Circle Time Strategies
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Texas School for the Blind & Visually Impaired Outreach Programs
tsbvi.edu
512-454-8631
Superintendent William Daugherty
Outreach Director Cyral Miller
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Texas Focus: Learning From Near to Far
The Link Between Listening and Literacy Skills
Time: 3:00-4:30 PM
Date: June 10, 2010
Presented by
Liz Barclay, TVI, Assessment & Outreach
California School for the Blind
Developed for
Texas School for the Blind & Visually Impaired Outreach Programs
The Link Between Listening & Literacy
Liz Barclay
California School for the Blind
lbarclay@csb-cde.
Learning to Listen & Listening to Learn
▪ Parents
▪ Teachers
▪ Specialists
Listening Skills and the Expanded Core Curriculum
▪ compensatory or functional academic skills, including communication modes
▪ orientation and mobility
▪ social interaction skills
▪ independent living skills
▪ recreation and leisure skills
▪ career education
▪ use of assistive technology
▪ sensory efficiency skills
▪ self-determination
Listening Skills and the Core Curriculum
▪ English-Language Arts Content Standards
▪ No Child Left Behind
Good Listening Comprehension is essential for:
▪ Language and concept development
▪ Literacy skills
Listening and Literacy Skill Development
Listening does not take the place of reading; excellent listening skills support the development of literacy skills.
Hearing
As a distance sense hearing, like sight, can provide information about objects that one is not touching. It gives the listener information about the environment. (Wiener & Lawson, 1997).
Auditory Perception
▪ Awareness of sound
▪ Auditory attending
▪ Auditory attention span
▪ Sound localization
▪ Auditory discrimination
▪ Auditory memory
▪ Auditory sequencing
▪ Auditory figure-ground discrimination
▪ Auditory closure
Preschool and Kindergarten
Learning to listen
Experiential learning
▪ School
▪ Playgroups
▪ Classroom
▪ Community
Listening at School
▪ Circle Time
▪ Story Time
“ The foundation for literacy- as for all learning- comes from first-hand, common experiences.” Alan Koenig
Global Experiences (Koenig & Farrenkopf, 1997)
Experiences typically gained through daily activities:
■ Doing or making things (crafts, physical activity, cleaning up)
■ Experiences with friends --- pretending (friends, games, competition, playing, party)
■ Working together, sharing, helping (helping, teams, sharing)
■ Looking for or finding something (mystery, treasure, finding something or someone)
■ Experiences in the community (community, cities, occupations, places in the community, parade, circus)
■ Experiences at home (parts of and things in houses, clothes, cleaning up, sleeping)
■ Experiences with living creatures (animals, pets, birds, frogs, penguins, bears, buffalo, whales)
■ Experiencing emotions and a sense of well being (feelings, sick, growing, freedom, imagination, jealous)
Elementary School
Listening to Learn
■ Literacy skills
■ Listening comprehension and reading comprehension
■ Active listening
■ Listening in the classroom: critical listening
■ Listening to gain information through technology
■ Social skills
■ Recreation
Listening and Literacy Skills
■ Phonemic awareness
■ Sound manipulation
■ Sound blending
■ Sound segmenting
Listening and Literacy Skills
The correlation between listening comprehension and reading comprehension is great.
Enhancing Listening Comprehension
■ Provide a “picture walk” describing the salient features of picture, especially as they relate to new concepts or experiences in the story
■ Whenever possible provide objects that are featured in the story and pictures
■ Relate the pictures and concepts to a child’s own prior experiences
Enhancing Listening Comprehension
■ Provide opportunities for repeated listening, questioning and probing for understanding
■ For students who can use vision to view pictures, provide them with their own copy of the book whenever possible for personal picture viewing
■ When an extra copy isn’t available provide enough time for personal picture viewing, pointing out salient features of the pictures that may be mis-interpreted due to visual impairment.
