Polloway, Edward A. and Lubin, Jacqueline

0
.
Graphic Models and Instructional
Tools
for Students with Special Needs
Edward A. Polloway and Jacqueline Lubin
LYNCHBURG COLLEGE
APRIL 2016
1
To the Reader: This document is intended for educators with interest in students with
special needs. It provides various graphical models and instructional tools that relates to teaching
reading, writing, math, social studies and science to students with disabilities. The paper is
divided into four sections: reading, writing, math, social studies and science. In each section,
multiple examples of models are provided. The information provided can be used for general
knowledge, as part of course content in special education classes and/or as reference material.
The authors acknowledge the work of Allison Meade in developing an earlier edition of this
document.
2
Table of Contents
SECTION ONE: READING
a. Key Reading Components ............................................................................................... 5
b. Model for Consistent Deficit Effects in Reading .............................................................. 6
c. Hypothesized Mathew Effects ........................................................................................ 7
d. Phonological Considerations........................................................................................... 8
e. Stepping Down: Elements in the Alphabetic Principle ..................................................... 9
f.
Phonics Generalizations ............................................................................................... 10
g. English Language Phonemes ........................................................................................ 11
h. Assessment of Oral Reading ......................................................................................... 13
i.
Word Recognition Emphases ....................................................................................... 14
j.
Vocabulary Development ............................................................................................. 15
k. 50 High-Frequency Words for Older Students .............................................................. 16
l.
Survival Words ............................................................................................................ 17
m. Morpheme Meanings: Examples and Non-Examples..................................................... 18
n. Bound and Free Morphemes ....................................................................................... 19
o. Most Common Prefixes ................................................................................................ 20
p. Example of Semantic Mapping ..................................................................................... 21
q. Reading Comprehension: Informal Assessment Techniques ......................................... 22
r.
Graphic Organizer for Summarizing: Peer-Mediated .................................................... 24
s. Main Idea Map ............................................................................................................ 25
SECTION TWO: WRITING
a. Narrative Story Frame .................................................................................................. 27
b. Writing Process ............................................................................................................ 28
c. Using a Story Map: Snow White.................................................................................... 29
d. Writing Characteristics ................................................................................................. 30
e. Use of Pronouns ........................................................................................................... 31
f.
Story: Cluster Sentences (Sentence Combining) ............................................................ 32
g. Paragraph Graphic Organizer ........................................................................................ 33
h. Four Strategies for Composition Writing ....................................................................... 34
i.
High Utility Words ....................................................................................................... 35
j.
Graphic Organization for an Explanation Paragraph ...................................................... 36
3
k. Post-Writing Learning Strategy ..................................................................................... 37
l.
Noun-Verb Agreement ................................................................................................. 38
SECTION THREE: MATH
t.
Problem Solving: Dilemmas & Strategies ...................................................................... 40
u. Problem-Solving Strategy: SOLVE-IT .............................................................................. 41
v. Problem Solving Strategy: Determining Correct Computation ....................................... 42
