Embed Size (px)
Citation preview
WR
ITIN
G IN
ST
RU
CT
ION
FO
R S
TU
DE
NT
S W
ITH
LO
W-IN
CID
EN
CE
DIS
AB
ILITIE
S
ER
IN S
HE
LDO
N, M
. ED
.
Receptive
Com
munication/
Listening
Reading
Expressive
Com
munication/
AA
C
Writing
Oral and W
ritten Language Developm
ent (K
oppenhaver, Colem
an, Kalm
an & Yoder, 1991, adapted from
Teale & Sulzby, 1989)
Expressive
Com
munication/
AA
C:
I have stories to share, in real-tim
e, using visual sym
bols
I can generate stories in sym
bolic language and I know
where to find
that language in my A
AC
I have stories worth telling
and tools that make m
e a good storyteller
I have people to share m
y stories with,
who share their stories w
ith me
using my sam
e visual language
What our students can express
should be considered to be the floor, not the ceiling of his or her
comprehension.
Com
munication Training Project - FR
EE
Bi-w
eekly webinars w
ith target words to m
odel in AA
C,
emphasize in books, sam
ple books and symbols displays.
Bonus w
ebinars with technical support for specific assistive
technologies.
Dr. C
aroline Musselw
hite, CC
C-SLP
Maureen Bartram
, CC
C-SLP
Erin Sheldon, M. Ed.
Webinar series
Emergent literacy
•M
any of our students are emerging as readers and
writers
•Em
ergent literacy behaviours and understandings develop from
birth to school-age in typically developing children
•Em
ergent literacy behaviours and understandings are directly linked to opportunity and experience
•Students w
ith significant disabilities have the fewest
opportunities and experiences that lead to literacy
Emergent literacy behaviours
•Scribbling on paper, the w
all, or your baby sister
•C
hewing, ripping, or looking at a book
•Pretend reading a book to yourself or your stuffy anim
als
•Scribbling on the grocery list and telling M
om that
you wrote “cookies”
•H
olding a book upside down w
hile pretending to read
•Insisting on “signing” the credit card receipt at the restaurant
What does this student know
about w
riting?
What does this student know
about w
riting?•
Writing is im
portant
•I can w
rite. I am
a writer.
•W
riting goes left to right across the page
•W
riting goes from top
to bottom
•I can share a m
essage across tim
e and space w
hen I write
What does this student know
about w
riting?
What does this student know
about w
riting?•
Writing is different from
draw
ing
•W
ords and drawing go
together
•W
ords make m
y drawing
more specific and m
ore im
portant.
•I can w
rite. I am
a writer.
•I can tell a story w
ith w
riting and drawings.
What does this student know
about w
riting?
What does this student know
about w
riting?
•W
riting is produced by letters
•People string letters together to send m
essages to each other
•W
riting is important.
•I can w
rite. I am
a writer.
What does this student know
about w
riting?
What does this student know
about w
riting?
This writing w
as produced this boy’s PO
DD com
munication book. He
selected photos from
photocopies, his mom
cut them
out and he directed her w
here to glue them on
the page. He scribbled on the page w
ith markers and
selected letters and words
from his PO
DD book.
What does this student know
about w
riting?•
I can use my AAC to
write about m
y experiences
•M
y story is important
and needs to be shared
•O
ther people can read m
y writing
•I can choose pictures to represent w
hat I w
ant to write about.
What does this student know
about w
riting?
What does this student know
about w
riting?
When asked w
hat she had w
ritten, this typical sibling said “I can’t read this. I don’t know
how to read, I
only know how
to write.”
What does this student know
about w
riting?
•I am
a writer
•Letters are im
portant
•“M
ia” means M
E!“M
o” means M
OM
!
•Text flow
s from left to
right, top to bottom.
What does this student know
about w
riting?
What does this student know
about w
riting?This w
riting was produced using an
alphabet flipchart and partner-assisted scanning. Student then used her AAC to clarify her w
riting.
The pictures above are Emm
a at the basketball gam
e with her friend Ana.
•I can w
rite about my
experiences
•M
y story is important
and needs to be shared
•O
ther people can read m
y writing
•Letters represent the w
ords I hear
•I can select letters that m
ake the sounds of the w
ords I am thinking of
What does this student know
about w
riting?
