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speech@wcgh.org WCGH Belfast, ME (207) 338-9349
Print-Sound-Story-Talk A Successful Early Reading
First Program
ASHA November 20, 2004
Michael Towey, CCC-SLP
Jennifer Whitcomb, CCC-SLP
Candice Bray, Sc.D.
speech@wcgh.org WCGH Belfast, ME (207) 338-9349
Presenters
Michael Towey, CCC-SLP
Jennifer Whitcomb, CCC-SLP
Waldo County General Hospital
PO Box 287 118 Northport Avenue
Belfast, ME 04915
(207) 338-9349
speech@wcgh.org
speech@wcgh.org WCGH Belfast, ME (207) 338-9349
Presenters
Candice Bray, Sc.D.
Camden, ME.
(207) 236-6038
giraffe@midcoast.com
speech@wcgh.org WCGH Belfast, ME (207) 338-9349
High Rates of Poverty
Children from poverty & diversity are most at-risk of reading failure & academic under- achievement. The Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act (US Department of Education, 1998)
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High Unemployment & TaxesLow Wages Loss of Jobs
What children hear:
Poverty
62,000 Words/Week
Working Family.
125,000 Words/Week
Professional Family
215,000 Words/Week
•
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Our ERF Grant• Inaugural 30 nationwide.• $2.5 Million • 150 children. Nine locations. ECIP & 4 y/o• Now in 2nd year. Small local agency• Highly collaborative three school systems,
local providers, Head Start, nine locations in three communities, schools churches, private ECIP, schools, spread over 30 mile radius.
• Training• “It’s a gem.” G. Reid Lyon August 26, 2004
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Training CompletedHigh Scope Teacher Workshops (2 hr):
LanguageExplicit LitPhonological
Teacher Assessments & Feedback
Book Share LessonsClassroom ModelingSummer ConferenceParent Training
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“Explicit instruction is the first critical component of a balanced, comprehensive reading program. Sound awareness, letter knowledge, and vocabulary are essential foundations…”
Intention – Purposeful -MetacognitiveSnow, Catherine E., Burns, M. Susan, and Griffin, Peg. Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press, 1998
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Embedded Explicit
1. Child Directed
2. Adult as Facilitator
3. Contextualized
4. Informal
5. Naturalistic
6. Relationship Based
7. Print Environment
1. Adult Directed
2. Selected Goals/Skills
3. Structure/Sequence
4. Directs Attention
5. Targeted Elicitation
6. Repeated Practice
7. Metacognitive
Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004
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Embedded-ExplicitLiteracy Intervention
Emphasizes practices from both orientations; High quality daily program - naturalistic-meaningful – intentional - highly contextualized interactions with oral and written language AND focused therapeutic teacher directed interventions to explicitly target skills linked most critically to reading success – additional effort for children who are treatment resistant.
Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004
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Maine Learning ResultsEnglish Language Arts PRE-K-2
74% = EBPA. PROCESS OF READING 71%
B. LITERATURE AND CULTURE 80%
C. LANGUAGE AND IMAGES 66%
D. INFORMATIONAL TEXTS 100%
E. PROCESSES OF WRITING/SPEAKING 100%
F. STANDARD ENGLISH CONVENTIONS 16%
G. STYLISTIC/RHETORICAL ASPECTS OF WRITING & SPEAKING 100%
H. RESEARCH/WRITING & SPEAKING 66%
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Benchmarks for ReadingKindergarten Accomplishments
69% (20 of 29)Snow, C. E., Burns, M. S., and Griffin, P. Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press, 1998, 80-83.
Embedded- Explicit literacy skills targeted & achieved.
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Situational Mastery
MetacognitionRepetitionExplicit
Scope & SequenceMake It Your Own
Do A Few Things Well
Foundational Beliefs
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“It has made us..begin to wonder whether the picture of language acquisition offered to date does not under represent the actual patterns of the linguistic knowledge of the young child..Carol Fleisher Feldman
An analysis by eight scholars of a two-year old child's pre-sleep monologues and conversations with her parents at bedtime, taped over a 15-month period. The study yields insights into language development and the capacity for understanding, imagining, and making inferences and solving problems. Ann
Nelson, Katherine (ed). Narratives From The Crib. Cambridge. Harvard University Press June, 1989
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Repetition“To preschoolersrepetition isn’tboring, because eachtime they watchsomething they areexperiencing it in adifferent way.”
