ISAAC 2012 Zangari & Paiva Preconference Workshop Handout

7/28/2012

Focal Points
Look Who’s Talking:
A Curricular Approach to Core Strategies for young children learning
AAC & core vocabulary in preschool
Language Instruction for • Shared reading lessons
Prekindergarten Children with • Shared writing lessons
AAC Needs • Infusing core vocabulary instruction into
preschool routines, learning, and play
activities
Carole Zangari, Ph.D., CCC-SLP
zangaric@nova.edu • Involving families in the vocabulary
Tathiane Paiva, B.S. learning process
tp96@nova.edu

Nova Southeastern University Zangari & Paiva (ISAAC-2012) based on the work of Zangari &
Wise, 2010-2012
2

T Teaching Special Thanks To:
• Lori Wise: Curriculum co-developer
E Early – Parts of this presentation based on Zangari & Wise, 2011
• Nova Southeastern University SLP Program,
L Language and Abraham S. Fischler School of Education
• Univ of Miami NSU CARD: Drs. Michael
L Literacy Alessandri, Dr. Robin Parker
• TLC Staff: Nina Bellomo, Tara Dettle, Kelly Moll,
Through
Catty Ramirez, Amy Nguyen, Stacy Kalafer
Developed
• TLC Children & Families
M Multimodal by Carole
• ACE Lab Assistants: Hira Dar, Raquel Garcia,
Zangari & Lizzie Feldman
E Expression Lori Wise, • NSU Graduate Student SLPs
2010-2012 • Dr. Gloria Soto, SFSU
Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari &
Wise, 2010-2012
3 Wise, 2010-2012
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A curricular framework
The Impetus & Challenge offers:
• Focus on core vocabulary • A structured means of embedding
• Frequent opportunities for practice language teaching in:
• Activities appropriate for children – Shared reading & writing
of different ability levels – Typical preschool classroom routines
• Different AAC tools and strategies – Classroom centers
• Group and individual activities • A systematic approach to teaching
• Interface with literacy activities basic core vocabulary to children
• Make it easy on staff with little or no functional speech
• Involve families
• Predictability: 10-day sequence
• Truly feasible
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Zangari & Paiva (ISAAC-2012) based on
the work of Zangari & Wise, 2010-2012 1

7/28/2012

Our Goal for Today
Quick Tour
…

Share a framework
that you can replicate
with your own books
and vocabulary set

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Core Word Selection
• Available research & scholarship (e.g.,
Banajee; Van Tatenhove)
• Developmental patterns
• Supports a solid linguistic base
– Different types of words (e.g., pronouns, verbs,
modifiers; locatives; WH questions)
– Good base for later lexical diversity (e.g., good)
• Opportunities for frequent use in
preschool classroom
• Important for other teaching strategies (e.g.,
first-first/then, story sequencing, list-making)
• Teacher input
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• Pronouns: I, my/mine, you, it Book Selection
• Verbs: can, come, do, go, eat, feel, get, • Predictable and repetitive sentences
give, have, help, like, know, play, read,
see, show, sing, stop, tell, walk, write • Pictures support the text
• Nouns: boy, brother, father, friend, girl, • Not too much print per page
hand, head, mother, sister • Interesting and appealing to the
• Modifiers: again, angry, bad big busy,
again angry bad, big, busy children
hild
different, good, happy, little, messy, sad
• Readily accessible books; Teacher
• Time & Place: first, front, here, later,
preference
now, there, today.
• Other: all gone, and, away, down, on, • Book should be “follow-up friendly”
no/not, ready, what, where • Filled with opportunities to engage
children in core word practice
Zangari & Paiva (ISAAC-2012) based on the work of Zangari &
Wise, 2010-2012
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Each book has a set of Lessons Learned
core words & a
Begin with the
designated letter. familiar.

