The journey to literacy is a profound one, and for students in special education, it can be uniquely challenging. However, educators are equipped with a plethora of tools and strategies to help every student reach their full potential. Predictable Chart Writing (PCW) is one such tool, a dynamic approach to fostering foundational writing skills, even for nonverbal students who use Augmentative and Alternative Communication (AAC) to communicate. In this blog, we will explore Writing with Predictable Chart, its benefits, and how special education teachers can harness its potential in their classrooms.
Want more writing tips, read this post.
Predictable Chart Writing is an interactive and scaffolded writing strategy that provides students, including those with special needs, a predictable framework for generating text. It typically involves the creation of a shared chart, where the teacher and students collaboratively generate a piece of text. The chart is “predictable” because it follows a repetitive pattern or structure.
For more information about this chart writing make sure to check out:
DLM Professional Development on PCW
Teachers introduce a sentence starter prompt to your students. Begin by modeling the process on a whiteboard or paper, demonstrating how to create sentences using the prompt. After your demonstration, invite your staff or teaching assistants to join in, filling in how they would complete the sentences. This not only provides additional examples for the students but also fosters a collaborative learning environment.
Once the staff has participated, encourage your students to either verbally complete the sentences or write their words on whiteboard or paper, depending on their abilities. Finally, as a class, read through all the sentences, celebrating the diversity of responses and promoting language development and engagement. This approach can be particularly effective in special education settings to support language and communication skills.
To prepare for this activity, before class begins, you can write each student’s sentences on a sentence strip, ensuring individualized content. Once in the classroom, take time to review all the sentences with your students, ensuring they understand the task ahead. Encourage them to actively participate by finding their assigned sentence among the strips.
Then, provide them with the opportunity to cut their sentence apart, promoting fine motor skills and independence. The core of chart writing predictable ways lies in the next step. With or without a written model, students are tasked with reassembling their sentences in the correct order, fostering literacy, comprehension, and sequencing abilities.
This process not only engages students but also allows for differentiation, making it an effective tool in the special education classroom for developing foundational writing and language skills.
After students have successfully reassembled their sentences into the correct order, the next step is to have them read their sentences aloud, promoting verbal expression and comprehension. You can also do this with AAC systems!
To make the activity even more engaging, students can utilize the internet to find a picture that corresponds with their sentence, or, as an alternative, they can draw a picture that vividly relates to their sentence. The integration of visuals not only enhances their understanding of the text but also stimulates their creativity.
In the presentation phase, students have the opportunity to share their sentences and accompanying pictures with the class. This fosters communication, confidence, and a sense of achievement as they present their work to peers.
Finally, to culminate the activity, students assemble their papers into a book format, providing an organized way to store their writing all in one place. This type of chart writing is a holistic and effective method for nurturing foundational writing skills in the special education classroom while encouraging creative expression and student engagement.
PCW offers a wealth of benefits, especially for students in special education settings. Here are some key advantages:
1. Language Development: Promotes language development by exposing students to rich and varied vocabulary. It encourages students to use descriptive words and engage in conversations about the topic.
2. Writing Readiness: This strategy fosters foundational writing skills, including understanding the conventions of print. Students learn about sentence structure, spacing between words, and left-to-right directionality.
3. Participation: PCW is highly participatory. It enables nonverbal students who use AAC to actively contribute to the writing process. AAC users can select words or symbols to complete the sentence frame, fostering their communication skills.
4. Confidence Building: As students see their contributions becoming part of a meaningful text, their confidence in both speaking and writing grows. This sense of accomplishment is especially important for students with diverse learning needs.
5. Shared Reading: The completed chart serves as a valuable resource for shared reading activities. Students can read the chart together, reinforcing the connection between spoken and written language.
For nonverbal students who use AAC systems, such as communication boards, speech-generating devices, or sign language, Chart Writing can be adapted to ensure their active participation:
1. AAC Integration: Ensure that each nonverbal student has access to their AAC system during Chart Writing lessons. This may involve positioning their communication board or device within easy reach.
2. Facilitated Communication: Designate a communication partner or facilitator to assist nonverbal students. The facilitator can support students in selecting the appropriate words or symbols to complete the sentence frame.
3. Model AAC Use: The teacher should model AAC use by incorporating the AAC system into the writing process. This demonstrates how AAC can be a tool for communication and writing.
4. Individualized Support: Recognize that nonverbal students may have varying levels of proficiency with their AAC systems. Provide individualized support to ensure that each student can actively contribute to the chart.
5. Promote Independence: Over time, encourage nonverbal students to become more independent in using their AAC systems for PCW. This independence aligns with the broader goal of fostering communication autonomy.
Looking for more curricula that supports writing, check out this post!
In conclusion, Predictable Chart Writing can be a dynamic and inclusive approach that empowers students, including nonverbal learners who use AAC, to develop foundational writing and communication skills. Special education teachers can harness the potential of this strategy to create meaningful and engaging learning experiences, fostering language development, confidence, and independence in their students. Through customization and thoughtful AAC integration, writing predictable chart becomes a versatile tool that opens doors to literacy for all learners.
If you need a resource for the full year, check out this resource on TPT! For more information about predictable chart writing, visit my YouTube below.
What are you looking for?
COPYRIGHT © 2024 Full SPED Ahead