Gladwell, Malcolm. The Tipping Point. Boston. Little, Brown & Company. Pp125. 2002
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Creating a Literacy Rich Environment
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Morning Message Board
Cubbies - Names & Symbols
Picture Symbol with NameSigning In
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Morning Message Activities
• Segment words in sentences
• Count words in sentences
• Segment syllables in words: Arm Tapping
• Blend syllables in words: listen and tell me what I am trying to say: /to/ /day/
• Generate syllables: who can give me a word with 2 syllables (helper)
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Morning Message Activities
• Find a word that begins like your name• Find a word that begins with /sound/• Give me a word that rhymes with we?• Can you find two words with the same
first/last letter/sound?• Point to all the t’s /t/ you can find
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Using Your Resources & Time
• Breakfast/Snack/Lunch: Cereal Boxes, Breakfast Menu, Recipes,…..
• Schedule for the Day: pictures and print!• Any other recipes: play dough,puff paint
(shaving cream/white glue) etc.• Poetry Charts• Song Charts• Print & Books Everywhere
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Breakfast Menu
• Apple Juice
• Pancakes
• Raisins
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Cereal Play
• I see a color that rhymes with bed
• Give me a word that rhymes with crunch
• Find the letter that says /k/
• Find the letter p, what does it say
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Post All Recipes• Read the recipe• Find words with
certain sounds• Segment words• Tell me a word that
begins the same is dough!
• Make a class recipe book.
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Music and Print
• Make Song Charts• Point as you sing• Play with words
and sounds: rhyme, word to word count, syllable segmentation, phoneme activities
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Book Play• Word to word
segmentation• Syllable
segmentation• Syllable blending• Alliteration: On
Monday the caterpillar ate (all with /m/):
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v
Phonological Processing
Phonemic Awareness
Auditory Processing
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Beginning Sounds
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Sorting by Rhyming Patterns
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Teacher Training
• Language
• Booksharing
• Joint Review & Practice
• Classroom
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Six Areas of Focus Bookshare
• Print Conventions• Concepts of Words• Alphabet
Knowledge• Vocabulary• Phonological
Awareness• Narrative Structure
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Prompts With A Picture Focus
• Character focus: Who is that?
• Action Focus: What is he doing?
• Perceptual Focus: What color is he?
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Prompts With A Print FocusPrint Conventions
• Where is the front of this book?
• Show me which way I need to read.
• What do you think the bird is saying up there?
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Prompts With A Print FocusConcept of Word
• How many words are on this page?
• Where is the first word on this page?
• Show me just one word on this page.
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Prompts With A Print FocusAlphabet Knowledge
• Where is the letter B on this page?
• Does anyone see any letters in their name?
• What two letters in this word are the same?
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Prompts With A Print FocusPrint Referencing Strategies
• Nonverbal behaviors– Tracking the print– Pointing to print
• Verbal behaviors– Questions about print (Is
that a D?)– Comments about print
(That says “HELP”)– Requests about print
(Show me where to read)– What’s next? Where?
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Common Literary Devices
You ate beans at Moody’s?
I’ve got an
idea!
YO! Yes.
Run, Forest, Run.
SLP Woosh
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Development of Narrative
• STAGE 1: 2-3 yr Labels & Descriptions.
• STAGE 2: 3-4 yr Actions/Sequenced Actions.
• STAGE 3: 4-5 yr Cause/Effect.
• STAGE 4: 5-6 yr Psychological Cause Effect.
• STAGE 5 7-8 yr. Development of Plot.
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• Setting: Character description &story context• Initiating event: Influences character to act.• Response: Character reaction in initiating event.• Plan: Character's strategy for attaining goal.• Direct Consequence: Character success/failure• Reaction: Character's feelings re: direct
consequence.
Joint Book Reading Story Schema
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Register Explanation
Frozen Language that is always the same. For example: Lord’s prayer, wedding vows, etc.
Formal The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.
Consultative Formal register when used in conversation. Discourse pattern not quite as direct as formal register.
Casual Language between friends and is characterized by a 400-800 word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.
Intimate Language between lovers or twins. Language of sexual harassment.
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Diagnostic Book Share Plans
• Teacher Focus
• Available In All Classrooms
• Explicit Embedded Emergent Literacy Book List
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Teacher Diagnostic Bookshare Plan
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Name of book/Author: “My Truck Is Stuck” By Kevin Lewis & Daniel Kirk Primary focus of book (check one or two)
Sound Play Book (rhyming, alliteration, etc) Alphabetic/Letter Book Concept Book (number, time, sequencing, size, colors, etc)
Pattern Book (repetitive patterns) Storybook (narrative story line
with beginning, middle, end) Non Fiction (informational)
Teacher Plan: Major Focus: Pattern of the story; repetitive lines Secondary Focus: Rhyming As you review this book in preparation for sharing it with children identify specific strategies you will use with the ideas below. Space is provided to make notes below each section.
