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Predictable Charts
Blog Post #1
The predictable writing chart is a great way for students to tell their ideas and have the teacher write it down in a predictable format. Even if students are unable to communicate with verbal speech, they will be able to communicate using their core vocabulary boards, while the predictable writing chart is being used. A challenge during predictable writing, like shared reading, is keeping the students engaged during the lesson. Therefore, it is important to use content that will keep the students hooked.
Step 1 - writing the chart:
I would write in a predictable format, make sure all the words are repeated in straight lines and use the students' names to recognize their contribution to the chart. Each student's name is at the end of the part that they contributed to the shared writing experience. Even if students are unable to read, research shows that students may be able to recognize the first letter in their name and/or their name. Recognizing letters in your name is the first step in the Enhanced Alphabet Knowledge instruction, so students will be able to (possibly) identify letters/ the whole word of their names. Before writing the predictable chart, I will have choices for students to chose from ahead of time that will allow all students to choose which animal they like. Students would be able to place their names under the animal they like, with assistance if needed. Depending on the lesson, students would be able to choose between books, objects, and/or pictures.
Students need repetition for their predictable writing experiences, so each week, a new sentence starter will be used, using 3-4 words.
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I like cows. ( Laisha)
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I like fish. (Rafael)
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I like dogs. (Emmie)
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I like cats. (James)
Step 2 -rereading the chart:
As I reread the chart, I will first model how it should be read. Then, we will read the group as a class. While we are reading, we will look for certain elements in the text such as certain letters. As the school year progresses, the letters that students will be identifying will increase with difficulty. I will ask my students to find letters, we will count the words, find capital letters, and more. It is important to keep the students engaged in the lesson by having students guide the lesson using pointers and/or using their core vocabulary board.
Step 3- working with sentence strips:
Is working with sentence strips. At the beginning of each day, I will model how to cut the sentence strips and how to put the sentence strips back together. Students will cut their sentence strips between each word (not letter). This emphasizes the concept of word. Depending on motor skills and behavioral adaptations, I may need to aid my students with using scissors. After cutting their sentence apart, my students will try and ‘repair’ their sentence strip. They will compare and contrast it to the predictable chart, which has the right answer on it. My students will get two chances to put it back together correctly before I provide the correct way to put it back together.
Step 4- becoming a sentence:
is when my students become their sentences. Students each have a word that is from their sentence and work together to re-order the words of the sentence in the correct order. This emphasizes the concept of word and teamwork. I will assist my students when they are moving their sentences around. Students that are non-verbal will be able to use their core vocabulary word to instruct others where to go/ move.
Step 5- students create
is when students make the book and draw pictures to represent their sentences. Then, my students' artwork will be displayed in the environment. Based on students’ needs and interests, students may want to create their own book on Tar Heel Reader. This is always an option for my students.
Blog Post #2
Engaging Emergent Readers
There are several ways for students to become interested in independent reading experiences, but the essential questions that we want students to think about are having to do with why we read and how students can desire to read on their own. During independent reading, students will be able to use any multimodal literature that appeals to their interests and/or needs. The Tar Heel book is a great emergent online technological resource to create/has predictable reading for students to listen aloud and follow along with.
You can have an emergent reader in your classroom at any age, therefore, the literature that you pick or the student picks needs to be able to appeal to the individual student. Wordless Picture books appeal to individuals of all ages. One of my favorite books is a wordless picture book called: Flotsam. Students can read online books using Tar Heel Reader and be read to by peers and follow along while peers read.
There are studies that promote the beneficial and efficient use of PMI as an instructional method for students. If students do not want to be read to by a peer, they can use text-to-speech options that read books aloud. There are different voices that books can generate to keep a student’s attention; male, female, and child voices are all options in Tar Heel readers. Lastly, one of my personal favorites is for students to read captions on movies, television, video clips, etc. If I was a student, this is how I would want to engage in independent reading. However, it all depends on the sensory, physical, and impairment needs of students; all students need to have opportunities to be exposed to literature.
Blog Post #3
ESRI
The ESRI is the Early Screening Reading Instrument. It was designed to assess the reading ability of first graders who were low performing readers. It takes approximately 20 minutes to administer the ESRI. However, there are two sessions of testing days; a total of 40 minutes.
The four areas that are screened are: alphabet knowledge, concept of word, phoneme awareness, and word recognition. The ESRI may seem difficult to assess, but you are able to use this screening instrument as an informal assessment by observing and watching your students. This will give you some direction as to where your students are specifically within the screening. However, if you are needing to collect specific data, you need to use the assessments that are used to score and specifically evaluate a child's reading level.
The chart pictured to the left can show you what you are testing for in each category to determine if your students are in need of Daily Emergent Interventions or Daily Conventional Interventions.
The assessments are detailed in the research article mentioned below.
Lastly, even though this assessment was originally created for typically developing students, it can be modified and adapted to assess and screen the reading skills of students with disabilities.
For more information on the specific look at this research article by Darrell Morris:
Assessing Printed Word Knowledge In Beginning Readers: The Early Reading Screening Instrument (ESRI)
Blog Post #4
Comprehensive Literacy for All
Comprehensive Literacy for All authored by Karen A. Erickson and David A. Koppenhaver, details how ever children regardless of ability level can learn to read and write. Many individuals assume that cognitive disabilities prohibit a child from learning to read and/or write, but it is the instruction and the perspective of a teacher that can encourage or discourage a child from learning to read/write. The first step in teaching children with cognitive disabilities to read and/or write is to have high expectations for all of your students. This includes making sure all students participate in daily reading and writing activities such as: daily read alouds, parter assisted writing, shared reading interactions, predictable chart writing, and independent access to literature. Students need explicit instruction based on their engagement with literacy; emergent literacy instruction or conventional literacy instruction. This determines which literacy interventions and activities can help promote engagement in the classroom.
This book is a valuable resource that can aid parents and teachers to ensure their child receives proper literacy instruction.
