Asdc with video 6 16 11


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Reading to deaf and hard of hearing children. ASDC 2011 Conference at MD School for the Deaf.

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  • Each introduce ourselves
  • Patty
  • Patty (not really talking about it)
  • Louise
  • SarahAdrienne has 30 copies and will print 30 more
  • Sarah
  • Adrienne
  • Adrienne, Semi-circle, off to the side, face to face, side by side, both holding the book, signing on the book, etc.Make sure both the child and the parent can see the book.
  • AdrienneOne slide for each practiceWe will all look for pictures of us/other teachers signing on kids/books or Adrienne will pull from the videoEach person presenting these topics will fill in the slidesVideos/photos/demonstrations (Rachel and Julia?)
  • Louise
  • Louise
  • Patty
  • Patty
  • Sarah
  • Sarah
  • Sarah
  • Sarah
  • AdrienneMake into a graphic organizer, have each appear one at a time
  • AdrienneCollect books – good and bad, figure out strengths and weaknesses, uses for books – throw in wordless books (if no comments about wordless books, we’ll comment), Dr. Seuss (Fox in Socks, Mulberry Street, Cat in the Hat, etc)
  • Show during choosing book activity
  • Patty
  • Patty
  • LouiseHand out books to groups, let them talk about expanding activitiesHave the books at their tables (including at least one grant book for each group), leave them there for the whole presentation, use for both activities)Refer back to other slides: best practices for young children, best practices for d/hh children, how do we incorporate those?
  • Show during expanding the story activity
  • Turn these into hyperlinks
  • Turn into hyperlinks
  • Hyperlink the ASL browser
  • Asdc with video 6 16 11

