Showing posts from August, 2014

"There was nothing that set him off. It just came out of nowhere!"


The Mystery at Camp ALEC - Students and Teachers Seeing Themselves as Thinkers - Part 2

Note that this post is a further expansion on my earlier post outlining the Mystery at Camp ALEC.  The experience that we had at Camp ALEC has gotten me thinking a lot about inference and how language and communication development impact the ability to gain skills in inference. 

"Inference is the mental process by which we reach a conclusion based on a specific evidence. Inferences are the stock and trade of detectives examining clues, of doctors diagnosing diseases, and of car mechanics repairing engine problems. We infer motives, purpose, and intentions."(

Inference requires reading the ideas that are behind words. Both listening and reading should be active, reflective, problem solving processes. Listening and reading require simultaneously taking in language (words) and constructing meaning about what those words mean in a given context.

Why was it that these campers, who were all proficient communicators and who a…

More Thoughts from Camp ALEC - Language Based Literacy Skills

I was introduced to the "Whole to Part" literacy framework during the first course that I took from Karen Erickson and David Koppenhaver a couple of years ago. When things have time to stew and you have a variety of experiences with what yo have learned, a different level of understanding starts to emerge. I think that part of this is because some of this process involves unlearning some of the things you already "know". 

We have traditionally associated early literacy success with alphabetic and sight word knowledge and as children enter school we look to support their reading development through phonics, spelling and decoding instruction. Many of us remember doing endless workbook pages that reflect this. 

The role that oral language plays in literacy development is often given less explicit focus in early literacy learning. We expect children to master "the basics" before we tackle oral language, vocabulary, sentence structure or comprehension. 

We …

Coming Full Circle: Reflecting on Camp ALEC

It has been a week now since I have been home from a ten-day trip to Philadelphia to be a part of Camp ALEC. I am still challenged to put in to words a reflection of the camp. I'm sure it is going to take more than one post when all is said and done.

Just to give a big of background... Tina Moreno, one of the two ladies that made this camp happen, explained the camp perfectly in her blog post yesterday:
This was the first Camp ALEC and the first camp of its kind offered in the United States. Together, we gathered 15 campers and 14 educators, speech-language pathologists and school administrators from the U.S. and Canada at Variety Club Camp and Developmental Center in Norristown, PA for a week of reading and writing assessment and interventions–plus a typical summer camp experience.  Each camper received a total of 17.5 hours of individual and small group assessment and instruction throughout the week.  The goals of Camp ALEC included building the skills of the adults who…

The Mystery at Camp ALEC - Students and Teachers Seeing Themselves as Thinkers - Part 1

I will start by just telling the story of what unfolded with the group of students that we were working with at Camp ALEC. Over the next couple of days I will share some thoughts related to the story...

On Tuesday (Day 2) of Camp ALEC the group we were working with began working on a writing project that began by examining Shel Silverstein's If You Want to Marry Me.  Before reading the poem, we generate a list titled If you want to be my boyfriend... Our plan for that day was to make a comparison between our list and the list included in the poem.  We were thinking that we would revisit the same text the next day and use it a model for writing (a mentor text). We were going to have students define what they felt various people in their life should do in their lives.

It seemed an innocent enough learning activity... but the next morning we came in to the room that we were doing our literacy sessions in and found a new poster on the wall...

When the campers arrived and saw the pos…

Supporting Students with Significant Communication and Literacy Needs Learning Series

During the 2014-15 school year I will be co-presenting a case-study learning series on supporting students with significant communication and literacy need. This will be a new experience for me and I'm looking forward to working with other educators who are looking to tweak and share their student's literacy and communication programs. It will be a unique learning experience as I will be presenting at the same time as I'm doing case studies with several of the students that I work with. 

The focus of the learning series is designing learning opportunities to ensure that every student has opportunities to speak, listen, read, write, view and represent in their academic and social lives. The emphasis will be on comprehensive instruction that aligns with the general education English Language Arts Program of Studies.

A "case study" approach will be used, with each participant considering one student with whom enhanced literacy instruction and supports will be addre…