Teacher's Guide:PhonAwareandReadingComp

Teacher Guide

Spot Goes to the Beach

By Eric Hill

Common Core Standards: http://www.corestandards.org/

Indiana Standards: http://www.doe.in.gov/news/2010/08-August/core_standards.html

I. Pre-story knowledge activity:

Pre-story concept questions

a.       What is a beach?        

b.      Where do you go fishing?

c.       What can you play at the beach?       

d.      What does it mean to go overboard?

e.       What does spoil mean?          

f.       Where can you take a nap?

II. Shared reading activity:

Read the book aloud, while stopping after every page to comments about: plot progression and main idea concepts. Involve students in making predictions about the text.

Suggested Comments for Text:

Pages 1 & 2

A. “Spot looks excited to go to the beach. Why do you think he is excited to go to the beach?”

B. “What do you need to take to the beach with you?’

Pages 3 & 4

A.        “What does Spot want to buy?”

B.        Look I see toys that can go in the water: sailboat, duck floatie, beach ball

Pages 5 & 6

A. “What toys did he get?”

B. “How is Spot spoiled?’

Pages 7 & 8

A. “The swimmer is not happy, you can tell by the look on his face?”

B. “What happened to the ball?”

Pages 9 & 10

A. “What is he napping on?”

B. “The beach is a nice place to sleep because it is warm and soft to lay on the sand.”

Pages 11 & 12

A. “Where did the father go?”

B. “Is the mom worried? How can you tell?”

Pages 13 & 14

A. “What do you use to catch a fish?”

B. “Look they are in a row boat”

Pages 15 & 16

A. “Spot is overboard. Where did he go?”

B. “I hope Spot is a good swimmer.”

Pages 17 & 18

A. “Why is the swimmer angry?”

B. “How can you tell?”

Pages 19 & 20

A. “What do you think his new friend’s name is?”

Pages 21 & 22

A. “Look they look so happy to be friends.”

III. Post-story comprehension discussion:

A.        Where do Dad and Mom take Spot?                                             (answer: the beach)

B.        What does Spot make at the beach?                                            (answer: a sandcastle)

C.        What does Spot want to buy?                                                       (answer: a sailor’s hat)

D.        Where does Dad hide?                                                                 (answer: in the sand)

E.         Who falls into the water?                                                              (answer: Spot)

F.         In the end of the story, what does Spot make at the beach?       (answer: a new friend)

The Beach

United States Environmental Protection Agency

A beach is made of very small loose rock (sand) that gathers at the shore of a body of water. Beaches are created by waves or currents. The sand comes from erosion of rocks both far away from and near the water. Coral reefs are a major source of sand.

A beach's shape depends on how the waves move. Some waves move material up the beach, while others move it down the beach. On sandy beaches, the waves move sand away from the beach, making gentle slopes.

When the waves are not strong enough to move the sand away, the beach is steeper.

Crabs, insects, and birds feed on material left by the waves. Some small animals dig into the sand to get their food. Birds use beaches to nest, and sea turtles lay their eggs on ocean beaches. Sea grasses and other beach plants grow on areas of the beach and dunes where there is not much activity.

United States Environmental Agency. (2012). Beach Kids. Retrieved from http://water.epa.gov/learn/kids/beachkids/index.cfm

Rhyming

Instructions: Tell the child “we are going to do a rhyming activity today.  I am going to read you three words and point to the pictures. Two the objects rhyme and one doesn’t. Put an X on the object that doesn’t rhyme.”

1.)                 Spot           Pot              Rug

   

2.)  Beach          Key            Peach 

3.)  Hat                   Cat            Sand

4.)  Boat                Fish              Dish

5.)  Pail         Sail             Wave

Blending & Segmenting: Teacher Copy

Read aloud the main word by sounding out each word slowly. After reading the word slowly ask the child to look at the following three words to determine which word the teacher said.

a.     Sam

b.    Pot

c.     Mat

d.    Nap

e.     Now

f.      Can

g.     Not

h.    Ball

i.       Hill

j.       Fish

Blending & Segmenting: Student Copy

Jam	Cat	Sam
Hot	Pot	Not
Sat	Map	Mat
Nap	Nat	Lap
Wow	Mow	Now
Tap	Cake	Can
Pig	Not	Need
Ball	Pat	Bat
Hill	Get	Fill
Dish	Wish	Fish

Manipulating Activity

The teacher will present a target 3 letter word to the child (e.g., “nap”.) The teacher will also have one other phoneme found in the extra section. The teacher will take away the first letter of the word and substitute another phoneme. They will prompt the child to read the new word. 

1.

N

A

P

Extra letters to substitute for initial sounds:

M

T

L

2.

