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Copying is not writing. Far copying entails more working memory.

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Copying is not writing. Far copying entails more working memory.

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When teaching certain student to write his name by providing access to letters of his name one at a time ,using laminated display in computers or keyboards on AAC devices. Visually and tactile.

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Understood that students must be given access to all 26 Letters when engaged in writing tasks. They can be presented 2 two or any number according to student level.      Stencil should not be used to block some letters for name writing.
Tariro

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The confusion of using ACC as a means of emergent writing was well explained and cleared for us as special education teachers dealing with the various disabilities. The way we present and teach writing should be different from the way students type on AAC for communication.
Jehad -CT

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As we all know that every child must learn to write and so we need to create various resources and opportunities to make sure that the child is participating in writing. No matter how difficult it is and how long it takes.
(Muhammad)

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Give ample opportunities for students to communicate there thought, feelings, understanding through writing. It might take a long time for some to achieve, but its worth it.

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Writing is more of "Thought Written down" and not "Talk Written down". Writing is still an emergent process and hence we need to provide access to alphabet and  ample opportunities for students to learn to use the alphabets to start writing.
Smitha

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We really need to defy ourselves and move to alternate pencil whenever required.

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We learned that during shared reading we need to encourage student to initiate rather than to respond. Following the CAR strategy, we should avoid WH questions and should use strategies like "tell me about the picture" "it's your turn" etc. If the student is emergent reader teacher reads
for him and if the student is conventional then he reads by his own. Should choose interesting book and story for shared reading. Using ALS is very important during shared reading and should plan in a way to be more helpful to understand the key words of the story.
(Muhammad Diyar)

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Shared reading follows the CAR –Clearly understood that to avoid asking ‘Wh’ question when you implementing the CAR strategy and How can motivate students participation during the literacy by interventionist saying  “you say something”, “Tell me about this”, “It’s your turn” etc.-Sneha

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Shared reading follows the CAR –Clearly understood that to avoid asking ‘Wh’ question when you implementing the CAR strategy and How can motivate students participation during the literacy by interventionist saying  “you say something”, “Tell me about this”, “It’s your turn” etc.-Sneha

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The CAR shared reading strategy provides a structure that guides readers, encouraging engagement and interaction with a story while building, supporting, and modelling communication skills. CAR appropriate for readers in the earliest stages of symbolic communication and print awareness, who may or may not show interest and enjoyment during shared reading.
It is important to pause for at least 5 seconds after each comment and/ or question in order to allow students enough time to process the language and construct an answer or initiate a new comment or question.-Wilma

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In shared reading , have begun with Slow down presentation of visual objects and targets.  Allowing the student time to process what is being seen and respond to what is being presented. Planning activities for the time of day when student is alert, ready to learn.
- Sonia

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I appreciate the great emphasis on the importance of planning verities of comments during shared Reading according to student’s different level of understanding. The reason of avoiding YES or NO question was explained in logic way that for a successful   Shared Reading teachers should pay attention of what students think not about what they know accordingly the teacher will vary the comments.

I highly recommend you to watch this video it is like a summary of what Dr.Karen  brought up about most valuable  strategies for shared reading
Jehad (Scholastic Orange & Violet

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Shared Reading: It's not what they know, it's what they think.

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This video is about Shared Reading: It's not what they know, it's what they think.

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I truly agree that oral language supports literacy and vice versa

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I truly agree that oral language supports literacy and vice versa

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Follow the CAR. Model making comments; pause and wait; all important strategies to engage actively with the student. Will now try hard not to ask 'wh' questions during the Shared Reading session.
Gloria

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Integrating CLAS and literacy goals.

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Understood and started following the CAR strategy during shared Reading. 'Pausing and waiting technique is showing results as student ( verbal) started responding/ initiates by attempting to repeat the read word or words. Also got a clear idea of planning for comments for contents in each page and for print referencing comments while following the CAR.- Binu

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A very vital technique we had learned today, “read inside the student’s head” especially for students using AAC – device
Asmaa

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"The goal of shared reading id to understand the text not the comprehension"

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CAR provides a framework to encourage and build participation of Students during reading. Putting the CROWD in the CAR expands the shared reading practice. - Fiona

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as guilty of asking questions during Shared Reading, I have now  better understanding in following CAR, comment, pause, asked for participation and then repeat... It is true that some students takes time to comment / respond but they do if we only wait and give them enough time for them...

- Pia CT Jr Boys Green / Jr Girls Blue

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One of my student being trained in predictable chart writing.

- Pia CT Jr Boys Green - Jr Girls Blue

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In Arabic Unit , we do Shared Reading in Arabic , and one of strategy we Learnt an important skill-'Pause and wait' through the CAR strategy. We have started to use in giving time  after giving an instructions. we observe that more   student participating than before and interaction during shared reading
Asmaa

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Literacy assessment data - Pre-intervention data to be looked upon.

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Literacy assessment data - Pre-intervention data to be looked upon.

