Listening, Language and Literacy for Students with Hearing Loss: Years 1-8 Ngongotaha School 2011

Listening, Language and Literacy for Students with Hearing Loss: Years 1-8

Ngongotaha School 2011

Individual Education Plan(I.E.P.)

Individual Education Plan An I.E.P. contains goals and provides

direction for all team members It is important to have all team members

giving input – parents, teacher and other professionals

It may be appropriate to have the student present

An I.E.P. is a requirement for students who are ORRS funded or who have a Resource Teacher of the Deaf

Although the I.E.P. is the responsibility of the school it is completed in collaboration

Writing SMART goals

Specific

Measurable

Achievable

Realistic

Time frame

Example

Goals could be:

Reading?

Writing?

Social?

Speech and Language?

Math?

Remember…

If you can’t hear it,You can’t understand it.

If you can’t understand it,You can’t talk about it.

If you can’t talk about it,You can’t read or write about it.

Discussion

What is the difference between hearing and listening?

How do you know when a child has heard you?

How do you know when a child is listening?

Listening stagesWhat comes first? Justify!

DetectionComprehension

DiscriminationIdentification

Detection

Discrimination

Identification

Comprehension

Reacting to sound

Hearing a difference between sounds

Know what they heard

Heard and understood

How does normal language

develop?

A typical 5 year old can......

Have a basic, multiple turn conversation Describe people, things, events and places Persuade others Retell stories in sequence Give instructions Question Tell fabricated stories Distinguish between formal and informal language Which of these can your student do?

Variables affecting normal language acquisition Family Age of diagnosis Noise and distance Middle ear problems Language models Social interactions Audiological management Listening behaviours Fatigue/concentration Processing time Routines Teacher Expectations and assumptions Innate abilities.

Development of Functional Language

Imaginative use of language

Linking ideas – spontaneous language skills, predicting

and problem solving

Sequencing – Organisation of the day, sequencing stories, predicting and reporting

Concepts- Colour, shape, number, time, place

VocabularyFunct

ional U

se o

f La

nguage E

xpre

ssio

n

CAOS

Language Processing For students to develop vocabulary they

need to know:The label The functionAssociationsCategorisingSimilarities and differencesMultiple meanings

Language Processing

The label The functionAssociationsCategorisingSimilarities and differencesMultiple meanings

What activities do you do? Discuss.

Strategies to adapt activities for your students:

Sit in a circle Use a talking object (visual cue) Pass FM to the person talking Repeat and rephrase Question and answer (commentator) Waiting time for response “What did you hear?” Expectation to respond appropriately

Oral Language

Boiling

Hot

Warm

Tepid

Chilling

Cool

Cold

Freezing

Developing Language

Think about your student…

Select two language goals (one receptive and one expressive)

Write these into the IEP template.

Perception Check

Writing will be a reflection of what the student’s expressive language skills are

REMEMBER: Can the child verbalise what he/she is going to

write about? Identify and provide opportunities for the student

to work at developmentally appropriate level. What can the student do unassisted?

Writing

Use the student’s writing to guide your teaching.

Refer to the English Exemplars/Written Exemplars for Deaf Students to identify the level of your student’s writing.

Students familiar with NZSL may have different grammar and word order.

Writing Exemplars

Put the writing sample

alongside a similar exemplar

Determine “best fit”

Level 1b Level 1c

Identify features found in the student’s writing and add to the Writing Sample Analysis.

Highlight the features shown on the English Matrices

Task

Look at your student’s writing sample.

Record the features your student has shown in their writing on the

Writing Sample Analysis sheet.

Writing Sample

The one hand approach

1.

2.3.

4.

5.

Give information

Ask a question

Writing – Four Square approach

Dialogue Journals

Wh? And Verb TensesPAST PRESENT FUTURE

walked walking will walk

played playing will play

ate eating will eat

ran running will run

Task

Look at your student’s writing

sample and analysis sheet.

Identify the next learning step.

Add this to your IEP.

A krinklejup was parling a trislebin. A barjam stipped. The barjam grupped “Minto!” to the krinklejup. The krinklejup zisked zoelly.

1. What was the krinklejup doing?

2. What stipped?

3. What did the barjam grup?

4. How did the krinklejup zisk?

The Krinklejup

Reading

Reading comprehension will be a reflection of what the student’s language skills are.

Check if formalised reading is appropriate.

At what stage would you consider a child is ready to begin a formalised reading programme?

What alternative activities could you do?

Shared bookShared book

Use student writing or student’s news

Use student writing or student’s news

Language experience books/Photo books

Language experience books/Photo books

Matching picture to text

Matching picture to text

Sequencing picturesSequencing pictures

Dictating textDictating text

Emergent readersEmergent readers

Sound/letter association games

Sound/letter association games

Textless booksTextless booksAlphabet gamesAlphabet games

Computer gamesComputer games

Reading Readiness

Reading Readiness

Labelling objects in the classroom

Labelling objects in the classroom

ChunkingChunking

Visual timetablesVisual timetables

Verb tenses in Class News Shared Book

Verb tenses in Class News Shared Book Picture Dictionaries Picture Dictionaries

Phrases written around the room

Phrases written around the room

Phonological awareness

Phonological awareness

Retelling storiesRetelling stories Read to the studentRead to the student

9:30 Writing

10:30 Morning Tea

Formalised Reading

Formalised Reading Preteach unfamiliar vocabulary/concepts Familiarise student with the story

line/characters/setting/pictures… Expand on the vocabulary/concepts Take your time - talk about the book Relate it to students’ experiences Consider how appropriate your book choice is Use only one book a week if necessary Revisit texts on the same topic so the student

has the chance to review new vocabulary

“Two Little Goldfish”

“darted” “raced” “tossed and turned”

Words taken from the story and used by the class teacher during fitness

Follow-Up Activities

Cloze Verb tense Multiple choice True or False Webs Tables Word definitions Time lines

Spinning Tops – PM Green 12

One Saturday Jimmy _ _ _ _ to

see his friend Ramon.

“Hi Ramon” ________ Jimmy. “I have got a

_ _ _ _ _ _ _ for you.”

Ramon _ _ _ _ _ _ in the bag.

“It’s a spinning ____” he said.

“It’s like the one we _ _ _ on T.V.”

said present saw morning

top went looked

Reading Assessments During running records, be aware of the

student’s speech ability. Do not mark it incorrect if it is a speech error.

Use the retell component of the running record to check comprehension.

Don’t base promotion to next reading level purely on decoding- comprehension is imperative!

Reading – Retell

Research shows that given daily opportunities to retell a story,

children’s overall language skills improve.

Retelling after reading

Task

Consider your student’s reading ability.

Identify a reading goal.

Add this to your IEP.

Evaluation

Are there any burning issues about

Language and Literacy we haven’t covered?

We appreciate your feedback!