Writing with Adults: Predictable Chart Writing

One of the different types of writing that we want to do every day with every emergent student is Writing with Adults. This is where literacy learners and educators write together as a team to successfully publish a text, which can then be shared with others. One form of Writing with Adults is known as Predictable Chart Writing (Hall & Williams, 2001).

Earlier this year, I was lucky enough to work with the fabulous students and staff at Coomera State Special School. In one classroom we completed, and videoed, a full week of Predictable Chart Writing. Sharyn, the school's AAC Coach, compiled a video of the week. She did a great job - and the families of the students, and the school, have given me permission to share it. Just a warning though: the video is 26 minutes long as it covers the whole process across a week. So, if you're going to watch it, get some popcorn and put your feet up!


Predictable Chart Writing is a week long activity. It is multi-level, suitable for literacy learners who are early emergent through to early conventional (transitional).

I have written a one page guide to PCW where I have differentiated how you would complete each day's activities with students at different levels. This can be downloaded below and should accompany this video.

And just before I shared the video I wanted to say a couple of things:

  • Firstly, the students come and go through the week for a range of reasons - at times there are only 2 in the class. This isn't ideal but we worked with it as always!
  • The students in the class cover the whole range mentioned in the handout - and so you'll get to see different students at different levels, although not always on every day.
  • None of the students in the video have an established Augmentative and Alternative Communication (AAC) system at the time of this video, so I am modelling using a generic system, and they also participate using that system as needed.
  • In the early part of the week I am using an early functions Pragmatic Organisation Dynamic Display (PODD) book and I stumbled occasionally as I was going to use vocabulary that is in an expanded functions PODD. My apologies for this, especially as this post is going out in AAC Awareness Month! #AACaware22

Click here to display content from YouTube.
Learn more in YouTube’s privacy policy.


And finally, Sharyn and I did some role playing over the week to record videos to support educators working with students using Partner Assisted Scanning. These videos all focus on Wednesday, aka "Cutting Up Day".


Early Emergent Students

Click here to display content from YouTube.
Learn more in YouTube’s privacy policy.

Click here to display content from YouTube.
Learn more in YouTube’s privacy policy.


Emergent Students

Click here to display content from YouTube.
Learn more in YouTube’s privacy policy.


Transitional (early conventional) Students

Click here to display content from YouTube.
Learn more in YouTube’s privacy policy.


 

Spread the word. Share this post!

Leave a comment

Your email address will not be published. Required fields are marked *