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Literacy at Sommerville school

Literacy at Sommerville school

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Literacy at Sommerville school

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  1. Literacy at Sommerville school Sensory Literacy packs. Book bags. Literacy Packs Languageexperience

  2. The special learning needs of our students meant that they were unable to learn using some of our traditional teaching methods and resources. The standard ministry issue reading and literacy resources were not catering for our students. Special thanks to Jess Hubbard, Tarquin and Michelle Major for their commitment and contributions to making these resources possible. 

  3. Need • To benefit from our school curriculum, students with sensory impairment issues and complex learning needs have to develop each of their senses and early language skills, individually and in combination. - a process that must be shared numerous times with our students both spontaneously and through planned learning experiences.

  4. Goal To create a resource that combined our knowledge of early literacy skills using a multisensory experience. - Selecting resources for each of the senses, using stimuli than can be varied to suit the age of the child or young person and individual teachers.

  5. What skills ? • P Levels • P1 (ii) To show emerging awareness of activities and experiences. • P2 (i) To begin to respond consistently to familiar people, events and objects. • P2 (ii) To be proactive in their interactions. To communicate consistent preferences and effective responses. • P3 (i) To begin to communicate intentionally. To seek attention through eye contact, gesture or action. • P3 (ii) Use emerging conventional communication.

  6. Sensory Book Bags Multi sensory Touch, taste, smell, sight, sound. Simple story line Easily accessible – stored in one place! Simple props Touchable Sound devices Simple storyline

  7. Observe • Student interaction • Staff Participation • Use of simple resources • Everything close and available.

  8. Why sensory bag books ?? Research / Discussion http://www.bagbooks.org/ How to get started? Staff meeting to present concept and brain stormed the story lines – simple, topic related. Buy, find, make appropriate resources.

  9. Use real objects where appropriate. • Have objects that can be removed and handled by students. • Think Multi sensory • Sound effects • Tactile • Smell • $2 shops and families are a great resource. Think about storage and labelling.

  10. Literacy Packs Using Big Books Activities and resources to support learning and interaction.

  11. Goals P3 (i) Begin to communicate intentionally. To seek attention through eye contact, gesture or action. To participate in shared activities with less support. To sustain concentration for short periods. P3 (ii) Use emerging conventional communication. P4 To listen and respond to familiar rhymes and stories.

  12. P6 Respond to others in-group situations, for example taking turns appropriately and cooperating. P7 To show an interest in the activity of reading. To predict words, signs or symbols in text. Contribute appropriately one to one and in small group discussions and role play. Listen, attend to and follow stories for short stretches of time. P8 Use a growing vocabulary to convey meaning to the listener. They take part in role play with confidence. They listen attentively. They follow requests and instructions. P9 To communicate about matters of interest in familiar settings. - understand and respond PI0 To follow what others say and respond appropriately to straight forward comments.

  13. Activities Props Room 1 in action

  14. Using across the curriculum Language Social studies Art Maths Science

  15. Language experience Shared book Student reading Real items Role play New Vocab, visuals

  16. Taste Decision making Worksheets - Kit Make Create Share Sequence Experience – eat !!

  17. Things to remember • Keep it fun  • Use all the senses. • Get students moving and engaged! • Repetition and extension is the key. • Share your resources and ideas. • Work as a team • Develop to the needs of your students. • Get creative. • Think about storage and labelling resources.