w. Strategy for Solving Word Problems: Look & Create, Select Usefully, Revise and Restrategize if necessary .................................................................................................. 43
x. Simple Math Computation Matrix ................................................................................ 44
SECTION FOUR: SOCIAL STUDIES AND SCIENCE
y. Social Studies Acrostics ................................................................................................. 46
z. Social Studies Acronyms ............................................................................................... 48
aa. Keywords for Social Studies .......................................................................................... 49
bb. Graphic Organizer: Two Variant Models ....................................................................... 50
cc. Science Acronyms......................................................................................................... 51
dd. Science Acrostics .......................................................................................................... 52
4
Section
One:
Reading
5
Key Reading Components
6
Model for Consistent Deficit Effects in Reading
7
Hypothesized Mathew Effects
8
Source: Adapted from Brenda Virgile and used with permission
9
Stepping Down: Elements of the Alphabetic Principle
10
Phonics Generalizations
Rule
Examples
Exceptions
(numbers)
Utility Rate
Ch= 1 sound
church (103)
- (0)
100%
Ee= long
deem (85)
keen (2)
98%
-are (care)
bare (9)
are (1)
90%
Silent e
tone (180)
gone (106)
63%
2 v’s walking
lead (309)
been (377)
45%
Medial vowel
Vowel ends 1
syllable word
west (408)
she (23)
cold (249)
to (88)
62%
21%
r sound
born (484)
fire (134)
78%
ow as long
flown (50)
clown (35)
56%
y vowel =long “i”
sky (29)
sunny (170)
15%
c=s before e, i
city (66)
ocean (3)
96%
c=k before a, o
car (143)
- (0)
100%
11
English Language Phonemes
Consonant Phonemes
Vowel Phonemes
Phonetic
Spelling Example (Common
Phonetic
Spelling Example (Common
Symbol
Graphemes)
Symbol
Graphemes)
/b/
ball
/a/
bar
/d/
dig, down
/æ/
sat, after
/f/
fish, photograph
/ai/
by, pie, dry
/g/
mug, goal
/aʊ/
now, south
/h/
home, hot
/ɔ /
claw, thought
/j/
yet
/ɔɪ/
choice
/k/
cup, luck, kale
/e/
pet
/l/
lazy, call, lap
/ei/
reign, play
/m/
more, hammer
/i/
tea, flee
/n/
name, knife
/o/
fox
/p/
pig
/ou/
grow, boat
/r/
run, wrap
/u/
blue, influence
/s/
cite, same
/ʊ/
boot, food
/t/
Time, trap
/ʊə/
poor, manure
/v/
vote
/^/
cut
/w/
what
/ɜ/
purse, prefer
/z/
zip, zebra
/dз/
judge, ridge
12
/l з /
treasure
/∫/
nation, ship
/t∫/ /
perch, church
/ŋ/
sing
/θ/
thing
/ö /
mother, them
13
Assessment of Oral Reading
Adapted from Language Instruction for Students with Disabilities (4th ed., rev.), by E. A.
Polloway, L. Miller and T. E. C. Smith, 2012, Denver, CO: Love Publishing (p. 272)
14
Word-Recognition Emphases
15
Vocabulary Development
16
50 High-Frequency Words
after
did
his
school
through
always
done
inside
semester
two
any
because
each
first
just
subject
what
morning
teacher
where
become
friend
need
teenager
which
black
give
open
tell
while
book
great
people
the
white
choice
help
please
their
why
class
her
remember
there
yes
could
here
run
they
your
17
Survival Words and Phrases
Beware of dog
Exit
Keep away
No turns
Restrooms
Boys
Exit only
Keep closed
On
Slippery when wet
Bus Stop
Flammable
Keep off
One way
Slow down
Closed
Girls
Keep out
Off
Smoking prohibited
Danger
Go
Ladies
Open
Step down
Do not cross
Help
Men
Out of order
Stop
Do not enter
Help wanted
No parking
Poison
Walk
Do not touch
Hospital zone
No right turn
Private
Warning
Don’t walk
Hot
No smoking
Pull
Watch your step
Down
Entrance
In
Information
No swimming
Push
Women
No trespassing
Quiet
Wrong way
Adapted from Polloway, E. A., & Polloway, C. H. (1981). Survival words for disabled readers.
Academic Therapy, 16, 446- 447.
18
Morpheme Meanings: Examples and Non-Examples
Morpheme:
Meaning
Prefix/Suffix/Root
Example
Non-example
bi-
two
bicycle
binder
un-
not
unlikely
unite
pan-
all
pandemic
panther
-ject
to throw
interject
subject
-hood
body of people
priesthood
likelihood
port
to carry
teleport
report
post
after
postdate
poster
-able
capable of being
suitable
table
-pel-
to drive
compel
spelling
19
Bound and Free Morphemes
Free Morpheme
Bound Morpheme
boy
un-
cat
-able
tree
-er
gentle
-s
man
-ceive
port
-ful
post
de-
script
-atic-
script
-tion
book
-ing
20
Most Common Prefixes
Prefixes
Example
Un-
unfaithful
Re-
reconnect
In-
incredible
Dis-
disappoint
En-
endanger
Non-
nonsense
Im-
impractical
Over-
overanalyze
Mis-
misfortune
Sub-
sublet
Pre-
prejudge
Inter-
interlock
Fore-
aforementioned
21
Example of Semantic Mapping
22
Reading Comprehension: Informal Assessment Techniques
Strategy
Description and Implementation
Change
questioning


Cloze Passages




Direct observation
Informal Reading
Inventories






Oral Reading
Speed
Pocket
Vocabulary
Retelling










Running Record




Vary type of questions asked
If student is not responding correctly to literal questions; change
to interpretive or vice versa.
