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It is Possible! - Positive Communication and Literacy Outcomes for All Children
The document discusses the differences between traditional and emergent views of literacy, emphasizing the importance of interactive and constructive approaches to literacy development. It advocates for inclusive communication strategies, highlighting guided reading, self-selected reading, writing, and working with words as essential practices to foster literacy in all children. Various techniques and resources, including custom books and word walls, are recommended to enhance readers' engagement and skills across different contexts.
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It is Possible! - Positive Communication and Literacy Outcomes for All Children
- 1. It Is Possible! PositiveCommunication and Literacy Outcomes for ALL Children
- 2. Sally Clendon, PhD Senior Lecturer Speech and Language Therapy Programme Massey University Jane Farrall, MSpEd, MSPAA Speech Language Therapist Spectronics
- 3. A Traditional/Readiness View of Literacy • Literacy is learned in a predetermined sequential manner that is linear, additive, and unitary. • Literacy learning is school-based. • Literacy learning requires mastery of certain prerequisite skills. • Some children will never learn to read.
- 4. ing Wr Read iting Readiness Skills Speaking Listening Traditional Model of Literacy Learning (Erickson, 1999)
- 5. A Current/Emergent View of Literacy • Literacy is constructive, interactive, recursive, and emergent. • Literacy is a process that begins at birth and perhaps before. • Emergent literacy is “…the reading and writing behaviors that precede and develop into conventional literacy”. • Emergent literacy is appropriate for all children.
- 6. Augmentative Communication/ Speaking Reading Writing Listening Oral and Written Language Development ( Koppenhaver, Coleman, Kalman & Yoder, 1991. Adapted from Teale & Sulzby, 1989)
- 7. Emergent Literacy • Emergentliteracy behaviours are fleeting and variable depending on text, task, and environment. • The functions of print are as integral to literacy as the forms.
- 8. Means of Communication and Interaction Communication at any level, intentional or not, must be encouraged.
- 9. Silent Reading Comprehension Word Language Identification Comprehension Print Processing Beyond Word Identification (Slide from Erickson and Koppenhaver, 2010)
- 10. The Four Blocks • Guided Reading • Self Selected Reading • Writing • Working with Words • Created by Patricia Cunningham and Dorothy Hall • http://www.four-blocks.com/
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- 12. Guided Reading • Primarypurposes are to assist students to: – Understand that reading involves thinking and meaning-making. – Become more strategic in their own reading. • Must use a wide variety of books and other print materials. • Listening comprehension is not a replacement for the reading done in this block.
- 13. Purposes for Reading •Developing readers have not learned to set their own purposes for reading. • If a purpose is not set, the implied purposes are “read this to remember everything and read this to guess what I am going to ask you” • Purposes should be broad enough to motivate processing of entire text.
- 14. Guided Reading • Abook for guided reading is usually read and re- read through the week. • Different purposes for reading it are set each day. • Students can participate in the reading and in setting these purposes as they become more skilled. • Build confidence. • Help students become independent.
- 15. Three Part GuidedReading • Before – background knowledge, personal connection making and purpose setting. • During – reading / listening for bulk of allocated time. • After – follow-up and feedback related to pre- reading discussion. Also, related writing, drama, singing, etc. Connecting new to known.
- 17. Three Part GuidedReading • Before – background knowledge, personal connection making and purpose setting. • During – reading / listening for bulk of allocated time. • After – follow-up and feedback related to pre- reading discussion. Also, related writing, drama, singing, etc. Connecting new to known.
- 18. Guided Reading Books •Those you already have • Information from the www • Created books on topics of interest in PowerPoint, Clicker 5, Boardmaker Plus, Boardmaker Studio • Tar Heel Reader • Start-to-Finish Books
- 19. Mr Potato Head'sBig Adventure! by Hgiunta
- 20. This is MrPotato Head.
- 21. He used tohave a girlfriend. Until he got dumped.
- 22. He was soupset, he didn't know what to do.