1. Book Conventions/Concepts about Books (Author, Title, Illustrator, the direction the pages turn etc) 1) Identify title; top of cover
2) Identify authors @ bottom of book 3) Turn page to find next vehicle
2. Print Conventions/Concepts About Print (left to right, top to bottom, difference between print/pictures, letters/words, etc.)
1) Find print on pages 2) Differentiate between letters and numbers 3) ID different kinds of print & literary devices; signs, writing in sky, large print
3. Phonological awareness (blending, rhyme, alliteration, sequencing, segmenting etc.)
1) ID rhyming words @ beginning of story then have students begin to guess the rhyming words. 2) IDwords to segment: compound words, telephone booth, tow truck, moving van
4. Vocabulary Expansion (new words, synonyms, antonyms, etc)
1) ID all vehicles & use vehicles as a new category 2) Label the animal steeling the bones, ? prairie dog. 3) Label all the different kinds of dogs.
5. Comprehension (prediction, retelling, text to life/connection to real life, visualizing, etc.)
1) Text to life: talk about the vehicles and find out what kind of vehicle all the children come to school in.
2) After the children learn the repetitive pattern, pause to let them tell the story or parts of it. 6. Story Structure (main character, setting, initiating event, responses, etc.)
1) ID main character: dog driving stuck truck 2) ID setting: On a road 3) ID initiating event: truck gets stuck in a hole 4) ID problems and attempts at resolutions: different vehicles try but can’s get truck out. 5) ID solution: tow truck pulls dump truck out.
Examples of places to emphasize the pattern and rhyming portions: “Dump truck comin’ down the road. Dump truck haulin’ a great big load.” Load rhymes with road. Road, Load. “Dump truck comin’ down the road. Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big l___.” Do same for roll and hole. Emphasize rhyming portions: “Rotten luck. Can’t go! My truck is stuck.”
“Help! Please help! Does anyone know how to make my stuck truck go?” Begin to pause and leave out the rhyming words at first like: “Rotten luck. Can’t go! My truck is st___” “Does anyone know how to make my stuck truck g__?” Then begin to pause for the whole word without a phonemic cue. “Rotten luck. Can’t go! My truck is ___.” Finally, slow down so the children can say the whole repetitive portion.
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6. Story Structure (main character, setting, initiating event, responses, etc.)
• Maine character: Dog driving stuck truck.
• Setting: On a road.
• Initiating event: Truck gets stuck in hole.
• Problems & attempts w/resolutions: different vehicles but can’t get truck out
• Solution: Tow truck pulls truck out.
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Teacher PromptPattern & Rhyming
Dump truck comin’ down the road.
Dump truck haulin’ a great big load.”
Load rhymes with road. Road, Load. They Rhyme!
Dump truck comin’ down the road.
Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big LLL___.
Do similar prompts for roll and hole.
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Our Selected BooksEmbedded-Explicit Literacy Instruction
1. The Hungry Thing
2. Hop On Pop
3. Sheep In A Jeep
4. A Frog In The Bog
5. Miss Spider’s ABC
6. Bears In The Night
7. One Cow Moo Moo
8. Three Little Pigs
9. Hungry Caterpillar
10. My Truck Is Stuck
11. The Old Lady Who Swallowed A Fly
12. Very Lazy Ladybug
13. Splish Splash Spring
14. Duck In The truck
15. The Three Bears
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Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47.
Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000
Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003
Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council
Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999
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Core Requirements:For Effective Early Reading
Orton Dyslexia Society (1997)
• Conceptual Foundations: Literacy development & scientific
underpinnings for understanding
• Knowledge of Language: Structure, sounds & relationship to
meaning, grammatical structure
• Supervised practice in intervention strategies.
Snow, C., et al. Preventing Reading Difficulties In Young Children. National Academic Press. 1998 pp 298
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Belfast Embedded Explicit Prompting Strategies
BEEPS©
PEFORMANCE ASSESSMENT
OF TEACHERS
Feedback
Enhanced Classroom Skills
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Belfast Embedded Explicit Prompting Strategies (BEEPS©)
1. Number Prompt2. Print Prompt3. Word Concepts4. Phonological5. Rhyming6. Rhyming Prompt7. Alphabet8. Text to Life9. Vocabulary10.Predictive
11. Expansion/Model
12. Pause
13. Picture Focus
14. Sentence Prompt
15. Instructional
16. Lead Follow
17. Re-attend
18. Question
19. Text Presentation
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Belfast Explicit Embedded Prompting StrategiesBEEPS© 2003
DEFINITIONS
• Numbers 1-9 listed below are ‘explicit’ strategies – those proven to be the most effective and powerful skills for children to acquire to become competent readers. These must be purposefully and repeatedly embedded in book sharing activities with children.