P

O

T

Extra letters to substitute for initial sounds:

H

C

N

Visual Impairment

Visual Impairment

Eileen Sisk, Gina Sparrow, Kirstin Warden, Annie Nguyen

Part I. Background Information
Source: National Dissemination Center for Children with Disabilities (http://nichcy.org/disability/sp ecific/visualimpairment)

• DEFINITION
• Visual impairment in educational context refers to students who are:
1. “partially sighted” - having some sort of visual problem, leading the child to require special education
2. “low vision” - severe visual impairment, not limited to distance vision (could be close up and still can’t see!)
3. “legally blind” - having less than 20/200 vision in the better eye OR having a reduced vision field (less than 20 degrees)
4. “totally blind” - require braille or other non-visual media/stimuli.

• CAUSES
• Visual impairment ≠ eye disorder, but the CONSEQUENCE of an eye disorder.
1. Eye disorders causing visual impairment may include: retinal degeneration, albinism, cataracts, glaucoma, strabismus, muscular problems, corneal disorders, diabetic retinopathy, congenital disorders, infection.
• Other causes:

Source: http://jama.jamanetwork.com/article.aspx?articleid=197460#RefractiveError

1. Leading cause of visual impairment around the world: refractive error
2. Vitamin A deficiency
3. Brain/ocular trauma

• CHARACTERISTICS
• Visual impairment affects each child’s development differently, depending on the severity, type of vision loss, age of onset, and child’s overall functioning level.
1. kids with multiple disabilities who also have visual impairments can have delays in cognitive, motor, and social skills. With vision loss, these skills can be further delayed.
2. kids who can’t see well have little reason to explore their environment & miss many learning opportunities available through sight.
3. not being able to see parents and peers limit these children’s social development. They can’t imitate social behavior or comprehend nonverbal cues.

• PREVALENCE
• National Dissemination Center for Children with Disabilities (2004) http://nichcy.org/disability/specific/visualimpairment
1. Visual impairments in general - under 18 years of age in US: 12.2 per 1,000
2. Legally blind or totally blind - under 18 years of age in US: .06 per 1,000

• British Journal of Ophthalmology, Pascolini & Mariotti (2011) http://bjo.bmj.com/content/early/2011/11/30/bjophthalmol-2011-300539.abstract
1. In 2010, around the world:
• 285 million people are visually impaired; 39 million of them are blind
• people 50+ yo represent 65% of the visually impaired and 82% of the blind

Part 2. Component View of Literacy (For Visual Impairment)

• PHONOLOGICAL PROCESSING IN BRAILLE
• Dyslexia 5, University of Manchester, Greaney & Reason (1999)

https://netfiles.uiuc.edu/kiel/www/590CT/Articles--Dyslexia/Greaney%20%26%20Reason%201999.pdf

i. Study acknowledges contributing factors in learning to read Braille: tactile sensitivity, perception,and memory. What about phonological processing?

ii. Earlier exposure to letters for children with sight (i.e., billboard advertisements and on food items in grocery) than to Braille for children who are blind.

iii. For study, a modified version of Phonological Assessment Battery (PhAB) was developed and used to capture phon. processing skills of Braille readers. Subtests included: alliteration, rhyme, segmenting spoonerisms, fluency, and non-word reading (decoding letter strings). Results compared with norms for same age/level peers using standardized Neale Analysis of Reading Ability (NARA).

iv. Participants = 22 Braille readers (who spoke English fluently) between ages 7:10 and 12:1 years from four schools for visually impaired students.

v. Results = As a group, the Braille readers did not read as well as their same-age sighted peers, but performed higher/better on phonological processing pieces of subtests.

• THE ABC BRAILLE STUDY
• Journal of Visual Impairment and Blindness; Emerson, Holbrook & D’Andrea (2009)

http://kg6ek7cq2b.scholar.serialssolutions.com.ezproxy.lib.indiana.edu/?sid=google&auinit=RW&aulast=Emerson&atitle=Acquisition+of+literacy+skills+by+young+children+who+are+blind:+Results+from+the+ABC+Braille+Study&title=Journal+of+visual+impairment+%26+blindness&volume=103&issue=10&date=2009&spage=15&issn=0145-482X

i. Braille contains 189 contractions (in addition to letters) in its alphabet. This acknowledged, the above study set out to determine whether early vs. late introduction of these contractions was better conducive to acquiring literacy skills.

ii. Differences in reading rate, vocabulary, comprehension, word recognition, and level of reading achievement were examined. [Was the first longitudinal study of children as Braille learners!]

iii. Participants = From 15 different states, each child started in prekindergarten or kindergarten and ended near 3rd or 4th grade. Reading scores/results were obtained from 18 students years 1 and 2 and 6 students year 3 (loss of consent/moving/identification of other illnesses were factors ruling out data).

iv. Results = Spelling was a strength for both groups of Braille readers; however, students introduced to contractions early tended to perform higher on spelling and vocabulary measures.There was no correlation between reading speed and whether contractions were taught early on. Finally, acquiring higher level decoding skills from 2nd grade forward (in reading connected texts) was difficult for all Braille readers.

