Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Never Too Late
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Never Too Late
Teaching for Success
Jane Farrall & Sally Clendon
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Why Literacy?
◎ Equipping young people to engage
productively in the knowledge economy and
in society more broadly is fundamental to both
individual and national prosperity, and
depends primarily on:
o the ability to speak, read and write effectively;
and
o the provision of quality teaching and learning by
teachers who have acquired, during their pre-
service teacher education, and in-service
professional learning, evidence-based teaching
practices that are shown to be effective in
meeting the developmental and learning needs
of each student.
Acer (2005)
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Why Literacy?
◎ Today I went to a psychiatric assessment with a student who
appears to be developing some severe psychiatric issues. He is
often unable to talk about what he is feeling. Sometimes, I think,
because he knows that the things happening in his head are not
“Normal”. It is a protective device.
◎ Today the therapist asked him to draw what was really going on.
He wrote it! He struggled with the spelling but wrote it all.
Sometimes repeating sentences and sometimes writing amazing
revelations, that he had never spoken. At the end of the session he
moved to sit beside the therapist and asked her to read what he
had written! He wanted to make sure she had got it!
◎ Imagine if we hadn’t given this beautiful young man a voice!
◎ Literacy is powerful in so many ways! You know me…holding back
tears!!!!
Personal communication from a Principal
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Literacy Learning can
happen at any age
◎ Secondary students at Willans Hill School
averaged 1 year of progress in 1 year of
instruction.
◎ ALL of these students had intellectual
disability.
◎ Good instruction = progress.
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Our National Curriculum
“We need to give greater attention to the
general capabilities of Literacy as being core
to the learning needs of students with
significant intellectual disability and the ways
in which these can be taught through age
appropriate contexts drawn from the
learning areas ”
(ACARA, 2012)
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Balanced Literacy
Instruction
◎ Uses all valid parts of literacy instruction –
not one approach;
◎ Works for students all along the literacy
continuum – from emergent to early
conventional and beyond.
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Comprehension Instruction
◎ Help students to understand that:
o Reading involves thinking and meaning making;
o They can use a range of strategies in their reading
to collect information, understand text, etc.
◎ Must use a wide variety of books and other print
materials:
o Commercial books;
o Personal experience books;
o Custom books.
◎ NOT listening comprehension.
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Purposes for Reading
◎ Need to set a purpose every time;
◎ If you don’t set a purpose students
think they have to remember
everything – or become passive;
◎ Purpose needs to be broad enough to
motivate processing of entire text.
◎ Need repetition with variety – One
text across a week, five different
purposes.
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5 Part Lessons
◎ Before reading:
1. Build or activate background knowledge
2. Purpose “Read so that you can”
◎ During reading:
3. Read/listen
◎ After reading:
4. Task directly related to the purpose
5. Feedback/Discussion (typically woven into follow-up)
○ What makes you say that? How do you know?
Why do you think so?
○ Help students gain cognitive clarity so they can
be successful again or next time
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Introduction to Nutrition
(From Tar Heel Reader)
http://tarheelreader.org/
1. Read to learn a food group we should eat every
day
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Guess Yes or No
◎ A strategy for non-fiction texts.
◎ Discuss whether a series of statements
are true or false – vote “yes” or “no”.
◎ “Let’s read to see if we are right”.
◎ Read entire text.
◎ Review statements.
◎ Refer back to text to confirm
responses.
18. When waiting for the bus it’s important
to:
◎ Stand on the footpath.
◎ Stand on the road.
◎ Look at your phone.
◎ Watch for your bus.
19. When you are on the bus it’s okay to:
◎ Put your feet up on the seats.
◎ Eat your lunch.
◎ Read a book.
◎ Listen to loud music.
20. When you are ready to get off the bus you
should:
◎ Push the red button to make the bell ring.
◎ Yell at the driver.
◎ Rush out the door.
◎ Go carefully down the stairs.
22. When waiting for the bus it’s important to:
◎ Stand on the footpath. YES
◎ Stand on the road. NO
◎ Look at your phone. NO
◎ Watch for your bus. YES
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Variety of texts
◎ Commercial books;
◎ Fiction and non-fiction;
◎ Language Experience/custom texts;
◎ Created texts about class/individual experiences;
◎ Personal alphabet books;
◎ TarHeel Reader books.
