Download as PDF, PPTX
![The animals in this
story are all from the
zoo. What animals
have you seen at the
zoo? [Distancing]](https://image.slidesharecdn.com/whyliteracyhandout-160601152311/75/Why-literacy-30-2048.jpg)
![Just pause and get
them to tell you the
animal. They sent me
a _____ [sentence
completion]](https://image.slidesharecdn.com/whyliteracyhandout-160601152311/75/Why-literacy-31-2048.jpg)
![What animal do you
think it might be? [WH
Question / Prediction]](https://image.slidesharecdn.com/whyliteracyhandout-160601152311/75/Why-literacy-32-2048.jpg)
![Yay! A camel. Do you
remember any other
animals that were sent?
[Recall]](https://image.slidesharecdn.com/whyliteracyhandout-160601152311/75/Why-literacy-33-2048.jpg)
![Tell me why you think
the puppy is perfect.
[Open-Ended]](https://image.slidesharecdn.com/whyliteracyhandout-160601152311/75/Why-literacy-34-2048.jpg)
Uploaded byJane Farrall
Why literacy?
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
More Related Content
![Assistive Technology in Emergent Literacy [Autosaved]](https://cdn.slidesharecdn.com/ss_thumbnails/8fde5a22-4411-4a45-851b-59ce3bf86a9f-161221022447-thumbnail.jpg?width=640&height=640&fit=bounds)
Why literacy?
- 1. W H YL I T E R A C Y : L I T E R A C Y & A A C I N P A R T N E R S H I P T O D E V E L O P L A N G U A G E J A N E FA R R A L L
- 2. ORAL AND WRITTEN LANGUAGEDEVELOPMENT Literacy AAC/Speaking Writing Listening Reading Koppenhaver, Coleman, Kalman & Yoder, 1991. Adapted from Teale and Sulzby, 1989
- 3. ORAL AND WRITTEN LANGUAGEDEVELOPMENT Literacy AAC/Speaking Writing Listening Reading Erickson 2015
- 4. STEPHANIE • Age: 14 •Sensory impairment: Cortical vision impairment • Other diagnoses: Scoliosis, Cerebral Palsy, Epilepsy • Communication: Stephanie is able to provide a yes and no answer using the symbols on her tray. Stephanie had a one symbol per page PODD but now has a 20 cell partner assisted PODD.
- 5. STEPHANIE • Literacy: Stephanieuses her PODD to answer questions about the stories and to generate ideas for free writing. She is working towards improved letter recognition in reading and using letters in writing with a flip chart.Also focusing on distinguishing initial sounds in words. Stephanie has developing concepts about print.
- 6.
- 7. STEPHANIE – EMERGENT LITERACYOUTCOMES • Concepts about Print – 2012 – Answered 3/13 items correctly – 2013 – Answered 4/13 items correctly • Letter Identification (modified with Braille) – 2012 – Identified 24/52 letters correctly – 2013 – Identified 28/52 letters correctly • Phonological Awareness – 2012 – No response to all items – 2013 – Identified 11/23 items correctly • Writing Sample – 2012 – Unable to complete writing sample – 2013 –Writing sample using flip chart; emergent writer
- 8. STEPHANIE - COMMUNICATION OUTCOMES •Yes/No – 2012 – had no yes/no response – 2013 – clear yes/no response in familiar situations • Communication – 2012 – had a one symbol per page PODD; rarely used – 2013 to now – 20 cell PAS PODD used to initiate, respond, ask questions, tell stories, express opinions, etc
- 9.
- 10. AAC AND LITERACY LEARNING •There are no basic prerequisites to communication beyond being conscious. Likewise, there are no prerequisites to AAC. • (Augmentative Communication and Early Intervention. Myths and Realities, Romski and Sevcik 2005) • There are no basic prerequisites to literacy.
