Teaching gReading/Language Arts to

All Students

Tracie Lynn-Zakastracie.zakas@cms.k12.nc.us

Keri M. Stevensonksteve40@uncc.edu

1

Acknowledgement & PermissionsAcknowledgement & PermissionsAcknowledgement & PermissionsAcknowledgement & Permissions

Several of the slides used in this presentation pwere originally created by one or more of the following individuals and are used here with their permission For permission to reuse any portion permission. For permission to reuse any portion of this presentation, please contact dbrowder@uncc.edu for additional information.

Diane Browder, Ginevra Courtade, Bree Jimenez Lynn Ahlgrim Delzell Katherine Jimenez, Lynn Ahlgrim-Delzell, Katherine Trela, Shawnee Wakeman, Tracie-Lynn Zakas.

G l f Lit r f r All ChildrGoal of Literacy for All ChildrenNational Reading Panel’s 5 components of National Reading Panel s 5 components of reading:

Phonemic AwarenessPhonicsVocabularyFluencyyComprehension

Debate: Phonics vs. Meaning-based Reading

Wh t i E r t Lit r ?What is Emergent Literacy?Involves the reading an writing behaviors Involves the reading an writing behaviors of children that precede then develop into conventional literacySuccess for development is influenced by the literacy events in children’s livesStudents with ID may have fewer opportunities to engage in literacy activities

Ch ll’ S f R di D lChall’s Stages of Reading DevelopmentPre-Reading (birth to 6yo)- Pretends to read, models d l di b h i i ll adult reading behaviors, uses pictures, can retell a story

1. Initial Reading (6-7yo)- Develops letter-sound relationshipsC fi ti / Fl (7 8 ) b fl id 2. Confirmation/ Fluency (7-8yo)- becomes a more fluid reader

3. Reading to Learn (8-14yo)- Uses reading to acquire new knowledgeknowledge

4. Multiple Viewpoints (14-18yo)- Critically analyzes readings

5. Construction/Reconstruction (18yo +)- Makes judgments 5. Construction/Reconstruction (18yo +) Makes judgments on readings based on high levels of abstractions

Emergent Literacy and Functional R diReading

Functional Reading:Functional Reading:1. Acquisition of specific sight words that have

immediate functional use2 Alternative way to learn reading skills2. Alternative way to learn reading skills3. Way to gain quick success in reading

Sight Word Approach- LimitationsS g t o d pp oac tat o s1. Students may not have functional comprehension2. May not teach words in a larger language context

F ti l R diFunctional ReadingIs it still appropriate?s t st app op ate

1. Provide two concurrent forms of reading instruction

One that promotes literacy– One that promotes literacy– One that promotes sight word identification

2. Provide literacy instruction at the elementary t d f ti l di t d stage, and functional reading at secondary

stage3. Make sight word instruction a part of the

literacy program

S ti f r S l tiSuggestions for SolutionsIntegrate sight word instruction into the Integrate sight word instruction into the emergent literacy programAdapt books to include picture/ picture dapt boo s to c ude p ctu e/ p ctu esymbolsEmbed high frequency words and pictures g q y pinto existing text

Li f S d i h Di bili iLiteracy for Students without DisabilitiesExperts recommend a balanced approachExperts recommend a balanced approachElements include:

Guided readingGuided readingSpecific word study

Sight words Decoding/phonics

WritingSelf selected independent readingSelf-selected, independent reading

Literacy for Students with Significant C i i Di bili iCognitive Disabilities

What may be difficult or d fi i

What can we do?deficit

Experiences that may lead to literacy connections

Expose students with SCD to as many life experiences as possible

The sole use of a phonics or a whole word approach

experiences as possibleUse approaches that allow for expression of literacy skills using different modalities

