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Sign of the Day - CHEERLEADER
Blog Articles by: John Miller
Learning Tips | Monday, March 2, 2015
Read Across America Day is every year on March 2nd - Dr. Seuss’s birthday. The whole month of March is also National Reading Month. The events are used to encourage reading and literacy. Reading any book is great, but the National Education Association chooses a book every year and this year’s book is the Dr. Seuss book Oh, The Places You’ll Go.
Resources for this year’s Read Across America Day
Get the book:
Printable activities to accompany the book:
- Find these and more printable activities to accompany Dr. Seuss books at the Seussville's Read Across America page.
- The National Education Association website also has resources for planning a reading event and resources for finding free books for the classroom.
How ever you spend Read Across America Day or National Reading Month, we hope you enjoy a good book!
For more on the importance of reading to children and tips for reading with children who are deaf and hard of hearing, see our article on Tips for Reading to Deaf and Hard of Hearing Children.
- Education Association. Finding Free Books for the Classroom. Retrieved 2/27/2015 from http://www.nea.org/grants/finding-free-books.htm
- National Education Association. Plan a Reading Event. Retrieved 2/27/2015 from http://www.nea.org/grants/plan-a-reading-event.htm
- Seussville: Dr. Seuss Educators. NEA's Read Across America - March 2. Retrieved 2/27/2015 from http://www.seussville.com/Educators/educatorReadAcrossAmerica.php
Learning Tips | Friday, February 27, 2015
The Importance of Reading with Children
According to the U.S. Department of Education, only 53 percent of children ages three to five are read to daily by a family member.1 Yet, children are significantly better at reading comprehension when parents read with them and encourage reading.2 Children who are read to at home do better in school. Research shows they are better at knowing the alphabet, counting, writing their names, and reading.3 Additionally, the more types of reading materials there are in the home, the higher students are in reading proficiency.4
Motivating children to read is an important factor in student achievement and creating lifelong successful readers. Research has shown that children who are motivated and spend more time reading do better in school.
For more information on Children's Literacy visit the National Education Association website.
Reading with Deaf and Hard of Hearing Children
Over 90% of deaf or hard of hearing children are born to hearing families and there is often a lack of communication between hearing parents and their deaf child. Using sign language when reading increases comprehension, which helps children become more engaged in the story being read and more interested in learning to read themselves.
Parents can use the word list feature on Signing Savvy to create a custom word list of signs that go with a book they are reading. The Signing Savvy quizzing and digital flash cards features can be used to practice the signs from the word list and, of course, it is best to sign while reading the book. This is a way for both parents and children to practice signing together and learn new signs.
Teachers can also create custom word lists of signs that are used from books read at school and then share those word lists with parents. Then parents have great recommended books for signing and reading at home that align with the classroom curriculum.
Some great tips for reading to deaf and hard of hearing children were outlined by David R. Schleper in the publication Reading to Deaf Children: Learning from Deaf Adults. The tips were developed through research of what deaf parents do when reading to their deaf and hard of hearing children.
Schleper's 15 Tips for Reading to Deaf and Hard of Hearing Children
- Translate stories using American Sign Language. Focus on concepts and use lots of fingerspelling.
- Keep both languages (ASL and English) visible. Make sure children see both the signing and the words and pictures.
- Elaborate on the text. Add explanations about the text to make it more understandable.
- Reread stories on a “story telling” to a “story reading” continuum. The first few times, make sure the student understands the story. Then, slowly, focus more and more on the text.
- Follow the child’s lead. What does the child wants to read? What if the child wants to read just one part of a book, then move to another? Follow the child.
- Make what is implied explicit. Make the hidden meaning clear.
- Adjust sign placement to fit the story. Sometimes sign on the page. Sometimes sign on the child. And sometimes sign in the usual place.
- Adjust the signing style to fit the story. Be dramatic. Play with the signs and exaggerate facial expressions to show different characters.
- Connect concepts in the story to the real world. Relate the characters to real events.
- Use attention maintenance strategies. Tap lightly on your child’s shoulder, or give a gentle nudge to keep his or her attention.
- Use eye gaze to elicit participation. Look at the child while reading.
- Engage in role playing to extend concepts. Act out the story after you have read it.
- Use ASL variations to sign repetitive English phrases. If you are using the same phrase over and over, vary the signs.
- Provide a positive and reinforcing environment. Encourage the child to share ideas about the story and support the child’s ideas.
- Expect the child to become literate. Believe in the child’s success and read, read, read!
These tips are from:
- Schleper, D. R. (1997). Reading to Deaf Children: Learning from Deaf Adults. Washington, DC: Laurent Clerc National Deaf Education Center at Gallaudet University. (ISBN 0-88095-212-1)
- They can also be found as part of the webpage on "Reading to Deaf Children" from Gallaudet University's Laurent Clerc National Deaf Education Center.
- Laurent Clerc National Deaf Education Center, Gallaudet University. Reading to Deaf Children. Retrieved 2/27/2015 from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/language_and_literacy/literacy_at_the_clerc_center/literacy-it_all_connects/reading_to_students.html
National Education Association. Facts about Children's Literacy. Retrieved 2/27/2015 from http://www.nea.org/grants/facts-about-childrens-literacy.html
- U.S. Department of Education, National Center for Education Statistics, from http://www.nces.ed.gov/fastfacts/display.asp?id+56
- U.S. Department of Education. 1996. Reading Literacy in the United States: Findings From the IEA Reading Literacy Study.
- U.S. Department of Education, National Center for Education Statistics, 2000.
- Educational Testing Service, 1999. America's Smallest School: The Family.
