1. It Is Possible!Positive Communication and Literacy Outcomes for ALLChildren

2. Sally Clendon, PhDSenior LecturerSpeech and Language Therapy Programme Massey UniversityJane Farrall, MSpEd, MSPAA Speech Language TherapistSpectronics 3. A Traditional/ReadinessView of Literacy Literacy is learned in a predeterminedsequential manner that is linear, additive, andunitary. Literacy learning is school-based. Literacy learning requires mastery of certainprerequisite skills. Some children will never learn to read. 4. ing Wr ReaditingReadiness SkillsSpeaking ListeningTraditional 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 andperhaps before. Emergent literacy is the reading andwriting behaviors that precede and developinto conventional literacy. Emergent literacy is appropriate for allchildren. 6. Augmentative Communication/SpeakingReadingWritingListening Oral and Written Language Development ( Koppenhaver, Coleman, Kalman & Yoder, 1991. Adapted from Teale & Sulzby, 1989) 7. Emergent Literacy Emergent literacy behaviours are fleeting andvariable depending on text, task, andenvironment. The functions of print are as integral toliteracy as the forms. 8. Means of Communicationand Interaction Communication at any level,intentional or not, must beencouraged. 9. Silent Reading Comprehension WordLanguage IdentificationComprehension 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/ 11. Guided Reading 12. Guided Reading Primary purposes are to assist students to: Understand that reading involves thinking andmeaning-making. Become more strategic in their own reading. Must use a wide variety of books and other printmaterials. Listening comprehension is not a replacementfor the reading done in this block. 13. Purposes for Reading Developing readers have not learned to settheir own purposes for reading. If a purpose is not set, the implied purposesare read this to remember everything andread this to guess what I am going to askyou Purposes should be broad enough tomotivate processing of entire text. 14. Guided Reading A book for guided reading is usually read and re-read through the week. Different purposes for reading it are set eachday. Students can participate in the reading and insetting these purposes as they become moreskilled. Build confidence. Help students become independent. 15. Three Part Guided Reading Before background knowledge, personalconnection making and purpose setting. During reading / listening for bulk ofallocated time. After follow-up and feedback related to pre-reading discussion. Also, related writing,drama, singing, etc. Connecting new toknown. 16. Three Part Guided Reading Before background knowledge, personalconnection making and purpose setting. During reading / listening for bulk ofallocated time. After follow-up and feedback related to pre-reading discussion. Also, related writing,drama, singing, etc. Connecting new toknown. 17. Guided Reading Books Those you already have Information from the www Created books on topics of interest inPowerPoint, Clicker 5, Boardmaker Plus,Boardmaker Studio Tar Heel Reader Start-to-Finish Books 18. Mr Potato Heads Big Adventure! by Hgiunta 19. This is Mr Potato Head. 20. He used to have a girlfriend. Until he got dumped. 21. He was so upset, he didnt know what to do. 22. He tried online dating, but that was unsuccessful. 23. Then he decided to let off some steam by going dancing. 24. He had too much fun and lost his nose, earsand moustache! 25. He went shopping and all he could find was aTransformers costume. 26. But a talent scout found him and decided to put him in the new Transformers movie! 27. He starred in the movie, went to the premiere and met lots of fabulous people! 28. He had become a movie-star and neverthought about his old girlfriend again! 29. Repetition with VarietyTo learn a skill and generalise it across contexts,instruction must provide repetition of the skill in avariety of ways 30. Self-selected reading 31. Self-selected reading Primary purposes 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 isnt self-directed if you dont choose ityourself. You cant get good at it if it is too difficult. 32. Self-selected reading for students withdisabilities Need to make books accessible to ALLstudents Many children with disabilities have feweropportunities to practice than their peers andwhen they do are often passive participants(Koppenhaver and Yoder, 1992). 33. Creating custom books Books with familiar photos can be moremeaningful and motivating for many children You can make older content with simple text Students can get involved in book creation 34. Tar Heel Reader http://tarheelreader.org/ Lots of simple books on a wide variety oftopics suitable for older students (andstudents of all ages) 35. Created bookshelf in iBooks 36. Writing 37. Writing Students who write 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 writtencontent, use and form. 38. Writing and Reading Without a pencil writing doesnt improve Without writing, reading development will belimited If a student doesnt have a pencil, you needto find one! 39. Writing With Alternative Pencils CD 40. Developmental Spelling Stages Print has meaning (emergent writing) scribble,numbers, letter-like strings, letters Visual Cue read/spell in environmentalcontext, tuned to distinctive visual features Phonetic Cue sound it out, glue to print (initialsound, initial + final, initial, medial + final) Transitional rule based e.g. putting past tenseon every verb Conventional 41. Personal ConnectionThe power of starting from the things children love the most! 42. Working with words 43. Working with Words Primary purpose is to help students become strategicin 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 44. Successful early reading instruction Decoding (phonics) and sight word instruction Frequent opportunities to read and re-readeasy, interesting and motivating books. Frequent opportunities to write for personallymeaningful reasons using invented spellingand no standards Frequent experiences reading a book with anadult for enjoyment and understanding. 45. Word Wall Used to teach words that you dont wantstudents to have to work to decode or spell Learning not exposure about learning 5words not being exposed to 20 Need/want/use vs. curriculum driven direct-instruction 46. Word Wall Content Basics High frequency words Generative patterns e.g. at, can High utility e.g. name, TV favourites Spelling demons I.e. words which are oftenmisspelt 47. Word Wall Use Basics 5 words a week Issue is deep, thorough knowledge Cumulative list On the wall until every kid consistently spellsword correctly without looking Introduce homophones in separate weeks,not all at once Daily 10-minute activities 48. Daily Activities Mind Reader Its on your word wall Its a one beat word It begins with w Its an action word It rhymes with bent 49. Making Words Cunningham and Cunningham (1992) Scaffolded program to encourage people tobecome confident about making individualwords. Teaches students to look for spelling patternsin words and recognise the differences thatresult when a single letter is changed. 50. QRI3 Results 51. Willans Hill Four Blocks