Part 4 Handout - Jane Farrall ConsultingErickson, 2004) – Letter Identification task (Clendon & Erickson, 2004) – Phonological Awareness Probes (Gillon, 2005) – Writing sample

Assessment

EmergentandearlyliteracyassessmentwithstudentswithCCN

Assessment

– Assessment isanimportantpartofourpracticeasithelpsusplanintervention

– Literacyassessment iscrucialwithallstudents– butparticularlystudentswithCCN

– Ongoingassessment isimportantbutnoteverysingleday.

The Bridge: A Portfolio Rating Scale of Oral Language and Emergent Literacy Behaviours– Agreatoptionforstudentswhodon’tdemonstratetheskillstheyhaveinatraditionalassessmentmodel

– Longertermratherthanasnapshot

– Resourcesavailablefromhttps://www.med.unc.edu/ahs/clds/resources/early-childhood-resources-1/the-bridge-assessment

Indicators for later literacy success

– ConceptsAboutPrint(Clay,2000,adaptedbyClendon &Erickson,2004)

– LetterIdentificationtask(Clendon &Erickson,2004)

– PhonologicalAwarenessProbes(Gillon,2005)

– WritingsampleassessedusingtheDevelopmentalWritingScale(Sturm,Cali,Nelson&Staskowski,2012)

– Ifyouwantasnapshot…..

Concepts About Print Test

(Clay, 2000, adapted by Clendon & Erickson, 2004)

Book orientation

– Passthebooktothechild,holdingitverticallybyoutsideedge,spinetowardsthechild.

– “Showmethefrontofthisbook”

Print, not picture carries meaning

– “I’llreadthisstory.Youhelpme.Showmewheretostartreading.WheredoIbegintoread?”

Directional rules

– “Showmewheretostart”

– “WhichwaydoIgo?”

– “WheredoIgoafterthat?”

Letter Identification

LetterIdentificationtask(Clendon &Erickson,2004)

Phonological Awareness Probes (Gillon, 2005)

The Developmental Writing Scale

– Sturm,Cali,Nelson,&Staskowski(2012)

– Scalegoesfromemergenttoconventionalwriting

– Includesaccommodationsforstudentsusingalternativepencils.

Dynamic Assessment

– “Staticassessmentdoesnotprovideusefulinformationonskillsforwhichanindividualmayhavehadlimitedlearningopportunities,andscoresmayreflectachild’slifeexperiences (e.g., limitedmeansofexpression,poorinstructionalsupport,orlimitedexposuretovocabularycommonlyusedbythoseinthedominantculture)morethanthechild’sdevelopmentalreadiness toattainaparticularskill”

– “Thus,thelimitationsofstaticassessmentaremagnifiedwhenusedtoassess thecommunicationskillsofchildrenwithseveredisabilities,whofrequentlyexperience limitedlearningopportunities,andespeciallywithrespecttothedevelopmentofcommunicationskills.”

– “Inareviewof15DAstudiesthatusedPearson’scorrelationcoefficientstomeasurepredictivevalidityofDA,Caffrey,Fuchs,andFuchs(2008)foundthatingeneral,DAwaspredictiveofsubsequentperformance,particularlywhenappliedtostudentswithdisabilitiesratherthanatriskortypicallyachievingstudents. Inotherwords,childrenwithdisabilitieswerethemostlikelytoshowrapidlearninggainswhenprovidedwithappropriatesupportswhichmaybeevidence thatthesechildrenfrequentlyarenotprovidedwithappropriatesupports”.

Writing Assessment

EmergenttoConventional

The Developmental Writing Scale

– Sturmetal(2012)

– Scalegoesfromemergenttoconventionalwriting

– Includesaccommodationsforstudentsusingalternativepencils

1. Drawing

Description

Linesandcurves thatappeartorepresentobjects

Accommodations

Selectionofapicturebyachildwhocannotholdatraditionalpencilormarker.

2. Scribbling

Description

Continuousvertical,circular,orwavylinesarrangedlinearlyacrossthepage,whichmayincludeletter-like forms,butwiththemajorityofshapesnotrecognizableasletters.