- 11. EMERGENT LITERACY INTERVENTION • Twoprimary aims: • 1.To promote children’s positive regard for literacy and their understanding of the functional, intentional use of literacy. • 2.To increase children’s skills in discrete skill areas that are critically linked to later reading success. Justice & Kaderavek, 2004
- 12. EMERGENT LITERACY INTERVENTION • Involvesa building of understandings and experiences, not an accumulation of isolated skills in a predetermined sequence. • Behaviours are fleeting and variable depending on text, task, and environment. • The functions of print are as integral to literacy as the forms. • Over 1400 hours of literacy before school even begins. Farrall & Clendon, 2016
- 13. COMPONENTS OF EMERGENT LITERACYINTERVENTION • Shared reading • Independent reading • Letters and sounds • Writing – Writing with (shared writing, predictable chart writing) – Writing for (morning message) – Writing by myself (independent writing)
- 14. SHARED READING I T ’S A L L A B O U T T H E I N T E R A C T I O N
- 15. SHARED READING • Inthe beginning we need to teach students how we interact around books • We get them interested and involved • We model, model, model • AndTHEY learn lots of different skills: – Language comprehension – Joint attention – Vocabulary – Conversational structure • Commenting,questions, responding – Print and book concepts – Conceptual knowledge and reasoning skills – Letter names, shapes and sounds
- 16. SHARED READING • Sharedreading is a collaborative learning activity, based on research by Don Holdaway (1979), that emulates and builds from the child's experience with bedtime stories (Parkes, 2000) • Can be done individually or in small groups • Books can (and should) be read repeatedly • Use a framework, such as CAR, during shared reading
- 17. COMMENT, ASK, RESPOND (CAR) •The CAR strategy (Notari‐Syverson, Maddox, and Cole, 1999) encourages adults to support students during shared reading by ‘following the car’.
- 18. CAR • Comment onwhat the student is doing e.g.“Oooh, a dog” (then wait 5 seconds) – • Ask a question e.g.“Do you like the dog?” (then wait 5 seconds) • Respond by adding more e.g.“I like the dog. He looks very friendly”. • http://www.walearning.com/products/language-is-the-key/car- strategies/
- 19. PUT THE CROWDIN THE CAR Corinne Gandy Watson, 2008
- 20. TEEN CROWD INCAR Yvette Theodorsen CPSP, Interactive Speech Pathology, 136 Le Souef Drive Kardinya WA 6163, Phone 0416 167 788, Email yvette@interactivespeech.com.au Based on an image created and shared by the CLDS http://www.med.unc.edu/ahs/clds/files/early-childhood-resources/CROWDinCARPoster.jpg/view
- 21. CROWD • Completion • Recall •Open Ended • Wh- Questions • Distancing Centre for Literacy & Disability Studies
- 22. COMPLETION • Leave ablank at the end of the sentence and the learner fills it in • This is typically used in books with rhyme or books with repetitive phrases • Example “But he was still ………” letting the child fill in the blank with the word “hungry” • Completion questions help learners being to understand the structure of language in books Centre for Literacy & Disability Studies
- 23. RECALL • Questions aboutwhat happened in a portion of the book that has just been read • Example “tell me what the truck did.” Centre for Literacy & Disability Studies
- 24. OPEN-ENDED • Questions thatdo not have specifically right/wrong answers • Usually focus on the pictures in books • E.g.“Tell me what’s happening in this picture.” Centre for Literacy & Disability Studies
- 25. WH- QUESTIONS • Questionsthat begin with what, where, when, why and how • Typically focus on the pictures in books • Example,“what does the man have?” Centre for Literacy & Disability Studies
- 26. DISTANCING • Questions thatrelate what is in the book to experiences outside the book • Form a bridge between books and the real world • E.g.“You saw animals when we went to the farm.What animals did you see at the farm?” Centre for Literacy & Disability Studies
- 27. SHARED READING • Appropriateat any stage for a student who is emergent
- 28. REMEMBER TO: • Followstudent’s lead • Keep it low pressure - no testing • Relate to what student knows • Attribute meaning to student attempts • Use teacher aides as models Hanser, 2011
- 29. WHY ATTRIBUTE MEANING? •A natural response to children without disabilities • Teaches students to be less random. • Builds cognitive understandings over time. • Sends message of competence and high expectations. Hanser, 2011
- 30. The animals inthis story are all from the zoo. What animals have you seen at the zoo? [Distancing]
- 31. Just pause andget them to tell you the animal. They sent me a _____ [sentence completion]
- 32. What animal doyou think it might be? [WH Question / Prediction]
- 33. Yay! A camel.Do you remember any other animals that were sent? [Recall]
- 34. Tell me whyyou think the puppy is perfect. [Open-Ended]
- 35. NOW LET’S TRYIT…. • In small groups do a mini-shared reading with the following book • Make sure you: – Comment – Ask – Respond
- 52. YEAH BUT ... •“My students won’t sit and attend”. • “My students will not engage with books”. It’s all about finding the right book..
