Georgia Pathway to Language and Literacy What is Georgia Pathway? Georgia Pathway is a Community of...
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Transcript of Georgia Pathway to Language and Literacy What is Georgia Pathway? Georgia Pathway is a Community of...
Georgia Pathway to Language and Literacy
• What is Georgia Pathway?• Georgia Pathway is a Community of Practice (CoP) of
professionals, advocates, and parents who serve deaf and hard of hearing (DHH) students throughout the State of Georgia. • Our mission is to advance the literacy proficiency of Georgia’s
DHH children (i.e., all DHH children will be on a path to grade-level reading proficiency by the end of third grade, regardless of communication modality). • Georgia Pathway is partnered with early interventionists,
educators, non-profits, medical professionals, parents, government entities (i.e. DPH, DOE), and other organizations throughout Georgia and the US.
Pathway’s Major Projects• 100 Babies Project • Systems Changes
• Medicaid Access and Best Practices • DHH Network and • Standardized System of Care• State-wide shared database
• DHH ProNet• Professional Development for Early Intervnetionists
• Georgia’s Largest Early Intervention Agency • GA PINES
• Early Language Curriculum (Birth to 18 months)• Development stage (signers and CI candidates)
• Foundations for Literacy Curriculum• State-wide dissemination and professional development
Foundations for Literacy
Funded by US Dept of Education Institute of Education Sciences Award Number: R324E06035 and R324A110101
Research Team
Georgia State University- Lead University University of Colorado-Boulder University of Arizona Arizona State University Rochester Institute of Technology University of North Florida University of British Columbia
Intervention Components
Phonological Awarenessand
Alphabetic Knowledge
Vocabulary,Simple Grammar, and Instructional
Language
Basic Story Elements and Print Concepts
Reading of Decodable Words and Simple
Connected Text
Intervention Components
A decoding intervention supported through language-rich experiences that develops:
Early Literacy Skills
Code-based skills
Needed to “break the code” to decode written words (e.g., letter-sound correspondences)
Meaning-based skills
Needed to understand at the word, sentence, and connected text levels (e.g., sequential language – first, next, then, last)
Foundations: Evidence-based
Two indicators of efficacy were used: • gains in standard scores – moved from below average to
close to average of the hearing normed sample• significantly greater gains in raw scores
Intervention Material
Teacher’s Manual
Provides information regarding planning and implementation
Unit Plans
Lesson plans by unit and an appendix Instructional Materials
All materials associated with 4 lessons in each unit
Professional Development Website
in progress
Unit Vocabulary
Three levels have vocabulary picture cards: core target Challenge
121212
12
12
Signed video models are available
Phonological Awareness
begin in Unit 1 as listening activities
to develop phonological awareness skills
Alternative - to develop imitation and production of fluent fingerspelling to aid in word reading
syllable segmentation speech reading
initial sound identification
rhyme identification
fingerspelling
Look & Listen Activities
When:
What:Why:
The Sound Concept Story
The Sound-Concept Story
When: introduction of new sound; usually Day1 - first activity Why: to introduce the target sound in a meaningful contextWhat: 2 versions of each story
• core – target• target – challenge
-sequence mats – 3 or 4 panel -sequence picture cards -vocabulary unit cards -extra vocabulary cards
signed model videos are available
Language Activity – Plan
Sound-Concept Language Activity: Plan – Do – Recall
When: follows the introduction of sound-concept story
Why:develops planning skills (e.g., thinking and problem solving), reinforces unit vocabulary, and provides opportunities for language use
What: picture vocabulary cards marker, and white board,
chart paper, or planning template
Language Activity – Do
When: the day after a new sound is introduced – Day 2
Why:provides a meaningful experience to:
- practice the sound in isolation- strengthen the sound and semantic association
- develop vocabulary
What: unit vocabulary picture cards, specific items used in the activity
Sound-Concept Language Activity: Plan – Do – Recall
Visual Phonics handshape or fingerspelled handshape
Language Activity – Recall
What: the day following the activity
Why: provides an opportunity to expand language while discussing a past event while using unit vocabulary
What: unit vocabulary cards, board, paper, and marker, photos taken during the activity, materials used in the activity if appropriate
Sound-Concept Language Activity: Plan – Do – Recall
Small Sound Cards
Small Sound Cards provide: visual representations of phonemes
▪ one-to-one correspondence to phonemes
▪ visual associations between phonemes and multiple spellings
Key Word Blending
When:
What:
Why:
immediately follows the key word language activity
develops ability to blend sounds to read a word
Make-a-Word cards
small sound cards
key word cards
Fingerspelling
Key Word Blending
Additional Reading Activities
Connected Text – Simple phrases/sentences built with
Function Words (high frequency words)
Key Words (decodable words)
Rebus Reading Booklets
Practice Time: Narrative Practice
When: two days after the initial telling (usually days 3 & 4)
narrative practice folder who & where cards unit sequence cards
sequence collaborative group retell
individual Retell
What:
How: