Singing the What Are Songboards?? Standards

SingingtheStandards:UsingSongboardsto

Jump-StartLanguageandLiteracy

10/18/19

Dr.CarolineRamseyMusselwhite

www.aacintervention.com 1

Singing the Standards:

Using Songboards to Jump-Start Language

and LiteracyDr.CarolineRamseyMusselwhite

www.aacintervention.com

http://aacgirls.blogspot.com

[email protected]

WhatAreSongboards??

• SongboardswereoriginallyintroducedbyDr.

CarolGoossens’tooffervisualsupportsfor

traditionalsongs(I’maLittleTeapot;Little

BunnyFooFoo)

• Manyofthesongsshownintheworkshopare

basedonnewsongs,intendedtosupport

languageandcommunication

WhySongboards??•ActiveEngagement

•Auditorysupports- melodysupportsmemory

•Visualsupports- props,symbols,words

- makeslearningmoreconcrete

•PreferredActivity



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HowDoWeSupportTypicallyDevelopingChildren?

ConditionsofLiteracyLearning(Cambourne,1993,2003)

• Highexpectations• Activeengagement:Freedomtoexperiment&inorder

tobecomeproblem‐solvers• Approximations/errors areaccepted&celebrated• Loadsofmodels‐ 24/7immersion

• Moreknowledgeableother• Fosterrichsocialinteractions ‐lotsoftalk&fun!• Attributemeaning toALLattempts

• CELEBRATION oftheirattempts

ActiveEngagement:

SongChoices

• Students can physically manipulate:

- symbols

- graphics

- words

• StudentswhouseAACneedtohaveit

modeledALLDAY

• Songboardscanbeusedtohelpstudentssee

modelsofcorewords(e.g.,ProjectCore36)

• Theycanalsoseemodelsre:wheretofind

categories suchas:clothing;colors,feelings

ModelCoreLanguageandCategoriesonSystems

CORELanguage

Deanna’s45

ActiveEngagement:Symbols

•Childpicksananimal

•Everyonesings!



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•Whatshouldthestudentpick?

•Everyonesings!

TheBIGPICTURE

Language &Literacy

Youcan’thaveone

withouttheother!

ResearchGotta know it to read it!

When the word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print

LanguageBaseforLiteracy Why Music??

• Offers auditory supports- gets student’s attention- often a preferred activity- pulls in ‘right brain’ learning- helps students focus on rhythm,

rhyme, alliteration, etc.

FunIntro:OpenBoxSong

Open Box



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TheLiteracy‘Flip’! Simple Story Retelling

Tri-FoldChoiceBoard

www.aacintervention.comMarch 2003 Tip

www.augresources.com

Tri-FoldChoiceBoard

$38.75



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HungryCaterpillar:supportsontri-fold

days

#s

foods

HungryCaterpillar:IncreasingDifficulty

Numeralswithoutcountingdots

LiteracyFlip:SupportWords

one apple

HungryCaterpillar:IncreasingDifficulty

‘Slot-Fillers’:Usedevices/lighttechtore-tellstory

day number food

Buthewas

stillhungry

RAPSCDLookingGreat

ADAPTEDSTORIESCDWhat’sCooking

Explore foodsCategory

ADAPTEDSTORIESCD

Pets

Whatcategories

mightstudents

exploretofillthis

slot?



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RAPSCDCashForTrash

OtherSongboards forOlderStudents

AdaptedStoriesCD

GardenSetRAPSCD

PizzaToday

To learn a skill & generalize it across contexts, instruction must provide multiple opportunities to engage in activities and with materials across contexts and different people

What Does That Mean? Why Music??• Offers visual supportsUseful for students:- on the autism spectrum- with cognitive delays- with auditory processing

problems

VisualScenes&Songboards

GoVisualSceneMakerwww.attainmentcompany.com

SnapScenewww.tobiidynavox.com



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Autumn LeavesSongboard

Funmovement

Areasonformatching/

Identifyingcolors!


• Child picks an action word from set / device• Act it out & everyone sings!

“See baby _______ on the tableWhatother

Categories

Mightwe

explore?



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Make theWordsPOP!!

Words Only:+ Colored BackgroundPOP!!

Picture/SymbolProps

• Keepingtheminvolved

• Purposeforlistening

• Texttoself

On Go 2Givesapurposeforlistening

ScaffoldingforBeginners

• Use props- pictures- objects

• Have students listen for their part- ‘Listen for the cat’- ‘Listen for deodorant’

Beware of . . .

The Flyswatter!!

