The Balanced ;.'.@$-!1)$#)$'!;.'$8&35)A3 Literacy Club:!! · Communication/ Listening Reading...

The Balanced Literacy Club: Scaffolding Literacy for Students with Disabilities

1/12/16

Dr. Caroline Ramsey Musselwhite www.aacintervention.com 1

The Balanced !Literacy Club:!!!

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Receptive Communication/

Listening

Reading

Expressive Communication/

Augmentative Communication

Writing

Oral and Written Language Development (Koppenhaver, Coleman, Kalman & Yoder, 1991, adapted from Teale & Sulzby, 1989) Balanced Literacy Club

Guided Reading

Phonics/ Word Study

Self-Selected Reading

Writing


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Literacy Rubric (Staugler, 07)Are Students Emergent or Conventional???

Progress Across

12-Week Project (Rubric)

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Cunningham & Allington, Classrooms That Work

Erickson & Koppenhaver, Children with Disabilities: Reading and Writing the 4-Blocks Way


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Guided Reading: !

The Before / During/ After Approach"

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Hanser 2010 .

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Before / During / After"The 5-Step Framework

BEFORE READING (ANCHOR) 1.Build or activate background knowledge 2. Set a purpose for reading

DURING READING (READ) 3. READ!! (remind 1 or 2 times)

AFTER READING (APPLY) 4. Complete a task 5. Provide informative feedback

Tierney & Cunningham, 1984

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Beyond Factoids!!.

We MUST move beyond rote questions to help students develop comprehension strategies across a book / chapter!!

“What’s the name of the cat?”

“Where was the boy hiding?”

“Who scared the girl?”

Teaching, NOT Testing!.

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Anchor Read Apply


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Remind students about today’s purpose for reading / listening.

“Remember, you’re listening so you can tell me the sequence of events in this story.”

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Anchor Read Apply

Sample Purposes for Reading

•  Choose the best title •  List 5 words that describe the main

character •  List 5 words that describe the setting •  List 5 words that describe the problem •  Sequence the events •  Find the cause/effect •  Choose the best summary •  Tell your favorite part / character, etc.

Think of purposes for reading informational texts

–  Predicting? – Story Parts – Character? – Story Parts – Settings? – Text to Self? – Opinions (favorite parts, characters, etc)?

Anchor Read Apply


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•  Purpose needs to be really clear

•  ‘Read so you can _______________’

•  For some classes, students, it might be ‘Listen so you can ___________’

Generate Vocabulary !BEFORE Reading"

Vocabulary relates to reading purposes:

Purpose = listen for feelings in story Vocabulary = long list of feelings

Purpose = listen for actions in story Vocabulary = long list of actions

L#1().V#6(8.C5%1.BE6'(-6.Flip System By Deanna Wagner SLP

45 core words Many categories


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READ PHASE Read the story. Stop only one or two times to remind students. Be general, not specific. Do NOT say, “Hey, he’s feeling happy.” Instead, say: “Remember, we’re listening to find how Robert is feeling.”

Note! Reading should take as much time as Anchor AND Apply!

Anchor Read Apply READING

This is a model of fluent adult reading: • This is not the time for students to be practicing their reading!

• This is not a time to chat about the book, how to sound out words, etc

•Only read & remind about the purpose!!

Anchor Read Apply


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Anchor Read Apply

After Reading

• Work as a group to make a list or check the ‘before’ list. • Accept all answers. • Then give evaluative feedback - ask students to show you in the book where they found answers - ask why they gave answers - share findings on Step by Steps

Anchor Read Apply

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Sample Purposes Across the Week

•  Monday: Read to choose the best title or predict (because you can only do those on Monday!

•  Tuesday / Wed / Thurs: Read for story parts (feelings, characters, settings, actions, things, problem)

•  Friday: Read to pick the best story summary or (more advanced) write a different ending

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• Write the objective - Listen so you can _________ - Read so you can __________

• Give students a white board to take notes as they listen / read

• Give students a printed card of what to listen for:

- ‘Listen for the spider’ (characters) - ‘Listen for park’ (settings)

• Give students a symbol / object to find as they listen / read

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HOMEWORK: Try It! GET A TEXT:

Decide which goals would work for this text: •  Story parts (characters, settings, actions) •  Predicting •  Talking about feelings throughout the story •  Sequencing •  Connecting to personal experiences •  Deciding whether to recommend book & why •  Telling favorite part & why •  Choosing a title •  Choosing the best summary •  5 words to ______________

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2007, From Carson-Dellosa, Greensboro, North Carolina

Writing


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1. Writing Involves Thinking!!B'>8(&'6.->6'.)(#5%h(.'/%6.?),-.'/(.7(4%&&%&4`.

2. Students must learn strategies!@JFM.:&,!.!/(&.',.>6(.'/(-`.

3. Students need to be able to !plan, write, and edit '/(%).!)%+&4.

Why?" Research!"1. Students who write become better readers!

2. Students learn to write when given daily opps to see others write

3. Students need frequent opps to write without standards!


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The Writing PROCESS!

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Rog & Kopp, The Write Genre, 2004

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Word – Fillable – Import to Pages

Word – To Print

Q: How could the iPad Help Us?

Write to Talk CD

Doodle Buddy


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Whose Idea Is It? Topic Setting!!

From: Rog & Kropp, (2004)

The Write Genre, Pembroke Publishing

How to Use Writing Bingo!

Writing Bingo Samples: Tip Sept 2010

Writing Bingo How-To: March, 2011

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Save As . . . Your Best Friend!

Write to Talk CD

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Thringo • Fingo

http://aacgirls.blogspot.com/


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© Musselwhite, 2010

How would we use this on an iPad?

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•  Early writers make LOTS of first drafts without standards

•  Be cautious of deleting-could lose important assessment information

•  Give support during writing - related specifically to activity goal

•  If providing too many cues, consider mini-lesson

Slide From Gretchen Hanser


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Write Your Own Books!

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Cognitive Clarity & Persuasive Writing!

Mini-Lesson:

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Head Heart Hand

Dear City Manager,

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Cognitive Clarity & Persuasive Writing!

TREE: Topic Reasons Examine Ending

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Inspiration Web www.inspiration.com

On Write to Talk CD

Write Letters & Cards


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Letter of Complaint

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• setup friend mailboxes, or a fun way to share • draw names each time • use writing prompts to support writing - Thank you -  Friendship -  Getting to Know You -  be sure that some days are alphabet only!!


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Writing Prompts might help!

Celebrate Creativity!

Wordles!! www.wordle.net/create Tip, April 09!"5&/-!H).#.3!M"&2*(N!S/.$-^!!!;.4$/(!G5$-!?$/(!J&/Q !̂

AutoRap Squeak My Voice Songify Talkapella

Others?? • • •


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Thanksgiving

Thank you. Thank you Kendra. Thank you Kendra, Mommy. Thank you Kendra, Mommy, Daddy. Thank you. Thanksgiving

Writing Summary

This section helps students EXPRESS THEIR thoughts on paper. Students need support in learning how to organize their thoughts, find the vocabulary they need, and share their personal selves through writing.

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1/12/16


WHAT Should Be Included?

• Teacher read-alouds

• Students reading at own level from a variety of books

• Teacher conferencing with students

• Opps to share what they are reading

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Did you know . . .


1/12/16


6)(!0&2!Q*&4!9!9!9!!･’good’ 1st grade teachers have more than 1500

books in their classroom libraries!

So What??

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Literacy Starters:

Fish - Living in Schools


1/12/16


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1.  Go to Safari & navigate to tarheel reader 2.  Click ‘share’ then choose ‘Add to home screen’ 3.  Find your shortcut and start reading!


1/12/16


EGH%ECD=I%E.9JDAK%*LMMJN%%Go to tarheel reader and pick a book quickly 1.  Tips: Include ‘unreviewed’

Open Settings Click Speech - Choose voice

Click Download - Choose e-pub -Open in iBooks -Stored in ‘Books’ Folder

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November 05 Tip

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November 06 Tip


1/12/16


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Phonics / Word Study Implications for Students with

Significant Disabilities!


