Never Too Late
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1. Literacy is fundamental to individual and national prosperity as it allows people to engage productively in the knowledge economy and society. 2. A principal shared a story about a student who was able to express himself through writing what was happening in his mind, when he previously was unable to speak about it. 3. Students with intellectual disabilities at Willans Hill School made on average 1 year of reading progress in 1 year of instruction, showing that good instruction leads to progress for all students.
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Never Too Late
- 1. Click to edit Master title style Never Too Late Teaching for Success Jane Farrall & Sally Clendon
- 2. Click to edit Master title style 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)
- 3. Click to edit Master title style 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
- 4. Click to edit Master title style 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.
- 5. Click to edit Master title style 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)
- 6. Language Comprehension Silent Reading Comprehension Print Processing Beyond Word Identification (Slide from Erickson and Koppenhaver, 2010) Word Identification
- 7. Click to edit Master title style 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.
- 8. Click to edit Master title style Comprehension Instruction
- 9. Click to edit Master title style 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.
- 10. Click to edit Master title style 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.
- 11. Click to edit Master title style 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
- 12. Click to edit Master title style Food for Life – VCAL unit
- 13. Click to edit Master title style Introduction to Nutrition (From Tar Heel Reader) http://tarheelreader.org/ 1. Read to learn a food group we should eat every day
- 15. Click to edit Master title style 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.
- 16. Click to edit Master title style Transport – SPEC unit
- 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
- 23. Click to edit Master title style 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/
- 25. Click to edit Master title style Self-Selected Reading
- 26. Click to edit Master title style 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.
- 27. Click to edit Master title style 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
- 28. Click to edit Master title style Self-Selected Reading Resources ◎ Commercial books ◎ Custom books ◎ TarHeel Reader books ◎ Other digital storybook website e.g. Starfall, MeeGenius ◎ Digital storybook apps on iPads
- 29. Click to edit Master title style Picture Books for Older Readers ◎ https://www.pinterest.com/janefarrall/picture- books-for-older-readers/ ◎ Curated by Jane and Sally
- 31. Click to edit Master title style Writing
- 32. Click to edit Master title style 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
- 33. Click to edit Master title style 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)
- 34. Click to edit Master title style Writing should be: ◎ As independent as possible ◎ NO copying ◎ NO tracing ◎ Each student does the best job they can
- 35. Click to edit Master title style 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
- 36. Click to edit Master title style 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
- 37. Click to edit Master title style Writing for Real Reasons
- 38. Click to edit Master title style Comments on Blogs
- 39. Click to edit Master title style Working with Words
- 40. Click to edit Master title style 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.
- 41. Click to edit Master title style 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
- 42. Click to edit Master title style 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
- 43. Click to edit Master title style 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!
- 45. Click to edit Master title style Word Wall ◎ Explicit teaching of words that you don’t want students to have to work to decode or spell
- 46. Click to edit Master title style 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
- 47. Click to edit Master title style 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
- 48. Click to edit Master title style 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.
- 49. Click to edit Master title style “No student is too anything to be able to read and write” David Yoder, DJI-AbleNet Literacy Lecture, ISAAC 2000