o
‘o’ Bad,
come,
Use predictable
messy,
structures.
no,
now,
play
Provide
opportunities to
21 catch up. 22
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Key Principles Why focus on core vocabulary?
• Language and literacy learning happen all day • High frequency words
long.
• Children learning AAC need high-quality • Appropriate for any activity
instruction to learn and use basic vocabulary. – There are many opportunities for
• Children learning AAC need frequent opportunities teaching & practice.
for learning and p
g practice. They need dozens of
y
carefully planned opportunities to use their new • Builds a foundation for real progress
words each day. in language development
• The focus is on core words which are infused in all • This is where teachers & SLPs
learning activities.
• It is based on repeated reading using each book
say they need guidance.
for 2 weeks. 10-day sequence that repeats. – They do well with activity-specific
vocabulary (e.g., bubbles, blow, pop)
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Sample Core Vocabulary Sample Core Word Board

Verbs
have, give, see

Pronouns Descriptors
I, you, it busy, good, little

“Function Other
Words” away, here, what
and, not, on Nouns
boy, friend, hand

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Book-specific Communication
Boards (From Head to Toe)

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How do we typically teach new words?
Planning Core Vocabulary Instruction
Explain it

How do we Strategies
Experiential
(Color

typically teach
yp y
Activity
Coding)

New
Ne
new words? Word
Specific Play
Tasks Activity
What strategies & activities do
we usually use? Model it

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Teaching Core Words Teaching Core Words
• 4-6 new words each week for all children • Repeated reading of books
– “BOW-WOW Words”: Book of the Week – 10 shared reading lessons with a predictable
Words of the Week format and structure

• An additional set of 2-4 words for selected • Predictable chart writing activities
children – 10 shared writing lessons with predictable
structure and format
– “Tiger Talk Words”
• Typical classroom routines, like circle
• As the weeks progress, we keep using time, snack, & outside play
words covered in previous books. – Activities tailored to the weekly core words
• Words are shared with families. • Centers & work time
– Activities tailored to the weekly core words
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Based on Zangari & Wise, 2011
T Teaching •4-6 core words +
1 letter per book
E Early •Repeated reading

L Language and
(2 weeks per book)
•Vocabulary
Shared
L Literacy teaching all day
long
g
Reading
Through

M Multimodal
E Expression

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National Reading Panel, 1999
Core Elements of Shared Reading
Scientifically Based Programs • Teacher explicitly models the
strategies and skills proficient readers
• Phonemic Awareness Instruction use.
• Phonics Instruction (systematic and • Teachers and children read together
explicit) repeatedly to explore, discuss, and
• Fluency Instruction enjoy the text.
• Vocabulary Instruction • The text is fully visible to both teacher
• Text Comprehension Instruction and children.

Shared Reading offers many
opportunities to learn that…
• Reading is enjoyable.
But mostly,
Books have pictures and print.
•
• The reader turns the pages shared reading
• When the reader reads, she is reading the marks

•
on the page.
The marks are letters.
is
i used t t
d to teach
h
• Letters make sounds.
•
•
Letters make up words.
The words make up sentences.
language.
• The reader tracks print.
• There are other Concepts of Print.
• Print has meaning!

Shared Reading Promotes Individualization
Shared Reading is the For the Beginning Reader
context for core word • They have had little or no experience with
practice. print
“want” • Learning concepts of print
“like” • Learning how to use pictures to gain meaning

“me” “see” “good” “help” “Oh no!”
You need to
look at
picture to
see what’s
wrong.
“What fun!”
You need to look at picture to see
what is so fun… Or, is it?


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Continued: For the Average
For the Average Reader
Reader
• They know something about letters and
their sounds • Gaining confidence in their reading
• Learning about new words skills, reading alongside their peers,
rather than separated
• Learning about fiction and nonfiction
• Learning to make connection between
• Can take part in group discussions about
background knowledge and new
the book (verbally or using SGDs and
information
visual supports)
• Learning to use pictures to help decode
• Developing a desire to learn to read

Shared Reading Promotes Individualization SAMPLE Shared Reading Lesson:
For the Advanced Reader TELL ME CURRICULUM Book 2
• Familiar with reading experiences and know
some words
• Begin to notice how words are different or
the same
• Making connections to their own
experiences
• Continuing to learn how to make meaning
from print
• Learn information about different topics

Switch-accessible
Books on PowerPoint

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Book-related Songs Sample: Book 2, Day 5
• Teacher: “Let’s sing! I like this song!”
• The children and teacher sing “If You’re Happy and
You Know It”.
• The teacher reviews core words. “Everyone say
CAN.”
• Teacher: “Let’s find our special words in the book
Let s book…
Oh! Here’s one of our words! Let’s say IT together…
CAN.”
• Teacher: “I need HELP! Who CAN show me the
FRONT of the book?”
• Teacher: “Let’s read to find WHO was in the book.”
• The teacher will support the children in creating a
WHO Poster.
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WHO Poster WHAT Poster
• To teach main character identification • To teach story sequence
• To focus attention on relevant • To focus attention on relevant
information events/details
• To build a bridge between the • T build retelling skills
To b ild t lli kill
characters and reader’s life
• First… Then… Last

Story Map Shared Reading Lessons Teach…
• To practice visualizing the story and/or its details
• Letter recognition • Word recognition
• Using a visual structure to think about new
information • Picture walks • Character
• To focus on relevant details • Core word practice identification
• To sort new information into familiar categories • Language • Story sequence
• To build skills related to: • Idea mapping
• Concepts of Print
– Identifying the main idea • Fluent reading
• Establishing a
– Describing
purpose
– Retelling
– Summarizing • Active participation


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Shared Reading Resources Shared Writing
Hall, D.P. & Fuhrmann, J.M. (2002). Shared Reading With Big Books:
Using building-blocks and four-blocks strategies. Greensboro,
NC: Carson-Dellosa.
Erickson, K, & Koppenhaver, D. (2007). Children With Disabilities:
Reading and writing the four-blocks way. Greensboro, NC:
Carson Dellosa.
Carson-Dellosa
Loman, K. (2002). Assessment & Intervention for Struggling
Readers. Greensboro, NC: Carson-Dellosa.
Musselwhite, C., & King-DeBaun, P. (1997). Emergent Literacy
Success: Merging technology and whole language for children
with disabilities. Park City, UT: Creative Communicating.
Pinell, G.S. & Fountas, I.C. (2011). Literacy Beginnings: A
prekindergarten handbook. Portsmouth, NH: Heinemann.

Based on Zangari & Wise, 2011

In Shared Reading, we teach Shared Writing
emergent readers using
predictable texts. • Based on the Structured Language
Experience Approach created by Patricia
In Shared Writing, we teach Cunningham.
• Uses predictable charts to engage ALL
emergent writers using children i the writing experience.
hild in h i i i
predictable charts. • “I see _______.”
• “At the park, I like to _____.”
• Teacher and children compose text
together. Teacher supports and writes as
children dictate.

Predictable Chart Shared Writing Lessons Teach…
• Teacher chooses a topic.
• Core word review • Fluent reading
• Teacher chooses a
structure/predictable pattern for the • Letter recognition • Use of technology as
children to follow. (“I feel happy when • Word recognition an alternate
p
presentation mode
____”)). • Letter activities
• Name recognition
• Using the predictable structure, • Expressive writing
children learn (dictation)
– That they can dictate their sentences. • Reading
– That they can read their sentences. • Listening in a group
– A lot about letters, words, and conventions activity
of print.


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Predictable Chart Writing is
the context for core word
But mostly, practice.
“want”
shared writing is “like”

used t t
d to teachh “me” “see” “good” “help”

language.

