2Fairview Learning improves the reading skills of students supported by valid researchprovides adapted materialsrelies on team approachmaximizes the Visual Linguistic Systemadvocates fun in the classroom!
3FAIRVIEW LEARNING 5 PROGRAM COMPONENTS The Adapted Dolch Word ListsThe Bridge Lists & Reading ComprehensionPhonemic AwarenessLiterature-Based InstructionASL Development/Written EnglishASSESSMENT, ASSESSMENT, ASSESSMENT
4The method constantly checks for student learning.
5Excellent for pre & post testing of students and group teaching. Wonderful for student illustrations, teacher created game centers and peer teaching.Provides exercises for classroom instruction, words lists, and testing formats.Great for practice exercises and homework assignments. Student workbooks are consumableIntroduces the words signed in isolation for group instruction. Also great for parent, student, and teacher self teaching and ASL access.Signed in context in both English word order and in ASL.Also great for self teaching and ASL Access.Materials used to teach the Adapted Dolch words: Teacher cards, Student Cards, Workbooks,DVDs
6The Adapted Dolch Word Lists Deaf children and hearing children do not learn the Dolch words the same way.To truly comprehend print, the student must sign the Dolch words using ASL concepts.Commonly used words found in the majority of basal readers.Most hearing children acquire the various meanings effortlessly through their sense of hearing. Deaf students must see the different meanings signed differently in order to acquire them.
7“I made a present for you.” “I made my bed.” “I made money.” “I made her happy.”“My brother made me do that.”A hearing child “overhears” the multiple meanings for make. Deaf children must “see” the multiple meanings; therefore, they are taught explicitly.
8refers to place refers to amount emphatic out The ^ (rooftop) alerts the learner that the word has multiple meanings.The ^ (rooftop) alerts the learner that the word has multiple meanings. The 3 (number) tells the learner how many meanings are present.
9* go 5 5 to 0 Hand sweeps away Index fingers roll away from body fs Index fingers move out & down5 to 0Hand sweeps awayIndex fingers roll away from bodyfsThe * alerts the learner that the word can be signed multiple ways, but all signs mean the same. The number indicates the number of signs presented.
10! PutThe ! alerts the learner that the handshape usuallly stays the same, but the motion, direction, and/or expression changes depending on context.
11Adapted Dolch Words Total Signs = 510 PreprimerPrimer1st Grade2nd Grade3rd GradeWords40494539Meanings71746673Signs9511311011280 Total Signs = 510A hearing student will learn 40 Dolch words, but a Deaf student will learn 71 meanings along with 95 signs for those 40 words.
12Online Progress Reports Teachers and students can graph their progress for classroom displays, IEPs, and other reports. These graphs make progress VISUAL and MOTIVATING.
13Student Progress Checks Easy to use progress forms are available in Student Progress Folders for record keeping.13
14Adapted Dolch Words -- Materials Adapted Dolch Word Cards -- Teacher setAdapted Dolch Word Cards -- Student setAdapted Dolch Word Teacher WorkbookAdapted Dolch Word Student WorkbookAdapted Dolch Word Cards -- Teacher set: Use to pre & post testing of students and group teaching; Answers on the back.Adapted Dolch Word Cards -- Student set: Backs are blank so students draw their own meanings, or can be used in teacher created game centers and peer teaching.Adapted Dolch Word Teacher Workbook: Provides exercises for classroom instruction, words lists, and testing formats.Adapted Dolch Word Student Workbook: Great for practice exercises and homework assignments. Student workbooks are consumable.Adapted Dolch Word Video Tape 1: Introduces the words signed in isolation for group instruction. Also great for parent, student, and teacher self teaching and ASL access.Adapted Dolch Word Video Tape 2: Words signed in context firs in English word order and then in ASL. Also great for self teaching and ASL Access.Adapted Dolch Word DVD 1Adapted Dolch Word DVD 2
16The Bridge ListsEnglish phrases requiring American Sign Language (ASL) translation for understanding.Bridging - pointing out and emphasizing Bridge phrases to deaf students.Bridging when reading allows deaf students access to written English.
17[just about] almostJust has 4 signs: recently, exactly, only, fair. About has 2 signs: about and approximate.No combination of these signs makes sense to the visual linguistic system; therefore another sign, almost, is required and indicated by brackets [ ].