1/12/16


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Developmental Spelling !•  Lets us know what students are

hearing in a word

•  Good research across languages, ability groups, SES for dev spelling

•  Relatively easy to test

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Blank slide Target + 3 ‘foils’ • 1 letter same • rime same • totally different


1/12/16


J&/(!K6!"#&/.35..-. Sight Word Instruction What Does the Research Say?

•  Sight words are necessary component of word reading –  Helpful for little words that are not decodable: i.e. the,

is, to, have

•  BUT, sight words alone are not enough –  It is not possible to memorize every word that may be

encountered in reading and needed for writing.

–  Good readers and writers must have a balance of sight word knowledge and methods for decoding unfamiliar words. (NRP, 2000)

Slide from Hanser, 2010

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Remember: explicit and systematic !

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1/12/16


Vote by Letters! What specific developmental spelling

phase does this work on?

Vote by Letters

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Grapes pizza

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Magnetic Alphabet

Magnetic Alphabet for Tablets


1/12/16


Word Wizard

$ 2.99

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K*3-$U:5$/8*+T!?&4.

Tips 1)  Use photos without text – students pick what

they want (pointing, eye gaze, partner scanning) (e.g., burrito vs. pizza)

2)  Eat the elephant in small bites – limited letters from the full alphabet (e.g., AlphaBoard with cover up; 1 line of the

alphabet flip chart; 5 letters on computer or device keyboard)

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• AlphaBoard with cover-up; student chose picture of ‘pizza’ – now trying to find the letter that starts pizza • Use ‘evaluative feedback’ - Student points to S; partner says ‘That would be ‘sizza’. We’re looking for ‘pizza’ <pause> - Student points to P; partner says - ‘/p/ - pizza’ – yes, we need a P for pizza! Tip: April, 2011 www.aacintervention.com

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1/12/16


Why?Word Wall Activities !

• to teach high frequency words that are difficult to read through phonological means

would was • to teach high utility words to maximize use of letters & letter patterns in decoding and encoding

-at -ed pl st

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• This is a vocab wall! • Remember –students look at pics first!!!

-  A: Remove pics; students need to ID words -  B: Keep word shape but add background colors

Portable Word Wall!

Write to Talk CD

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1/12/16


Word Sorts - A Place to Begin •  A great way teach students about the common visual

elements in words

•  Reinforces what students have learned about the alphabetic principle

•  Build upon knowledge of personally relevant words with spelling patterns: Nick / cat

•  As soon as students understand the visual sorting process, begin getting them to sort words based on phonological similarities before checking visually.

Common Rimes (aka: word families)

(Wylie & Durrell, 1970)

Wylie & Durrell Tip on CD!

Visual Word Sorts •  Visual word sorts emphasize the orthographic

processor.

•  Step 1: Select two key words the student knows that have a common spelling pattern ( at - pick)

•  Step 2: Make sure student can read the two key words.

•  Step 3: Show student a word that has the same spelling pattern as one of the key words.

•  Step 4: Ask the student to indicate which key word has the same spelling pattern as the new word. Compare/Contrast the two words.

at

fat bat sat

lick sick

pick

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1/12/16


Wordo! !Tip: Use Cheerios!

Or, critters!

Print or Sound Clues?!It has 5 letters It has a silent letter It starts with /b/ It starts with the letter ‘B’ It has two tall letters It has two letters that hang down It rhymes with ‘cat’

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Chalk Doodle Buddy Whiteboard

Shout Outs

Tips: • Pick words from your word wall • Students & peers or teachers each get 1 word • Start with visual match and move to auditory

From: Learning to Work, Musselwhite & Richardson www.attainmentcompany.com


1/12/16


•  print an extra copy of Wordo

•  put each word on a stick •  Teacher reads book,

pausing at shout out words •  Students read, hold up

words •  OR, use velcro bracelets •  OR, use single message

devices

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with!