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Library session - must focus on cognitive clarity -  the student must be informed about what the session is going to be? the goal of the session. " Pause" is a critical element in teaching, session should be student lead than teacher lead. Shameem

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Library session - must focus on cognitive clarity -  the student must be informed about what the session is going to be? the goal of the session. " Pause" is a critical element in teaching, session should be student lead than teacher lead. Shameem

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Read the Chart throughout the day many times, not only during ‘Predictable Chart times’. This will help Student how these sentences sound.

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Predictable Chart Writing teaches students to understand the stem of  the sentence and make choices. Using Braille with the student who cannot see, just to give him the concept of written language is so true!
Gloria

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Most of the time during Shared reading, I would prompt too soon to get a response from the student .Learnt an important skill-'Pause and wait' through the CAR strategy. I have started making an effort to count in my head after giving an instructions. I see more student interaction during shared reading now.-Khadija

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CAR strategy was implemented during the shared reading session, Especially the key element 'pause and wait' gives motivation to each child to participate and respond. And, encouraging the students to initiate rather than prompting.-Sneha

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We learned that learning should happen through initiation rather than prompt and that is why CAR strategy is meaningful in this regard. WH questions should be avoided for the participation of student.  Repeat, add more and wait strategy need to be applied.
Muhammad

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Shared Reading usually involves the whole class and teacher reading an enlarged text like the big book, website projected via the interactive whiteboard/smartboard to that is beyond the level of the students that can read by themselves.
So the CAR strategy during the shared reading is effectively and useful for the students and they expected to be actively engaged whilst the teacher is reading, following the text and when confident joining in and reading with the teacher.

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The fact we can make books engaging with use of props and by relating the text to leaners life's experience is amazing. Getting ready for Braille instruction (Pre-Braille) for students with CVI this concept using alpha boxes to teach phonetic awareness for letter sounds and Core words using tactile symbols will be trailed. 

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The fact we can make books engaging with use of props and by relating the text to leaners life's experience is amazing. Getting ready for Braille instruction (Pre-Braille) for students with CVI this concept using alpha boxes to teach phonetic awareness for letter sounds and Core words using tactile symbols will be trailed. 

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Sonia

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A very vital technique we had learned today, “read inside the student’s head” especially for students using AAC – device

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A very vital technique we had learned today, “read inside the student’s head” especially for students using AAC – device

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I have learnt that it is important to encourage the to students to participate and inniate during shared reading.The CAR strategy during shared reading is very helpful and effective for better understanding and learning of the students. 

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I have learnt that it is important to encourage the to students to participate and inniate during shared reading.The CAR strategy during shared reading is very helpful and effective for better understanding and learning of the students. 

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Annilyn - Special Care

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Better understanding of prompting vs Initiations during Shared Reading session.

Follow CAR : Comment, pause (giving space for the student to initiate ) ask for participation, very important not to ask "Wh" questions for participation, repeat, add more and wait.

Waiting is very important step and go from few seconds up to 1 minute.

Smitha

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Learnt that teaching the students to participate  and initiate  rather than prompting them to respond during shared reading by following CAR. Liked the strategy of pausing and waiting for comments after reading each page of the story.

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Learnt that teaching the students to participate  and initiate  rather than prompting them to respond during shared reading by following CAR. Liked the strategy of pausing and waiting for comments after reading each page of the story.

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Binu

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Plan CORE comments.
Keep comments short.
Femia

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Comment Pause and Wait
Ask for participation
Respond, repeat, add more and wait

Waiting is crucial and can range from a few seconds to over a minute.
Elizabeth Saju

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We learned the different modes of repetitive teaching  through symbolic and non symbolic communication. Frequent and intensive use  core words can improve students communication .
Rosily

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With access to core vocabulary and regular practice , improvement in sentence building and free expression have seen . The session was an eyeopener for me  to get convinced that  core vocabulary offers so much more to my students .
Nirmala

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Cognitive engagement grows when classroom look more like places of personalized reading and writing with large in class libraries, regular student publication and high levels of student interaction (Erickson et al., 2020)
Elizabeth Saju

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Focus on the process of learning rather than mastery of the skill as step counts.

Femia

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Have learnt about demonstrating versus modelling. Now while working with the students be more conscious of Demonstrating versus Modelling. The different ways which were explained on the use of core words across settings and also the different ways that can be used to demonstrate the use of these and how to make them accessible all the time to students and different ways that can be used for those students who throw tear the core words .Have started effective use of core words in different settings.
Tariro

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Communication is Essential. We need to understand about the learning matter to the student, to stay motivated and to put some effort into learning activities to be persistent. Understanding with the student uses body language vocalizations / non-verbal communications, Core words are very useful across settings/ regardless of student needs. We can teach/show them on how they can say especially those student using the AAC by pointing to a single words or a symbols.

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The examples given by Dr. karen was very helpful. The different methods and the way she used resources during teaching a group with varying students were inspiring. 

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The examples given by Dr. karen was very helpful. The different methods and the way she used resources during teaching a group with varying students were inspiring. 

