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Presentation with Sally Clendon at the AGOSCI 2013 National Conference.
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Balanced Word Instruction – Supporting Students with CCN to crack the alphabetic code
Sally Clendon and Jane Farrall
Centre for Literacy and Disability Studies ¡ We would like to acknowledge the Centre for
Literacy and Disability Studies at the University of North Carolina for the generous sharing of their expertise and knowledge.
A Model of Word Reading (Adams, 1990)
Context Processor
Meaning Processor
Orthographic Processor
Phonological Processor
Print Speech
Orthographic Processor
¡ Input comes from individual letters, groups of letters, and the associative links made between them.
¡ Includes knowledge of letters and conventions of print that govern their use.
Phonological Processor
¡ Input generally comes from speech, - Inner speech and speech alternatives (e.g., cued speech) can
also provide the input.
¡ Includes knowledge of words in series, syllables, syllable segmentation, rhyming, and phoneme segmentation.
Meaning Processor
¡ Input comes from a combination of the individual letters (orthographic) and speech (phonological).
¡ Includes knowledge of vocabulary and receptive language comprehension.
Context Processor
¡ Input comes from combination of individual letters (orthographic), speech (phonological), and meaning processor.
¡ Involves the ongoing interpretation of the text (i.e., meaning-based).
¡ Includes knowledge of the world, syntax, narrative development, text structure, book conventions, and reasoning.
Emergent Readers ¡ Assessment for Emergent Readers ¡ Alphabet
¡ Phonological Awareness
¡ Teaching emergent readers ¡ Alphabet
¡ Phonological awareness
Assessment
Universally Accessible Emergent Literacy Battery ¡ Assessment from the Centre for Literacy and
Disability Studies – still in draft form
¡ Four subtests: ¡ Concepts About Print
¡ Letter identification
¡ Phonological awareness
¡ Writing
Letter identification sub-test
¡ Show me the K
¡ Show me the F
¡ Show me the A
F K A
Letter identification sub-test ¡ Test all 26 upper case letters;
¡ If more than 8 correct then…;
¡ Test all 26 lower case letters;
¡ Can be administered via pointing, eye gaze or partner assisted scanning;
¡ Tells us how many letters a student knows, how instantly they recognise them, how confident they are with the alphabet;
¡ A large number of “no responses” also tells us that the student is very early in their alphabet knowledge.
Phonological Awareness sub-test ¡ Three further sub-tests ¡ Initial consonant recognition
¡ Rhyme recognition
¡ Phoneme blending
Initial Consonant Recognition
¡ Listen to these words: ¡ Sun ¡ Pig ¡ Balloon
¡ Which one has the same beginning sound as Sam?
Rhyme Recognition
¡ Listen to these words: ¡ Slide ¡ Brush ¡ Drink
¡ Which one rhymes with ride?
Phoneme Blending
¡ What word do you get when you put these sounds together?
¡ /c/ /ae/ /k/
Teaching
Teaching the Alphabet ¡ What children need to know about letters: ¡ Letter-shape recognition
¡ 52 symbols (upper and lower case)
¡ 42 distinct shapes
¡ Letter-name knowledge
¡ 26 letter names
¡ Letter-sound knowledge
¡ About 44 sounds represented by letters or letter combinations
¡ Letter-writing/selecting abilities
Teaching the Alphabet ¡ Letter of the week supported by: ¡ Alphabet book
¡ Alphabet songs
¡ Fingerspelled alphabet/Braille (if appropriate)
¡ Making/painting/drawing the letter
¡ Name wall
¡ Incidental teaching
¡ Use student names!
Introducing the letter of the week
Alphabet Books ¡ Commerically available books
¡ Custom books
¡ Large selection of accessible alphabet books on Tar Heel Reader www.tarheelreader.org
Things to do with S. Jane Farrall
There are so many things to do that start with S.
In the morning you can stretch,
then take a shower.
A<er that you can sip some juice.
Then you can skip,
and sing,
and smile.
And when you are ?red you can sleep,
un?l you snore!
Alphabet Songs ¡ From YouTube “Have Fun Teaching”
Fingerspelled Alphabet/Braille (if appropriate)
Making/Painting/Drawing the letter
Brainstorming
Name Wall
Incidental Teaching ¡ “Look – there’s an S on that stop sign. Just like
your name Stephanie.”
¡ “Oooh – this wombat is sleepy. That’s one of our S words.”
¡ Lots of focus on their names, then moving onto other letters.