Shout Outs Shout Outs

Try It! • Pick words from this story for a Shout Out • Talk about how you would do it in YOUR classroom

From: That’s the Law, Kathy Staugler, Unique Curriculum Unique.n2y.com

Onset + Rime

Tip: Pick onsets & rimes from topics / reading Ex: story has words such as ‘thank’ and ‘thing’

From: Learning to Work, Musselwhite & Richardson www.attainmentcompany.com

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PicCollage!

From Caroline Musselwhite!


1/12/16


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Phonics / Word Study

This section helps students learn to DECODE unknown words. It helps them learn to look for PATTERNS in text.


1/12/16


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I thought the word wall with disabled students would be impossible, but now I know how to start it, build it up and make it fun

Loved the Wordo!!

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Phonemic Awareness

Dr. Caroline Ramsey Musselwhite!

Implications for Students with Significant Disabilities!

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What’s important is conscious, analytic knowledge !


1/12/16


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Correlational studies have identified phonemic awareness and letter knowledge as two of the best school-entry predictors of how well children will learn to read during their first 2 years in school .

;.3.$/#5!1)*()*+3.H>!G/$)*)*+!Jb;d"!-&!"2AA&/-^^!! -  learning phonemic awareness -  learning to read -  learning to spell (for younger students without disabilities)

H>!Jb;d"T!! -  Across age groups (best for younger students)

-  Across SES groups -  Across ability groups

Is PA a Prerequisite? •  the activities that seem to lead most strongly to the development of phonemic awareness are those involved in learning how to read and spell" (1990, p. 331)...

Good news from Marilyn Adams


1/12/16


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“Today is brought to you by the letter ‘D’.”

“Hey, it’s D / duh week!!”


1/12/16


Alphabet Song • helps develop an ‘ear

print’ for letters • provides a place holder

for letters • some children get 2-4

years of practice before they start school

"$<A'.!G$3Q3.H5&*.<.!K3&'$8&*!!Recognizing the individual sounds in words

‘Tell me the first sound in paste.’ (/p/)

H5&*.<.!K(.*8-0!!Recognizing the common sound in different words

‘Tell me the sound that is the same in bike, boy, and bell’

Created by Dale Gardner-Fox


1/12/16


Great ʻSpongeʼ Activity!#

Lining Up: ‘Pizza patza peric, Pizza fell on . . . . . Eric!’

Transfer to Shared Reading !Listen for Rhyming Words in Books

Read a book, and go for a hunt for words that rhyme. ‘Let’s listen for some words that rhyme in this book. Students can use a simple step-listing device to call out rhymes.

Transfer to Shared Reading !Make a Giggley People Book

1. Giggley Goggley Gathan, A gorilla sat on ___________! (Nathan)

2. Giggley Goggley Genna, A gorilla sat on __________! (Jenna)

3. Giggley Goggley Gericka, A gorilla sat on __________! (Ericka)


1/12/16


Transfer to Shared Reading !Make a Giggley Things Book

1. Giggley Goggley giger, A gorilla sat on ___________! (tiger)

2. Giggley Goggley gable, A gorilla sat on __________! (table)

3. Giggley Goggley gat, A gorilla sat on __________! (cat / mat)

Raps & Chants for Older Students!

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Jessica Jessica


1/12/16


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Great for little kids . . . but not age-respectful for older ones!

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The Balanced ;.'.@$-!1)$#)$'!;.'$8&35)A3 Literacy Club:!! · Communication/ Listening Reading...

Documents

Transcript of The Balanced ;.'.@$-!1)$#)$'!;.'$8&35)A3 Literacy Club:!! · Communication/ Listening Reading...

The Balanced ;.'.@$*-!1)*$*#)$'!;.'$8&*35)A3 Literacy Club:!! · Communication/ Listening Reading...

Documents

Transcript of The Balanced ;.'.@$*-!1)*$*#)$'!;.'$8&*35)A3 Literacy Club:!! · Communication/ Listening Reading...

The Balanced ;.'.@$-!1)$#)$'!;.'$8&35)A3 Literacy Club:!! · Communication/ Listening Reading...

Transcript of The Balanced ;.'.@$-!1)$#)$'!;.'$8&35)A3 Literacy Club:!! · Communication/ Listening Reading...