Transcript IM-ABLE - Wsimg.com

I-M-ABLE
Presented at Nashville, TN Sept. 17, 2016
Diane P. Wormsley
Brenda Brodie Endowed Chair – Retired
Learning Objectives
• Understand the theory behind the I-M-ABLE
and how it differs from traditional
approaches used in teaching braille
• Experience some hands on teaching and
learning of the various components of
I-M-ABLE
• Have a first hand look at the I-M-ABLE Kit
being produced by APH.
I-M-ABLE
• Individualized
• Meaning-Centered
• Approach to
• Braille
• Literacy
• Education
(formerly the “Functional Approach”)
Collaboration between AFB and APH
• I-M-ABLE – AFB Publication
• I-M-ABLE Kit - APH
• Will be sold on Quota
I-M-ABLE Essential Elements
Motivation
Engagement
Success
Individualization
Individualization
• Creating personal relevance
• Recognizing prior experience
• Being responsive to students
Engagement
• Personal relevance
• Key to motivation
• Meaningful words – Key Vocabulary Words
• Being Responsive to Students
Success
• Goal
• Means to achieving goal
• Teacher expectations
Motivation
• Reading is its own reward.
• Individualization, engagement and success
contribute
So how is the I-M-ABLE
different from traditional
approaches to teaching
reading?
I-M-ABLE and Traditional
Approaches
• I-M-ABLE
vs
• Individualized
vs
• Meaning-centered vs
Traditional
One size fits all
Skills-based
Approaches to Teaching Reading
Continuum
Skills Centered<----------->Meaning Centered
I-M-ABLE and Traditional
Approaches
• I-M-ABLE
•
•
•
•
Individualized
Meaning-centered
Whole to part
Outside-in/
Bottom-up
vs
Traditional
vs
vs
vs
vs
One size fits all
Skills-based
Part to whole
Inside-out/
Top-down
Foundation skills of reading
• Phonological processing
• Print (or in this case braille) awareness
• Oral language
Two Domains of Reading:
Inside-out
• Sources of information from inside the
printed/brailled word
▫ Phonemic awareness (sound units phonemes)
▫ Letter knowledge (print/braille units graphemes)
(Whitehurst & Lonigan, 1998)
Two Domains of Reading:
Outside-in
• Sources of information from outside of
print/braille support understanding
(comprehension)
▫ Story Schemas – (Contextual knowledge narrative)
▫ Conceptual knowledge – (Semantic units)
▫ Vocabulary -(language units – words)
(Whitehurst & Lonigan, 1998)
Inside-Out
•
•
•
•
•
•
•
Phoneme/Grapheme Knowledge
shoes
worn
for
baby
sale
never
Outside-In
• Ernest Hemingway wrote the following
to win a bet:
• For sale: baby shoes, never worn.
(Fisher, Frey & Lapp, 2009)
Use of Schemas
• Schemas are background knowledge or
knowledge of the world.
• Using an appropriate schema helps
make sense out of written messages.
• Knowing the schema before one reads a
passage is necessary to make sense of
it.
• Read schema to participants
I-M-ABLE and Traditional
Approaches
• I-M-ABLE
•
•
•
•
Individualized
Meaning-centered
Whole to part
Outside-in/
Bottom-up
vs
Traditional
vs
vs
vs
vs
One size fits all
Skills-based
Part to whole
Inside-out/
Top-down
I-M-ABLE and Traditional
Approaches
• I-M-ABLE
vs
• Whole words
vs
• Meaningful words vs
• Uses contractions vs
• Student centered vs
• Unscripted
vs
Traditional
Letters/decoding
Power/frequently
used words
Uncontracted
Teacher Directed
Scripted
I-M-ABLE Components
• Getting Started/Incorporating Early Literacy
Instruction
• Helping Students Select Key Vocabulary
Words or Phrases
• Introducing Key Vocabulary Words or
Phrases
• Teaching Students to Track Across Multiple
Lines of Braille
• Teaching Writing Mechanics in a Meaningful
Way
I-M-ABLE Components (cont.)
• Collaborating with Students to Create Key
Vocabulary Stories for them to read and
• Helping Students Write their Own Stories
• Using Key Vocabulary Words to Teach
Phonics, Letter Recognition and
Contractions
• Applying and Expanding the Students
Vocabulary
• Helping Students Read Fluently
I-M-ABLE Components (cont.)