Teacher:“Whatdayisit?”Students:Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!Thursday!



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FunFelts:Easy,AffordableProps!

www.funfelt.com

ChantforDirections

• SupportsELLstudents

• Supportsstudentswith

auditoryprocessing

problems

• Motivating!!

Froggy props rap



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Phonemic Awareness/PhonicsIntentional Alphabet/Phonological

Awareness Activities

Ongoing Assessment

Family Involvement

Rich Oral Language Environments, Interest-

based Activities

Supports for Emergent

Reading/Writing

Vocabulary

Comprehension

S

T

R

A

TE

G

I

E

S

O

U

T

C

OM

E

S

Fluency

The

Hourglass

Model

Dr. Patsy Pierce, 2008

TheAlphabeticPrinciple• Emergentreaders&writersneedtolearnthe

alphabeticprinciple

• Lettersarelinkedtospecificsounds.• Wordscanbesegmentedintoindividualsounds.

• Varietyofactivitiesleadtotheseunderstandings

• Letterknowledge

• Soundawareness

• Letternames&soundsshouldbetaughtinparallel.

KeyEmergentLiteracyConcepts

• Conceptofletter

• Lettersarelinkedtosounds

• Lettersareusedtomakewords

• Realizationthatthereisanentirealphabet

• Lettersareusedforapurpose

• Letterscanberead

• Thealphabetcanbeusedtoexpressthoughts

• Letternames&sounds

Slide from Dr. Gretchen Hanser Singing to Learn CD



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UsingAlternativePencilsforAlphabetActivities

(Hanser,2010)

• Teaches– Locatingandselectingaletter

– Letterknowledge(concept,name,sound)

• It’saboutbuildingmeaning

• Talkingaboutlettersandconnectingittosomethingtheyknowhelpsgivethelettermeaning

Harpergetsanalternativepencil!19monthsold!

FarmBingoSongs

Variations=Horse,Piggy,Sheep,Chick

-Thereisananimalthateatshay,andHORSEis

it’sname,NAY

-Thereisananimalthatlikestopeep,and

CHICKisitsname,cheep

- Thereisananimalthat’smuddyandpink,and

PIGGYisitsname,OINK

ThemeRap ThemeRap

• Used Sticky to make the scene

• Used Explain Everything to make the video



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VocabularyRaps:1MinuteActivity• Bigidea+letters

• Supportsvocabularyandalphabetknowledge

Context: Readtopia – 20,000 Leagues Under the Sea

Context: Readtopia – Journey to the Center

volcano

v naclo o



Context: Readtopia – 20,000 Leagues Under the Sea

ocean

nac eo o



Context: High school - studying the Civil War

SampleStandards...

Notices and discriminates smaller and smaller units of soundHears and shows awareness of separate syllables in words*Claps each syllable of name “Tri-na”*Puts together “pen” and “cil” to say “pencil”*Puts together “foot” and “ball” to say “football”



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IHaveAFriendSong

I Have AFriend

WordChant

because

NameSongDirections

Samplestandards...

Demonstrates Knowledge of the Alphabet (AK)A. Identifies and names letters

B. Uses letter-sound knowledge



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SingingtoLearnCD

SoundBoxFlipbook

Sound Substitution

Goal: To support the development of sound substitution, which requires listening to words, then substituting the initial sound to create a rhyming word (ex: Giggley goggley Gathan, a gorilla sat on Nathan.)

Approximations/ErrorsareAcceptedandCELEBRATED!!

•StudentsareAllowedtoMakeErrors:•Evaluativefeedbackisgiven,tohelpstudentslearnduring

eachactivity

- Ex:Studentsaretryingtofigureoutwhosename

rhymeswiththenonsenseverse,GiggleyGoggley,Gathan,aGorillagallopedto__________

- IncorrectResponse:Jennyraisesherhand,wesay...‘Hmmm,Gathan– Jenny?Jenny– Gathan?Notarhyme!’

- CorrectResponse:Nathanjumpsup– wesay...‘Let’s

see,Gathan– Nathan?Nathan– Gathan?It’sarhyme!!’



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MoreRhymes!!GiggleyVisualScene

GoVisual

Attainment

Summary• Music,chants,andpoemsareaGREATwayto

supportcommunication

• Itiscrucialtointegrateliteracyintoactivities,

includinginteractive,child-directedplay

https://bit.ly/2QECl7M

DropboxLink

OrcontactCarolinetogetall50+

Songboards (download)for$5

[email protected]

Singing the What Are Songboards?? Standards

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Transcript of Singing the What Are Songboards?? Standards