SAMPLE Shared Writing Lesson:
TELL ME CURRICULUM Book 2

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Sample: Book 2, Day 2
• Teacher: “Let’s WRITE about how we CAN move. Ms. 10-day sequence of
Amy, your turn.”
• The teacher reads the first part, “I like to ____,” shared reading &
pausing so that the child/adult can finish the
sentence with an SGD. shared writing lessons.
• The teacher transcribes the response. “I like to
jump.
jump ” (Amy) ---
• Teacher: “Let’s READ WHAT we wrote.” The teacher
will read the chart line by line pointing to each word Literacy activities used
as she reads it. She will pause at certain points when
the children can read along using their SGDs. to teach language.
• The teacher leads the children in singing the letter
song.
• Children participate in a Letter Activity.


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Classroom activities are the
Infusing Core Word context for core word
practice.
Practice into the “want”
“like”
Preschool Dayy
“me” “see” “good” “help”

Why Infusion Activities? Arrival Time
To provide for multiple opportunities to
• Sign announcing Book of the Week
practice core words
• Songs for segmentation, rhyming,
“I can letter-sound correspondence, etc.
do it.”
it.
• S
Search arrival area for the Special
h i l f th S i l
Letter.
“I see
that.”
To give teachers the flexibility to select
what works for their classrooms

Circle Time Outside Time
• Introduce core words • Monkey See/Monkey
• Say & Repeat Do
• Modify songs to allow for children to – Animal Action with
say ( use SGDs) core words
(or SGD ) d Puppets
– Blow Bubbles
• Search for Special Letter in Circle Time
• Froggie Find
(scavenger hunt)


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Quick Quack Questions
• During Snack Time
– Beyond requesting
• Questions that give practice with book-
related concepts and/or additional
p
practice on core words Who has fruit in their snack? “I do” with chart of
fruit/no fruit
• Beyond choice-making Who has an animal at home? “I do” with chart of
– Build conversation skills by noticing and animal/no animal
talking about other people/things WHAT is your snack in? “I have bag/lunch box” with
chart of bag/lunchbox
WHAT are YOU drinking? “I drink ___” with beverage
chart

Centers: Buried Treasure Centers: Theme Table
Bury animal story toys in rice/sand/shaving
cream table. Prompt children to find the toys
and practice saying core words.
“I found ______.”
“YOU found _______.”
“I SEE a ____.”
“WHAT DO YOU HAVE?”

Encourage children to say:
1. I smell ____.
2. I see ____.
3. I hear ____.

Centers: Vocabulary Sort Centers: Vocabulary Bingo
• Children sort pictures
• Core words are made into laminated Bingo-
or objects of story-
type game board.
related concepts
• All Turn It spinner is set up with the same
• They are asked to sort
y
vocabulary.
the pictures into their
appropriate categories. • Children can be helped to activate the
Two shallow boxes, spinner, say the word that they get, and cover
labeled with symbols it on the game board.
representing each • They can label each word again at the end
concept, can be before finishing the activity.
provided for the sort.


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Centers: Microphone Activity Centers
Children are given an opportunity to practice • Art
core words, communication skills, and social
– Picture directions
skills while using a microphone during a fun
planned activity. • Cooking
Go!
G ! – Pi t
Picture recipes
i

Go! • Dramatic Play

Go!

Here Are My Hands:
Flower Craft
Art
Symbols for
activity-specific
words that get
added to the AAC
system, used in
conjunction with
core word boards,
SGDs, etc.

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The Lunch Box Surprise: Cat
Puppet & Caterpillar Egg Carton Cooking

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From Head to Toe The Lunch Box Surprise:
Noodle Name & Fruit Salad

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Pretend Play Core Language Matching
– Using the symbol set/system from their
SGD, children can match symbols-to-
symbols for core words.

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Here Are My Hands:
Centers: Alphabet Book
Lotto Game
• Prepare a small alphabet book for the letter ‘s’
for each child. Title: S is for ______________ .
• Have a place on the title page where the children
can write their names as authors. They can use
stickers, symbols, or write their names.
, y ,
• Have a set of small pictures that begin with that
sound. The children pick pictures using their core
words and glue them into the book.
• Have them glue the symbol for their word into
their alphabet book.
• Read the book back when finished creating it.