- 23. He tried onlinedating, but that was unsuccessful.
- 24. Then he decidedto let off some steam by going dancing.
- 25. He had toomuch fun and lost his nose, ears and moustache!
- 26. He went shoppingand all he could find was a Transformers costume.
- 27. But a talentscout found him and decided to put him in the new Transformers movie!
- 28. He starred inthe movie, went to the premiere and met lots of fabulous people!
- 29. He had becomea movie-star and never thought about his old girlfriend again!
- 31. Repetition with Variety To learn a skill and generalise it across contexts, instruction must provide repetition of the skill in a variety of ways
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- 33. Self-selected reading • Primarypurposes are to assist students to: – Understand why they might want to learn. – Become automatic in skill application. – Choose to read after they learn how. • It isn’t self-directed if you don’t choose it yourself. • You can’t get good at it if it is too difficult.
- 34. Self-selected reading forstudents with disabilities • Need to make books accessible to ALL students • Many children with disabilities have fewer opportunities to practice than their peers and when they do are often passive participants (Koppenhaver and Yoder, 1992).
- 35. Creating custom books •Books with familiar photos can be more meaningful and motivating for many children • You can make older content with simple text • Students can get involved in book creation
- 36. Tar Heel Reader •http://tarheelreader.org/ • Lots of simple books on a wide variety of topics suitable for older students (and students of all ages)
- 37. Created bookshelf iniBooks
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- 39. Writing • Students whowrite become better readers, writers and thinkers. • Writing without standards. • Learn in classroom writing communities: – Write for real reasons – See others do so – Interact with peers and teachers about written content, use and form.
- 40. Writing and Reading •Without a pencil writing doesn’t improve • Without writing, reading development will be limited • If a student doesn’t have a pencil, you need to find one!
- 41. Writing With AlternativePencils CD • • • •
- 42. Developmental Spelling Stages •Print has meaning (emergent writing) – scribble, numbers, letter-like strings, letters • Visual Cue – read/spell in environmental context, tuned to distinctive visual features • Phonetic Cue – sound it out, “glue to print” (initial sound, initial + final, initial, medial + final) • Transitional – rule based e.g. putting past tense on every verb • Conventional
- 43. Personal Connection The powerof starting from the things children love the most!
- 44.
- 45. Working with Words •Primary purpose is to help students become strategic in reading words. • Make words instruction: – Words based – Experience based – Age-appropriate • Should result in students who read and write – More – More successfully and independently – With greater enjoyment
- 46. Successful early readinginstruction • Decoding (phonics) and sight word instruction • Frequent opportunities to read and re-read easy, interesting and motivating books. • Frequent opportunities to write for personally meaningful reasons using invented spelling and no standards • Frequent experiences reading a book with an adult for enjoyment and understanding.
- 47. Word Wall • Usedto teach words that you don’t want students to have to work to decode or spell • Learning not exposure – about learning 5 words not being exposed to 20 • Need/want/use vs. curriculum driven direct- instruction
- 49. Word Wall ContentBasics • High frequency words • Generative patterns e.g. at, can • High utility e.g. name, TV favourites • Spelling demons I.e. words which are often misspelt
- 50. Word Wall UseBasics • 5 words a week – Issue is deep, thorough knowledge • Cumulative list – On the wall until every kid consistently spells word correctly without looking • Introduce homophones in separate weeks, not all at once • Daily 10-minute activities
- 51. Daily Activities • MindReader – It’s on your word wall – It’s a one beat word – It begins with w – It’s an action word – It rhymes with bent
- 52. Making Words • Cunninghamand Cunningham (1992) • Scaffolded program to encourage people to become confident about making individual words. • Teaches students to look for spelling patterns in words and recognise the differences that result when a single letter is changed.
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- 54. Willans Hill FourBlocks
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- #54 Jane - Reflects fact that word ID has been the focus of literacy instruction for most students – flash cards and whole words. Very little exposure to sentences or paragraphs or reading texts for real reasons.
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