- 53. PETE THE CATAND HIS FOUR GROOVY BUTTONS • Great example of a text for shared reading • Watch the video • Read the book as a shared reading with a prop
- 54.
- 55. PROPS • There isone study indicating that use of 1 or 2 props can help emergent students’ engagement (Roy, 2006) • Never more than 1 or 2 props • The props are for the adult to call attention to the book, not for the students • Need to make sure the focus remains with the book.
- 56. AIM FOR … •Communication • Enthusiasm • Engagement!!!! Farrall & Clendon, 2016
- 57. INDEPENDENT READING A S IN D E P E N D E N T A S E A C H S T U D E N T C A N B E
- 58. HOW TO ENCOURAGE INDEPENDENTREADING • Have books available! • Have books accessible! • Electronic book selection • Maybe have shelf/book box for each student • Make books interesting and exciting!
- 59.
- 60.
- 61.
- 62.
- 63. ELECTRONIC ACCESSIBLE BOOKS • Accessiblebooks allow students to do independent reading • Talking books also give them the option for support from the computer if needed
- 64.
- 65. INDEPENDENT READING RESOURCES • Commercialbooks • Custom books • TarHeel Reader books • Other digital storybook website e.g. Starfall, MeeGenius • Digital storybook apps on iPads
- 66.
- 67. ALPHABET KNOWLEDGE • Readalphabet 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!
- 68. PLAYING WITH LETTERS •In the primary grades, learners will still have an interest in magnetic letters, letter puzzles, alphabet toys, and letter stamps. • Older learners may be more interested in using a computer with a talking word processor, word prediction, and other software that provides visual and auditory feedback as they select letters. • Use alphabet cards instead of numbered cards to play Go Fish,War, and other popular card games. Koppenhaver, Clendon & Farrall, 2012
- 69. ANY AND EVERYCHANCE TO INTERACT WITH THE ALPHABET…
- 70. USING FOODS, ACTIONS& PEOPLE • When students struggle with specific letters: – Pair the difficult letters with foods students like or dislike: z for zucchini, m for M&M • Prepare the food & take pictures so the association is memorable – Pair the difficult letters with actions: jump for j, yawn for y • After teaching the actions, practice them by showing students the letter and asking them to name it and perform the action. – Pair the difficult letters with people: J for Jane, etc Koppenhaver, Clendon & Farrall, 2012
- 71. ALPHABET BOOKS • Commerciallyavailable books • Large selection of accessible alphabet books onTar Heel Reader www.tarheelreader.org • You can make your own alphabet books – Not all alphabet books include A-Z – You can focus on a single letter or contrast two letters that a student confuses often
- 72.
- 73. LETTERS OF THEWEEK • Focus on two letters each week • Use alphabet songs and videos • Make tactile letters • Use finger spelled alphabet and Braille if appropriate • Brainstorm • Create a name wall • Custom alphabet book
- 74. OTHER LETTERS OFTHE WEEK IDEAS: LETTER BAGS OR BOXES
- 75. LETTER BOX M& O
- 76.
- 77. SCHOOL, CLASSROOM OR STUDENTALPHABET BOOKS
- 78.
- 79.
- 80. LETTER BAGS Helps to makesure you use different fonts!
- 81.
- 82. LETTERS IN THEGARDEN • Tie cards with two letters in the garden • Find the letters • Sort them into two piles
- 83. RUN TO THELETTERS A T
- 84.
- 85.
- 86.
- 87.
