Listening, Language and Literacy for Students with Hearing Loss: Years 1-8 Ngongotaha School 2011

1. Listening, Language and Literacy for Students with Hearing Loss: Years 1-8Ngongotaha School 2011 Welcome

2. Individual Education Plan(I.E.P.)

3. 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

4. Writing SMART goals Specific Measurable Achievable Realistic Time frame

5. Example

6. Goals could be: Social? Writing? Reading? Speech and Language? Math?

8. 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.

9. 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?

10. Detection Comprehension Discrimination Identification Discrimination Identification Comprehension Detection Listening stagesWhat comes first? Justify! Reacting to sound Hearing a difference between sounds Know what they heard Heard and understood

11. How does normal language develop?

12. 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?

13. 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.

14. Development of Functional Language Imaginative use of language Linking ideas – spontaneous language skills, predicting and problem solving Functional Use of Language Expression Sequencing – Organisation of the day, sequencing stories, predicting and reporting Concepts- Colour, shape, number, time, place Vocabulary CAOS

15. Language Processing • For students to develop vocabulary they need to know: • The label • The function • Associations • Categorising • Similarities and differences • Multiple meanings

16. Language Processing • The label • The function • Associations • Categorising • Similarities and differences • Multiple meanings

17. 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

18. Developing Language Boiling Hot Warm Tepid Chilling Cool Cold Freezing

19. Perception Check Think about your student… Select two language goals (one receptive and one expressive) Write these into the IEP template.

20. Writing • 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?

21. Writing Exemplars • 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.

22. Determine “best fit” Level 1b Level 1c Put the writing sample alongside a similar exemplar

23. Identify features found in the student’s writing and add to the Writing Sample Analysis. Highlight the features shown on the English Matrices

24. Task Look at your student’s writing sample. Record the features your student has shown in their writing on the Writing Sample Analysis sheet.

25. Writing Sample

26. The one hand approach 3. 4. 2. 1. 5. Give information Ask a question

27. 1. 3. I am dancing. I go to ballet. 2. 4. I dansing balay Writing – Four Square approach

28. Dialogue Journals

29. Wh? And Verb Tenses

30. Task Look at your student’s writing sample and analysis sheet. Identify the next learning step. Add this to your IEP.

31. The Krinklejup A krinklejup was parling a trislebin. A barjam stipped. The barjam grupped “Minto!” to the krinklejup. The krinklejup zisked zoelly. • What was the krinklejup doing? • What stipped? • What did the barjam grup? • How did the krinklejup zisk?

32. 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?

33. Reading Readiness Shared book Language experience books/Photo books Sequencing pictures Use student writing or student’s news Dictating text Matching picture to text Emergent readers Textless books Alphabet games Sound/letter association games Computer games

34. Reading Readiness Labelling objects in the classroom Phrases written around the room Chunking Visual timetables 9:30 Writing 10:30 Morning Tea Phonological awareness Verb tenses in Class News Shared Book Picture Dictionaries Retelling stories Read to the student

35. Formalised Reading

36. 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

37. “Two Little Goldfish” “darted” “raced” “tossed and turned” Words taken from the story and used by the class teacher during fitness

38. Follow-Up Activities 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 • Cloze • Verb tense • Multiple choice • True or False • Webs • Tables • Word definitions • Time lines

39. 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!

40. Reading – Retell Research shows that given daily opportunities to retell a story, children’s overall language skills improve.

41. Retelling after reading

42. Task Consider your student’s reading ability. Identify a reading goal. Add this to your IEP.

43. Evaluation Are there any burning issues about Language and Literacy we haven’t covered? We appreciate your feedback!