What does this student know
about w
riting?
What does this student know
about w
riting?Hint: before w
riting, using eye gaze and partner-assisted scanning to select letters, this student chose the w
riting topic of “beach” because she had gone sw
imm
ing earlier that day.
What does this student know
about w
riting?•I can share m
y experiences by w
riting
•w
ords written dow
n represent the w
ords people speak
•I can select letters based on how
they sound like the w
ords I hear
What does this student know
about w
riting?
What does this student know
about w
riting?Hint: before w
riting, the girl w
ho wrote this w
as told to w
rite about her friend M
aisy
What does this student know
about w
riting?
•W
ords are short and have a space after them
•The nam
es of the people I care about are the m
ost im
portant words in the w
orld
•w
ords written dow
n represent the w
ords people speak
•I can select letters based on how
they sound like the w
ords I hear
“Joining the literacy flow”:
its an invitation
•O
ur kids need ACC
ESS to typical literacy experiences
•W
e need to SCAFFO
LD our students to access
these experiences by creating specialized supports
•O
ur job is to create the OPPO
RTUN
ITY for our kids to engage in ordinary literacy experiences
•O
ur kids need support to EXPRESS and SHARE the
meaning they m
ake from these literacy experiences
5 “currents” of emergent literacy
•M
aking sense of the stories of others
•Finding m
eaning in one's own experience and
sharing it with others
•Com
municating thoughts w
ith graphic symbols
•Interpreting the m
eaning of graphic symbols used by
others
•Deriving joy from
engagement w
ith printed language and other graphic sym
bols
Kliewer, 2008
Receptive
Com
munication/
Listening
Reading
Expressive
Com
munication/
AA
C
Writing
Oral and W
ritten Language Developm
ent (K
oppenhaver, Colem
an, Kalm
an & Yoder, 1991, adapted from
Teale & Sulzby, 1989)
Emergent literacy is not spinach.
It should be irresistible…
like chocolate.
If literacy experiences feel like you are force-feeding your child
spinach, STOP.
D
o something else!
Find the chocolate in literacy!
Literacy and com
munication is w
hen our children share thoughts w
e didn’t know
they were having.
If you know the correct answ
er, its not about em
ergent comm
unication or em
ergent literacy.
If you know the correct answ
er and are asking the child to provide that answ
er, then its te
stin
g o
r asse
ssm
en
t.
Maggie’s 50 Year Literacy Plan
•School is responsible for the first 12 years of M
aggie’s 50 year literacy plan
•Literacy instruction after school w
ill be Maggie’s
post-secondary education
•She is allow
ed to retire from literacy instruction in 50
years
•W
orst case scenario: we teach M
aggie to love books and to derive joy from
sharing her experiences with
others
Th
e C
en
ter fo
r Lite
racy
an
d D
isab
ility S
tud
ies
Departm
entofAllie
dHealthSciences,U
niversity
ofNorth
CarolinaatChapelHill
BondurantHall,S
uite1100,CB7335,321SouthColumbiaSt.
ChapelHill,N
C27599‐7335
Ph
on
e: (9
19) 9
66
-8566, F
ax: (9
19) 8
43
-3250, w
ww
.med
.un
c.ed
u/ah
s/clds
Imp
orta
nt C
on
cepts o
f Em
ergen
t Writin
g
It’s No
t Ab
ou
t Lette
r Id
en
tifica
tion
or S
pellin
g R
ea
l Wo
rd
s (H
an
ser, 2009)
Here are ju
st a few th
ings th
at beg
innin
g w
riters learn ab
out d
urin
g w
riting. T
hese are im
portan
t
fundam
ental em
ergen
t literacy co
ncep
ts that b
uild
studen
ts’ prin
t awaren
ess and alp
hab
etic
know
ledge. A
ccord
ing to
the N
ational E
arly L
iteracy P
anel (2
008), p
rint aw
areness an
d
alphab
etic code k
now
ledge are critical p
redicto
rs of stu
den
ts’ later conven
tional litera
cy
learnin
g.
1.
Prin
t/braille h
as mean
ing-th
ere is a differen
ce betw
een p
rint/b
raille and p
ictures/tactu
als
2.
Prin
t/Braille is co
nnected
to w
hat w
e say
3.