Enhancing Listening Comprehension and Critical Listening
Guided listening
Guided listening, like guided reading, is always focused on comprehension. Children learn to predict what might happen or what they might learn. They learn about the story elements of characters, setting, and plot, and they learn how to organize and compare information learned from informational text.
Listening and Technology
Assistive Technology Tools that Utilize Listening to Enhance Literacy Skills
■ Hardware
■ Software
■ Audio books
■ Digital and electronic books
Middle and High School
Listening to acquire information
■ Note-taking and listening
■ Audio formatted listening
■ Listening and technology
■ Listening to a live reader
Note Taking and Listening
Teach students to:
■ Listen for the main points
■ Keep notes that consist of key words or phrases
■ Think about the importance of what is write down
■ Go back and review
Skills mandated by state guidelines:
■ Evaluate a speaker and the information being spoken
■ Identify main idea and supporting information
■ Restate and summarize spoken information
Audio Formatted Listening
Options:
■ Personal computers
■ Braille note-takers
■ Daisy players
■ Bookports
■ pda’s
■ E-book readers
■ mp3 players
Techniques
■ Work with students on increasing speech rates
■ Listening rate may need to be adjusted depending on the material
■ Encourage students to follow along in print or braille as they listen
Listening and Technology
Example of state technology standards:
■ 6th graders type 15 wpm using touch typing
■ 7th graders use a calculator for problem solving, statistics, probability, word problems, percents
■ 8th graders create research papers using an electronic source
■ 9-12th graders use Excel spreadsheet, PowerPoint/Multi-Media presentation
Listening to a live reader
■ How do you find, interview and hire a live reader?
■ Partner with a sighted friend for studying
■ Learn to become the director
■ Research options for employing and paying hired readers, i.e. SSI
Listening to acquire information
■ Note-taking and listening
■ Audio formatted listening
■ Listening and technology
■ Listening to a live reader
Students typically recall only 50% of what they hear and 20-30% of what is remembered is incorrect.
Students with Additional Disabilities
Attaching Meaning to Sound and Acquiring Information
■ Becoming Aware of Sound/Attaching Meaning to Sound
■ Understanding Auditory Information: Auditory
■ Discrimination and Auditory Memory
■ Developing Auditory Comprehension and Spoken Language
Becoming Aware of Sound/Attaching Meaning to Sound
■ Listening as a means of readying for interaction
■ Creating an “acoustically friendly” environment
■ Adults as models of listening behavior
■ Adults as communication partners in listening experiences
Continued Uses of Social Stories
Independent and Recreational Listening
Aural Reading and Creating an Audible Library
■ Social Stories
■ Experience Books
“Knowledge speaks, but wisdom listens.”
- Jimi Hendrix
- Sally Mangold
Learning to Listen, Listening to Learn, Liz Barclay, Editor
(In press: AFB Press)
From Chapter 2: Students with Multiple Disabilities
by Sandra Staples
Draft 6/10
AUDITORY COMPREHENSION AND SPOKEN LANGUAGE: USES OF SOCIAL STORIES
Social stories are simple stories written from a student’s perspective, usually intended as a means of reinforcing positive behavior in a social situation. They can be generic stories related to general social situations a student with additional disabilities encounters or targeted for situations that are problematic for a student. For example, a social story can reflect general behavior and activity in the cafeteria. Or, it can target a specific behavior for a student, such as eating food on his lunch tray only, not food of classmates seated near him.
Crozier and Sileo (2003) identify 6 steps necessary for the use of social stories as part of an effective behavioral intervention:
• Identifying the target behavior
• Conducting a functional analysis to gain a baseline of the targeted behavior and its trigger or cause
• Identify what might be changed and what behavior to teach
• Write the story
• Introduce the social story to the student
• Evaluate its effectiveness in reinforcing appropriate behavior
Whether social stories created for students with additional disabilities reflect general participation in activities or serve as part of a behavioral intervention, they need to reflect the comprehension level of the student. Crozier and Sileo (2003) point out that they should be organized with one concept per page with the text limited to “one directive sentence per page and one to three descriptive or perspective sentences” (p. 28).