Note this and watch for improvement
Model how to respond to various types of questions
Include a paragraph (or set of paragraphs) with missing words at
strategic points
Student read the passage and use context clues to determine the
missing word
Scoring rubric is used to determine comprehension level
Observe student in different texts- informational text is more
difficult
Take notes and keep in student file
Form and test hypothesis for instruction
Helps determine independent, instructional, and frustrational
reading levels
Student reads a set of graded word lists and reading passages
(orally and silently)
Student is asked comprehension questions at varying levels
Score determines reading level
Choppy reading - analyze for decoding issue of word or whole
phrase
Helps develop fluency
Student has to ‘pocket’ word for vocabulary that has been
introduced
Known vocabulary should kept in ‘pocket’ at all times
Requires student to recall parts of a story, for example, “tell me
about you just read”
Ask for more details if student do not say much, by rephrasing
the question or making it more specific, for example, “what
happen after…”
Works for entire passage, and specific word issues
Helps with recalling of facts, sequencing, and developing
vocabulary
Requires student to read from text of known readability level
Listen to student read roughly 100 words in book used for
reading instruction
Mark check for each word read correctly
Write in word said (and write underneath word that should have
been said)
23
Strategy
Think Alouds
Description and Implementation




Helps determine student’s reading instructional level
Student openly share thoughts about reading material. It could be
before, during or after reading.
Activates prior knowledge, and so leads to more inferential
thinking
It helps teacher know how student is processing text as it
provides information on student understanding of the reading
material
Source: Adapted in part from Reading Comprehension: Strategies for Independent Learners, by
Blachowicz and Ogle, 2001. Developed by Jeri Watts, Lynchburg College, 2015.
24
Graphic Organizer for Summarizing: Peer-Mediated Strategy
Summarizing
What do I know after reading?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
What questions/answers do I have for my buddy/partner?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
What answers do I have for my buddy/partner?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
How can I summarize what I read in one paragraph?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
25
Main Idea Map
26
Section
Two:
Writing
27
Narrative Story Frame
Narrative Story Frame
Characters

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
Setting

_____________________________________________________________

_____________________________________________________________
Plot
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Conflict
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Resolution
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
28
Writing Process
29
Using a Story Map: Snow White
Questions
Who are the characters?
Answers
 Snow White
 Seven Dwarfs
 Wicked Queen
 Prince Charming
 Magic Mirror
Where does it take place?
A faraway land
When does it begin?
Once upon a time
What is the problem?
Snow White is in an enchanted sleep due
to a poison apple
What is the goal?
To awaken Snow White with true love’s
kiss
 Magic Mirror reveals Snow
White is the fairest in the land
 Wicked Queen tries to have Snow
White killed
 Snow White escapes and meets
Dwarfs.
 Snow White eats poison apple.
 Prince Charming kisses Snow
White
What are the events?
What is the result?
The prince and Snow White live happily
ever after.
Polloway, E. A., Meade, A. L., & Lubin, J. (2015). Graphical models and instructional tools in
reading, writing and math for students with special needs. Lynchburg College Journal of Special
Education, Lynchburg College, Lynchburg, VA.
30
Writing Characteristics
Stages of Writing
Planning
Transcribing
Revising
Editing
Revising/Editing
Unskilled Writer
Skilled Writer
31
Use of Pronouns
Pronouns
it’s
(or)
Question
Can you replace
the word with: it
is or it has ?
Applicability
Yes→
Example
it’s
No→
its
Can you replace
the word with
Yes→
who’s
who is or
No→
whose
Yes→
use I
its ?
who’s
(or)
whose ?
who has ?
I
(or)
Is I/me the
SAME person as
the subject of the
sentence?
(“The winner was I.”
Winner and I are the same
person)
me ?