Accommodations

Ifachildusesakeyboard,thislevelwouldnotbeused

3. Letter strings (no groups)

Description

Handwrittenortypedstringsoflettersbutnotgroupedintowords.Examples:ttttttkshpppns

Accommodations

Alphabetdisplay(e.g.,papercopy)andstandardorelectronickeyboardaccess(e.g.,onscreenkeyboardorAACsystem)

4. Letter strings grouped in words

Description

Stringsoflettersgroupedinto“words”(i.e.,withspacesbetweenatleasttwogroupsofletters)butwithnointelligiblewords.Example:iLCR6aiLKVKC CPRSBWRKeBRKe

Accommodations

Alphabetdisplay(e.g.,papercopy)andstandardorelectronickeyboardaccess(e.g.,onscreenkeyboardorAACsystem)

5. One intelligible word

DescriptionStringsoflettersgroupedinto“words,”withonlyonepossiblerealword(i.e.,twoormorelettersinlength)setapart,writtenrepeatedly(e.g.,dog,dog,dog),orembeddedinastringofletters.Example:IMPlCOTheC (Iamplayingoutsideontheswing.)

Accommodations

Wordbankorwordpredictionsoftware

6. Two to three intelligible words

DescriptionTwoorthreedifferentintelligiblewordsembedded instrings, separatedbyspaces,orinalistformat.Singleletterwordssuchas“I”and“a”mustbeseparatedbyspacestocountasanintelligibleword.Example:IYTKTOSMNTHETR(Iliketoswimunderthewater.)

Accommodations


7. Three or more different intelligible words in a list

Description

Threeormorerelatedwords.Example:

LionsDetroitfootball

Accommodations


8. Partial sentence of more than three words

DescriptionMorethanthreedifferentintelligiblewords,withatleasttwooftheminapartiallyformedsentence(i.e.,grammaticallyrelatedpartsofaphrase,clause,orsentence).Example:MYDADDYWASLIEGAGARILA(Mydaddywaslikeagorilla.)

Accommodations


9. One to two complete sentences

Description

Sentenceshaveasubjectphraseandaverbphrase.Endpunctuationisnotnecessary.Example:Iamhpe Easterishere.IcwtheEasterbnny.(IamhappyEasterishere.IsawtheEasterbunny.)

Accommodations


10. Three or more unrelated sentences (neither coherent nor cohesive)

DescriptionSentenceshavenocoherenttopic(i.e.,sentencesarenotrelated)

Iplayagame.Iwenttomyfnidhouse.Iwenttogetaeggtoeat.Iwenttochansh onSunday.Ikissmymomer sunday.Icanwalkmydog.Isatinmyhouse.Iwenttothesaing inring.

Accommodations


11. Three or more related sentences (coherent but limited cohesive)

DescriptionOrganizedwritingwiththreeormoresentencesonacoherenttopicbutwithlimitedcohesionbetweensentences(i.e.,sentencescanbereorderedwithoutchangingmeaning).Example:Frogsareeggs.Frogarecool.Inohowafroggrowseggthengrowmory.Frogeatlotofthingsthatwedon’teatlikebugs.Iwantafrogtoplaywith.Ithakfrogsaremumloss becausethaeswim.

Accommodations


12. Three or more related sentences that cannot be reordered (coherent and cohesive)

DescriptionOrganizedwritingwithacoherenttopic(i.e.,onaconsistenttheme)anduseofcohesivedevices(e.g.,pronounorsynonymreplacement,logicalconnectors,subordinatingconjunctions,conclusionsthatrefertopriorcontent)acrossthreeormoresentencessothatsentencescannotbereorderedwithoutchangingmeaning

Accommodations


13. Two coherent paragraphs of at least three cohesive sentences each

DescriptionOrganizedwritingwithacoherentmaintopicandtwocohesivesubsections(subtopicsorstoryparts),withatleasttwosentenceselaboratingthemeaningofeach

Accommodations


14. Three or more coherent paragraphs of at least three cohesive sentences each

Description– Organizedwritingwithacoherentmaintopicandatleastthreecohesivesubsections(subtopicsorstoryparts),withatleasttwosentenceselaboratingthemeaningofeach

Accommodations


Planning

ForYourStudent(s)

Determining the Plan for Your Students and

Your Classroom

Doesthestudent:Knowmostofthelettersmostofthetime?Engageactivelyduringsharedreading?

Haveameansofcommunicationandinteraction?Understandthatwritinginvolveslettersandwords?

DailyEmergentInterventions

SharedReadingSharedWritingWritingToWritingByMyselfAlphabet&PhonologicalAwarenessIndependentWritingwithaccesstofullalphabetIndependentReading

DailyConventionalInterventions

GuidedReading(Anchor-Read-Apply)WordStudy(KeyWords+Making

Words)WritingIndependentReading

No Yes

Erickson&Koppenhaver,2014

DoesYourClassroomhaveALLStudentswhoareEmergentor

Conventional?