◎ Need to be at or below student’s reading
comprehension level
24. Other books: Food for Life
http://www.simplebites.net/11-childrens-books-that-help-build-a-healthy-food-culture/
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Self-Selected Reading
◎ Primary purposes are to assist students to:
◉ Understand why they might want to learn;
◉ Become automatic in skill application;
◉ Choose to read after they learn how.
◎ It isn’t self-directed if you don’t choose it
yourself;
◎ You can’t get good at it if it is too difficult.
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Self-Selected Reading
◎Your theme should have NO impact on the
resources available for self-selected reading
◎It is important that student’s get free choice in this
block
◎They might choose to read a book you have
focused on in comprehension as it gives them
confidence
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Self-Selected Reading
Resources
◎ Commercial books
◎ Custom books
◎ TarHeel Reader books
◎ Other digital storybook website e.g. Starfall,
MeeGenius
◎ Digital storybook apps on iPads
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Picture Books for Older Readers
◎ https://www.pinterest.com/janefarrall/picture-
books-for-older-readers/
◎ Curated by Jane and Sally
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Writing
◎ Students who write become better
readers, writers and thinkers
◎ Writing without standards
◎ Learn in classroom writing communities:
○ Write for real reasons
○ See others do so
○ Interact with peers and teachers
about written content, use and form
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Complex Process
◎ Writing consists of a large number of sub-skills: Ideas,
language, spelling, sensory motor skills, word
identification, word generation, etc.
◎ Many of these skills, especially operational skills, need
to be automatic before a writer becomes fluent
◎ Need to address both:
◉ The development of skills for writing
◉ Meeting current requirements for writing
(record school work, demonstrate
knowledge, write to friends, etc.)
Erickson and Koppenhaver (2000)
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Writing should be:
◎ As independent as possible
◎ NO copying
◎ NO tracing
◎ Each student does the best job they can
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Alternative Pencils
◎ Students need to write with the easiest
possible pencil for them
◎ Look at keyboards or iPads for many of
your students
◎ Look at software like Co:Writer or
Abilipad
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Always view the student
as a writer
◎ Writer of the week award
◎ Praise and positive
comments
◎ Follow through on literacy
actions e.g. post letters
◎ Display their edited writing
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Working with Words
◎ Primary purpose is to help students become
strategic in reading words;
◎ Make words instruction:
◉ Words based;
◉ Experience based;
◉ Age appropriate;
◎ Should results in students who read and write:
◉ More;
◉ More successfully and independently;
◉ With greater enjoyment.
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Early Reading Instruction
◎ Three primary views on what to emphasise in
early word level instruction:
◉ Predictability
◉ Decoding
◉ Sight words
◎ Treated as mutually exclusive, yet are not
◎ Question is not which is best, but how to
make the most of each
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Inner Voice
◎ People who use AAC talk about an “inner”
voice
◎ Typically developing children sound things
“out loud” then move to inner voice “saying in
their head”
◎ Essential that we teach people who use AAC
to develop their inner voice early
◎ Helps them to encode and recode, spell,
produce language, etc
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Teaching Alphabet
Knowledge
◎ Read alphabet books
◎ Point out letters and print in the environment
◎ Talk about letters and their sounds when you encounter
them in every day activities
◎ Provide opportunities to play with letter shapes and
sounds
◎ Explicitly reference letter names and sounds
in shared reading and writing activities
◎ Use mnemonics and actions
◎ Use student NAMES!
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Word Wall
◎ Explicit teaching of words that you don’t want
students to have to work to decode or spell
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Word Wall Content Basics
◎ High frequency words
◎ Generative patterns e.g. at, can
◎ High utility e.g. name, TV favourites
◎ Spelling demons i.e. words which are
often misspelt
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Word Wall Use Basics
◎ 5 words a week
◉ Issue is deep, thorough knowledge
◎ Cumulative list
◉ On the wall until every student
consistently spells word correctly
without looking
◎ Daily 10 minute activities
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Making Words
◎ Scaffolded program to encourage
students to become confident about
making individual words;
◎ Teaches students to look for spelling
patterns in words and recognise the
differences that result when a single
letter is changed.
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“No student is
too anything to
be able to read
and write”
David Yoder, DJI-AbleNet
Literacy Lecture, ISAAC
2000