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FAIRVIEW LEARNING 5 PROGRAM COMPONENTS The Adapted Dolch Word Lists The Bridge Lists & Reading Comprehension Phonemic Awareness Literature-Based Instruction ASL Development/Written English ASSESSMENT, ASSESSMENT, ASSESSMENT

The method constantly checks for student learning.

Excellent 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 consumable Introduces 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

The 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.

“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.

refers 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.

* go 5 5 to 0 Hand sweeps away Index fingers roll away from body fs Index fingers move out & down 5 to 0 Hand sweeps away Index fingers roll away from body fs The * 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.

! Put The ! alerts the learner that the handshape usuallly stays the same, but the motion, direction, and/or expression changes depending on context.

Adapted Dolch Words Total Signs = 510   Preprimer Primer 1st Grade 2nd Grade 3rd Grade Words 40 49 45 39 Meanings 71 74 66 73 Signs 95 113 110 112 80  Total Signs = 510 A hearing student will learn 40 Dolch words, but a Deaf student will learn 71 meanings along with 95 signs for those 40 words.

Online Progress Reports Teachers and students can graph their progress for classroom displays, IEPs, and other reports. These graphs make progress VISUAL and MOTIVATING.

Student Progress Checks Easy to use progress forms are available in Student Progress Folders for record keeping. 13

Adapted Dolch Words -- Materials Adapted Dolch Word Cards -- Teacher set Adapted Dolch Word Cards -- Student set Adapted Dolch Word Teacher Workbook Adapted Dolch Word Student Workbook Adapted 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 1 Adapted Dolch Word DVD 2

The Bridge Lists English 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.

[just about] almost Just 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 [ ].

[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 [ ].

Bridge 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 Workbooks 19

The Bridge Lists Total Signs = 579 Preprimer Primer 1st Grade   Preprimer Primer 1st Grade 2nd Grade 3rd Grade Phrases 71 58 51 45 40 Meanings 117 94 124 66 54 Signs 153 123 158 70 75 Total Signs = 579

Bridge Lists -- Materials Bridge Lists Cards Teacher set Bridge Lists Cards Student set Bridge Lists Teacher Workbook Bridge Lists Student Workbook Bridge Lists DVD 1 Bridge Lists DVD 2

Phonemic Awareness Skilled 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.

& Vowel Patterns b d f g h j k l m _a_ a_e, ai, ay _e_ ee, ea, ey, _e   Phonemic Awareness & Vowel Patterns CONSONANTS VOWELS b d f g h j k l m n p r s t v w z th wh ch sh Short 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, ew This shortcut is based on the Northhampton Charts. A fast method for teaching this is explained in trainings.

Why Phonemic Awareness and Patterns Work Seeing patterns in words takes advantage of M space, especially in very young children. igh –1 space, not 3 A 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.

Literature-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 readers Subject area texts Newspapers Comic books Closed captions THE WORLD . . . These tools make print materials accessible, relevant, and fun.

Put the lights out when you finish in the living room. (???) Amelia Bedelia Put 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.

[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.

ASL 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.

Spontaneous 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.

Student Sample Teacher/Student Revision Said open cabinet get food breakfast Get ice mother stare Said go put food later eat Said stubborn and immature Mother insulted. Spell m-u-l-e. Mother oh. I said sorry. ------------------------------------------------------------------------------------- Teacher/Student Revision I [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.”

ASSESSMENT, 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.

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