• Baseline and Ongoing Assessments/
Record Keeping and Diagnostic Teaching
Population for Whom I-M-ABLE
Might Be Appropriate
• Characteristics of children
▫ have mild to moderate cognitive impairment
▫ are still in the early literacy stage of learning
to read*
▫ are not motivated to learn to read braille
▫ have potential to learn to read
Differences between Print and
Braille Reading and Readers
Differences Between Print and
Braille
• Differences in the extent of the literacy
media in the environments of the readers:
▫ Braille in the environment – Harry Potter in
braille!
▫ Quantity of literature
▫ Numbers of role models for
reading/writing
Other Differences Between Print
and Braille (cont.)
• Differences in the ability to get cues for
words from the pages of the readers
(print readers have pictures to help with
words).
• Differences in the number of symbols
used in the literacy medium (contracted
braille) and when the students are
introduced to them.
Other Differences Between Print
and Braille (cont.)
• Differences in redundancy in print and
braille – relates to confusability of
characters.
▫ “The problem of confusability applies to
some extent to all braille characters
because they lack the redundancy of print
characters, and consequently the salient
features that redundant dimensions
produce.” (Millar, 1997)
Redundancy in Print
• It was nearing midnight and
the Prime Minister was
sitting in his office, reading a
long memo that was slipping
through his brain without
leaving the slightest trace of
meaning behind.
Redundancy in Print
• The more he attempted to
focus on the print on the
page before him, the more
clearly the Prime Minister
could see the gloating face
of one of his political
opponents.
Redundancy in Print
• The more he attempted to
focus on the print on the
page before him, the more
clearly the Prime Minister
could see the gloating face
of one of his political
opponents.
Redundancy in Print
Middles absent.
• Dum---dore t--k o-t h-s ma-ic w--d.
Ends absent.
• Th- quiddi--- fie-- wa- fille- wi-- fla-Beginnings absent.
• -he –ight –as –ver –s –oon –s –t –ad
--gun
Would this hold for braille reading?
Redundancy in Print
Vowels Absent
-nc- -p-n – t-m- th-r- w-r- thr– l-ttl- p-gs
Consonants Absent
--e –o-- -u--e- a-- ---e- a-- --e- --e -ou-e –o-Does this hold for braille reading?
Redundancy in Print
Vowels removed completely.
Whn y rmv th vwls y cn stll rd wht s
wrttn.
Would this hold for braille reading?
(Examples for slides 30-35 modified from
Weaver, C., 2002, 91-98)
Differences between Print and
Braille Readers
• in the ability to learn concepts essential for
reading and writing
• in whether family and friends use your
literacy medium
• in attitudes towards the literacy medium
• in when a child begins to learn his/her
literacy medium
• in general cultural knowledge of the
literacy medium with the population at
large
Differences between Print and
Braille Reading
• Differences in how the two media are
read:
▫ Mechanics – eyes vs. fingers
▫ Perception – sequential vs. “all at
once”
• i cdnuolt blveiee taht I cluod aulaclty
uesdnatnrd waht I was rdanieg. The
phaonmneal pweor of the hmuan mnid,
aoccdrnig to a rscheeearr at Cmabrigde
Uinervtisy, it dseno't mtaetr in waht oerdr the
ltteres in a wrod are, the olny iproamtnt tihng
is taht the frsit and lsat ltteer be in the rghit
pclae. The rset can be a taotl mses and you can
sitll raed it whotuit a pboerlm. Tihs is bcuseae
the huamn mnid deos not raed ervey lteter by
istlef, but the wrod as a wlohe. Azanmig huh?
yaeh and I awlyas tghuhot slpeling was
ipmorantt! if you can raed tihs forwrad it.
Impact of Reading Sequentially
Developing Skills of Anticipation
and Prediction
• Why is this necessary?
• Differences between print and braille
reading
• Braille is read character by character
• Good braille readers use context plus
information from the first two or three
characters of a word to anticipate what
that word will be – allows for faster
braille reading.
What allows for someone to make
predictions or anticipate a word?
Thurboflyer Activity
• Read the story in your handouts on How
to Build a Model Thurboflyer.
• Don’t look at the questions until everyone
is finished.
• Try to answer the questions without
looking back at the story.
• ????
What allows for this to happen?
• Familiarity with written language
• Knowledge of grammar/syntax
• Good language concepts/vocabulary
• Next – a story about Tensleep Wyoming
and Jim’s hiking trip.
What allows for this to happen?
• Familiarity with written language.
• What else?
• Next – a story about Tensleep Wyoming
and Jim’s hiking trip.
What allows for someone to make
predictions or anticipate a word?
• Familiarity with written language
• Use of context when reading
• What else?
• Knowledge of grammar/syntax
• Good language concepts/vocabulary
What allows for this to happen?
•
•
•
•
•
Familiarity with written language.
Use of context when reading.
Knowledge of grammar/syntax.
Good language concepts/vocabulary.
Cultural context of language.
Getting Started/Incorporating
Early Literacy Instruction
Getting Started
• Braille Identified as the Literacy Medium
• Assessing the student
– Baseline data
– What does the student already know –
– Collecting information about student
interests
•
•
•
•
Interviewing the child and parents
Observing
Talking to others who know the child
Concepts – background of experiences
Description of Literacy Levels
– Early Literacy
– Basic Literacy
– Functional Literacy
Getting Started (cont.)
• Assessing the Learning Environment
– Intellectual climate/Literate Learning
Environment?
• Design
• Materials
• Developing Early Literacy Skills
Setting up the Environment
• From your assessments
▫ Begin to set up the learning environment for
literacy
 Braille labels
 Predictable books in print/braille
 Experience stories to read to child
Experience Stories
Brittany’s Hair Book
Create a braille rich environment
Creating a Braille Rich and
Language Rich Environment
• Provide exposure to words and letters in
braille in their environment.
• Checklist for a Braille-Rich Environment
Creating a Braille Rich and
Language Rich Environment
• Provide for exposure to words and
letters in braille
• Model uses of braille reading and
writing including uses of different types
of tools: braille writer, slate and stylus,
notetakers, refreshable braille displays.
• Read from books in braille and print.
• Provide language and words for
students to explain what is happening in
their environment.
Our Mantra: Fingers on braille!
Getting Started (cont.)
• Assess the Social/Emotional Climate
▫ Who are the teachers/other students in
the classroom?
▫ How is the student viewed? (In other
words is the student considered to have
potential?)
▫ Is there buy-in for using a new approach?
▫ What do the parents feel about the child’s
learning braille?
Setting up the Environment
• Create a plan for involving others
• Change how the student is viewed
• Try to foster buy-in
• Engage the parents in the child’s successes
Getting Started (cont.)
• Assess the Physical Environment
▫ Where will instruction take place?
▫ Is it conducive to learning?
▫ What do you need?
▫ Time – per week, per lesson
▫ Ways to involve others.
Setting up the Environment
• Advocate for a conducive space
▫ Quiet
▫ Not too far from the student’s classroom
▫ Space for your to leave your materials
▫ Space for student to have books/brailler etc.
Helping Students Select Key
Vocabulary Words or Phrases
Select the individualized reading
and writing vocabulary
• Key Vocabulary Concept – from Sylvia
Ashton-Warner
Beginning with Whole Words or
Phrases, NOT Letters
• Letters are more abstract
• Words = meaningful units
• Student have experience with words
• Words have distinct tactile features
Collecting Key Vocabulary Words
• Conversations with Students
• Observation of Students
• Consultation with other key people
How are you going to collect words?
• What do you know? School
▫ (Twenty words)
• What don’t you know?
▫ Home, Community
• Why is this important?
• How can you find more words?
Haley’s word list
• People words:
• Home:
▫ Mimi, Pop-pop, Mommy, Uncle Ben,
Michelle, Uncle Matt, Pat, Di-Di,
• School:
▫ Jackie, Val, Mr. T, Kaitlyn, Amber, Sonye,
Clarissa
• Community:
▫ Ms. Jan, Bob, Terry
Haley’s word list
• Daily routine words
• Home:
– Breakfast, bus, brush teeth, wash face,
wash hands, lunch box, backpack, go for
a walk, bed, Saturday, Sunday
• School:
– Hello, Circle Time, snack, library, PE,
sing, music, O&M, cafeteria, lunch, nap
time, binkie,
• Community:
– Church, soccer, football,
Haley’s word list
• Hobbies/favorite things:
• Home:
▫ Ridge, car, ride in the car, kitty, bird, walk
• School:
▫ Music, radio, swing, cookies,
• Community:
▫ Brownie Scouts,
swimming
Haley’s word list
• Work Activities/Chores
• Home:
▫ Put your clothes in the hamper
• School:
▫ Clean up, wash the table, attendance
• Community:
Susie’s Words
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•
•
•
•
•
love
God
Jesus
forgive
remember
faith
hope
life
•
•
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•
•
•
•
•
Julie
Matt
Ben
EJ
Susie
Hallie
Dianne
Jeanne
Real-life Key Vocabulary Words
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•
bumpy ball
cupcake
pizza
music
SpongeBob
colonoscopy
tattoo
vacuum
beep beep
alligator
purse
naughty
lockdown
Dorothea Dix
corrugated
poo
Papa
NASCAR
Think about what YOUR Key
Vocabulary Words might be.