18[right over there] F off nose Right has 3 signs: correct, right as in a trial, and right as in turn right. Over has 5: over, over the top, finish, again and again, and cross over the fence. There has 2 signs which mean the same.No combination of these signs makes sense to the visual linguistic system; therefore another sign, F off the nose, is required and indicated by brackets [ ].
19Bridge Lists How do I pretest? Pretest individually.Select 10 cards from Preprimer deck. If correct, continue. After 5 incorrect responses, STOP. Graph, if appropriate. Group students according to list levels.Fun ways to teach include: Pictionary, Charades, Sentence Manipulation, Bridge Bowls Workbooks19
20The Bridge Lists Total Signs = 579 Preprimer Primer 1st Grade PreprimerPrimer1st Grade2nd Grade3rd GradePhrases7158514540Meanings117941246654Signs1531231587075Total Signs = 579
22Phonemic AwarenessSkilled deaf readers make use of phonological information.All of us have our own phonemic vocabularies, right or wrong.All readers possess a basic code to decode the printed word.
23& Vowel Patterns b d f g h j k l m _a_ a_e, ai, ay _e_ ee, ea, ey, _e Phonemic Awareness& Vowel PatternsCONSONANTSVOWELSb d fg h jk l mn p rs t vw z thwh ch shShort Long_a_ a_e, ai, ay_e_ ee, ea, ey, _e_i_ i_e, igh, _y_o_ o_e, oa, _o, ow_u_ u_e, ewThis shortcut is based on the Northhampton Charts. A fast method for teaching this is explained in trainings.
24Why Phonemic Awareness and Patterns Work Seeing patterns in words takes advantage of M space, especially in very young children.igh –1 space, not 3A 7-year-old child has 3 M spaces; therefore, only 1 space is occupied by igh and 2 are free for easier processing.We review several ways that the brain learns new information in trainings.
25Literature-Based Instruction Adapted Dolch Words, Bridge Lists, and Phonemic Awareness provide the FOUNDATION for reading print conceptually with comprehension.These tools make all print materials accessible, relevant, and FUN:Basal readersSubject area textsNewspapersComic booksClosed captionsTHE WORLD . . .These tools make print materials accessible, relevant, and fun.
26Put the lights out when you finish in the living room. (???) Amelia BedeliaPut the lights out when you finish in the living room. (???)Various texts are utilized in trainings to demonstrate the application of the Adapted Dolch words, Bridge Lists, and Phonemic Awareness.
27[Put the lights out] when you finish in the living room. Amelia Bedelia[Put the lights out] when you finish in the living room.For example, “Put the lights out” must be bridged to check for text comprehension.
28ASL Development Students sign personal stories to the ASL instructor. In trainings techniques are presented to develop student ASL skills with student signing samples.Students sign personal stories to the ASL instructor.The ASL instructor retells the stories modeling proper ASL.Students then sign their stories again, implementing proper ASL structures.Students record and illustrate their stories to demonstrate progress.
29Spontaneous Written English In trainings techniques are presented to develop student writing skills with student writing samples.During writing time, the student dictates and/or writes spontaneous and personal short stories with their teachers.These stories are translated into proper English.The student then copies and/or types the proper English version and illustrates the stories.Language Experience Folders are available for recording progress.
30Student Sample Teacher/Student Revision Said open cabinet get food breakfastGet ice mother stareSaid go put food later eatSaid stubborn and immatureMother insulted.Spell m-u-l-e.Mother oh.I said sorry.Teacher/Student RevisionI [opened the cabinet] [to get] breakfast food.I got ice and mother [stared at] me.She said, “Go put the food back. Later you will eat.”I said she was stubborn and immature.Mother was insulted.I spelled m-u-l-e.Mother said, “Oh!”I said, “I am sorry.”
31ASSESSMENT, ASSESSMENT, ASSESSMENT Immediate Positive feedback is motivational.Makes it more FUN to learn.Increases enthusiasm.Encourages healthy competition.Provides accountability for all participants.Meets IEP Requirements – goal setting.Documents efforts of consistent linguistic input.Promotes parent involvement and satisfaction.Shows documentation of student progress.