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Centers: Collage Building Reading: Direct Instruction
• Children are provided with a prepared set of • Letter Sound Correspondence
magazine pictures (related to book and core
• Sound Blending
words) to be glued onto paper.
• These can be reviewed later and sent home • Phoneme Segmentation
for further discussion about core words. • Decoding
• Guided Reading
• Sight Word Reading
Based on Cunningham, 2000; Erickson &
Koppenhaver, 2003; Light & McNaughton,
2008

Goodbye Time Parental Involvement
• Review the sign announcing book of the week
core words.
• Review QUICK QUACK QUESTIONS Chart.
Working with
• Assist children in using their core words as Families to Support
appropriate.
• Search the signs in this classroom area for Carryover
the Special Letter; Talk about the sound it
makes.

Thoughts About Carry-Over

Acceptance Acceptance

Knowledge & Relationship w/
Carry- Information Teacher & SLP
over

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Conversations to Build It can help to:
1. Assess their level of understanding and
Acceptance
“TELL ME A LITTLE ABOUT YOUR acceptance
CONCERNS.”
Listening to families to discern: 2. Explore and acknowledge feelings
- What they know and don’t know 3. Provide accurate AAC information &
- Misinformation appropriate resources
- Their priorities; What is important to 4. Be redundant on key points
them 5. Re-assess their level of understanding and
- How they feel about technology, AT acceptance
- Level of trust 6. Open the door for further dialogue
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Importance of Giving Clear Why Use Picture Symbols?
Rationales
E.g., Why Use Symbols? 1. Learnability: Picture symbols are
relatively concrete.
They allow us to communicate: 2. Time: The symbols are static.
In a way most people understand 3. Assistance: Responses can be
About more abstract concepts fully prompted.
About the past & future 4. Memory Demands: Recall vs.
In a fashion that supports literacy recognition
learning

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Curriculum-specific Share Packets
information
• Weekly materials that include:
– Info on the book and core words
Carryover at Home – Word cards
– Suggested strategies and activities

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Packets for Weeks 1 & 2 Week 1: Awareness
• Introduction to the curriculum • Building awareness of how the child
• A list of core words for the book; Symbols for communicates using multiple
the core words modalities
• Activities to do at home • Differentiating between what the child
• A short note from the teacher ‘CAN’ do & what he/she ‘DOES’ .
CAN DOES
– How the child is making/using manual signs
– Where the new vocabulary is on his/her AAC
• Skill Building:
device – Introducing the concept of modeling the
– Word approximations the child uses for the BOW AAC system
WOW or Tiger Talk words – Basic concepts in eliciting language
– Things that you would like families to know or do
that are highly specific to this child. • Teacher note

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Week 2: Skill Building
• Continuing to focus on modeling core
words.
• Using the AAC symbols for core
words
• B ildi l
Building language f ilit ti skills
facilitation kill
• Specific activities
– Collage, mini book
• Teacher note

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BOW WOW Words

BOW WOW Words
W

W
BOW WOW Words

BOW WOW Words
W

W


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Tiger Talk Words
k

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Using a Range of AAC
Incorporating Technology
Communication
Need to add a
Aids symbol

Vocabulary Organized by
Sample Core Word Board
Part of Speech
• Modified Fitzgerald Key
– Agent, action, modifier/descriptor,
preposition, conjunctions, objects, social
• Motor planning and automaticity: Try to
give words a permanent home


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Shared Classroom
The Lunch Box Surprise
Communication Devices

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Shared & Personal SGDs Mobile Devices & Apps

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A Curricular Approach
• Framework you can replicate to meet
your own needs for core vocabulary
instruction with Thank you!
– Your own books, set of words, types of
AAC, types of learners, age group, etc. Carole Zangari
– Ideas for group and individual
zangaric@nova.edu
instruction that is systematic and
intense www.PrAACticalAAC.info
---
– Your preferences for activities
– Flexibility to work within another more Tathiane Paiva
comprehensive curriculum tp96@nova.edu
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