alternative pencils - writing for all students
Post on 18-Dec-2021
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Jennifer Perry
Independence High School
Glendale Union High School District
jennifer.perry@guhsdaz.org
https://goo.gl/AYkjss
Objectives
Participants will identify three
alternative pencils.
Participants will understand the
progression of emergent writing.
Participants will locate free
professional development resources
for writing with alternative pencils.
Explanation of graphic
This graphic, titled Traditional Model of
Literacy Learning, illustrates the
outdated views of literacy progression in
which listening must be mastered before
speaking, and then speaking must be
mastered before reading and writing.
Explanation of graphic
This graphic, titled Traditional Model of
Literacy Learning, is covered by the “no”
symbol to illustrate that this is no longer
the model we are operating under.
Explanation of graphic
This graphic, Oral and Written Language
Development, illustrates a better model
of literacy in which receptive
communication, expressive
communication, reading, and writing are
interrelated instead of being hierarchical
Explanation of graphic
These photos show typical literacy
development for children without
disabilities. A child is being read to be a
grandparent. An infant is holding a book,
trying to out it in her mouth. A sample of
pretend writing or scribble made to look
like cursive.
Wright Group
Publishing, Inc 1999
There are webs in Spidertown.
Leve l 1:
Emerging/ Scribble
This ts the begin111ng level at which your child scribbles You may not be able to tell what the picture is about , but it's important to pra,se your child's beginning drawing.
Level 2 : Pictor ial
At thi s level , your chtld begins to dra a some hat recognizable picture and ma,, te ll about ,t He or she may also imitate riting
Leve l 3 :
Precommunicat ive
Yolr child may no be printing his or her o n name or on occasional no n
ord and may be r1ti ng strings of letterli e forms or a series of random letters Sometimes he or she may
attempt to read the message boc , but you probabty can't read 1t.
Explanation of graphic
Samples of child’s writing at different levels.
Level 1 Emerging / Scribble.
Level 2 Pictorial. A somewhat recognizable
picture & may imitate writing
Level 3 Precommunicative. Letter-like forms
and series of random letters
Wright Group
Publishing, Inc 1999
Level 4 : Semiphonetic
At this level , o r ch, ld begms o use "onw tters to match sounds. often us1ng on beg nnm9 letter to writ e a
ord e o sh usualty 1te"' from left t o right bu may reverse some letters
Level 5: Phonetic
o yo1r ch ,ld rites most ords using be9,nn1n9 md ndm9 consonant iou d" (l'ld sp lls som requentty us d ords correctty He or she may b gin to add o I sounds , but they ere often not
the correct ones At this le I yo chi ld may beg n to leo~ spaces bet een
ords It's getting cosier t o r eod your chi ld's ,t,ng
Leve l 6: Tr-0nsitionol
At this le el , you chi ld 1s nt1 g ords the oy they sound , reprcsent,ng most " ob s 1n o s or "he may so times be odd ng on extras, ent e at the end of o ord or dolb ng I tters
hen they 're not needed tie tryrng VI suolly to rem mbec· ho spe I ng
o s o yoLr ch ,ld usual leaves Spoa!s b t een ords ond 1s spelling m y words correctty os he or she
rit es more th~ one sentence
Explanation of graphic
Additional writing samples
Level 4 Semi-phonetic. Begins to use letters
to match sounds. One letter represents a
word.
Level 5 Phonetic. Using beginning and
ending consonant sounds. Begins putting
spaces between words.
Level 6 Transitional. Spelling many words
correctly and making more than one
sentence.
l. Pie u
The Developmental Progression Children's Writing
2. Random 3. Scribbling
4 . Symbols Toot • Re. e.se Lette.rs :
Q \C, . 1
~e~ \~l\ \"2,~ s
.aAo ~v
Explanation of graphic
This graphic is another version of the
development of writing with a child’s
samples for each stage.
A red box highlights the area in which
we will see our students begin and make
progress as they are introduced to an
alternative pencil. These areas are
random letters, letter strings, and letter
groups.
Explanation of graphic
This graphic shows the wide variety of
demands that must be juggled while
trying to write. Physical demands such
as posture, motor planning, strength,
endurance, etc. And cognitive demands
such as generating ideas, translating
thoughts, spelling, punctuation, etc.
