Video examples of alternative pencil use.
*please note, a number of these videos can be found at http://sda.doe.louisiana.gov/Lists/Video%20Gallery/AllItems.aspx, others were found on YouTube. Edmonton Public Schools is in the process of collecting video content as well.
This video clip shows a student at the beginning of his exploration with an alternative pencil. He is writing with a purpose- about a recent visit to the zoo.
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Alphabet Flip Chart. Writing from an experience (visit to the pumpkin patch). Video contains subtitled description.
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Alphabet Flip Chart. Writing from a picture prompt. Video contains a subtitled description of the process.
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This video clip shows a student’s active progression in emergent writing skills using an alternate pencil. The student uses an Intellikeys adapted keyboard, modified with tactile alphabet stickers. The 1st opportunity is a teacher assisted, guided writing activity, while the 2nd and 3rd opportunities show independent writing. The clip spans an entire school year of multiple alternate pencil writing activities and shows the student’s increase in purposeful writing interactions.
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The three students in the videos in this section show three different methods of accessing writing. All three students are at the very beginning emergent stage of writing. The instructional focus is on the process of “scribbling” with their alternate pencils rather than attempting to spell or produce a specific end product. Meaning is attached to their choices when possible to increase engagement and to highlight sound/symbol relationships. Students who are non-verbal use a communication device to read back their writing.
Note how the teacher incorporates recording the student’s writing on a BIGmack into the teaching session to allow the student to share his writing with others.
A tactile Braille overlay on an Intellitools board is used in this video, the use of hand-under-hand modeling and reinforcement of left-to-right fingering.
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When writing was first introduced, some students actively resisted participating by irritated vocalizations, turning their heads away, and pushing materials away. One student simply seemed unaware of the materials or the teacher’s modeling or instruction. With continued exposure and modeling over several months, the students have begun to actively participate in the writing process. Additionally, growth has been seen in areas such as intentional responding, switch use, cause/effect relations, attending to task, social interaction and communication skills.
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Teacher records students' writing to give her the opportunity to share it with others. This builds purpose, engagement and communication opportunity.
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Shaping students' request to be finished writing.
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The teacher is providing opportunity to scribble while naming the letters the student selects (by reaching) and providing a word or two that the letter begins with.
Modeling rather than copying or hand-over-hand assistance is used to instruct a beginning writer. Using this approach the student has increased time on task from 5-10 seconds to over 15 minutes. He now produces more than 30 marks per session and uses a variety of pre-writing strokes. He is now being exposed to letter writing.
Note the “High 5” reinforcement at the end. Hitting to request attention is being shaped into the more socially appropriate behavior of giving a “High 5.” |
"My Typing Board" is used on the SmartBoard for small group work.
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Taken from: Edwards, S., & Stapler, K., (2012). Alternative Pencils http://4waystoliteracy.weebly.com/uploads/2/0/2/8/20288297/r3_alternate_pencil_for_fhf.pdf
Additional information on writing with alternate pencils is available on the following links:
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
http://www.med.unc.edu/ahs/clds/available-for-purchase-1/available-for-purchase
http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/Emerg%20Wrtg%20Obs%20Inventory.pdf/view
http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/EmergentLiteracyGoals2009.pdf?searchterm=iep
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
http://www.med.unc.edu/ahs/clds/available-for-purchase-1/available-for-purchase
http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/Emerg%20Wrtg%20Obs%20Inventory.pdf/view
http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/EmergentLiteracyGoals2009.pdf?searchterm=iep
References
Edwards, S., & Stapler, K., (2012). Alternative pencils. http://4waystoliteracy.weebly.com/uploads/2/0/2/8/20288297/r3_alternate_pencil_for_fhf.pdf
Vicky Roy, PhD, CCC‐SLP
Interactive Communication, LLC
– Alternate Pencil: Why Bother?
– Alternate Pencil: Getting Started
– Alternate Pencil: Moving Beyond “Let’s Write”
All three webinars can be found at: http://sda.doe.louisiana.gov/Site%20Pages/Webinars.aspx
Dr. Gretchen Hanser, PhD
U of North Carolina, Literacy & Disability Studies http://www.med.unc.edu/ahs/clds
– Emergent Literacy for All
Webinar can be found at http://sda.doe.louisiana.gov/Site%20Pages/Webinars.aspx
Edwards, S., & Stapler, K., (2012). Alternative pencils. http://4waystoliteracy.weebly.com/uploads/2/0/2/8/20288297/r3_alternate_pencil_for_fhf.pdf
Vicky Roy, PhD, CCC‐SLP
Interactive Communication, LLC
– Alternate Pencil: Why Bother?
– Alternate Pencil: Getting Started
– Alternate Pencil: Moving Beyond “Let’s Write”
All three webinars can be found at: http://sda.doe.louisiana.gov/Site%20Pages/Webinars.aspx
Dr. Gretchen Hanser, PhD
U of North Carolina, Literacy & Disability Studies http://www.med.unc.edu/ahs/clds
– Emergent Literacy for All
Webinar can be found at http://sda.doe.louisiana.gov/Site%20Pages/Webinars.aspx