CombinetheEmergentandConventional Interventions•SharedReadingANDGuidedReading•Alphabet&PhonologicalAwareness•WordWall&MakingWords•PredictableChartWriting•WritingInstruction(ConventionalOnly)•IndependentReading•IndependentWriting

UsethelistofEmergentORConventionalInterventions

No Yes

Erickson&Koppenhaver,2014

Timetabling

– HowdoIfititallin?

– Differentoptionsfordifferentclassrooms/students

Programming

Writing

– Doyouhavetimescheduledforanindependentwritingblockeveryday?

– Areyourstudentsusingapenciloralternativepencilthatallowsthemtofocusonthecognitiveaspectsofwritinge.g.alphabetboard,flipchart,keyboard,eyegazesystem,iPad andapp,penorpencil?

– Doestheirpencilincludeaccesstoall26lettersofthealphabet?

– Doyourstudentshaverealreasonsforwriting?(andremember– writingneverinvolvescopyingandtracing;writinginvolvesthinkingofideas,language,wordsANDtranscribing)

– Doyoumodelwritingtoyourclassroomeachtimebeforeyouaskthemtowrite?

– Doyouhaveatimeforwriter’schairsothatstudentscansharetheirwritingwithothers?

Writing - Emergent

– Areyougivingyourstudentslotofopportunitiestolearnthefunctionofwritingwithoutfocusingontheforme.g.followingthroughonnoteshandedtoyou,writingyourselfremindersandthenusingthem,writingamorningmessage?

– Dotheyhavedailyopportunitiestowritewithoutstandardsusingapencilwithaccesstoall26letters?

– Whentheyhavefinishedwritingdoyousay“nowletmeshowyouhowIwouldwriteit”andmodelwritingratherthaninterruptingthemduringthewritingtaskorputtingdemandsontheirwriting?

– Areyouofferingthemarangeofwritingtasks,suchaswritingaboutpersonalexperiences,highinteresttopics,classroomtopics,letterwriting,signingin?

– Areyoufollowingthroughonwritingtaskse.g.postingletters?

– Doyouhaveadailyorweeklysharedwritingactivity,suchaspredictablechartwriting?

Writing - Conventional

– Doyoufocusyourmodellingofwritingondifferentaspectsofthewritingtaskeachdaye.g.usingthewordwall,usingcapitals,usingpunctuation,thinkingofideas,thinkingofyouraudienceinplanningwriting,usingdifferentsortsofvocabulary,etc.?

– Areyoumodellingaspectsofwritingforawhilebeforeyouexpectyourstudentstostartusingthem?

– Areyouincludingfreewritingsothatstudentslearntoself-selectinthisblock?

– Haveyoudoneachartoftopics“weallknowabout”withyourclassasideasforfreewriting?

– Areyouusingtheprompt“tellmemoreaboutthat”togetstudentstoextendtheirwriting?

– Areyouteachingstudentstoeditwriting,startingwithteachingthemtoedityourwritingandthentransitioningtotheirown?

– Areyouusingeditingchecklistsasstudentsstartself-editinge.g.“domysentenceshavecapitalsandpunctuation,doallmysentencesrelatetothetopic”?

– Areyouencouragingyourstudentstopublish?

Working with Letters and Sounds - Emergent

– Inthis block, emergent students need to build twoskills:

– Alphabet knowledge

– Phonological awareness

– Areyou:

– Providing themwith alphabet books e.g. http://tinyurl.com/mgbdccx?

– Focusing on thewhole alphabet oratleaston twolettersaweek?

– Using students’ names as abasis forearlyalphabet knowledge?

– Pointing out lettersand printin theenvironment?

– Talkingabout lettersand their sounds when you encounter them in everydayactivities?

– Providing opportunities toplaywithlettershapes and sounds?

– Explicitly referencing letternames and sounds in shared reading andwritingactivities?

– Usingmnemonics such as food, people andactions for difficult letters?

– Doing lettersortsorinitial letterwordsorts?

– Covering onset rime?

– Doing auditoryword sorts(no text)?

Working with Words -Conventional

– Inthisblock,conventionalstudentsneedtobuildtwoskills:

– Increasethenumberofsightwords

– Learnhowtodecodeandspellunfamiliarwordsforreadingandwriting

– Areyou:

– Usingawordwall?

– Introducing5highfrequencywordsand/orkeywordsaweek,forweeks1– 7ofterms1,2and3?

– Doingactivitiestoconsolidatewordwallwordseveryday?