Making the Load Manageable
Consider the tools & the task
High demand – low demand
Create opportunities for success
Explanation of graphic
This photo shows a student using both a
high tech speech generating device as
well as an eye gaze board. She will use
the eye gaze board, which has a low
physical demand, to complete a task
that is cognitively challenging.
From UNC Center for Literacy &
Disability Studies
Pick an alternative pencil that has the most potential for students to easily use.
Students do not need to know their letters in order to write with an alternative pencil.
Students need access to the full alphabet in order to learn about the alphabet.
From UNC Center for Literacy &
Disability Studies
All students, regardless of their ability, learn about writing and alternative pencils, by writing.
There are no prerequisites to writing. Don’t wait! Students don’t need to be ready to write. No one is “too…anything” to begin writing with an alternative pencil.
Pick an alternative pencil and get started now!
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
Explanation of graphic
Photos of high tech devices:
NovaChat with the keyboard button
highlighted
Neo word processor
Big keys keyboard with a keyguard
Low Tech Alternative Pencils
Partner Assisted Scanning https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning
Explanation of graphic
Pictures of low tech alternative pencils
Alphabet flip chart
Direct select printed alphabet chart
Eye gaze alphabet on pvc frame
Using the Flip Chart
https://www.youtube.com/watch?v=M1WgtZClfL8&feature=youtu.be
bbcccddb
Using the Eye Gaze Frame
https://www.youtube.com/watch?v=M1WgtZClfL8&feature=youtu.be
............. . . . . . . . . . . . . . . .
Ready, Set, Go
BEFORE – select a pencil & a fun, motivating reason to write
DURING – have fun & promote the interaction
AFTER – Give feedback about the writing
From Gretchen Hanser
Teaching Strategies
Attribute meaning:
Builds cognitive understandings over
time
Teaches student to be less random
Sends message of competence
Implies high expectations
Feedback
Reinforcement & Praise
- Good job! Great writing! I’m proud of you!
VS
Instructional Feedback
- Provide instruction through your feedback
- Builds connections & meaning about letters, words, and writing
http://www.aacintervention.com/home/180009852/180009852/Tips/2014/07Jul2014/HanserRespondingToScribble2014.pdf
Activities
Emails, cards, notes, letters
Picture captions
Signs & posters
Poetry
Write a book
Movie or video clips
Additional Activities
Artwork descriptions/labels
Reviews (food review, movie review)
Predictable chart writing
Receipts
Comment cards, forms
Voting by letter
Shopping list, wish list
Sign in, sign up, sign off
Publishing
Wordle
Class library
Projects for special occasions
Tarheel Reader
Preschool books (donate)
Assessments / Data
Developmental Spelling “Monster Test” http://aacgirls.blogspot.com/2011/10/developmental-spelling-
test.html
The Bridge https://www.med.unc.edu/ahs/clds/resources/early-childhood-
resources-1/the-bridge-assessment
Literacy Rubric http://www.aacintervention.com/home/180009852/180009852/tips/2
009/06jun2009/Literacy%20rubric%2007.pdf
Word ID
Taking It Back To The Classroom
How can you be ready to get all
of your students writing?
You can learn more for FREE
using the following resources:
Professional Development
Engaging All
Learners
Free videos
AND Learning
Guides
http://www.engagingalllear
ners.ca/ip/conversation-
with-caroline-
musselwhite/index.php#2
1. Good Literacy I nstruaion is Good for All Sruderns [2':0-81 0 P\ayV"deo ~ L•ar . g G1i d•
Z.. Creating Opponunities for- Srudents to Explore a nd Understand Texc [1::,SJ
0 P\ay V·ceo ~ Learring G ·ce
3. Symbols a nd Leaming m Read (2:4,J
0 Pl.;y Vi eo ~ L•ar . g GLi de
4. Ch DDSing Words for the O assmom Word Wall [1 :33)
0 P1.;y v·ceo ~ Leer · g G ·c•
S .. Importance of Repetition and Variety in Leam ing(1:11 J
O P1cy V"c eo f) Le.arn·ng G ·ce
6. l mponanr::e of Build ing Background Knowledge (2:3;>J
0 P\ayV'deo ~ L•ar . g G1i de
Literacy for All : In conversation w ith Dr. Ca roline Musselwh ite The:;e- 11 V-de l> c[p; a nd re :.ted e.,; r ·ng g1i d?.S prW -c.e -=.n opp:::irtun~t,o en.h-=.
