Typical Communication Levels and Literacy Levels .


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Levels of Symbolic Communication. AwarenessNot yet utilizing symbolsPre-symbolicBeginning with symbolsEarly SymbolicMoving forward with symbolsSymbolicGoing far with images . adjusted from Browder, Wakeman, and Flowers, AERA Presentation, 2007..
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´╗┐Typical Communication Levels and Literacy Levels

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Levels of Symbolic Communication Awareness Not yet utilizing images Pre-typical Beginning with images Early Symbolic Moving forward with images Symbolic Going far with images adjusted from Browder, Wakeman, and Flowers, AERA Presentation, 2007.

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Awareness Level Students at the mindfulness level may have no unmistakable reaction and no reasonable plan or goal in correspondence. They impart joy, dismay and condition of being by such means as: Postural moving Limb developments Head developments Facial expressions Vocalization adjusted from Browder, Wakeman, and Flowers, AERA Presentation, 2007.

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Awareness Level When showing understudies at the mindfulness level: Respond to open endeavors as though they were deliberate (Use forming to assemble purposeful correspondence.) Give chances to react before inciting Use genuine articles when conceivable Expose them to images and words Teach wide get to abilities Model, Model, Model, and Model

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Pre-typical Level Students at the pre-typical level exhibit deliberate, deliberate correspondence yet don\'t yet utilize typical correspondence. They convey by such means as: motions eye stare deliberate moving to protest sounds adapted from Browder, Wakeman, and Flowers, AERA Presentation, 2007.

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Early Symbolic Level Students at the early typical are starting to utilize images for correspondence with restricted vocabulary. They impart by such means as: Objects Tactile images Digital photos Picture symbols adapted from Browder, Wakeman, and Flowers, AERA Presentation, 2007.

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Symbolic Level Students at the typical talk or have a vocabulary of signs, pictures to convey. They convey by such means as: Speech Sign Language Dynamic Display Devices with a broad vocabulary adapted from Browder, Wakeman, and Flowers, AERA Presentation, 2007.

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Types of Symbols Abstract Drawings Realistic Drawings Photos Tactile images True Object Based Icons

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Abstract Drawings Boardmaker Symbols by Mayer-Johnson

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Realistic Drawings Boardmaker Symbols by Mayer-Johnson

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Photos gave by : http://www.flickr.com/photographs

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Tactile Symbols Tactile Symbols from Texas School for the Visually Impaired

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True Object Based Icons

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Direct Selection Pointing Touching Taking Eye look Scanning High tech Low tech For understudies who have restricted or no purposeful reactions, shape open conduct by joining intending to postural moving, appendage developments, head developments, outward appearances, vocalization, and so forth. Strategies for Communicating

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Instructional Considerations Always combine the understudy\'s present level with the following level up in addition to the word in print or in Braille. Show utilization of the understudy\'s correspondence framework.

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Literacy Levels Emergent Literacy Transitional Literacy Conventional Literacy Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/records/pdfs/readingPdfs/begliteracyframework.pdf>.

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Emergent Literacy Level Students are in the earliest reference point phase of education. There are NO essentials. There is no such thing as \'not prepared for\'! Insignificant to-no enthusiasm for content Little consideration amid book perusing or somewhere else No cognizance of design Apparent lack of engagement in PCs Struggling or conflicting access to the PC Minimal engagement with a correspondence accomplice Minimal engagement amid read-alouds Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/records/pdfs/readingPdfs/begliteracyframework.pdf>.

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Emergent Literacy Level Instructional Insights Allow for heaps of redundancy with similar materials Give presentation to bunches of various sorts of materials Watch for understudy reactions and begin to distinguish understudy inclinations Get understudies interfacing with the book. Get some information about illustrations, permit understudies to take an interest in perusing particularly with rehashed lines, make expectations about words Relate everything conceivable to the understudy\'s own particular life and experience Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/documents/pdfs/readingPdfs/begliteracyframework.pdf>.

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Transitional Emerging Literacy Transitional perusers can read and comprehend commonplace content (e.g., stories for which they have had various exposures). They have few if any methodologies for perusing words all alone and are conflicting in perusing even well known words over an assortment of settings. Demonstrates intrigue and engagement in content Attends to illustrations Interacts with the individual perusing the story Can distinguish a modest bunch of letters or words (regardless of the possibility that conflicting) Can use rhyme, mood or potentially redundancy Can fill in rehashed lines (reiteration) Can anticipate a rhyming word (rhyme) Rocks or applauds in a state of harmony with a story (beat) Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/documents/pdfs/readingPdfs/begliteracyframework.pdf>.

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Transitional Literacy Level Instructional Insights Start to anticipate that understudies will autonomously read a portion of the words in associated content. Empower the utilization of prompts including introductory letter, redundancy or mood of content and pictures. Increment open doors for reiteration by choosing favored books and other content sorts. Amid this level, it is imperative to peruse a similar content numerous circumstances. Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/documents/pdfs/readingPdfs/begliteracyframework.pdf>.

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Conventional Literacy Conventional perusers can freely disentangle and comprehend new content at their level. Utilizes basic unraveling methodologies Number of words on the page ("Old Black Fly"- youngster peruses, "Shoo Fly Shoo Fly Shoo Fly Shoo") Rhyme, Rhythm/Repetition ("Brown bear"- Child peruses, "animal name, creature name, what do you see") Typical errors Length of word (right word is elephant-kid surmises hippopotamus) First letter (redress word is mother-kid surmises sir) First letter in addition to picture (rectify word is swing, kid surmises slide by taking a gander at a photo of a play area and seeing the letter s) Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/records/pdfs/readingPdfs/begliteracyframework.pdf>.

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Conventional Literacy Level Instructional Insights Make beyond any doubt the accentuation is not totally on word recognizable proof and phonics at this level. Give day by day, significant purposes for perusing and perusing content at the correct level. Give access to more than 6 unique books and different writings at the suitable level EVERY day. Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12 Jul 2009. <http://www.paec.org/fdlrstech/records/pdfs/readingPdfs/begliteracyframework.pdf>.

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Literacy Rubric Assessment http://sda.doe.louisiana.gov/ResourceFiles/Kathy%20Staugler%20Literacy%20rubric%2007.pdf

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