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Revathy- Primary Blue

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I understood from this session that with the right instruction and supports, all students can learn to read and write.

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Communication is essential for all. We need to stay motivated & use different modes of repetitive teaching.  Understanding students' communication is very important it can be non-symbolic communication, symbolic communication.  It's important to encourage students to communicate we can model or demonstrate according to the requirements. 

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Communication is essential for all. We need to stay motivated & use different modes of repetitive teaching.  Understanding students' communication is very important it can be non-symbolic communication, symbolic communication.  It's important to encourage students to communicate we can model or demonstrate according to the requirements. 

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Really like the clarification about expert Vs more knowledgeable than others, encouraging Vs Requiring and demonstration Vs Modelling. We have initiated the intensive use of core words but I believe needs to grab each and every opportunity to use those will lead the student to initiate more often.

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I appreciate how concrete and specific examples were given on how to facilitate and encourage communication across sessions even if we have a class of varied students. As class teacher, I am also inspired to work more on literacy giving emphasis on it as a means of training students for communication as well.

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Aspect of demonstration: The teaching base on demonstration the principle of "Repetition" or frequent practice is very helpful for student's learning. Using the the same tactile symbols across setting and the same process each time is very important to provide familiarity and help the student for better understanding and communication specially with visual impairment students.

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Aspect of demonstration: The teaching base on demonstration the principle of "Repetition" or frequent practice is very helpful for student's learning. Using the the same tactile symbols across setting and the same process each time is very important to provide familiarity and help the student for better understanding and communication specially with visual impairment students.

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Annilyn (Special Care)

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We learned about the conditions and  principles of learning and how different professionals can utilize their skills to help in useful learning. The training enables teachers and therapists to improve students meaningful communication and use different ways to make sure of the  student's access to materials and to customize it for those who have challenging behavior, lack of joint attention and visual challenges. (Muhammad SB Silver)

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We learned about the conditions and  principles of learning and how different professionals can utilize their skills to help in useful learning. The training enables teachers and therapists to improve students meaningful communication and use different ways to make sure of the  student's access to materials and to customize it for those who have challenging behavior, lack of joint attention and visual challenges. (Muhammad SB Silver)

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The importance of Repetition with variety  - Jehad ( Arabic Red)

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The importance of Repetition with variety  - Jehad ( Arabic Red)

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link :
https://www.youtube.com/watch?v=gt5MMIw7Sew
some ideas that may help you put the concept of Repetition with variety into AAC:

https://praacticalaac.org/praactical/thoughts-on-practice-in-aac-instruction/

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Edmonton Regional Learning Consortium - ERLC

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Importance of Repetition and Variety in Learning with Dr  Caroline Musselwhite

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One of the elements ‘Repetition with variety’ really encourages delivering the new teaching content or concept with familiar routine or experiences and also provides multiple opportunities for each learner...Sneha

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When a student uses body language vocalizations or  other non- verbal communication to express himself, we can use the core words on AAC and show them  how they could say it using their AAC by pointing out the main words / symbols to them.

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When a student uses body language vocalizations or  other non- verbal communication to express himself, we can use the core words on AAC and show them  how they could say it using their AAC by pointing out the main words / symbols to them.

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Binu

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I really like the demonstration v/s modelling strategy and tried practicing that in the class. First I demonstrated it to her and this was student initiated response -Khadija (SG Coral)

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Intensive use of core words during  Shared reading showed increase in participation amongst students not only to those students who are vocally verbal but also to those using communication device/app. Dr. Karen emphasized on Demonstrating how to do it rather than modelling how to use it makes a big difference on rate of acquisition of using core words on their device e.g. TD Snap. - Pia CT Jr Boys Green - Jr Girls Blue

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Learning is important than mastery in literacy. Focus on being persistent in teaching. Student initiated participation helps more than prompt depended participation. Using core words across routines helps in meaningful communication. Creativity and repetition with variety makes learning more interesting and helps in generalization. 

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Learning is important than mastery in literacy. Focus on being persistent in teaching. Student initiated participation helps more than prompt depended participation. Using core words across routines helps in meaningful communication. Creativity and repetition with variety makes learning more interesting and helps in generalization. 

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(Ashraf... Senior Girls. Coral)

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A clear understanding of learning should be focused rather than mastery coz learning is a process that goes on in literacy. As most of the students tend to become prompt dependent the clarification of the 'Modeling' prompts to be addressed as 'Demonstration' was something new to learn and understand. The mention of "Teachers are not experts" is a myth and we have to understand we all are learning and supporting each other. (Smitha - Scholastic Orange)

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A very vital technique we had learned today, “read inside the student’s head” especially for students using AAC – device

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Word Bubbling strategy

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While using Shared Reading, we are teaching students to systematically initiate in their communication with us. Demonstration versus modeling while using the AAC device. Using the 3D symbols along with signs with students who have visual difficulties.
Gloria

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Understood that writing with alternate pencils allows students  with significant   difficulties to develop writing skills by giving opportunities to access  alphabet  charts.
Rosily