whole text<br />(Cunningham, Hall, Sigmon, 2008)<br />
  8. 8. Guided Reading<br />Time during the day when the teacher reads with a set purpose.<br />Focus is comprehension<br />Mini lessons with students to teach them how print and language conventions work in the world. <br />Specifically important to children with disabilities<br />
  9. 9. Guided Reading<br />Before Reading:<br />Teacher introduces; activation of prior knowledge, introduce key vocabulary, think-aloud, graphic organizers, etc.<br />During Reading<br />Supports for all student to read the text, may be in pairs, whole group, reading teams, etc.<br />After Reading:<br />Review purpose, strategies, complete a story map, acting out the story, completing a graphic organizer, etc. <br />Example Adaptations<br />(Cunningham, Hall, Sigmon, 2008)<br />
  10. 10. Boardmaker Studio in the Guided Reading Block<br />Before reading:<br />Build background knowledge (Explore and Slideshow activities)<br />Make connections (KWL Chart; Ogle, 1986)<br />Take a “picture walk” with electronic book (no auto-read)<br />
  11. 11. Boardmaker Studio in the Guided Reading Block (cont’d)<br />During reading:<br />Do group reading on interactive whiteboard<br />Use symbols button as way of discussing book<br />After reading:<br />Use KWL Chart as part of discussion<br />Story Paper template to write a response to reading<br />
  12. 12. Let’s take a look....<br />
  13. 13. Self-Selected Reading<br />Goals: <br />Introduce all types of literature<br />Encourage students’ reading interests<br />Provide instructional level reading<br />Build intrinsic motivation<br />(Cunningham, Hall, Sigmon, 2008)<br />
  14. 14. Self-Selected Reading<br />Opportunity to practice his/her skills and understanding across tasks, texts and environments.<br />Students select books from wide range of topics and formats.<br />Encouraged to read at own level<br />Build love of reading!<br />
  15. 15. Boardmaker Studio in the Self-Selected Reading Block<br />Book Template to create a library of electronic books<br />Turn off automatic reading to support independent student reading<br />Use symbols button to support understanding of difficult/unfamiliar words<br />Use Text to Speech as a read-aloud, before students read on own<br />Can make-up published books or make custom books to activate/reinforce learning.<br />
  16. 16. Let’s take a look....<br />
  17. 17. Writing<br />Goals: <br />Help students view writing as a way of telling about things<br />Develop fluent writing<br />Use correct grammar and mechanics<br />Teach particular word forms<br />Allow student to read through writing<br />Maintain the motivation and self confident of struggling writers.<br />(Cunningham, Hall, Sigmon, 2008)<br />
  18. 18. Writing<br />Develop the skills to construct or build text for real purposes for real audiences.<br />Embed writing instruction in meaningful contexts.<br />Particularly important for children with disabilities <br />
  19. 19. Writing<br />Mini-lesson:<br />Teacher models writing<br />Children Write:<br />Students start, continue or edit a piece of writing<br />Teacher conferences with students<br />Authors Chair:<br />Students share their writing<br />Other students ask questions or offer compliments<br />Example adaptations<br />(Cunningham, Hall, Sigmon, 2008)<br />
  20. 20. Boardmaker Studio and the Writing Block<br />Topic Writing Template:<br />Talking word processor with adjustable symbol support<br />Symbol word prediction<br />Editing Tools<br />Choice Writing<br />Quick participation<br />Context Writing Templates<br />
  21. 21. Let’s take a look....<br />
  22. 22. Working With Words<br />Goals:<br />Automaticity with accuracy<br />Teach to read and spell high-frequency words<br />Teach how to decode and spell other words using patterns from known words<br />(Cunningham, Hall, Sigmon, 2008)<br />
  23. 23. Working with Words<br />Not only teaching children to read individual words but also to extrapolate to words they haven’t yet encountered<br />Repetition with variety<br />Teaching children what to do when they are having difficulty reading a word.<br />
  24. 24. Working With Words<br />Word Wall:<br />Five words of focus each week<br />Teacher calls out, students follow with a rhythmic chant spelling<br />Students write the words<br />Students check their writing<br />“On-the-back” activities are introduced (when appropriate)<br />Phonics and Spelling Activities:<br />Making Words<br />Word Sorting<br />Reading/Writing Rhymes<br />Guess the Covered Word<br />Using Words You Know<br />(Cunningham, Hall, Sigmon, 2008)<br />
  25. 25. Word Wall<br />Draw attention to letters and spelling patterns<br />Activities focus on building automaticity and accuracy<br />Activities include things like clapping, chanting, writing, making words, guessing words, rhymes<br />
  26. 26. Bingo with Word Wall Words<br />
  27. 27. Onset Rime<br />
  28. 28. Making Words<br />(Cunningham, 1995; Cunningham & Allington, 1999; Pinnell & Fountas, 1999)<br />
  29. 29. References<br />Cunningham, P., Hall, D., & Sigmon (2008). The Teacher’s Guide to the Four-Blocks Literacy Model<br />Cunningham, P.M., Hall, D.P., Sigmon, C.M. (1999). The Teacher’s Guide to the Four Blocks.<br />Cunningham, P. (1995). The Teacher’s Guide to the Four Blocks<br />Cunningham, P. (1991). Phonics They Use: Words for Reading and Writing<br />Cunningham, P. & Allington, R. (1999). Classrooms That Work: They Can All Read and Write (4th Edition) <br />Donnelly, M. (2010). Supporting Literacy with Boardmaker Studio, Closing the Gap Conference. <br />Erickson & Koppenhaver (1999). Children with Disabilities: Reading and Writing the Four-Blocks Way<br />Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.<br />Pinnell & Fountas (1999). Phonics & Spelling Active Word Study in the Reading/Writing Classroom<br />