• Numbers 10 through 16 are those prompts effective in improving and enhancing child language development.
• Strategies 10-20 are used to provide cohesion, to help develop attention and language competence. In effective explicit embedded literacy activities, 60% of teacher responses/prompts would include a blend of strategies 1 through 8, based on the Book Share Lesson Plan. The target teacher-child response ratio is 60:40.
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1. Concept of Word: Explicit attempt to elicit from the child a comment about a word in the text that includes; drawing attention to a specific word, asking the child to predict what the word says, or to: “Find a word,” “Find the first word,” or “Find the first word.” This is a prompt that attends to a specific word in the text or an aspect of a word. “Show me just one word on this page.” “How many words are on this page?” “Where is the first word on this page?”
2. Print Conventions: Prompts involving reference to word print in the book. Includes specific attention to book conventions, author, book covers and terms such as “spine”. Involves pointing to the location of the text, asking children to anticipate where the next text will appear on the page, attention to literary devices, fonts or other print related strategies. “Where is the front of this book?” “Show me which way I need to read.” “What do you think the bird is saying up there?” (indicating a literary device such as a text bubble).
3. Alphabet Knowledge: Attention to information about the alphabet. “Where is the letter B on this page?” “Does anyone see any letters in their name?” “What two letters in this word are the same?”
4. Phonological Prompt: A prompt utilizing syllable structure, phoneme structure or phoneme prompt to elicit response from children. It might also include arm talking- tapping re-segmenting or some other method to indicate sound & syllable structure.
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5. Rhyming Prompt: The teacher calls attention to a rhyme, rhymes words, asks for exclusion (which word does not rhyme) or elicits some rhyming or word play from the children.
6. Text to Life: Teacher relates what is being talked about or read in the book to a real life experience that children have experience with.
7. Vocabulary Prompt: Particular attention directed to a ‘rare word’ in the text, using thesaurus like prompt to link unfamiliar words with familiar or introduction of new vocabulary words into narrative
8. Narrative/Structure: Teacher prompts and directives to attend the child to plot, character, problems or sequence in a narrative. Metacognitive approach to help children understand the story structure. The teacher would be explicitly using terms such as “character”, “problem” or “plot”.
9. Number Prompt: Same as word prompt with attention to a number.
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10. Picture Focus: Attention to the picture in the book based on color, emotion, description or action depicted in the pictures. Perhaps the most common reading approach with young children in addition to text presentation but limits contribution to emergent literacy learning.
11. Predictive Prompt: Prompt presented to have the children predict what will happen next
in a narrative story, to comment on cause and effect or make a similar anticipatory response.
12. Sentence Prompt: Prompt that elicits a response using a complete or partial sentence based on the text. It might involve backward chaining such as; Teacher Prompt: “The bears jumped out of bed”…Child Response… “And went out the window” or might utilize phrases, rhyming or sentence structure to elicit the sentence response.
13. Expansion Prompt: A response presented to elicit an expanded utterance. For example the teacher might say, “Look the bears jumped out the window”. She then would wait for a child response to elaborate on her utterance and might use a cue such as pointing to the picture, rising intonation or body posture (leaning expectantly toward children) to elicit a response.
14. Lead Follow/Recast: Teacher response that is ‘in tune’ with the response a child makes. This might involve a comment a teacher makes relating to what a child has just said or rephrasing a child’s comment to elicit more extended language from the child or to refocus attention on the topic.
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15. Model Prompt: A prompt in which the teacher models what the children are to do or say. This might involve first showing the children how to point to a picture or identify a text flow or how to produce a word/sentence structure.
16. Pause Cue: Teacher uses negotiated silence to prompt children to complete a response.
17. Question: Presented by the teacher to elicit information, to prompt involvement or as a pseudo question to keep responses going.
18. Instruction/Correction: Comments made to correct children, instruct them in the proper procedure or to provide teaching instruction about an activity.
19. Reattend/Redirect: Teacher comment that designed to correct inappropriate social behavior or reattend children who are off task.
