Georgia Pathway to Language and Literacy What is Georgia Pathway? Georgia Pathway is a Community of Practice (CoP) of professionals, advocates, and parents.

Georgia Pathway to Language and Literacy

• What is Georgia Pathway?• Georgia Pathway is a Community of Practice (CoP) of

professionals, advocates, and parents who serve deaf and hard of hearing (DHH) students throughout the State of Georgia. • Our mission is to advance the literacy proficiency of Georgia’s

DHH children (i.e., all DHH children will be on a path to grade-level reading proficiency by the end of third grade, regardless of communication modality). • Georgia Pathway is partnered with early interventionists,

educators, non-profits, medical professionals, parents, government entities (i.e. DPH, DOE), and other organizations throughout Georgia and the US.

Pathway’s Major Projects• 100 Babies Project • Systems Changes

• Medicaid Access and Best Practices • DHH Network and • Standardized System of Care• State-wide shared database

• DHH ProNet• Professional Development for Early Intervnetionists

• Georgia’s Largest Early Intervention Agency • GA PINES

• Early Language Curriculum (Birth to 18 months)• Development stage (signers and CI candidates)

• Foundations for Literacy Curriculum• State-wide dissemination and professional development

Foundations for Literacy

Funded by US Dept of Education Institute of Education Sciences Award Number: R324E06035 and R324A110101

Research Team

Georgia State University- Lead University University of Colorado-Boulder University of Arizona Arizona State University Rochester Institute of Technology University of North Florida University of British Columbia

Intervention Components

Phonological Awarenessand

Alphabetic Knowledge

Vocabulary,Simple Grammar, and Instructional

Language

Basic Story Elements and Print Concepts

Reading of Decodable Words and Simple

Connected Text

Intervention Components

A decoding intervention supported through language-rich experiences that develops:

Early Literacy Skills

Code-based skills

Needed to “break the code” to decode written words (e.g., letter-sound correspondences)

Meaning-based skills

Needed to understand at the word, sentence, and connected text levels (e.g., sequential language – first, next, then, last)

Foundations: Evidence-based

Two indicators of efficacy were used: • gains in standard scores – moved from below average to

close to average of the hearing normed sample• significantly greater gains in raw scores

Intervention Material

Teacher’s Manual

Provides information regarding planning and implementation

Unit Plans

Lesson plans by unit and an appendix Instructional Materials

All materials associated with 4 lessons in each unit

Professional Development Website

in progress

Unit At-a-Glance (Weekly)

Weekly Practice & Storybook Time

Daily Planning Page

Daily Explanation Page

Unit Vocabulary

Three levels have vocabulary picture cards: core target Challenge

121212

12

12

Signed video models are available

Phonological Awareness

begin in Unit 1 as listening activities

to develop phonological awareness skills

Alternative - to develop imitation and production of fluent fingerspelling to aid in word reading

syllable segmentation speech reading

initial sound identification

rhyme identification

fingerspelling

Look & Listen Activities

When:

What:Why:

The Sound Concept Story

The Sound-Concept Story

When: introduction of new sound; usually Day1 - first activity Why: to introduce the target sound in a meaningful contextWhat: 2 versions of each story

• core – target• target – challenge

-sequence mats – 3 or 4 panel -sequence picture cards -vocabulary unit cards -extra vocabulary cards

signed model videos are available

Language Activity – Plan

Sound-Concept Language Activity: Plan – Do – Recall

When: follows the introduction of sound-concept story

Why:develops planning skills (e.g., thinking and problem solving), reinforces unit vocabulary, and provides opportunities for language use

What: picture vocabulary cards marker, and white board,

chart paper, or planning template

Language Activity – Do

When: the day after a new sound is introduced – Day 2

Why:provides a meaningful experience to:

- practice the sound in isolation- strengthen the sound and semantic association

- develop vocabulary

What: unit vocabulary picture cards, specific items used in the activity

Sound-Concept Language Activity: Plan – Do – Recall

Visual Phonics handshape or fingerspelled handshape

Language Activity – Recall

What: the day following the activity

Why: provides an opportunity to expand language while discussing a past event while using unit vocabulary

What: unit vocabulary cards, board, paper, and marker, photos taken during the activity, materials used in the activity if appropriate

Sound-Concept Language Activity: Plan – Do – Recall

Small Sound Cards

Small Sound Cards provide: visual representations of phonemes

▪ one-to-one correspondence to phonemes

▪ visual associations between phonemes and multiple spellings

Key Word Blending

When:

What:

Why:

immediately follows the key word language activity

develops ability to blend sounds to read a word

Make-a-Word cards

small sound cards

key word cards

Fingerspelling

Key Word Blending

Additional Reading Activities

Connected Text – Simple phrases/sentences built with

Function Words (high frequency words)

Key Words (decodable words)

Rebus Reading Booklets

Practice Time: Narrative Practice

When: two days after the initial telling (usually days 3 & 4)

narrative practice folder who & where cards unit sequence cards

sequence collaborative group retell

individual Retell

What:

How:

Progress Monitoring

Parent Pages

Each unit Inform parents of

the content of their children’s learning

Provide guidance for parents to reinforce and extend their child’s learning at home