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Families of DHH Children: Snack Time Transcript

[Title slide appears with the following text: “For Families with Deaf & Hard of Hearing Children Strategies to Build Language and Literacy During Snack Time (State of Minnesota logo) Minnesota Department of Health, Minnesota Commission of the Deaf, DeafBlind & Hard of Hearing”]

[Leala Holcomb appears and begins to sign.]

>> Leala: Hello! Today, I will show you the different ways you can promote language and literacy all day long. Maybe you just saw the video of me showing how you can during play time? Now we will show you how you can do this during snack time. You will see a video of a mother and a child sitting at a table and eating a snack together. There is plenty of language and literacy happening during this activity. First, watch the video. Then we both will watch it again - together - and I will explain and expand upon each strategy being used in the video. 

[Leala is replaced by a video clip. A parent and a child sit at the kitchen table with two cups and a bowl in front of them. A milk carton and jug of orange juice stand off to the side.]

>> Parent: (tapping to get child’s attention) Did you finish your snack? (The child nods). Are you thirsty? Want some milk? 

[Parent points to the milk carton.]

>> Parent: Or orange juice? 

[Parent points to the jug  of orange juice.]

>> Parent: Which one would you like? 

[The child decides, and points. Unclear which one she points at. The parent asks for clarification of which one child is pointing to.]

>> Child: Milk. 

>> Parent: The milk? Okay. 

[The parent pours some milk into one of the cups. She holds the milk carton up for the child to see.]

>> Parent: (pointing to the milk carton) M-I-L-K. 

>> Child (copying): M-I-L-K.

>> Parent: What does it taste like?

>> Child: Cow milk. 

>> Parent: Yes, milk. Cold milk is delicious! 

[Parent hands cup of milk to the child.]

[Video clip ends, and Leala returns on-screen. Text block to the side:

“Language & literacy strategies:

  • Concepts of print
  • Get/maintain attention
  • Open-ended questions
  • Expand on language
  • Chaining
  • ASL rhyme & rhythm”.]

>> Leala (continued): Did you see how the mother encouraged language and literacy? Which strategies did the mother use? She used four of the strategies listed. We will discuss them in detail. 

[Photo insert appears next to Leala. The photo is of the parent and the child from the video. Text underneath photo: “Get and maintain attention”.]

>> Leala: One of the strategies that the mother used was getting the child’s attention. She waved her hand and the child looked at her. 

[Leala is replaced by a video clip replay of the same parent and child. The mother is getting the child’s attention by waving her hand until the child looks up.]

[Video clip ends, Leala reappears on-screen. Another photo insert appears next to Leala with the parent and child. Text underneath: “Chaining”.]

>> Leala (continued): The next strategy that the mother used was chaining to build up the child’s vocabulary. She showed the printed word has a meaning. First, she asked the child if they wanted a drink, and which one? The child responds by pointing but with no sign. The mother then encouraged the child to reply using a sign. The child then signs ‘milk’. The mother holds up the milk carton and points to it, at the word printed on the carton, and fingerspelled the word M-I-L-K. 

[Leala is replaced by a video clip replay of the same parent and child. The mother is using the chaining strategy to link together print, signing, and fingerspelling for ‘milk’.]

>> Parent: Want some milk? 

[Parent points to the milk carton.]

>> Parent: Or orange juice? 

[Parent points to the jug of orange juice.]

>> Parent: Which one would you like? 

[The child decides, and points. Unclear which one she points at. The parent asks for clarification of which one child is pointing to.]

>> Child: Milk. 

>> Parent: The milk? Okay. 

[The parent pours some milk into one of the cups. She holds the milk carton up for the child to see.]

>> Parent: (pointing to the milk carton) M-I-L-K. 

>> Child (copying): M-I-L-K.

[Video clip ends, Leala returns on-screen and continues to sign.]

>> Leala (continued): The parent used the chaining strategy to help the child understand the word connection to milk. How the sign for ‘milk’ connected to the printed version and then she further reinforced by fingerspelling it, and then back to the sign, thus linking it all together. 

[Photo insert next to Leala changes to another shot of the same parent and child; text underneath photo: “Ask open-ended questions”.]

>> Leala: What was the next strategy that the mother used? She asked open-ended questions. She asked the child what milk tastes like. 

[Leala is replaced by a video clip replay of the same parent and child, now further discussing milk with questions.]

>> Parent: What does it taste like?

>> Child: Cow milk. 

>> Parent: Yes!

[Video clip ends, Leala returns on-screen. New photo insert of same parent and child; text underneath photo: “Expand on language”.]

>> Leala (continued): The next strategy that the mother used was expanding on the child’s language. She built on more conversation from the child’s responses. 

[Leala is replaced by a video clip replay of the same parent and child. They continue to discuss the milk before the parent hands the child a cup of milk.]

>> Parent: Yes, milk. Cold milk is delicious! 

[Parent hands cup of milk to the child.]

[Video clip ends, and Leala returns on-screen. Text block to the side:

“Language & literacy strategies:

  • Concepts of print
  • Get/maintain attention
  • Open-ended questions
  • Expand on language
  • Chaining
  • ASL rhyme & rhythm”.]

>> Leala (continued): Do you remember when I showed you the Playtime video? We looked at the different strategies being used with the child and a toy horse. How the toy has a meaning. A word. A sign. How the word is fingerspelled. Now, with snack time, we use the strategies to help the child understand the connection behind milk by connecting the printed word, how it is fingerspelled, how it is signed, and how they all link together to create the concept of ‘milk’. You can utilize those strategies in your every day activities by showing how an object has a word meaning in several different ways. Spelling it out, signing it, pointing out the printed word, and repeating often, all day long. 

[End credits: 

“Created by 

Debbie Golos, PhD 

Associate Professor & Coordinator of the Deaf Education Teacher Preparation Program 

University of Minnesota

Leala Holcomb, PhD 

Early Childhood Education Specialist

Brynn Roemen, MEd 

Instructor in the Department of Educational Psychology 

University of Minnesota

Damon Timm

Video Production

Featuring

Leala Holcomb

Narrator

Haruna Matsumoto

Parent

Oceana Matsumoto

Child

Special thanks to Peter’s Pictures and Hands Land for permission to incorporate their material into this series and to Stanley Matsumoto and Aaron Waheed for additional filming.”]

[End credits:

(State of Minnesota logo)

“This webinar series was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $360,725 with zero percentage financed with non-governmental sources. The content are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov.

“Produced by the Minnesota Department of Health, and the Minnesota Commission of the Deaf, DeafBlind & Hard of Hearing.”]

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