No→
use me
(1.“Sally called me.” Sally
and me are not the same
person. 2. “The ball hit
me.” Ball and me are not
the same person.)
Stan and me
(or)
If you take
“Stan” away, is
it still right?
Yes→
Keep what you have*
*remember “be polite,”
and put yourself last.
No→
Switch to the other one*
Stan and I ?
*remember to “be polite,”
put yourself last
Adapted from Scott, J. (2011) and used with permission.
32
Story: Cluster Sentences (for Sentence Combining)
1. It was her birthday.
2. She was very happy.
Cluster: ____________________________________, and she__________________________.
3. She had planned all year for her party.
4. She had reserved the location with a swimming pool.
Cluster: As a result of ___________________ , she was able to_________________________.
5. Her father had assisted her.
6. He was very helpful too.
Cluster: Her father, ________________________, had __________________________.
7. Her father had ordered all the decorations.
8. She was very surprised when it came a month before her birthday.
Cluster: Prior_____________________________, and she__________________________.
9. She was bubbling with joy.
10. “I love you daddy,” she whispered in his ear while she hugged him.
Cluster: Feeling _________________________, she said “_____________________________.”
33
Paragraph Graphic Organizer
34
Four Strategies for Composition Writing
35
High Utility Spelling Words
a
am
as
be
best
boy
children
down
far
found
give
hand
her
how
it
left
look
me
next
off
other
ran
said
she
stop
the
think
together
up
was
when
woman
about
and
at
because
better
but
could
each
fast
friend
go
happy
here
i
it’s
let
made
my
night
on
our
red
sat
show
story
them
this
too
us
water
where
work
after
another
away
been
big
by
day
eat
find
from
good
has
him
if
jump
like
make
name
no
once
out
ride
saw
small
take
then
thought
try
very
we
who
yes
again
any
back
before
blue
call
did
even
first
fun
got
have
his
in
keep
little
man
need
not
one
over
right
say
so
tell
these
through
two
walk
went
why
you
all
are
bad
began
book
come
do
ever
fly
get
grow
he
home
into
know
live
many
never
now
only
play
room
school
some
than
they
time
under
want
were
will
your
always
around
ball
behind
box
can
does
every
for
girl
had
help
house
is
last
long
may
new
of
or
put
run
see
something
that
thing
to
until
way
what
with
zoo
36
Graphic Organization for an Explanation Paragraph
Explanation Writing
Provide setting background (for task to be explained)
First, (initial step)
Second, (second step)
Third, (third step)
Finally, (last step)
37
Post- Writing Learning Strategy
38
Noun-Verb Agreement
Source: Adapted from Carry Mays (n.d.)
39
Section
Three:
Math
40
Problem Solving: Dilemmas and Strategies
41
Problem-Solving Strategy: SOLVE-IT
S ay the problem to yourself (repeat)
O mit information not needed
L isten for clue words
V change vocabulary to numbers, symbols*
E write math equation
I ndicate the answer
T ransfer answer to problem’s context
42
Problem Solving Strategy: Determining Correct Computation
Miguel had 60 cents. He spent 38 cents for lunch. How much
does he have?
Do you have
the big number
(name total)?
Do you need the
big number (need
total)?
Same size/equal
groups?
/
X
Different size/unequal
_
+
43
Strategy for Solving Word Problems: Look & Create, Select Usefully, Review and ReStrategize if necessary
Look
for operational terms in word problems
Create
Select
Use
a concrete or mental picture of word problem
a strategy to be used
that strategy
Review
strategy and solution
Re-strategize
if answer is incorrect
44
Simple Math Computation Matrix
Add, no
distractor
Add, with
distractor
Subtract, no
distractor
Subtract, w/
distractor
1 digit, 2 items
Mary had two apples.
Her brother gave her
two bananas. How
many fruits does she
have?
Mary had two apples. Her
brother gave her two
bananas and a lollipop.
How many fruits does she
have?
Mary had nine apples and
five bananas. Her brother
ate two apples and one
banana for lunch. How
many fruits does she have
left?
Mary had nine apples
and five bananas. Her
brother ate one banana,
one carrot and two
apples for lunch. How
many fruits does she
have left?