Incidental Teaching
Incidental teaching
Phonological Awareness ¡ Refers to an individual’s awareness of sounds,
syllables and words in speech.
¡ For emergent readers we aim to improve their overall phonological awareness
¡ Particular focus on hearing initial sounds in words
Phonological Awareness ¡ Many of the letter based activities
¡ Word Sorts
¡ Onset rime
¡ Incidental Teaching
Word Sorts
Onset Rime ¡ Onset Rime has been shown to be one of the
most effective ways of improving phonological awareness (Adams, 1990).
¡ Rime word families in order of three levels of ease of learning ¡ Easiest: it, ay, in, ap, ill, an, ack, ip, ing, at, ore, ug, ell ¡ More difficult: aw, ide, ake, ock, unk, ick, oke, ank,
ice, ash, ump, ink ¡ Most difficult: ine, ain, ate, ail, est, ale, ight, ot, uck,
eat, ap, ame ¡ (Koppenhaver and Ericksson, 2000; based on
information collected for Cunningham et al, 1999)
Onset Rime
Onset Rime
Conventional Readers ¡ Assessment for Conventional Readers ¡ Automatic Word Identification
¡ Mediated Word Identification
¡ Developmental Spelling
¡ Teaching Conventional Readers ¡ Word Wall
¡ Keyword Sorts
¡ Making Words
¡ Guess the Covered Word
¡ Ear Spelling
Word Identification
¡ Both automatic and mediated word identification are required for successful silent reading comprehension.
¡ Strong mediated word identification skills coupled with lots of practice in connected text is the best route to automatic word identification.
Assessment
Assessing Word Identification
¡ Automatic Word Identification (Flash): - Assessed using words from graded word lists printed on index
cards or presented in PowerPoint - Words are flashed for less than 1/3 of a second. - 1 point for each word read when flashed.
¡ Mediated Word Identification (Analysis): - Assessed using words that were not read accurately in the flash
mode. - Students can look at word for 3-5 seconds. - 1/2 point for each word read with analysis.
¡ 18 point total to go on to next level.
Graded Word Lists
keep
need
not
what
children
thing
was
animal
they
were
saw
want
every
went
like
from
said
live
comes
help
commissioned
arduous
tumultuous
navigated
straits
initiated
skirmish
laboriously
reluctant
settlement
crucial
encyclopedia
remembered
rebellion
ammonium
opportunity
emulate
meticulous
mantle
nebula
Primer Words Upper Middle School Words
mother
need
Assessment Modifications
¡ Use Words ¡ Provide 4 words that are visually similar to target
word. ¡ Say, but donʼ’t show, the target word. ¡ Ask, “Show me the word I just said.” ¡ Problem: you provide speech, and student links
it to print rather than the reverse which children without disabilities are doing.
¡ Better than nothing!
bird blocks
bear bed
Developmental Spelling Assessment
back
lake
stick
sink
peeked
side
Ferroli & Shanahan (1987)
light
feet
dress
dragon
test
Stages ¡ Print has meaning, e.g., N for feet ¡ “graphic elements can represent ideas” ¡ scribble, numbers, letter-like strings, letters...
¡ Visual Cue, e.g., WVPOK for feet ¡ read/spell broadly and contextually ¡ letter choices based on visual features
¡ Phonetic Cue, e.g., F, FT, FET for feet ¡ learning letter/sound correspondences ¡ phonetic spellings
¡ Transitional, e.g., DRAGIN for dragon ¡ rule-based, though not always conventional
¡ Conventional
Thomas’ Spelling
back
lake
stick
sink
peeked
side
light
feet
dress
dragon
test
bik
l
sk
sak
pr
sr
m
lht
fet
ds
dgd
tt
Teaching
Teaching Words...
¡ Needs to be comprehensive
¡ Needs to minimise metalinguistic demands
¡ Needs to be systematic and explicit
¡ Needs to be words-based (not picture-based)
Three Key Purposes
1. Help children learn high-frequency words needed for fluent, successful reading with comprehension.
2. Teach children the skills required to decode and spell words they will use for reading and writing.
3. Help children understand how words work.
Word Wall
¡ Used to teach words that you don’t want students to have to work to decode or spell.
¡ Used to teach words that you expect students to read with automaticity and spell with accuracy by the end of the year.
¡ Not a mastery approach.
