listening, language and literacy for students with hearing loss: years 1-8 ngongotaha school 2011
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Listening, Language and Literacy for Students with Hearing Loss: Years 1-8 Ngongotaha School 2011. Welcome. Individual Education Plan (I.E.P.). Individual Education Plan. An I.E.P. contains goals and provides direction for all team members - PowerPoint PPT PresentationTRANSCRIPT
Listening, Language and Literacy for Students with Hearing Loss: Years 1-8
Ngongotaha School 2011
Individual Education Plan(I.E.P.)
Individual Education Plan An I.E.P. contains goals and provides
direction for all team members It is important to have all team members
giving input – parents, teacher and other professionals
It may be appropriate to have the student present
An I.E.P. is a requirement for students who are ORRS funded or who have a Resource Teacher of the Deaf
Although the I.E.P. is the responsibility of the school it is completed in collaboration
Writing SMART goals
Specific
Measurable
Achievable
Realistic
Time frame
Example
Goals could be:
Reading?
Writing?
Social?
Speech and Language?
Math?
Remember…
If you can’t hear it,You can’t understand it.
If you can’t understand it,You can’t talk about it.
If you can’t talk about it,You can’t read or write about it.
Discussion
What is the difference between hearing and listening?
How do you know when a child has heard you?
How do you know when a child is listening?
Listening stagesWhat comes first? Justify!
DetectionComprehension
DiscriminationIdentification
Detection
Discrimination
Identification
Comprehension
Reacting to sound
Hearing a difference between sounds
Know what they heard
Heard and understood
How does normal language
develop?
A typical 5 year old can......
Have a basic, multiple turn conversation Describe people, things, events and places Persuade others Retell stories in sequence Give instructions Question Tell fabricated stories Distinguish between formal and informal language Which of these can your student do?
Variables affecting normal language acquisition Family Age of diagnosis Noise and distance Middle ear problems Language models Social interactions Audiological management Listening behaviours Fatigue/concentration Processing time Routines Teacher Expectations and assumptions Innate abilities.
Development of Functional Language
Imaginative use of language
Linking ideas – spontaneous language skills, predicting
and problem solving
Sequencing – Organisation of the day, sequencing stories, predicting and reporting
Concepts- Colour, shape, number, time, place
VocabularyFunct
ional U
se o
f La
nguage E
xpre
ssio
n
CAOS
Language Processing For students to develop vocabulary they
need to know:The label The functionAssociationsCategorisingSimilarities and differencesMultiple meanings
Language Processing
The label The functionAssociationsCategorisingSimilarities and differencesMultiple meanings
What activities do you do? Discuss.
Strategies to adapt activities for your students:
Sit in a circle Use a talking object (visual cue) Pass FM to the person talking Repeat and rephrase Question and answer (commentator) Waiting time for response “What did you hear?” Expectation to respond appropriately
Oral Language
Boiling
Hot
Warm
Tepid
Chilling
Cool
Cold
Freezing
Developing Language
Think about your student…
Select two language goals (one receptive and one expressive)
Write these into the IEP template.
Perception Check
Writing will be a reflection of what the student’s expressive language skills are
REMEMBER: Can the child verbalise what he/she is going to
write about? Identify and provide opportunities for the student
to work at developmentally appropriate level. What can the student do unassisted?
Writing
Use the student’s writing to guide your teaching.
Refer to the English Exemplars/Written Exemplars for Deaf Students to identify the level of your student’s writing.
Students familiar with NZSL may have different grammar and word order.
Writing Exemplars
Put the writing sample
alongside a similar exemplar
Determine “best fit”
Level 1b Level 1c
Identify features found in the student’s writing and add to the Writing Sample Analysis.
Highlight the features shown on the English Matrices
Task
Look at your student’s writing sample.
Record the features your student has shown in their writing on the
Writing Sample Analysis sheet.
Writing Sample
The one hand approach
1.
2.3.
4.
5.
Give information
Ask a question
Writing – Four Square approach
Dialogue Journals
Wh? And Verb TensesPAST PRESENT FUTURE
walked walking will walk
played playing will play
ate eating will eat
ran running will run
Task
Look at your student’s writing
sample and analysis sheet.
Identify the next learning step.
Add this to your IEP.
A krinklejup was parling a trislebin. A barjam stipped. The barjam grupped “Minto!” to the krinklejup. The krinklejup zisked zoelly.
1. What was the krinklejup doing?
2. What stipped?
3. What did the barjam grup?
4. How did the krinklejup zisk?
The Krinklejup
Reading
Reading comprehension will be a reflection of what the student’s language skills are.
Check if formalised reading is appropriate.
At what stage would you consider a child is ready to begin a formalised reading programme?
What alternative activities could you do?
Shared bookShared book
Use student writing or student’s news
Use student writing or student’s news
Language experience books/Photo books
Language experience books/Photo books
Matching picture to text
Matching picture to text
Sequencing picturesSequencing pictures
Dictating textDictating text
Emergent readersEmergent readers
Sound/letter association games
Sound/letter association games
Textless booksTextless booksAlphabet gamesAlphabet games
Computer gamesComputer games
Reading Readiness
Reading Readiness
Labelling objects in the classroom
Labelling objects in the classroom
ChunkingChunking
Visual timetablesVisual timetables
Verb tenses in Class News Shared Book
Verb tenses in Class News Shared Book Picture Dictionaries Picture Dictionaries
Phrases written around the room
Phrases written around the room
Phonological awareness
Phonological awareness
Retelling storiesRetelling stories Read to the studentRead to the student
9:30 Writing
10:30 Morning Tea
Formalised Reading
Formalised Reading Preteach unfamiliar vocabulary/concepts Familiarise student with the story
line/characters/setting/pictures… Expand on the vocabulary/concepts Take your time - talk about the book Relate it to students’ experiences Consider how appropriate your book choice is Use only one book a week if necessary Revisit texts on the same topic so the student
has the chance to review new vocabulary
“Two Little Goldfish”
“darted” “raced” “tossed and turned”
Words taken from the story and used by the class teacher during fitness
Follow-Up Activities
Cloze Verb tense Multiple choice True or False Webs Tables Word definitions Time lines
Spinning Tops – PM Green 12
One Saturday Jimmy _ _ _ _ to
see his friend Ramon.
“Hi Ramon” ________ Jimmy. “I have got a
_ _ _ _ _ _ _ for you.”
Ramon _ _ _ _ _ _ in the bag.
“It’s a spinning ____” he said.
“It’s like the one we _ _ _ on T.V.”
said present saw morning
top went looked
Reading Assessments During running records, be aware of the
student’s speech ability. Do not mark it incorrect if it is a speech error.
Use the retell component of the running record to check comprehension.
Don’t base promotion to next reading level purely on decoding- comprehension is imperative!
Reading – Retell
Research shows that given daily opportunities to retell a story,
children’s overall language skills improve.
Retelling after reading
Task
Consider your student’s reading ability.
Identify a reading goal.
Add this to your IEP.
Evaluation
Are there any burning issues about
Language and Literacy we haven’t covered?
We appreciate your feedback!