Prin
t/braille can
be “read
”- not th
e pictu
re
4.
Prin
t/braille h
ave a p
urp
ose-w
e use th
em fo
r som
ethin
g
5.
Every
one w
rites —teach
er, assistants, o
ffice folk
s, paren
ts, siblin
gs
6.
How
Prin
t/braille is m
ade - th
e concep
t of a p
encil, w
hat it is an
d h
ow
it work
s
7.
Som
ethin
g h
appen
s when
you w
rite
8.
Peo
ple w
rite for lo
ts of d
ifferent reaso
ns
9.
Prin
t/braille are fo
r sharin
g in
form
ation an
d id
eas
10. T
he stu
den
t know
s that th
ey can
write d
ow
n th
e thin
gs in
their h
ead
11. T
he co
ncep
t of th
e alphab
et—th
ere is a finite g
roup o
f letters that can
be u
sed fo
r writin
g
12. T
he co
ncep
t of “w
ord
”—letters are u
sed to
mak
e word
s
13. T
he letters can
be p
ut in
a differen
t ord
er
14. L
etters hav
e nam
es
15. L
etters mak
e sounds
16. A
lphabetic p
rincip
le-Each
letter has its o
wn n
ame. E
ach letter h
as its ow
n so
und. T
hey
are
connected
.
Assessm
ent•
Tools to help us understand our kids as potentially literate
•M
easure what our kids currently understand
about literacy
•H
elp us identify the next step in their instruction
•H
elp us identify gaps in their instruction, opportunities, and experiences
The Bridge
The Bridge
Problem-solve access to each of these steps
Underline text w
ith your finger or laser printer while
reading. Ask student to show
you where to begin reading, w
here the first w
ord is, or to track the words as you read.
8/12/2015
DR
AFT
: The A
ngelman syndrom
e BR
IDG
E, an observational portfolio rating scale
(Adapted from
The B
RID
GE
, by Pierce, Summ
er, O’D
eKirk, 2005)
Foundations of R
eading (Book K
nowledge/A
ppreciation/Print Aw
areness/Story Com
prehension) 1. H
ow does _________ physically handle/interact w
ith books? (cognitive and motor item
)
2. H
ow does _____________ interact w
ith print? (cognitive skill) Indicates enjoym
ent w
hen being read to
Touches the print w
hen exploring books
Beginning to
recognize print Frequently recognizes print, by pointing, touching, or looking at.
Makes print to
speech connection.
Know
s where
to read on a page. N
otices if reading partner skips text.
Com
pletes any part of a sentences w
ith a sym
bol, photo, sign, or gesture.
Understands
“concept of w
ord” (1:1 correspondence of text to speech)
1 2
3 4
5 6
7 8
3. How
does _____________ direct and take ownership of literacy experiences?
Com
municates
a choice from
an array of literacy activities, using objects, photos, or sym
bols
Initiates any literacy activity: reading, scribble, alphabet play
Initiates a choice of story by selecting a book and sharing it to be read during unstructured play
Com
municates
a choice of book or song using a picture, gesture, or vocalization
Directs the
story or song to continue or cease using a sym
bol or sign.
Com
municates
a choice of book topic or genre using a sym
bol or sign
Self-identifies as a reader
Com
ments on
or shares opinions about the story using sym
bols.
1 2
3 4
5 6
7 8
Rips or m
ouths books and paper
Explores books w
ith hands and m
outh
Looks at book pages w
hen show
n
Brow
ses book pages independently, paper or digital
Recognizes
book by its cover
Holds the book
appropriately, unprom
pted
Independently studies book pages
Turns pages appropriately, paper or digital
1 2
3 4
5 6
7 8
2
4. How
does _____________ interact with sym
bols during shared reading experiences? O
bserves partner m
odel the use of a sym
bol array during shared reading
Recognizes 2-5
symbols
regularly used by partner during shared reading
Uses any
symbol to
direct actions of partner during shared reading
Uses m
ultiple sym
bols to direct or com
ment on
actions of partner during shared reading
Uses A
AC
system
to respond to partner during shared reading
Uses A
AC
system
to direct partner during shared reading
Uses A
AC
system
to label item
s in the book during shared reading
Uses A
AC
to com
ment on the
book or extend ideas in the story
1 2
3 4
5 6
7 8
5. How
does__________ engage in the act of reading? Indicates aw
areness that som
eone is reading to him
/her.