Word Wall Content Basics
¡ Unimportant words need not apply… ¡ High frequency words ¡ Generative patterns (“keywords”)
¡ at, can, like, old
¡ High utility
¡ School name, TV favourites, writing topics
¡ Spelling demons
¡ Words kids regularly misspell in writing
37 Common Rimes (Wylie & Durrell, 1970)
ack ap est ing ot ail ash ice ink uck ain at ick ip ug ake ate ide it ump ale aw ight ock unk ame ay ill oke ank an eat in op ell ine ore
rain said the
they
Quidditch
teacher
us
people
play
because can did
down
eat friend good
nice make
made
like
little
kick jump in have
out
after
and
all
The Process ¡ Typically 5 new words are added each week
¡ Some teachers in self-contained classrooms may find that they can only add 3 each week given the complexity of their students’ needs
¡ For beginning readers, the words include the 37 key words, sight words that can’t be decoded (e.g., was), and other words that are personally meaningful to the class (e.g., school mascot)
¡ Words are placed alphabetically by first letter and remain in the same place throughout the year
¡ Teach the meaning of the words and then spell the words by clapping, chanting and then writing
¡ Complete daily activities to teach the words and how they can be used to read and spell other words
¡ Refer to the wall throughout the day to encourage its use
Some Word Wall Activities 1. Dictate sentences using only Word Wall Words.
2. Spell word wall words that share a spelling pattern with the rhyming words. ¡ “I’m thinking of a word that starts with l and rhymes with
hike.”
3. Add endings to words. ¡ Add the ending “s” to make rains, then “ed” to make
rained, then “ing” to make raining.
4. Play I Spy ¡ “I am thinking of a word on the wall. It has 4 letters. It is on a
yellow card. It rhymes with the word pain. The word is …”
Portable Word Walls
http://www.teachingmaddeness.com/2012/06/monster-ously-new-mini-offices.html
Word Sorts – Learning to Use Words You Know
¡ Visual
¡ Auditory
¡ Spelling
Visual Word Sorts
¡ 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 pick
fat
bat
sat
lick
sick
Auditory Word Sorts Word sorts begin to engage the phonological processor when students begin to sort words based on the way they sound prior to checking the visual pattern.
¡ 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: Tell the 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.
¡ Step 5: Show the student the new word and compare/contrast it with the selected key word to check.
Spelling Word Sorts Guiding students to use the selected key word to try to spell the words prior to checking the response visually engages the phonological processor even more deeply.
¡ 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: Tell the 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.
¡ Step 5: Ask the student to try to use the key word to spell the new word.
¡ Step 6: Show the student the new word and compare/contrast it with the student’s spelling attempt correcting as necessary.
Jake - Word Sorts
Making Words
¡ Teaches children to look for spelling patterns in words and recognize the differences that result when a single letter is changed.
E, I, L, N, S, T
¡ I
¡ in, is, it
¡ sit, tin, ten
¡ tens, sent, lent, lint, line
¡ lines
¡ ?
Take two letters and make in
Add a letter to make the three-letter word tin. Some cans are made of tin. Letʼ’s all say tin.
Instructional Feedback is Key!
Add a letter to make the three-letter word tin. Some cans are made of tin. Letʼ’s all say tin.
l n i
This word says lin. We are trying to make the word tin. Let me show you how I write tin. Take a look at your word and see what you need to do to make your word look like mine.
Week One
Sorting and Transfer
¡ Sorting ¡ Refocuses students on the words they’ve made. ¡ Find all the words you made that: (1) have the same beginning
sound (2) have # letters (3) share a spelling pattern
¡ Transfer ¡ Gets students to use what they’ve learned to do something they
haven’t been taught directly. ¡ Use the words you made to help you spell a new word that: (1)
starts with the same sound (2) ends with the same sound (3) shares the spelling pattern
A Month Later
Guess the Covered Word (Cross-checking)
¡ Write a sentence on the board covering one word with two sticky notes.
¡ Read the sentence and students suggest words that could fill in the blank. Record each of the words suggested.
¡ Uncover the initial consonant and modify list accordingly. Add other possibilities.
¡ Take off the 2nd sticky note to see which is the correct word.
I ate all the raisins.
Guess the Covered Word
I ate all the r aisins.
I ate all the raisins.
Ear Spelling
¡ Teach children to write the sounds they hear in the order they hear them.
¡ Encourage ear spelling in any preliminary draft writing
¡ independence, efficiency, maintain meaning focus...
¡ AAC users should be encouraged to use first-letter cueing and invented spelling in their face-to-face communication long before they are able to read or spell conventionally.
Integrated Instruction
Rhyming Riddles
Sound Sorts
Word Sorts
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