literacy across the content areas tac it up! april 2009 kelly ligon and mona pruett vcu t/tac
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Literacy Across the Content Areas
TAC it up! April 2009Kelly Ligon and Mona Pruett
VCU T/TAC
Credits
• We would like to credit Susan R. Copeland and Elizabeth B. Keefe for the information shared in this presentation.
Where is literacy?
Answer: Everywhere!Partner Activity:• Use the Literacy Ecological
Inventory to analyze what type of literacy opportunities are in different school environments
• Identify some target vocabulary words
T/TAC Wiki
• All Information pertaining to this presentation is available on our TAC it up! wiki:
http://tacitup.pbwiki.com
Vocabulary Development
• plays a prominent role in the reading process
• considered a critical area of literacy instruction in its own right
• critical piece of all four content areas
• great importance to students with intellectual disabilities (ID)
What is Vocabulary?
• Listening vocabulary (Largest)
• Speaking vocabulary
• Reading vocabulary
• Writing vocabulary (Smallest)
A Caution• Don’t follow this in a hierarchical
manner
• Do not to deny access to instruction in reading and writing vocabularies because some individuals cannot demonstrate their true knowledge and ability through speaking or signing vocabulary
Assessment
• “What it means to know a word is clearly a complicated, multifaceted matter, and one that has serious implications for how words are taught and how word knowledge is measured” and that, “knowing a word is not an all-or-nothing proposition.” Beck, et al (2002)
Four Stages of “Knowing” a Word
1. Never saw it before2. Heard it but don’t know what it
means3. Recognize it in context as having
something to do with __________4. Know it well and can use in
various contexts
Remember!
When assessing students with sensory, physical, speech, and/or language impairments the task of determining how well a student “knows” a word becomes even more challenging
The Least Dangerous Assumption
The students you work with have a larger vocabulary than they are able to demonstrate - a small speaking vocabulary does not mean students do not have the capacity to learn!
Building and activating prior knowledge
• For History lessons consider viewing videos that introduce new key words and concepts
• Incite Learning Series by Don Johnston, Inc.
http://www.donjohnston.com/resources/incite_resourcesindex.html
Vocabulary Strategies
• Identifying appropriate target vocabulary– Ecological inventories– Books and lectures
• Vocabulary rich environment• Word sorts• Vocabulary cards
Considerations for Selecting Individual Vocabulary for
Students
Tier 1: Important for students with ID• Basic words that occur in high frequency are in
the student’s immediate environment (home, school or community)
• Attention may still need to be paid to their meaning for some students but most students will understand these words receptively
• Examples: Mom, Dad, student’s name, Walgreens, Pepsi, chair, door, home, school
Selecting Vocabulary
Tier 2: Important for students with ID• Words that occur at high frequency across
multiple environments • May facilitate access and meaningful
participation in home, school, and community curriculum and activities
• Examples: Teacher, and therapist names, subject areas, classmate names, push, pull, in, out, office, cafeteria, library, computer
Selecting Vocabulary
Tier 3: (Not as important for students with ID)
• Words with abstract meaning that are taught in academic settings but can be used in home, school, and community environments
• Examples: High frequency sight words, target vocabulary from general education classes
Target Vocabulary from Storybooks
Book/Author Publisher Vocabulary words Alternate
Vocabulary words
Curious George
Takes a Job
By H. A. Rey
Houghton Mifflen curious
cozy
mischief
big
little
Yellow
hat
zoo
bus
monkey
Target Vocabulary from Textbooks
Textbook/Section Publisher Key Ter ms Alternate Key
Terms
The American
nation
Chapter 8, section 2
Prentice Hall House of
Representatives
Senate
bill
electoral college
appeal
unconstitutional
override
impeach
President
White House
state
country
white
house
year
two
four
six
Target Vocabulary from Lectures
Subject area/grade
Level
Lecture topic Target vocabulary Alternate Target
Vocabulary
Life Science
Ninth grade
Structure of the
Earth
geology
atmosphere
hydrosphere
lithosphere
crust
mantle
asthenosphere
outer core
inner core
Earth
core
mantle
crust
Sun
Moon
inside
outside
air
Word Sorts
Adaptation:• vary the way in
which the students are asked to sort words.
• Students can learn and demonstrate understanding of words by sorting/classifying
• Sort by similarities.• Sort by opposites.• Sort by which word
does not belong.• Sort by a feature
such as size, color, function.
• Sort in order as words occur in a lecture or film.
Vocabulary Card Modification
Quadrant 1
Name of food or drink
e.g., MILK
Quadrant 2
Classification
e.g., DRINK
Quadrant 3
Paste word, icon, or picture from
environmental print
Quadrant 4
Complete the sentence
e.g., I LIKE TO DRINK MILK.