Displays joint
attention while
being read to
Points to items
on the page during joint reading
Labels or acts out story characteristics during joint reading
Points to people or objects related to the book during joint reading
Engages in parallel/solitary reading
Pretend reads to another, by vocalizing w
hile turning pages and touching w
ords, or activating recorded speech
Pretend reads from
mem
ory, paying attention to the printed w
ord
1 2
3 4
5 6
7 8
Foundations of W
riting 6. H
ow does _______________ draw
/write? (M
otor item)
Explores w
riting tools and m
aterials, including m
outhing and touching
Uses
writing/draw
ing tools w
ith beginning purpose
Explores w
riting/drawing
with greater
purpose
Generates a
variety of shapes in draw
ings: lines, circles, etc.
Makes
controlled m
arks showing
left-to-right directionality
Writing begins
to look different from
drawing,
or makes m
arks in specific areas of the paper designated for text
Generates
disconnected scribble w
ith letter-like form
s and som
e recognizable letters
Writes and self-
identifies some
letters
1 2
3 4
5 6
7 8
The Bridge
The Bridge
Problem-solve access to each of these steps.
Help students select a photo pair w
ith all their scribbling. This gives you context to provide feedback and gives them
access to the role of draw
ing in early writing.
Scribbling on the iPad
Scribbling with an alphabet flipchart.
The Bridge
The Bridge
Problem-solve access to each of these steps.
Daily opportunities to scribble with the full alphabet are the
best way to develop em
ergent writing.
Scribbling is always about the student’s choice of topic.
3
7. How
does _______________ use print? (Cognitive and linguistic item
) Explores accessible keyboards or letter boards to generate strings of random
letters and characters in scribble
Selects letters w
ith greater intentionality, such as generating strings of the sam
e letter
Generates
letters in word-
like groupings w
ith attention to spacing
Explores word
prediction and scribble to generate text
Uses scribble,
letters, &/or
word prediction
to label or caption photos or draw
ings
Uses scribble,
letters, &/or
word prediction
to “write” a
letter, create a m
essage, make
a list
Selects letters, and w
ords from
word
prediction, with
some
connection to photo, list, m
essage, or story
Uses m
any w
ritten words
(developmental
& conventional
spelling) to tell a story, create a m
essage, make
a list
1 2
3 4
5 6
7 8
8. How
does _______________ use symbols to generate print? (C
ognitive and linguistic item)
Selects from an
array of photos to m
ake a request.
Selects a sym
bol from a
closed set upon request.
Finds, retrieves, or creates sym
bols, photos, videos, or draw
ings to com
municate
meaning
Uses sym
bols to label or caption photos, characters, or draw
ings
Uses sym
bols to logically com
plete an unfinished sentence or fill in a w
ord.
Uses sym
bols to identify an audience and a purpose, such as to w
rite a m
essage, make
a list
Uses sym
bols to logically respond to text, such as describing a character
Uses A
AC
system
to tell a sim
ple story, create a m
essage, make
a list
1 2
3 4
5 6
7 8
9. How
does _________________ write his nam
e? (Motor and cognitive item
) A
ttends to a m
odel of w
riting the student’s nam
e w
ith an accessible keyboard or letter board
Beginning to
make an
inconsistent m
ark/scribble to represent nam
e
Frequently m
akes an inconsistent m
ark/scribble to represent nam
e
Frequently m
akes a consistent m
ark/scribble to w
rite name
Makes a
consistent letter-like form
in scribble to w
rite name
Writes a single
recognizable letter of nam
e or consistently selects correct first letter from
a letter board
Writes or
selects some
letters to form
name (not
necessarily in order)
Writes nam
e in recognizable form
, using an accessible pencil or letter board
1 2
3 4
5 6
7 8
The Bridge
The Bridge
Problem-solve access to each of these steps.
Consider asking girls who use eye-gaze to use the
alphabet to just write their initials.
Our students w
rite their name first. W
e follow w
ith a model
of how w
e write their nam
e using their same “pencil”.
After two years of being asked to w
rite her name to all her
assignments, M
aggie’s signature now has a recognizable
and consistent “M”.