2 digit, 2 items
Jon bought 22 pencils
and 17 pens. How
many items did he
buy?
At the bookstore, Jon
bought 13 pencils, 12 pens
and 10 magazines. How
many pens and pencils did
he buy?
Jon bought 22 pencils
and 17 pens. He gave 10
pens and 13 pencils to his
best friend. How many
pens and pencils does he
have left?
Jon bought 22 pencils
and 17 pens. He gave
10 pens, 12 magazines
and 13 pencils to his
best friend. How many
pens and pencils does
he have left?
45
Section
Four:
Social Studies
&
Science
46
Social Studies Acrostics
Category
Data to be Learned
Assassinated
Lincoln, Garfield,
American
McKinley, Kennedy
Sample Acrostic/s
Lunatic gunmen maliciously killed.
Presidents
Cabinet offices
( in order of
creation,1-25)
State, Treasury, Defense,
Justice, Interior,
Agriculture, Commerce,
Labor, Health/Human
Services, Housing &
Urban Development,
Transportation, Energy,
Education, Veterans’
Affairs, Homeland
Security
See The Dog Jump In A Circle
and Leave Her House
To Entertain at Virginia Homes in the
Suburbs
Central America
nations
Mexico, Belize,
Guatemala, El Salvador,
Honduras, Nicaragua,
Costa Rica, Panama
Confederate
States (seceding
from Union)
Virginia, North Carolina, Virgil needs fundamentally good teaching
Florida, Georgia, Texas, methods about learning ability techniques
Mississippi, Alabama,
Louisiana, Arkansas,
Tennessee
Continents
Africa, Asia, Antarctica,
Australia, South
America, Europe, North
America
First 16
American
Presidents
George
Washington Washington Adams Just Made Many
John
Adams Admirers,
Thomas
Jefferson
James
Madison
====
James Monroe
John Quincy Adams
_______________
(in order)
My best girl, Elizabeth, has no Cocoa
Puffs!
4As simply exhibit necessity
47
Category
(Lubin &
Polloway, 2016)
Data to be Learned
Sample Acrostic/s
Andrew Jackson
Martin Van Buren
William Henry Harrison
John Tyler
___________________
Juggling Various Heavy Trumpets.
James Polk
Zachary Taylor
Millard Fillmore
Franklin Pierce
James Buchannan
Abraham Lincoln_
====
Please Try Following Pretty Boy’s Legacy.
Oceans of the
World
Southern, Arctic,
Pacific, Indian, Atlantic
Silly Ants Play In Attics
Virginia
Geographical
Regions
Tidewater, Piedmont,
Blue Ridge, Shenandoah
Valley, Appalachians
Tim Picks Blue Stars Again
48
Social Studies Acronyms
Category
Data to be Learned
Continents
4ANSE
Africa, Asia, Antarctica,
Australia, North America,
South America, Europe
Huron, Ontario, Michigan, HOMES
Erie, Superior
Great Lakes
Sample Acronym
James, Potomac,
Rappahannock, York
J-PRY
Allied Powers
France, Italy, Russia, England
FIRE
Central Powers
Turkey, Austria-Hungary,
Germany
TAG
Virginia Rivers of
Chesapeake Bay
Watershed
WWI Powers
49
Keywords for Virginia State Capital
Keyword for Virginia is Virgin (Oil).
Keyword for Richmond is Rich-Man.
Keywords for Connecticut State Capital
Keyword for Connecticut is Connect.
Keyword for Hartford is Heart.
Source: Lubin, J., & Polloway, E. A., (2015). Mnemonic instruction in science and social studies
for students with learning disabilities: A review.