Teaching Tips | Friday, December 19, 2014
One really fun idea for teachers to do for their students’ families for the holidays is to assemble a virtual cookbook filled with recipes to create at home. We all know how important it is for children to be communicated with at home, as well as school, but many times parents are reluctant to do some activities at home because they don’t have the sign vocabulary to do so.
Like with any lesson plan or our favorite children’s books, teachers can create Signing Savvy word lists of their favorite, easy, sweet treats’ recipes. After creating a word list for a favorite recipe, teachers can email the link to parents so families can checkout these recipes on Signing Savvy and be able to see the key signs to be able to recreate some great treats at home!
If you also make the goodies as part of a classroom activity, the children will be very excited to make something at home that they have already done at school. It will give them the opportunity to become the expert and actually work as a teacher with their families.
One thing parents need to remember though, is that some of the actions that they will be doing while cooking or baking may be more miming rather than actual ASL signs. One example of this would be the word SPREAD. If you look at SPREAD in the Signing Savvy website, you'll find the sign for something spreading or spilling across a table or the floor, which would not be the same kind of action you are talking about when you are spreading the frosting on a cake. Instead, to sign that you want to SPREAD frosting, mime the motion you would make in real life to indicate spreading. This is one of the most common mistakes non-fluent signers make. They look for an exact sign to go with their English word when really they would just be better going with their instinct and miming the action of frosting a cake.
So dig into your favorite holiday recipes and start creating word lists that you can share with your families this holiday season. They will really enjoy them, I am sure!
I have included links below to word lists for two of my favorite recipes to get you started.
(Photo Credit: A Taste of Koko)
(Photo Credit: Recipe.com)
Site News | Tuesday, September 30, 2014
Every year around this time, I get a message or two from teachers and interpreters of deaf children asking how to best convey the concept of rhymes to their students. Rhyming is a very common curriculum goal in many, if not all early childhood education programs throughout the United States and Canada.
The problem often with rhyming is that many of the words are made-up and, therefore, they have no sign. We all know that words that have no sign should be fingerspelled if you follow proper ASL rules. You can fingerspell these nonsense words, but that isn’t always very interesting for the young deaf child to watch and doesn’t accurately convey the concept of rhyming words.
I stumbled upon this great video of Austin W. Andrews, an ASL storyteller also known as Awti, describing how to rhyme in sign language. He uses the classic nursery rhyme “Hey Diddle Diddle” as an example and does an excellent job of explaining how to handle rhyming when signing.
Some of Awti's great rhyming pointers include:
- Rhyming in English focuses on words that sound the same. ASL doesn’t use sound, so to use the principle of rhyming in ASL, signs should look the same.
- Rhyming is also based on repetition - repeating similar sounds in English to create an audible rhythm. Do the same thing in ASL by repeating similar signs to create a visual rhythm. Use movement, handshape, location, palm orientation, or other components of signs to create repetition and a visual rhythm.
- Stay true to the meaning of the rhyme, but don’t get caught up in delivering a direct translation of each word. To sign, “Hey Diddle Diddle,” Awti signs HI (for “Hey”) and then uses swinging arms for DIDDLE that mimic the movement of FIDDLE in the next line of the rhyme. Swimming arms may not be an ASL sign, but “Diddle” has little meaning in English as well and the point of rhyming is to establish a pattern, rhythm, and repetition (whether audible in English or visual in ASL).
Watch the short video to see Awti’s rhyming example in action. The video has no audio, but is captioned. If you are a fluent signer, you will not have a problem understanding the signing in the video, and that is actually the best way to watch it. If you aren’t a fluent signer yet (notice I said YET), then I suggest you watch the video a few times, first reading the captions so that you get the gist of the video and then go back and watch it again, focusing on the sign.
To turn the captions on, click the "CC" button at the bottom of the video.
- McCulloch, Gretchen (2014, September 5). How Do You Rhyme in a Sign Language? Slate. Retreived 9/15/2014 from http://www.slate.com/blogs/lexicon_valley/2014/09/05/rhyming_in_a_sign_language_a_proposal_from_asl_storyteller_awti.html
Teaching Tips | Monday, July 14, 2014
Being an educator of deaf children for over twenty years, I know the frustrations that occur when you are working with a student and continue to find gaps in their understanding of certain concepts. It’s shocking to find out that your second grader doesn’t know something like their middle name or their address. It’s easy to say to yourself, “Why didn’t the parents or the teachers before me teach this child this information?”
Instead of pointing fingers, there is a simple way to keep track of these gaps - it's what I call a “Swiss Cheese Folder.” Anyone that interacts with the student can document information gaps and record them in one easily accessed folder. The teacher or parents then help provide the information to fill in these information gaps, then ANYONE (teachers, parents, interpreters, therapists, social workers, paraprofessionals, bus drivers, grandparents and families) who has interactions with the student can open up the folder during their time with the students and help “fill in the holes in the Swiss Cheese.” Much of the information isn’t hard to learn once the child understands what the concepts are about, and often times many students are struggling with some of the same concepts.
Some very common things found in some student’s Swiss Cheese folder:
- Full Name
- Telephone Number
- Family Member’s Names
- Pet’s Names
- Days of the Week
- Months of the Year
- How many minutes in an hour?
- How many days in a year?
- How many items in a dozen?
- Telling Time
- Letter identification and matching upper and lower cases
- Emergency Information
- Answering questions about favorites…(what it means to have a favorite color, food, sport etc…)
These are also great topics that parents can work with their kids on over the summer.
When people work together, good things happen. “It takes a village to raise a child.”
Do you have other ideas of topics that would be good for a "Swiss Cheese" folder? Share your ideas in the comments below.