The Bridge
4
Alphabet K
nowledge
10. How
does ______________ interact with/use letters of the alphabet?
Explores and plays w
ith alphabet m
aterials
Enjoys alphabet m
aterials of ow
n favourite people, foods, item
s, activities
Know
s that letters are different from
pictures and shapes
Recognizes
first letter in their nam
e (says, w
rites, points to)
Associates
specific letters w
ith specific people or item
s
Recognizes
other letters in their ow
n and/or other’s nam
es
Identifies specific letters in their ow
n or other nam
es
Identifies at least 10 letters
1 2
3 4
5 6
7 8
Phonological/Phonemic A
wareness
11. How
does _____________ demonstrate phonological aw
areness? A
lert to and curious about sounds in the environm
ent
Enjoys music,
songs, rhymes,
or word play
Identifies/ nam
es sounds in the environm
ent
Follows
rhythmic beat
of language and m
usic
Repeats
rhythmic
patterns in poem
s and songs
Participates in fam
iliar sound and w
ord play, songs, finger plays through visual cues &
im
itation
Aw
areness that different w
ords begin w
ith the sam
e sound
Identifies some
initial letter sounds and/or m
akes some
letter-sound m
atches
1 2
3 4
5 6
7 8
12. H
ow does _________dem
onstrate phonemic aw
areness?
Enjoys listening to rhym
ing songs, w
ordplay and storybooks
Recognizes
sounds of language by predicting fam
iliar rhymes
Recognizes
words that are
the same from
w
ords that are different: “cat, cat, sat: w
hich word is
different?”
Identifies words
that rhyme and
words that
don’t
Can follow
along w
hile clapping, nodding or signifying the beats (syllables) in a w
ord
Creates rhym
es from
a closed set or substitutes initial sounds to create rhym
es
Creates
alliterative pairs from
a closed set
Can
independently signify the beats in a w
ord
1 2
3 4
5 6
7 8
The Bridge
Personalized alphabet books are an excellent way to m
ake the letters of the alphabet im
portant.A is for Abby, M
is for Mom
.Alphabet books about food: C
is for cookies!Alphabet books about curriculum
: E is for Egypt, C is for
canopic jars, P is for pyramids.
The Bridge
Alphabet Action Man gam
e:C
hild selects a letter. Parents, siblings, friends, classm
ates have to come up w
ith an action that starts w
ith that letter.For 15 seconds, everyone does that action!“M
” is for move, m
otoring, milking, m
aking, mangling, m
ashing, etc.
Copying is a fun alphabet activity for m
any kids. This is not w
riting! This is just alphabet exploration.
The Bridge
The Bridge
5
Oral L
anguage (related to literacy activities) 13. H
ow does ______________ interact during literacy related activities?
Vocalizes
during literacy activities
Looks at, points to pictures, sym
bols, props
Labels pictures, actions w
ith w
ord approxim
ations, signs, or sym
bols
Makes
comm
ents about the text using sym
bols or signs
Listens, and responds to, a story for a specific purpose: “you are listening so you can…
”
Relates stories
to personal experiences (text to self connection)
Asks and
answers
questions about the story
Retells a
simple story
with activity in
sequence
1 2
3 4
5 6
7 8
14. How
does ____________________ engage in story telling/re-telling? Enjoys personal experience stories, social scripts, videos or rem
nant books
Shares personal experience books, rem
nant books, videos, or social scripts w
ith others, such as pointing to pictures and w
aiting for a response
Participates in creating rem
nant books, personal experience stories, or social scripts, such as selecting item
s or text to include
Initiates sharing rem
nant books, personal experience stories or social scripts
Initiates creating rem
nant books, personal experience stories or social scripts
Answ
ers questions related to fam
iliar stories
Predicts what
might happen
in unfamiliar
stories
Tells an original, sim
ple story using A
AC
and draw
ings or photos
1 2
3 4
5 6
7 8
Use the B
ridge results to:
•Describe the student’s baseline
•Develop IEP goals
•Track progress over tim
e
•Investigate gaps and inconsistencies in skills and understandings
•Bew
are of “NA”: problem
-solve how our students
can access each area!