50
Graphic Organizer: Two Variant Models
Considerations
Evolution
Core Focus
Explains variety and
complexity of life forms on
Earth
Evidence gleaned from
scientific research
More than 3.5 billion years
old
Source of Position
Life on Earth
Belief system
Implication
Scientific method: testable
theories supported by
multiple lines of evidence
Teach scientific method as
best means of understanding
natural world
Creationism (Intelligent
Design)
Explains origins of earth and
life forms
Biblical interpretation based
on Book of Genesis
Approximately 6000-10,000
years old based on literal
reading of Genesis
Faith in strict Biblical
interpretation and believe in
its inerrancy
Teach creationism as
reflection of belief via
Biblical interpretation
51
Sample Science Acronyms
Category
Data to be Learned
Sample Acronym
Characteristics of
living animals
Movement, Reproduction, sensation,
Growth, Respiration, Excretion,
Environmental Sensitivity, Nutrition
red, orange, yellow, green, blue, indigo,
violet
Bananas, rice,apples, toast
pancreas, pituitary, hypothalmus, adrenal,
ovaries, testes, thyroid
Cnidarians, Annelids, Mollusks, Sponges,
Echinoderms, Arthropods
MRS GREEN
Life Cycle of a
Butterfly
Egg, Larva, Pupa, Adult
EL PA (“the father”)
Main Insect Body
Parts
Newborn Vital
Signs (after
Virginia Apgar)
Parts of Atom
head, abdomen, thorax
HAT
Activity, Pulse, Grimace, Appearance,
Respiration
APGAR
protons, electrons, neutrons
PEN
Parts of the Pistil
Stigma, Ovule, Ovary, Style
SO2S
Plane Take-off
Preparation
Controls, Instruments, Gas, Altitude
indicator, Radio
CIGAR
Primary Parts of
Seed
Seed Coat, Embryo, Endosperm
SCEE (“see”)
Simple Machines
Pulley, gear, jackscrew, axle and wheel,
inclined plane, lever
PG JAIL
Stroke Warning
Face: does one side droop?
Arm: does one drift downward, cannot be
raised?
Speech: sound slurred or strange?
Time: identify time of symptom
Call 911 immediately
Fish, amphibians, reptiles, mammals, birds
FAST….
as in Think FAST
Colors of
Rainbow
Diet for Diarrhea
Endocrine Glands
Invertebrate
classes
Vertebrate
Classes
ROYGBIV
BRAT
TOPP HAT
CAM SEA (“calm sea”)
FARM-B
52
Sample Science Acrostics
Category
Data to be Learned
Sample Acrostic/s
Colors of
Rainbow
red, orange, yellow, green, Riding on your grandmothers’ bike (that) is
violet.
blue, indigo, violet
Layers of the
Earth
Crust, Mantle, Core
(inner), Core (outer)
CMC2
Lifecycle of cells
interphase, prophase,
metaphase, anaphase,
telophase, cytokinesis
Icy penguins make Antarctica too cold.
Metrics
King Henry’s deeds brought deep cheers to
many.
Order of Mohs
Hardness Scale
Metric prefixes: kilo-,
hecto-, deca-, (base), deci, centi-, millitalc, gypsum, calcite,
fluoride, apatite,
orthoclase feldspar,
quartz, topaz, corundum,
diamond
Parts of the
Flower
stamen, pistil, receptacle,
sepal, petal
Sister Paula received six prizes.
Plant Life Cycle
seed, seedling, flower,
mature plant
Some singers frequent music places.
Properties of
matter
Mass, density, volume,
weight
Monkeys dance very well
Problem, Research, Form
Scientific
a hypothesis, Test
Method (a)
(Humphrey, n.d.) hypothesis, Observations,
Conclusion
Scientific
Method (b)
Observe, Inquire,
Hypothesize, Experiment,
Conclude
Texas girls can fly and other quiet things can
do.
People run faster than old chimps!
Only Ivan has eight cats.
53
Category
Data to be Learned
Sample Acrostic/s
Simple Machines
Pulley, gear, wheel,
inclined plane, lever
Poor Gary wants ice-cream lowfat
Solar System
(planets by size)
Mercury, Mars, Venus,
Earth, Neptune, Uranus,
Saturn, Jupiter
Men March to VENUS Joyfully.
Solar System
planets in
sequence (after
Mercury, Venus, Earth,
Mars, Jupiter, Saturn,
Uranus, Neptune (Pluto)
My Very Eager Mother Just Served Us
Nachos
(but not Peanuts)
Pluto’s demise)
Taxonomic
Classification
Types of
Environmental
Pollution
kingdom, phylum, class,
King Phillip came over for great soup.
order, family, genus,
species
Air, Thermal, Water,
Altogether, Tom’s wife, Victoria, learned
Visual, Land, Noise, Light nine languages.