- 88. WRITING W R IT I N G W I T H , W R I T I N G F O R & W R I T I N G B Y M Y S E L F
- 89. WRITING WITH S HA R E D W R I T I N G / P R E D I C TA B L E C H A RT W R I T I N G
- 90. PREDICTABLE CHART WRITING • Interactivegroup writing experience based on the Structured Language Experience Approach (Cunningham, 1979) • Used extensively in general education (e.g., Hall &Williams) • Adults and children compose text together. • Teacher scribes the story. Zangari & Farrall, 2014
- 91. PREDICTABLE CHART WRITING • Adultchooses a topic & creates a sentence stem. – My favorite snack is ___. – I feel happy when ____. – At the beach, I like to ___. • Using the predictable structure, children learn: – That they can dictate their sentences. – That they can read their sentences. – A lot about letters, words, and conventions of print. Zangari & Farrall, 2014
- 92. SELECTING THE LANGUAGE •From a comprehensive AAC system!!! • From objects • From specific language display • From photographs
- 93. PREDICTABLE CHART WRITING DAY1 • Generate the language needed for a predictable chart. • An example predictable chart would be: • Things we like in the garden by Room 10 – I like flowers (Nola) – I like trees (Caitlin) – I like grass (Cody) – I like sprinklers (Sam) – Etc • Write it up on chart paper or in a Word document as each person picks their language for the sentence.
- 95. PREDICTABLE CHART WRITING DAY2 • Re-read the chart – Point to particular words, look for certain words or letters – Recognize own work & read it back • Record the whole chart on a step-by-step and then have the students read out their line from the story (and the ones who can read can do their turn verbally of course) • Focus is on students finding their name on the chart and reading their own line.
- 96. PREDICTABLE CHART WRITING DAY3 • Re-read the chart • Chop up the students' sentences and have them stick them back down. • For some students we are just interested to see if they go from left to right – the words don't have to be in the right order at all. • Whatever order they pick, that's what you leave it as.
- 101. PREDICTABLE CHART WRITING DAY4 • Re-read the chart • Talk about pictures you might use to illustrate each sentence/page • Google pictures, draw them or take photos
- 102. PREDICTABLE CHART WRITING DAY5 • Re-read the chart • Combine the pictures and the text to make up a book. • You could make the book in Clicker 6 or PowerPoint or in Keynote on the iPad or low tech. • Print the book and add it to your self-selected reading resources in the classroom.
- 103. READ THE STORYWITH AIDED LANGUAGE INPUT
- 104. WRITING FOR M OD E L L I N G , M O R N I N G M E S S A G E
- 105. WRITING FOR • Showstudents how print works • Write down information as it becomes relevant • Morning message • Show students that anything we say, we can write
- 106.
- 107.
- 108.
- 109. WRITING BY MYSELF I ND E P E N D E N T W R I T I N G
- 110. WRITING AND EMERGENT LITERACY •The function of literacy is as important as the form • Students need to understand why writing is important
- 111.
- 112.
- 113.
- 114. WRITING WITH FLIPCHART
- 115. HANDWRITING • Many student’swriting input has favoured motor development • We need to help them to understand what it means to be a writer • We need to give them a chance to develop their skills in the other areas of writing without motor skills adding a second“red light” • Then we can go back to handwriting if needed/appropriate
- 116. ALTERNATIVE PENCILS • Forevery student we need to find a pencil that they can use easily • Many students will need time to scribble with their pencil ie emergent writing • Other students just need something that is physically easier • The right pencil allows them to focus on the cognitive aspects of writing
- 117. WRITING FOR REAL REASONS •We need to give students real reasons to write every day • These can include classroom tasks • They can sign in and then write their name on every piece of work through the day • NO copying or tracing – students do not learn how to write from these activities!
- 118. EXAMPLE WRITING PURPOSES • Bookof the week “Blue Hat, Green Hat” by Sandra Boynton • Monday - Write about the funniest thing the turkey did • Tuesday - Personal writing – choice of pictures to write about • Wednesday - Letter to another student • Thursday – Personal writing – choice of pictures to write about • Friday – write about what funny things you could wear when swimming
- 119.
- 120.
- 121.
- 122.
- 123.
- 124. THANKS TO • Studentsand Staff at all the schools I work with, especially Malkara School, Claremont Special School, Kiparrin Assessment and Teaching Services,Willans Hill School,The Grove Education Centre,Adelaide West Special Education Centre, Acacia Hill, Malibu School, Rachel Dougherty, Mudgeeraba Special School, Cobram Specialist School • Centre for Literacy and Disability Studies • Erin Sheldon • YvetteTheodorsen, Interactive Speech Pathology • Professor Carole Zangari, PrAACtical AAC • Dr Sally Clendon