• Literacy in Early Intervention for Children with Visual Impairment
• Erikson, K. A., Hatton, D., Roy, V. Fox, D., & Renne, D. (2007). Literacy in early intervention for children with visual impairment:Insights from individual cases. Journal of Visual Impairment & Blindness.
• This study provides, “practical insights into the role of the early interventionist in supporting early literacy development.”
• Reviews the effect of limited visual feedback (and restricted ability to explore the world around them) on general language development, resulting in overall delayed language
• This study was a case study design, and discusses the role of family-centered therapy and the early interventionist in laying the ground work for future literacy.

• Chronic Cortical Visual Impairment

• Huo, R., Burden, S.K., Hoyt, C.S., & Good, W.V. (1999). Chronic cortical visual impairment in children: aetiology, prognosis, and associated neurological deficits. British Journal of Opthamology.

• According to a local SLP in Bloomington, CVI (Cortical Visual Impairment) is an increasingly common diagnosis in the schools, despite this article’s report that over the past 15 years only 2.4% of visually impaired children seen at a pediatric opthamology practice in london received the diagnosis. I included this in our disability project because this SLP recommended that any new SLP in the schools become more familiar with this disorder.
• According to this article, CVI was diagnosed based on the following qualifications:“(1) vision loss in the absence of signs of anterior visual pathway disease, or (2) vision loss greatly exceeding that which would be expected, given the findings of an ocular examination.”
• The four most common causes of CVI were perinatal hypoxia (22%), cerebral vascular accident (14%), meningitis (12%), and acquired hypoxia (10%).
• Most children with CVI had associated neurological abnormalities. The most common were seizures (53%), cerebral palsy (26%) hemiparesis (12%), and hypotonia (5%). Associated ophthalmological problems were esotropia (19%), exotropia (18%), optic nerve atrophy (16%), ocular motor apraxia (15%), nystagmus (11%), and retinal disease (3%).
• According to this article, the vision of children with CVI could be slightly improved, but it was not stated how this was accomplished, and it did not correct these children’s vision entirely.

• Reading Rate and Comprehension
• Corn, A.L., Wall, R.S., Jose, R.T., Bell, J.K., Wilcox, K., & Perez, A. (2002). An initial study of reading and comprehension rates for students who received optical devices. Journal of Visual Impairment and Blindness, 96(5).
• Children with visual impairment across grade levels are at risk for the development of low literacy skills
• Findings: Children who received optical devices improved silent reading rate and comprehension scores
• Slow reading rates can lengthen the time it takes for a child to complete an assignment, impacting academic achievement
• Need for instruction in near-vision and distance devices in order to enhance literacy skills
• Silent reading speed for the vision impaired group of students was reduced compared to peers - silent reading rate improved with a device, but oral reading rate did not
• Improvement was made in both oral and silent reading comprehension
• The introduction of optical devices is important for the development of literacy skills - children have better access to the text that surrounds their environment on a daily basis
• See also Visual Requirements for Reading

• Low Vision and Spelling
• Gompel, M., van Bon, W.H.J., Schreuder, R., & Adriaansen, J.J.M. (2002). Reading and spelling competence of Dutch children with low vision. Journal of Visual Impairment and Blindness, 96(6).
• Just as in reading rate and comprehension, children with visual impairment were expected to be behind their peers in spelling ability due to lack of text input and sound mapping
• No major discrepancy was found in spelling for students with low vision in regular schools - there was a trend of poorer performance for students with low vision in special schools, however
• Nonvisual factors such as cognitive ability, native language, presence of learning disabilities or attention deficit disorders should be considered
• Conclusions: children with visual impairment form a heterogeneous group and may not show spelling deficits, therefore an individual educational approach specific to each child’s needs should be considered
• See also Spelling for the Visually Impaired Child

• Websites:
• Family Connections for raising a child with visual impairment
• This website has links for each stage of child development, including school age, and teenage.
• The website has links to switch into Spanish and into English
• Of particular interest for our class is a list of “expanded core curriculum” which are the extra set of skills that a visually impaired student will need to learn to successfully navigate their home and educational environment.
• http://nichcy.org/disability/specific/visualimpairment
• This website belongs to the National Dissemination Center for Children with Disabilities. It is a comprehensive resource with a lot of information on visual impairment. Here, you can find links for educators (i.e. info on how to work with children with visual impairment, instruction accommodations, etc.) as well as links to various organizations for the blind (e.g. American Foundation for the Blind, Blind Children’s Center, and many more!).

• Multimedia

Youtube video about Braille: Unlocking the Code:

15 minute video produced by the National Federation for the Blind (the organization Helen Keller worked with). Discusses the benefits of learning braille, reasons for low rates of braille literacy in the low vision and blind population (only 10% of these students are taught Braille), and braille myths are busted.

iPhone 4S linked to a Braille display

How Braille can be used to make iPhones accessible to visually impaired Braille readers. An example of how Braille can provide access to

iPad accessibility for the visually impaired: voice over

Another video about ways for apple products to be accessed