•
•
•
•
•
bathroom
sewer line
anniversary
stink bugs
Pappy Van Winkle
• retirement budget
Be careful
• Don’t select words FOR the student without
verifying they are interested in them.
• If a student doesn’t show an interest in a word
when you introduce it, drop it from the list.
• Don’t go with just nouns; verbs and adjectives
are just as good.
• Make a list of the words you are thinking will
work – have lots of them as back-up words.
Hands On Activities Explained
•
•
•
•
“Each One Teach One”
Partner up –two in a group if possible.
Each person will be a teacher
Each person will be a learner
Hands On Activity #1
• Partner up and talk with your partner about
what key vocabulary words they might want
to learn to read.
• Try to get around 10 words for your partner
for this exercise.
Introducing Key Vocabulary
Words or Phrases
We have WORDS!
Which words to start with?
KEY word or words
Meaningful word
Highly motivating word
Manipulate for discriminability of
braille characters
• Try not to have first two words start
with a similar letter or configuration
• Wherever possible student/client
should choose the first few words.
•
•
•
•
Susie’s Words
• love
• Julie
• Mat
• Ben
• Jesus
• forgive
•EJ
•God
•remember
• faith
• hope
• life
•
•
•
•
Susie
Hallie
Dianne
Jeanne
Creating Flash Cards
• Card Size
• Positioning
• Create LOTS OF CARDS for each word
• Incorporate writing when possible.
Creating Flash Cards
Hands On Activity #2
• Choose first three or four words or phrases
• Create Word or Phrase Cards for your
Student using your choices
Using Flash Cards
• Teach, teach, teach, teach, teach and
when learned, then test.
• Provide as much exposure to words as
possible.
• Let students look at cards over and over
again
• Give them a stack of cards with the same
word on it to look at
• Watch for fingers numbing out
Teaching the Language of Touch
• Talk about what the words feel like.
• Talk about tactually distinct features in
the words
• Use language to describe the features so
that they can be referred to again and
again.
• Where are there lots of dots, and where
are there holes?
Teach good tactual perceptual and
letter recognition skills through
proper hand and finger usage.
Hand movements/Mechanics
• Patterns of hand movement usage – two
handed method is most efficient and
used by best (fastest) braille readers
• Perception of braille characters is
dependent upon whether braille is felt as
global shape or through dot density
• Scrubbing
Implications for Teaching Braille
Mechanics
• Teaching hand movements –
▫ Teach the use of both hands together
initially –
Hand movements/Mechanics (Cont.)
• Posture/Positioning
• Furniture Fit
• Use of hands
▫ Finger strength and dexterity
▫ Hand strength and dexterity
• Best practice – non-slip surface under
braille materials and brailler
How to tell if the word is “right”
•
•
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Student response to word
Student engagement
Student behavior
Parent report
Observation
Introducing the next word
• Differences and similarities to other words
learned
• Key features
• Language of touch – reminders of terms
The Susie Video
Review Lessons
• Compare words with each other side by
side
• Compare features in each word
• Start with two words, and then bring in
another
• Watch for fingers numbing out when
reading lots of word and phrase cards
• Practice Guide has game suggestions.
Testing for Recognition
• Two words
• Review prior to testing
• Continue reinforcement if student has
difficulty with a particular word
Games for Key Words
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Once two words are “learned”
Match two out of three
Read and place in correct pile or box
Memory game
Add new words as they are learned into
these games
Using the Talking Card Reader
Hands On Activity #3
• Teach your student two to three words
Teaching Students to Track
Across Multiple Lines of Braille
Purpose of Tracking Activities
• Initial purpose to teach tracking and moving
from one line to the next
• Incorporates reading of familiar words, so
that the tracking involves meaning
• The idea is to incorporate the lead-in and
lead-out lines into part of the story.
Developing Tracking Stories
• Select Key Vocabulary word to use
•
•
•
•
SpongeBob
Lady Gaga
pizza
Your turn . . . . . .
Teaching Students to Track
• Movement pattern similar to word cards
• Movement from one line to the next –
how to do this easily so as not to skip
any lines.
Help students write their own
tracking stories
• Have students tell you about the key
vocabulary word they want to create a story
about.
• Help them create a tracking story and while
you are talking with them braille out the
story on the Perkins Brailler (modeling
writing for them!)