20. Text Presentation: Reading of the text by the teacher.
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TEACHER RESPONSES
Number Prompt
Print Prompt
Word Concept
Phonological Prompt
Rhyming Prompt
Alphabet Know ledge
Text-To-Life
Narrative Structure
Vocabulary
Predictive Prompt
Expansion/Model
Pause Prompt
Picture Focus
Sentence Prompt
Instructional Prompt
Lead Follow /Recast
Reattend
Question
Text Presentation
CHILD BEHAVIORS
Correct Response
Incorrect Response
Inappropriate Social
Expansion/Elaboration
Commment Related
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Teacher 1 BEEPS FeedbackTotal Response Overview
Total Responses Teacher Res.
Child Responses % Literacy % Language
98 85/86% 13/13% 6/7% 15/17%
Percentage & Prompt Totals Within Category Prompts in RED are Explicit Literacy Prompts
Word Print Alph Phon Rhym T to L Voc Narr Num
0 2 0 1 0 0 1 0 2
Pred Exp/Mod Paus Pic Sen Inst Lead Reat Ques Text
1 1 5 6 0 1 2 1 11 53
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• Excellent pace. Observe good variety of literacy prompts (3 different ones) and language prompts (4 different ones). Good response ratio of teacher child responses (70%-29%). Continue to look for ways to do more literacy prompts, especially phonological and rhyming. Move to change balance of literacy to language prompts to 60% Explicit Literacy-40% Explicit Language. Last year when we completed this observation (9.24.04), your ratio of teacher/child responses was about the same (75:25). Of your total prompts/responses (69) only a total of 8 or 11% were explicit literacy language prompts compared to a total of 41or 64% during this observation. The number of responses/prompts you are using is about the same, but the quality has really changed. A wonderful example of what is meant by Embedded-Explicit work. You and the children were fully focused and engaged. Julie, you have really taken this material and ‘made it your own.’ WOW! BOFFO! Mike & Jennifer
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Teacher 1 BEEPS FeedbackVery enthusiastically and nicely presented story. You certainly had the children’s attention. This was a good story telling activity but it did not utilize explicit literacy prompts. There were a number of times that the children could have made responses that might have been based on a phonological prompt with the repeated text of the ‘pumpkin being stuck on the vine.’ The total percent of explicit prompts (7%) were less than when observed on 9/24/03 (11%). Total number of literacy response should be at least 50% of the total number of teacher responses.
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TERA-3 Reading QuotientsFall 2003 & Spring 2004
91
99
95
98
86
88
90
92
94
96
98
100
RQ 2003 RQ 2004 RQ 2003 RQ 2004
ECIP4 y/o
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Percent Teacher Child ResponsesRange 77/23 to 60/40
0
20
40
60
80
100
T1 T2 T3 T4 T5 T6
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BEEPS For Julie
5% 5%
30%
59%
30% 34%18% 12%
0%
20%
40%
60%
80%
Exp Lang Text Con
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BEEPS For Jill
3% 5%
60%
20%28%
73%
26%17%
0%
20%
40%
60%
80%
Exp Lang Text Con
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Kindergarten Accomplishments
Knows the parts of a book & functions.
Begins to track print.
“Reads” familiar texts emergently.
Recognizes & names all letters.
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Kindergarten Accomplishments
Understands that the sequence of letters represents the sequence of phonemes in a spoken word (alphabetic principle).
Learns many one-to-one letter-sound correspondences.
Recognizes some words by sight.
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Kindergarten Accomplishments
Uses new vocabulary and grammatical constructions.
Notices when simple sentences fail to make sense.
Connects information and events in texts to life and life to text experiences
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Kindergarten Accomplishments
Retells, reenacts, or dramatizes stories.
Listens attentively to books.
Names some book titles and authors.
Demonstrates familiarity with a number of types or genres of text.
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Kindergarten Accomplishments
Answers questions about stories read aloud.
Makes predictions.
Understands that spoken words consist of a sequence of phonemes.
Given spoken sets, such as Dan, Dan, den, can identify the first two as the same and the third as different.
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Kindergarten Accomplishments
Given spoken sets, such as dak, pat, zen, identifies the first two as sharing a same sound.
Can re-segment words
Can produce rhyme words.
Independently writes many letters.
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Kindergarten Accomplishments
Writes own name (first and last) and the first names of some friends or classmates.
Can write most letters and some words when they are dictated.
Builds a repertoire of some conventionally spelled words.
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Bibliography:
1. Storch, S., Whitehurst, G . Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947 2002
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