    1. 1. Reading to Young Deaf or Hard of Hearing Children<br />Sarah Fairbanks<br />Adrienne King<br />Patty Muldowney<br />Louise Rollins<br />
    2. 2. Teachers at Maryland School for the Deaf, Family Education and Early Childhood Department<br />We work with children from birth through age 5<br />We work with children with varying degrees of auditory access, amplification, and communication choices<br />Who are we?<br />
    3. 3. We have hosted ASL story times for deaf and hard of hearing children ages 3-5 since 2009. These story times were funded by grants from the Maryland State Department of Education. Deaf, hard of hearing, and hearing children ages three to five were eligible for participation. Together, we have worked with over 50 families across Maryland promoting early literacy and supporting families as they read together.<br />Our Story Time Sessions<br />
    4. 4. Best practices for young children<br /><ul><li>Active, active, active!
    5. 5. Varied learning styles/multiple intelligences
    6. 6. Activating prior knowledge
    7. 7. Making personal connections
    8. 8. Turn-taking
    9. 9. Capitalize on children’s interest
    10. 10. Acting out the story
    11. 11. Maintaining children’s attention
    12. 12. Realistic props/materials
    13. 13. Photographs
    14. 14. Color pictures
    15. 15. Pictures from the illustrations
    16. 16. Read it again and again
    17. 17. Read a wide variety of books</li></li></ul><li><ul><li>© 1996 by David R. Schleper, Pre-College National Mission Programs, Gallaudet University, Washington, D.C.
    18. 18. For the complete version, refer to your handout or please see
    19. 19. New version in ASL:
    20. 20. </li></ul>15 Principles for Reading to Deaf Children<br />
    21. 21.
    22. 22. Best practices for young deaf/hard of hearing children<br />
    23. 23. Positioning & set-up<br />
    24. 24. Changing the position of the sign<br />Signing on the book<br />Signing on the child<br />Signing in a natural space<br />
    25. 25. Visual, visual, visual!<br /><ul><li>ASL
    26. 26. Use classifiers to show shape or motion
    27. 27. Gesture/act out
    28. 28. Refer to pictures in the book
    29. 29. Refer to pictures & objects outside of the book</li></li></ul><li>Language of instruction: ASL<br /><ul><li>Connections to English print
    30. 30. Fingerspelling
    31. 31. Point to the words before starting to read
    32. 32. “Oh no, what happened? Let’s read to find out.”
    33. 33. “Don’t turn the page yet! I didn’t read the words.”
    34. 34. Storytelling in ASL – aids in concept development
    35. 35. Spoken English highlighting or sandwiching when appropriate
    36. 36. Natural sound effects – yum, crash, bark, beep beep.</li></li></ul><li>Signed word, fingerspelled word, signed word<br />Makes children aware that words are made up of letters<br />Easy way to make connection to printed word on page<br />Helps with future spelling skills<br />Signed word, second signed word with similar meaning, first signed word<br />Expands vocabulary<br />Signed word, spoken word, signed word<br />Forms a “bridge” between signed and spoken language<br />Maintains integrity of both languages<br />Sandwiching<br />
    37. 37. <ul><li>Watch his gaze and comment on the picture he is looking at
    38. 38. Bring the book/prop up to your face to encourage her to look at you
    39. 39. Move the book/prop to where he is looking
    40. 40. Get her involved!
    41. 41. Tap to get attention again
    42. 42. Keep it fun and active
    43. 43. Body language
    44. 44. Facial expressions
    45. 45. Energetic reading style</li></ul>Maintaining Children’s Attention<br />
    46. 46. Repetition<br />Reading the same books over and over again helps young children learn and comprehend new vocabulary, expand their understanding of the story, and make personal connections.<br />ASL to English continuum <br />Vocabulary choices—choosing target words.<br />What do you do when the English text is repetitive and not interesting in ASL?<br />Reading what you signed because they missed it. <br />
    47. 47. Role Shifting<br />Role shifting occurs when a signer describes a person or characters, tells what a person did or said, or shows how a person thinks or feels. <br />The signer is able to make the characters in the story more visual and make them come to life. <br />Parents who read in spoken English use their voice inflection to tell stories and differentiae between characters. Parents who read in ASL use their body language, facial expressions, and body position to differentiate between characters. <br />Duck Rabbit by Amy Krouse Rosenthal<br />
    48. 48. Wait Time<br />Short activity—Did You Want to See More?<br />In high quality literature for young children the pictures often tell the whole story. Young deaf/hard of hearing children need time to absorb the illustrations. <br />For young deaf/hard of<br /> hearing children learning<br /> to shift their visual <br /> attention from the book <br /> to the signer and back <br /> takes practice. <br />
    49. 49.
    50. 50. Choosing high quality children’s literature<br />
    51. 51. Group activity<br />Take a look at the children’s books provided – What strengths and weaknesses do you see in those books? Which books would be good to use with your child?<br />* Handout - list of favorite books & authors<br />Choosing books<br />
    52. 52. Choosing high quality children’s literature<br />
    53. 53. Make personal connections<br />Make connections to the world around them<br />Broadening and deepening understanding of a concept<br />Be able to retell a story<br />Build vocabulary<br />Move from concrete to abstract<br />What we want kids to get out of reading at this age<br />
    54. 54. Understand basic sequence of events<br />Develop a love for books and reading<br />Express creativity<br />Develop dramatic play/pretend skills<br />Understand varied perspectives<br />Develop concepts of print<br />What we want kids to get out of reading at this age<br />
    55. 55. Group Activity- <br />Use the books at your tables to come up with follow up activities that you could do with your children after reading the story. <br />Expanding the story<br />
    56. 56. <ul><li>Make personal connections
    57. 57. Make connections to the world around them
    58. 58. Broadening and deepening understanding of a concept
    59. 59. Be able to retell a story
    60. 60. Build vocabulary
    61. 61. Move from concrete to abstract
    62. 62. Understand basic sequence of events
    63. 63. Develop a love for books and reading
    64. 64. Express creativity
    65. 65. Develop dramatic play/pretend skills
    66. 66. Understand varied perspectives
    67. 67. Develop concepts of print</li></ul>What we want kids to get out of reading at this age<br />
    68. 68. PBS<br />Scholastic<br />Sparklebox<br /><br />Authors’ websites<br />Favorite websites for activity ideas<br />
    69. 69. <ul><li>Shared Reading Project
    70. 70.
    71. 71. Reading Rockets
    72. 72.
    73. 73. International Reading Association (IRA)
    74. 74.
    75. 75. Center for Early Literacy Learning (CELL)
    76. 76.
    77. 77. Helping Your Child Become a Reader
    78. 78.
    79. 79. PNC Grow Up Great (Sesame Street)
    80. 80.
    81. 81. Reading Resources (NCLB)
    82. 82.</li></ul>Other good resources for early literacy<br />
    83. 83.<br />ASL Browser (google me – my URL is too long!)<br /><br /><br />Websites to help with ASL<br />