Incorporating Key Vocabulary
• Start with one word on each line for an
entire page of lines.
• Gradually increase the difficulty
▫ Two different words on a page – one per line
▫ Two different words on a page – two per line
• Change length of lines
• Increase number of words
• Move to actual stories without lead lines.
Hands On Activity #4
• Create a tracking story for your student and
help your student learn to track a page of
lines using the tracking story
Collaborating with Students to
Create Key Vocabulary Stories
Helping Students Identify Stories
• Start with a Key Vocabulary word or phrase
• Begin to talk about the word and why it is
important to the student
• Try to combine it in a story with other Key
Vocabulary words if possible.
• Use appropriate filler words.
• Use repetition to reinforce reading.
Points to Consider
•
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Use punctuation and capitals.
Use paper that is 8 ½ x 11 in landscape.
Double space
Assure comprehension
Expand language
Model brailling as child dictates.
Points to consider when reading
stories
• Expectations – don’t expect child to be able
to read it independently immediately.
• Go from teacher reading and student
following along
• To teacher reading and pausing briefly for
student to read key vocabulary words
• To reading together
• To having student read more and more of
the story independently.
Helping Students Write their Own
Stories
Language Experience Approach
Expand on words that child knows
Model writing while using this
Help student write stories about snack time,
lunch time, PE, other school activities, their
friends, etc.
• Give them language for what they are
doing.
• Create poetry
•
•
•
•
Salt Water Taffy
Down the shore
I like salt water taffy
Sticky
Sweet
Chewy
I like salt water taffy
Down the shore.
Collecting Key Vocabulary Stories
• Creating Booklets
• Games and Activities
• Incorporating Writing
• Record Keeping
Hands On Activity #5
• Create simple repetitive story for your
student and teach it to him/her
Applying and Expanding the
Student’s Reading and Writing
Vocabulary
Expanding Vocabulary
• Talk with students about what they know.
• Help them expand their understanding and
gain more experience of the world around
them.
• Read Trade Books on topics that interest them
• Begin to take vocabulary words from their
coursework – science, social studies, etc.
• Explore the environment for functional/
practical uses of braille
Back to Functional Literacy from
a Functional Approach!
• Use materials known to students as their
reading material
▫
▫
▫
▫
▫
▫
▫
Lunch menus
School newspapers
Songs
Games
Menu items
Recipes they have made
Attendance lists/class rosters
Have students make labels for:
• Their belongings – their name for the
belonging as well as the name OF the
belonging
• Furniture in the classroom – teacher’s
desk, chair, table, etc.
• Cubbies – using names of classmates
• Objects in their lessons (apples, pears,
bananas)
• Other Items in the classroom that they
use frequently.
Write notes
• Have students write notes home to
parents, and to other teachers
• Have parents write notes to students and
put them in their coat pockets, or
lunches.
• Have parents write notes to teachers and
have the teachers help the students read
the notes.
• Write thank you notes when appropriate
Record Keeping/Diagnostic
Teaching
Collecting Baseline Data
• Baseline data shows you where your student
is at the beginning of instruction
• Record keeping tracks the student’s progress
• Helps in setting IEP goals
Record Keeping
• Daily Summary Sheet
• Helps you remember what you did with
the student, and provides a way to make
notes on future lessons
• Monthly probes – needed to track
progress in a variety of areas –
▫ Words introduced/mastered
▫ Letters/contractions learned
▫ Stories written and read
Riding the Wave
Total Number of Braille
Words
Words Student Reads
140
120
100
80
60
40
20
0
Oct-08
Jan-09
Feb-09
Mar-09
May-09
Jun-09
Date of assessment
Each week Katye learned at least one new
functional and/or filler braille word
Riding the Wave
Total Stories Read
Number of Stories
25
20
15
10
5
0
Oct-08 Nov-08 Jan-09 Feb-09 Mar-09 Apr-09 May-09 Jun-09
Each week Katye read at least one new
short story
Progress During I-M-ABLE
Current Progress
• Student and family have increased confidence;
parents have new outlook on student’s
academic future. Family attends events at school
and community. Parent meets with TVI weekly
to review curriculum, braille and abacus, a focus
on supporting homework.
• Student passed fall/end of year kDRA in spring
of 1st grade year and has improved in all
academic areas as well as independence and
socialization skills. Joined 1st grade class for
spelling, and completed tests independently.
• Currently (in 2nd grade) working at mid/late first
grade year in the Patterns reading series.
Have Great Expectations!