supponte;; i:h.er pra ttc-ce · th.e are-.s of era cy forstu.d.enrs w"t S:g ffi - t cfsa b
Dr. Ca
Professional Development Angelman.org
Trainings
43 free webinars communication and literacy
Includes printables and resources
https://www.angelman.org/resources-education/communication-training-series/schedule-recordings/
Communication Training Series Webinars
+ Introduction Set (webinar # 's 1 - 5)
+ Core Set 1 (webinar #'s 6 - 7)
- Core Set 2 (webinar # 's 8 - 12)
8 . Actions• Follr Core Set 2
wrth Erin Sheldon, Caroline Musselwhite and Mary- Louise Bertram.
Handouts: To ngue Tw isters D & M
9. Part 1. Book Exploration and Engagement
wrth Erin Sheldon
This ftrst webinar on reading will focus on getting our individuals wrth Angelrnan engaged wrth books_
10_ rnstructional Framework and tndividuaLi,ed Goals - As.ses.sment and Goal Setting
wrth Erin Sheldon
Handouts: Presenrtatt0n
11. Writing as Comm1.mication: ModeLing Writing with Things I Like!
wrth Erin Sheldon.
12. Don't Ask. Do Tell.' Non-l>irective l..angllage
wrth Maureen Nevers and Erin Sheldon
Handouts: Presenrtatt0n I More o n non-d irective language
+ Core Set 3 (webinar #'s 13 - 15)
+ Core Set 4 (webinar # 's 16, 17 & 21)
+ Core Set 5 (webinar #'s 22 - 25)
Professional Development Project Core
Free webinars for Core Vocabulary and Literacy (Formatted for individuals or groups)
Printable Core boards, books, 3D files for free
Instructional planning guides & checklists
http://www.project-core.com/
Professional Development Modules
Project Core: An Overview
Participants will gain greater understanding of the multi-tiered system for augmenting language (mSAL) and the
characteristics of the Universal Core vocabu la ry. The underlying philosophy of Project Core, the current state of the
project, and additiona l online resources will also be discussed.
Online Self-directed IAodule Facilitated Module Materials for Groups
Professional Development
Dynamic Learning Maps
Free webinars for ELA and math
Formatted for individuals or groups
http://dlmpd.com/all-modules-organized-by-claim/
Writing with Alternate Pencils
This modu le descri bes ways to get st udents started with writ ing whe11 they cannot use a
t radit ional pencil. pen. or computer keyboard. The content of th is module app li es to
students at a ll levels of literacy understand ing includ ing students who do not yet lcnow letter
names or sounds.
Onli ne Self-directed Module Facilitated Module Materials for Groups
Writing: Getting Started with Narrative Writing
This modu le descri bes narrat ive writ ing and explains how to support students in writ ing
about fa milia r experiences. Participants will identify possible topics fo r students to write
about as well as examine narrat ive writ ing drafts by students with sign ificant cognit ive
disabilit ies.
Onli ne Self-directed Modu le Facilitated Module Materials fo r Groups
Writing: Getting Started in Writing Arguments
After complet ing th is modu le. participants will be able to describe the difference between
persuasion and arguments, ident ify ways to use fa milia r student experi ences in instruction.
and create mento r texts based 011 student preferences.
D¥NAM ca LEAR ING MAPS PllOFESSIONAL OWE NT
P.11 Modu les Organized by Claim
All Mod1.1ees by c aim
Eu c .- 1
2
Eu.c -- 3
Eu c .- .4
l.i .;; t C . - .4
ELA [la Im 1: Stud ents ca Iii p,r,o d 1.1 ce writing fo,r ,a r,a nge ,of p1.1 rp o;s;es a nd ,a 1.1 cHen oes
Em ergent Writing
Pa rti ci pants o th is o du I e wi 11 I esa rn about a Item.ate pen ci Is, how to su p,p o rt e ergent w riters.
what students lesarn during t hee ergent w riting :stage, an d ana lyze :sa pi es o: e ergent w riting.
