alternative pencils - writing for all students

Jennifer Perry

Independence High School

Glendale Union High School District

[email protected]

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.

Traditional Model of L·teracy Learning (Erickson, l 999)

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outdated views of literacy progression in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.

Traditional Model of L·teracy Learning


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.

Li enin ,


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

Development


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.


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


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


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.

Prerequisites

NONE

No one has to be “ready” to write

~1~ , I 98)

ra c

Voice


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


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

High Tech Alternative Pencils


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

https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning


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


............. . . . . . . . . . . . . . . .


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

Interaction! Get ‘em engaged

Model, model, model

Access

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

http://www.aacintervention.com/home/180009852/180009852/Tips/2014/07Jul2014/HanserRespondingToScribble2014.pdf

Setting a Topic

AAC devices

Remnant books

Photos (albums, books, Internet)

Movies

Verbal choices

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

http://aacgirls.blogspot.com/2011/10/developmental-spelling-test.html

https://www.med.unc.edu/ahs/clds/resources/early-childhood-resources-1/the-bridge-assessment

http://www.aacintervention.com/home/180009852/180009852/tips/2009/06jun2009/Literacy rubric 07.pdf

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

http://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php

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 4 (webinar # 's 16, 17 & 21)


https://www.angelman.org/resources-education/communication-training-series/schedule-recordings/

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

http://www.project-core.com/

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.

http://dlmpd.com/all-modules-organized-by-claim/

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,


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


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

https://www.dropbox.com/sh/kp138rmobc6cm7e/AAA41-SP23UQHhki2MIHXk53a?dl=0

https://www.dropbox.com/sh/hc4b1njzisnafv5/AADPRFTmbvDG-Xv5iLCSiTqha?dl=0

http://dlmpd.com/instructional-resources/

Thank You

Links and

information

available at

goo.gl/AYkjss


This graphic is a screenshot of the

Google Plus page titled Resources:

Literacy and Communication. Posted by

Jennifer Perry

alternative pencils - writing for all students

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