•U
se as a guide to foster opportunities for instruction and experiences
Targets
Teaching/Tasks Tools
Testing Team
B
ook Know
ledge
1 Dem
onstrate that books have a purpose distinct from
other toys. U
nderstand that books have a front/back, left/right, top/bottom
,. Study pages of book to com
prehend m
eaning.
Daily independent w
ide reading with
accessible books C
reate easy regular access to a large selection of books M
odel and think-aloud during shared reading
Books. Lots of books.
Accessibility: page fluffers,
packing tape, laminate, enlarge
print, tactile elements/cues.
Hom
emade and digital books:
PowerPoint books, Tar H
eel R
eader iPad: Pictello, storybook apps
Bridge Portfolio
Engagement/
participation scale O
ffer books upside down,
backwards, or offer tw
o books, one upside dow
n A
necdotal reports of book behaviors
Teachers: Develop data
collection plan and tools and plan opportunities Jane Farrall: Picture B
ooks for O
lder Readers
Increase interaction w
ith sym
bols/print
2 Recognize sym
bols, logos, words,
or environmental print.
Understand w
ords can be read aloud, one at a tim
e, and that sentences are a string of w
ords.
Model attention to logos, sym
bols, nam
es, labels, and print Pair logos w
ith objects, incorporate logos in A
AC
and books M
odel use of symbols for
comm
unication and choice-making
Touch-read, highlight text, laser pointer Shared w
riting: remnant books,
predictable chart writing (PC
W),
personal experience stories V
ote by letter or word
AA
C, sym
bol arrays Environm
ental print books iPad: Pictello for text highlighting, video, and TTS A
pps with w
ord-by-word read-
aloud Explain Everything: video m
odel of read alouds with laser
pointer
Bridge Portfolio
Data collection: choice-
making w
ith graphic sym
bols, names, letters, &
logos A
necdotal use of sym
bol/logo/letters cloze m
aze Engagem
ent/participation scale; PC
W, vote by letter
or word
Identify important-to-m
e logos, sym
bols and words
Family: rem
nant books, All
About M
e books, aided language stim
ulation D
ynamic Learning M
aps: Sym
bols, Core
Vocabulary, B
eginning C
omm
unicators C
aroline Musselw
hite: PC
W
Jane Farrall: AA
C
implem
entation
The Developm
ental Writing Scale
•Early phonetic spelling
•Decipherable w
ords
•Level 7 on the DW
S
•String of letters
•Likely includes the decipherable w
ord of the student’s nam
e, Mia
•Level 4 or 5 on the DW
S
•Spelled w
ith an alphabet flipchart and parter-assisted scanning
•String of letters w
ith at least one decipherable w
ord: “wacc” for
watch
•Level 5 on the DW
S
83
We m
ake scribbling meaningful
through our feedback
•W
e can respond to scribble even when w
e can’t decipher any m
eaning in it so long as we have
some context
•O
ur students need to select a topic with som
e from
of clue to context: photos, words from
their AAC, anything!
Scribbling Using a
Before / D
uring / After Form
at • B
EFOR
E: Set a purpose for scribbling • D
UR
ING
: Give reinforcem
ent feedback, praise, attributing m
eaning
• AFTER
: Give instructional feedback (the
teaching) • Scaffolds learning • H
elps students make connections to m
eaning of w
riting • Is the teaching part!
•M
aggie chose to write about the Am
erican black civil rights leader, Ruby Bridges. Ruby w
as the first black student to attend an all-w
hite school.
What feedback can w
e give?
•“I see lots of R’s and E’s, I w
onder if you were spelling
Ruby!”
Plan A: Attribute meaning
•“I see lots of R’s and E’s, let’s count them
!
Plan B:
Give instructional feedback
App: Explain Everything Only $3!!!
App: C
licker Connect
Gretchen H
anser's alternative pencil and deaf-blind resources
Com
munication Training Project - FR
EE
Bi-w
eekly webinars w
ith target words to m
odel in AA
C,
emphasize in books, sam
ple books and symbols displays.
Bonus w
ebinars with technical support for specific assistive
technologies.
Dr. C
aroline Musselw
hite, CC
C-SLP
Maureen Bartram
, CC
C-SLP
Erin Sheldon, M. Ed.
Webinar series
Questions?
Com
ments?