Using the earlier example of a student’s behavior in the cafeteria, a page of text might include the following:
• A descriptive sentence- “Students eat lunch in the cafeteria.”
• A directive sentence- “I eat the food on my tray.”
• A perspective sentence- “Other students are happy when I eat only my food.”
The descriptive sentence offers information about the setting or what is happening during an event, while a directive statement reinforces how the student should behave. Perspective sentences offer information about how other people think or feel about the activity or the student’s behavior. Students who have visual impairments and additional disabilities miss social cues and other non-verbal communicative behaviors, limiting their appreciation for the perspectives of others and for the social climate. Social stories can enhance students’ awareness of and consideration for others as well as providing a means of reinforcing and shaping their social behavior.
Social stories can be limited to one line per page with repetition of the directive sentence and include other perspectives or descriptions. The story above could have a single sentence per page, with additional pages with sentences such as “My teacher is happy when I eat only my food” and “The lunchroom assistant is happy when I eat only my food” closing with “After l eat my food, I put my tray on the counter.”
Social stories can also be expanded so they address different contexts for the same behavior. The three sentences earlier can be on a single page, and then repeated with a different setting on subsequent pages. A second page might continue the pattern with “Students eat lunch at McDonald’s. I eat the food on my tray. Other students are happy when I eat only my food,” with one sentence per line. A third page might address eating snack in the classroom, and so on.
Illustrations can support emerging literacy and can include a photograph, line drawing, object or part of an object, depending on the student’s picture interpretation skills, need for additional cues to the story, and the extent to which the illustration supports rather than detracts from the key concept.
SOURCES: Based on Encouraging positive behavior with social stories: An intervention for students with autism spectrum disorders by S. Crozier & N. Sileo in TEACHING Exceptional Children, 35(3), pp. 26-31 (Council for Exceptional Children, 2003).
Learning to Listen, Listening to Learn, Liz Barclay, Editor (In press: AFB Press)
From Chapter 4: Learning to Listen:
Preschool and Kindergarten
by Kate Byrnes
Draft: 6/10
Circle Time Strategies
An essential activity for most preschool and kindergarten classes is “circle time”. Skillful listening is very important during this instructional period because it is an opportunity to learn a variety of social-cognitive skills such as listening to peers, turn-taking, and collaborative problem solving. Circle time often provides a predictable routine for learning concepts such as:
■ Seasons
■ Holidays
■ Months of the year
■ Days of the week
■ Counting days on a calendar
■ Oral counting to 100
■ Weather
■ Attendance
■ Early literacy skills such as the alphabet and sounds
For the student with visual impairments it is particularly important for teachers to provide support that will make it possible to listen and respond in order to successfully learn alongside their peers. Make the most out of the listening opportunities during circle time activities by providing that support using the strategies in the sidebar below.
Strategies for Teacher of Students with Visual Impairments
• Provide ample time for children to inspect any objects presented for exploration. This may be time spent in addition to circle time, either before or after, describing the salient features of the object as the student manually explores it.
• Before students participate in circle time, provide orientation to instructional materials that are regularly used, such as calendars, name charts, counting objects, pointers, etc. Children will also benefit from opportunities to practice with the materials so that for example, when it is their turn to put the new number on the calendar, they will have a greater level of comfort and familiarity.
• Provide opportunities to practice the movements that accompany the songs that are regularly sung, explaining, when necessary, why they accompany the words in the song. For instance, when singing “I’m a Little Teapot”, one hand is held up like a teapot spout, while the other is hand is placed on the hip, as if forming a handle. A real teapot can be used as a model during description and practice.
• Encourage youngsters with visual impairment to listen for the voice of their teacher or the person who is speaking during activities, teaching them to turn their bodies so that they face the speaker while seated. This may take practice and require a few reminders until it becomes natural.