On li ne Sel "- directed Modu le Facilitated r ... 1odu le Materials ·o r Grouprs,
Writing with Alternate P1enclls
This modul e de:s,cribes ways to get students. st arted with w riting w hen they cannot use a
traditional pencil, pen, or rn puter keyboard. he rnntent o - th is odu leappli erstostudents.at
all levels o." literacy understand ing includ ing :students wh o do not y et kn ow letter na es or
s,ounds.
On li ne Sel -~directed Modu le Facilitated Module Materials for Grougs
Writing: Text Types ,and Purpo,s;es
his odul e provi des a bri e· ov erview o · w riting in the ou ... 1= Essential Elements. with an
e phasis on tesaching students. wit h sign i 7cant cogn it ive di:sab ilit ies how to u:s,e print or braill e
to rn un i cate to different p eo,pl e ·or different resasons.
On li ne Sel "-directed Modu le Fa ci litated Modu le Materia ls ·o r Grougrs,
Explanation of graphic
Screenshot of the Dynamic Learning
Maps website showing their professional
development modules
A , Resources. , [),,...af-Brind Model Gla:sroorn ResourCES
RESOURCES
Adolescent Language & Literacy
Articles
Deaf-Blind Model Classroom R,esources
Deaf-Bl i d St · ~ t Case St ies
op ools f rom the r,e cr:es!!!
Predi table Chart Writ i g
E rnerg,e t Literacy Goals
Part er l\ss isted Scan i ng
Rem ant Books
Loe-Li ne Mounts
PowerPoi t Book em plates
PVC Pipe Easel
actual Book Di r-ectio s
Presentations and Handouts
Lin~
Vocabulary of Beginning Writers T.ables
Deaf-Blind Model Classroom Resources lnclud.es information on shared reading chart writ ing alphabet activit/85, remnant boo.ks, partner assisted scanning s witch mounts, and downloadable templates for PowerPoint ABC boo/,s.
Deaf-Blind Student
Cc.6e S.tudie6 n)
• Top Tools from the Trenches!! !
he deaf-blind model · emonst rat ion c lass rooms have been working hard t-o foster
meaningful literacy and ornmuni,cat ion inst ruct ion to stu ents wit h t he most s ignif icant
disabiliti-es , including deaf-blindness. If you are j ust getting started or j ust need some
ideas, t is is a short list of t he tools teach rs use regularly. Some of t hese tools are very
s imple-it doesn 't a ll have to be fancy or expens ive!
• Rredi ctal:lle Chart Writing
Predictable Chart 'Writ ing is a shared, group writ ing act ivity t hat res ults in a class room
book. Engaging i writ ing is typi,cally a chall ,enging and often abandoned act ivity for
st udents wit h s ignif icant disabilit ies. his writ i g act ivity has been a-dapt ed for st udents
w o are unable to speak and unable to hold a pencil. It has been modif ied f rom t he
act ivit ies escri becl in Preclictabl,e Chart Writ ing, by Williams, Carson & Dellosa.
• Emergent Uiteracy Goals
St udents who ar,e j ust g-etti ng started wit h I iteracy may engage in act ivit ies in a random
and inconsist,ent manner. his poses serious challenges to eel cat,ors who are t rying t,o
Explanation of graphic
Screenshot of the Center for Literacy
and Disability Studies website. The
Deaf-Blind model classroom resources
are highlighted in red
Make Your Own!
Alphabet Eye Gaze Framehttps://www.dropbox.com/sh/kp138rmobc6cm7e/AAA41-
SP23UQHhki2MIHXk53a?dl=0
Flip Chartshttps://www.dropbox.com/sh/hc4b1njzisnafv5/AADPRFTmbv
DG-Xv5iLCSiTqha?dl=0
Dropbox: Skip Ryan of DLMPD
Also available at http://dlmpd.com/instructional-resources/ under Writing Resources tab
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