Personal Word Walls
• Use a file folder• Fill with words that are
familiar and unfamiliar• Add to your folder• “Retire” known words• Retrieve old words as you need
them
ACTIVITY:Identifying Vocabulary
• Choose a unit of study• Think of words you think might
be targeted in general education• Think of alternative vocabulary
words that could be used for students with moderate to severe disabilities
• Record on chart paper
Recalling Vocabulary
• We are constantly bombarded with incoming stimuli
• While people can consciously focus their attention for a period of time, most often choosing what to pay attention to is an unconscious process
• Children may be criticized for not paying attention, but in truth, everyone is always paying attention to something; it’s just that what kids pay attention to may not represent what teachers would like
Strategies to Improve Short-Term Memory
• Segment and Sequence
• Clear and Explicit Instructions
• Provide Scaffolds
• Use Images and Graphics
Long Term Memory
• Long-term memory is tasked with both storing everything a person learns and making it available for future recall on demand. How is this possible, given the vast quantity of information a person acquires over a lifetime and the limited number of neurons available to store it all in?
• Brain imaging technologies show that when a person thinks of an object, areas all over the brain are activated including parts of the occipital lobes responsible for vision, parts of the temporal lobes for hearing, and multiple others.
Comprehension is “The Point” of Reading
“. . . reader’s process of using prior experiences and the author’s text to construct meaning that is useful to that reader for a specific purpose.” (p.
252)That is, comprehension is an ACTIVE process.
Before Reading: Setting a Purpose
• Comprehension is enhanced when students know and actively keep in mind the purpose for reading a particular text
• Teach the many different purposes for reading by using a variety of texts, modeling doing so before reading a text, and actively bringing students back to the purpose during reading.
• “Read this and then I’ll ask you some questions.” (Koppenhaver et al., 1992)
Before Reading: Activating prior
knowledge/predicting• Activating prior knowledge and learning
to predict provides a context for understanding the text, enhances meaning making, and facilitates monitoring of comprehension
• Examples of activities:– Using webs and other graphic
organizers (e.g., KWL)– Using “W” questions (Who, what,
where, when, why) for questioning/predicting
– Videos, Incite DVD’s, Rocket Books
During Reading
• Use strategies that encourage mental representations (“pictures”) of the meaning of the text; facilitate comprehension monitoring; encourage students to reflect on the set purpose for reading this text
– Anaphoric cuing
– Adapted age-appropriate books with engagement strategies
– Read Alouds and Shared Reading are important ways to build these skills, in addition to reading independently and practicing comprehension skills
Adapted Age-Appropriate Books
•UNC-Charlotte Adapted Text Project
•Tar Heel Reader
•Start to Finish Books
•Wordless Books
TOP 5 Reasons to Write
5. Writing is an ACTIVE way of learning about print
4. Writing supports learning in the reading process
5. Writing allows students to record their thoughts and leave a mark
6. Writing can be a concrete source for student assessement
1. Writing is COMMUNICATION
Hanser, G. (2008). “The Power of the Pencil”, TechKnowledgy Conference. Richmond, VA.
Emergent Writing
In 1998, The International Reading Panel & National Association of Young Children reported:
“Children begin reading by writing.”
“We are natural message makers. We want to leave our mark.”
“Writing challenge us to think about print.”
Hanser, G. (2008). “The Power of the Pencil”, TechKnowledgy Conference. Richmond, VA.
Typical Writing Development Involves
Children…• Interacting with others• Modeling others• Having lots of opportunities to write• Having lots of reasons and purposes
for writing• Making errors and learning from
them• Attributing meaning to their writing• Celebrating every writing attempt
Hanser, G. (2008). “The Power of the Pencil”, TechKnowledgy Conference. Richmond, VA.
So…what does this mean for our students?•They need:
• MODELS
• time to SCRIBBLE• access to the
TOOLS• access to the
ALPHABET
• OPPORTUNITIES to practice
• to CELEBRATE every attempt
• to ATTRIBUTE MEANING to their writing
• AN AUDIENCE
Hanser, G. (2008). “The Power of the Pencil”, TechKnowledgy Conference. Richmond, VA.
Motivating Writers
•Provide choices•Personal
connection/Interest•Variety•Clear directions•Meaningful purpose
Hanser, G. (2008). “The Power of the Pencil”, TechKnowledgy Conference. Richmond, VA.
Video Examples
• http://www.med.unc.edu/ahs/clds/projects/deaf-blind-model-classroom/the-literacy-communication-model-demonstration-classroom-project-for-students-with-deaf-blindness
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