2. Georgia Pathway to Language and Literacy What is Georgia Pathway? Georgia Pathway is a Community of Practice (CoP) of professionals, advocates, and parents who serve deaf and hard of hearing (DHH) students throughout the State of Georgia. Our mission is to advance the literacy proficiency of Georgia’s DHH children (i.e., all DHH children will be on a path to grade- level reading proficiency by the end of third grade, regardless of communication modality). Georgia Pathway is partnered with early interventionists, educators, non-profits, medical professionals, parents, government entities (i.e. DPH, DOE), and other organizations throughout Georgia and the US.

3. Pathway’s Major Projects 100 Babies Project Systems Changes Medicaid Access and Best Practices DHH Network and Standardized System of Care State-wide shared database DHH ProNet Professional Development for Early Intervnetionists Georgia’s Largest Early Intervention Agency GA PINES Early Language Curriculum (Birth to 18 months) Development stage (signers and CI candidates) Foundations for Literacy Curriculum State-wide dissemination and professional development

4. Funded by US Dept of Education Institute of Education Sciences Award Number : R324E06035 and R324A110101

5.  Georgia State University- Lead University  University of Colorado-Boulder  University of Arizona  Arizona State University  Rochester Institute of Technology  University of North Florida  University of British Columbia

6. Phonological Awareness and Alphabetic Knowledge Vocabulary, Simple Grammar, and Instructional Language Basic Story Elements and Print Concepts Reading of Decodable Words and Simple Connected Text Intervention Components A decoding intervention supported through language- rich experiences that develops:

7. Code-based skills Needed to “break the code” to decode written words (e.g., letter-sound correspondences) Meaning-based skills Needed to understand at the word, sentence, and connected text levels (e.g., sequential language – first, next, then, last)

8. Two indicators of efficacy were used: gains in standard scores – moved from below average to close to average of the hearing normed sample significantly greater gains in raw scores

9.  Teacher’s Manual  Provides information regarding planning and implementation  Unit Plans  Lesson plans by unit and an appendix  Instructional Materials  All materials associated with 4 lessons in each unit  Professional Development Website  in progress

16. Three levels have vocabulary picture cards:  core  target  Challenge 12 Signed video models are available

17. begin in Unit 1 as listening activities to develop phonological awareness skills  Alternative - to develop imitation and production of fluent fingerspelling to aid in word reading  syllable segmentation  speech reading  initial sound identification  rhyme identification   fingerspelling Look & Listen Activities When: What: Why:

18. The Sound-Concept Story When: introduction of new sound; usually Day1 - first activity Why: to introduce the target sound in a meaningful context What: 2 versions of each story core – target target – challenge -sequence mats – 3 or 4 panel -sequence picture cards -vocabulary unit cards -extra vocabulary cards signed model videos are available

19. Sound-Concept Language Activity: Plan – Do – Recall When: follows the introduction of sound-concept story Why: develops planning skills (e.g., thinking and problem solving), reinforces unit vocabulary, and provides opportunities for language use What: picture vocabulary cards marker, and white board, chart paper, or planning template

20. When: the day after a new sound is introduced – Day 2 Why: provides a meaningful experience to: - practice the sound in isolation - strengthen the sound and semantic association - develop vocabulary What: unit vocabulary picture cards, specific items used in the activity Sound-Concept Language Activity: Plan – Do – Recall Visual Phonics handshape or fingerspelled handshape

21. What: the day following the activity Why: provides an opportunity to expand language while discussing a past event while using unit vocabulary What: unit vocabulary cards, board, paper, and marker, photos taken during the activity, materials used in the activity if appropriate Sound-Concept Language Activity: Plan – Do – Recall

22.  Small Sound Cards provide:  visual representations of phonemes ▪ one-to-one correspondence to phonemes ▪ visual associations between phonemes and multiple spellings

23. Key Word Blending When: What: Why: immediately follows the key word language activity develops ability to blend sounds to read a word Make-a-Word cards small sound cards key word cards  Fingerspelling

24.  Connected Text – Simple phrases/sentences built with  Function Words (high frequency words)  Key Words (decodable words)  Rebus  Reading Booklets

25. When: two days after the initial telling (usually days 3 & 4)  narrative practice folder  who & where cards  unit sequence cards  sequence  collaborative group retell  individual Retell What: How:

27.  Each unit  Inform parents of the content of their children’s learning  Provide guidance for parents to reinforce and extend their child’s learning at home