– Encouragingstudentstousethewordwallinwritingandreading?

– DoingSystematicSequentialPhonicsorMakingWords?

– DoingGuesstheCoveredWord?

– Doingkeywordsorts– visual,auditoryorspelling?

Self-selected reading

Thetwomain guiding rules are:

– Itisn’tself-selected ifyou don’tchoose ityourself

– You can’t getgood atitifitistoodifficult

– Doyou have 20ormore books perstudent inyourclassroom?

– Doyou have amix of fiction andnon-fiction?

– Dostudents have achance tointeractwithbooks asindependently as possible?

– Doyou have amixture of comfortable spaces for students toreadin?

– Dostudents have achance toreadabook withanadult for pleasure and enjoyment?

– Areyoudoing teacher readalouds aswellas havingDEAR (drop everythingand read) time?

– Doyou have a“reader’s chair” timefor students toshare about abook theyhave readeachweek?

– Doyou have aspotin thewritingblock for students todo book reviews?

– Haveyou picked suitable earlybooks for older readers? https://www.pinterest.com/janefarrall/pict ure -books-for-older-readers/

– Areyouusing different technologies e.g.printed books, eBooks?

Self-Selected Reading -Emergent

– Foremergentstudents

– Areyoudoingsharedreadinginthisblock? RemembertouseAACandCAR(Comment,ask,respond).

– Howareyougivingthemindependentaccesstobooks?

– Doyouhaveamixtureofthefollowinginyourclassroom?

– alphabetbooks

– repeatedlinebooks

– photobasedbooks

– picturebooks

– rhymingbooks

– books intheirareasofinterest(checkoutwww.tarheelreader.org)

– custombooks

Self-selected Reading -Conventional

– Howareyouensuringtheychoosefrombooksatorbelowtheirreadinglevels?(LookatresourceslikeLevelItwww.leveitbooks.comtomakesurebooksareattherightlevel)

– Doyouhaveamixtureofthefollowingforthemtochoosefrom?

– readers

– photobasedbooks

– picturebooks

– rhymingbooks

– booksintheirareasofinterest(lookatpublishedbooksandwww.tarheelreader.org)

– chapterbooks(ifappropriate)

– highinterestfavourites

– Ifastudentisreadingatagrade1levelorabove,areyouaimingforsilentreading?

– Ifastudenthascomplexcommunicationneedshowareyouteachinginnervoiceforsilentreading?

Andremember– thegoalisalwayssilentreadingWITHCOMPREHENSION

Shared Reading - emergent

– CentreforLiteracyandDisabilityStudieshttp://bit.ly/1LTZ8mP

– Jane’sblogonSharedReadinghttp://www.janefarrall.com/shared-reading-focus-on-interaction/

Guided Reading -conventional

– GuidedReadinglessontemplatesfromCLDSonhttps://www.med.unc.edu/ahs/clds/resources/teacher-resources

– GuidedReadingtemplatesonJane’ssitehttp://www.janefarrall.com/literacy/guided-reading/

Key Goal

– Workingtogetheranddevelopingstrategiestoshare.

Resource Sharing - Collating

Resource Sharing - Pinterest

Pulling it all together

Literacyforall

Literacy and Communication

– Literacy is an extremely important life skill. (see OECD, 2005)

– Teaching communication skills should be one of the most important priorities… because the ability to communicate affects learning in all other content, as well as overall quality of life. (Browder & Spooner, 2011)

– For students who are unable to communicate through a conventional mode the explicit teaching of literacy skills becomes even more essential so that they can develop alternative means of gaining information and expressing themselves. (ACARA, 2012)

Learning

– Therearenobasicprerequisites tocommunicationbeyondbeingconscious.Likewise,therearenoprerequisites toAAC.

– (AugmentativeCommunicationand

– EarlyIntervention.Mythsand

– Realities,RomskiandSevcik2005)

– Therearenobasicprerequisites toliteracy.

– AllstudentswithcomplexcommunicationneedsrequireacomprehensiveAACsystemtointeractwiththecurriculum!!

– Iftheydon’tweneedtoprovidewaysforthemtoparticipateandatthesametime– worktowardsthemgettingone

“No student is too anything to be able to

read and write.”

DavidYoder,DJI-AbleNetLiteracyLecture,ISAAC2000

Documents

Part 4 Handout - Jane Farrall ConsultingErickson, 2004) – Letter Identification task (Clendon & Erickson, 2004) – Phonological Awareness Probes (Gillon, 2005) – Writing sample