• Teach children how to raise their hands in response to and when asking questions during circle time instruction.
Strategies for Classroom Teachers
• Choose a circle time seating arrangement that will place students with visual impairments in close proximity to instructional materials and actions that they may fully experience with support when necessary.
• Use the names of children consistently, so that the student with visual impairment will know who is called on or involved in an activity.
• Use precise positional terminology during instruction. For example, when directing students to point to or place an object, use specific language such as, “put the counting bear in the one’s cup on the right.”
• Encourage children with visual impairment to participate during circle time activities by calling on them regularly, having the expectation that they can fully participate.
• When presenting new ideas and concepts, link them to prior experiences that the children, especially the child with visual impairment has had.
• Ensure that your student with visual impairment has ample opportunity to manually explore materials that are used for instruction or brought by other students for sharing. If there is not enough time for this during instruction, provide additional time after circle time.
Technology and Listening Skills
Learning to Listen, Listening to Learn, Liz Barclay, Editor
(In press: AFB Press)
From Chapter 5: Listening to Learn in the Elementary Grades
by Theresa Postello & Liz Barclay
Draft 6/10
|Skill |Grade level |Comments and precursor skills |
|Listen to audio materials using cassette |Preschool through high school |Children begin to listen to recorded books in preschool for pleasure. |
|tapes, CD’s, MP3s, DAISY, Internet, & radio| |By early (grade one) elementary grades, listening centers can be found |
|TV sources. | |in classrooms. In the upper elementary grades (fourth grade), students|
| | |should have regular listening assignments to help prepare them for |
| | |later curricular listening. i.e., notetaking exercises. |
|Listen to curriculum skill development |Use of these devices can begin in |Listening will play an important role in literacy skill development |
|device such as Dr. Sally Mangold’s SAL |pre-kindergarten and be used as long as |when using Speech Assisted Learning devices. |
|(Speech Assisted Learning) System. SAL2 |helpful | |
|System is an interactive braille & audio | | |
|learning station. | | |
|Listen to electronic braillewriter such as |Use of electronic braillewriter can begin |This tool is useful for pre-braille learners so they can “doodle” |
|Mountbatten PRO Brailler |from pre-school to first grade |around, starting to get auditory feedback between dots and shapes and |
| | |associate them with character sound; helps with learning the braille |
| | |code. |
|Listen to electronic notetaker such as |Use of electronic notetaker can begin as |Children can begin learning to use an electronic braillewriter as soon |
|BrailleNote, PAC Mate™, and Elba |early as second grade, depending on skill |as they can read and braille the alphabet. Learning new contractions |
| |level |will be supported when listening to their voiced braille output. |
|Listen to audible PC keyboarding tutor |Begin in second grade |Instruction in word processing typically begins when students are |
|programs | |beginning readers and writers, having knowledge of alphabet and word |
| | |reading and writing. |
|Listen to labels on tactile maps, diagrams,|Begin in pre-kindergarten, continuing |Teach tactile exploration skills. |
|drawings, or courseware |through elementary school. | |
|Listen to screen reading while using the |Third Grade |Students must have basic keyboarding skills. |
|computer | | |
|Listen to audible literature on PDAs |Third Grade |Students should have plenty of regular exposure to and understanding of|
| | |typical print and braille formats. Listening to audible literature and|
| | |curricular material does not take the place of print and braille |
| | |literacy skills. |
|Listen while using scanning programs |May begin in fourth or fifth grade or |Listening plays an important role in learning to use this valuable |
| |Middle school |skill that will lead to increased independence. |
|Listen while using GPS |Middle school |Use of these devices is covered in Chapter 8, Orientation and Mobility.|
Texas School for the Blind & Visually Impaired
Outreach Programs
1100 West 45th Street
Austin, Texas 78756
512-454-8631
tsbvi.edu
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Figure 1 TSBVI Outreach Programs logo
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Figure 2 OSEP logo
This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.
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