A belief that literacy is the ability to read and understand written words

modalitiesProvide highly qualified teachers who can deliver literacy standards, and

k th t d d understand written words, with no exceptions make those standards

meaningful

Hi h E p t ti f r Lit rHigh Expectations for LiteracyAttitudes

Educators and families need to believe that exposure to literacy will benefit the child with SCDStudents will be affected by both high and low Students will be affected by both high and low expectationsAll students should be expected to engage in, and interact with literacy activities along side their peers interact with literacy activities along side their peers without disabilitiesStudents with SCD should have access to the same materials as their peersmaterials as their peers

Hi h E p t ti f r Lit rHigh Expectations for LiteracyState Standards for Literacy and Students State Standards for Literacy and Students with ID

The expectation of learning and exposure to gliteracy should be apparent, regardless of the level of disabilityTeachers will be the interpreters of the content Teachers will be the interpreters of the content standards for students with disabilities

General Guidelines for Literacy Instruction

Lif E i B i f LiLife Experiences as a Basis for LiteracyFor most children For most children

Literacy begins at homeEarly preparation at home = literacy Early preparation at home = literacy readiness skillsChildren often enjoy reading and re-Children often enjoy reading and rereading favorite stories Language acquisition contributes to Language acquisition contributes to reading readiness skills

Lif E i B i f LiLife Experiences as a Basis for Literacy

Children with significant cognitive disabilities Children with significant cognitive disabilities may have less opportunities and exposure

to the activities that contribute to early yliteracy skills

Li ki C i i d LiLinking Communication and LiteracyThere is a strong relationship between There is a strong relationship between literacy skills and communicationUnderstanding that all people, places, U de sta d g t at a peop e, p aces,things and actions have names and can be described is one of the foundations of literacy

ReadingReading: Mostly sight words : Mostly sight words ( ith t pr h i )( ith t pr h i )(without comprehension)(without comprehension)

Literature Review Categories for Reading128 experiments (119 articles)128 experiments (119 articles)

117120

140

3660

80

100

Freq

uenc

y

36

135

31

0

20

40

Fluency Vocab Phonics Phonemic Comp

F

Fluency Vocab Phonics PhonemicAwareness

Comp

Components of Reading

B d D W k S S F Ahl iB d D W k S S F Ahl i D l ll L & Al i D l ll L & Al i Browder, D. Wakeman, S., Spooner, F., AhlgrimBrowder, D. Wakeman, S., Spooner, F., Ahlgrim--Delzell, L., & Algozzine, Delzell, L., & Algozzine, R.F. (2006). A comprehensive review of reading for students with R.F. (2006). A comprehensive review of reading for students with significant cognitive disabilities. significant cognitive disabilities. Exceptional ChildrenExceptional Children, , 7272, 392, 392--408408..

What do we do when a childWhat do we do when a child has a serious communication

deficit?

How do we create the link b t i ti d between communication and

literacy?

Alternative and Augmentative C i i SCommunication Systems

Two types of AAC

1 Unaided AAC1. Unaided AAC• When nothing is added to the individual

• Facial expressions• Sign Language

Aid d AAC2. Aided AAC• The use of a devise, program, system

• Voice Output Devices• Picture Exchange Communication System• Picture Exchange Communication System• Picture Symbol

Alternative and Augmentative C i i SCommunication Systems

The AAC should be easy for the student to The AAC should be easy for the student to access.The AAC selected should be at that e C se ected s ou d be at t atstudents cognitive levelThe introduction to AAC should include students preferences and understanding

Hanukkah verses Christmas

A i i T h l E l *Assistive Technology: Examples*Big Mac™ Voice goutput (Ex: Repeated Story Lines)Ch T lk ff Cheap Talk-offers array of choices (Ex: Prediction Question; Comprehension)

(Browder & Spooner, p. 80)

M ki Lit r A iblMaking Literacy AccessibleAdapting Materialsp g

Materials may Include object representations paired with words and symbolsyRewritten with a simple level of vocabularyUse AAC for the presentation of the material, and for student comprehensionMay use other adaptations for students with sensory deficits

Materials should remainGrade appropriateAge appropriate

QUICK Review of Prompting

R p Pr ptiResponse PromptingPost response prompting: feedback onlyPost response prompting: feedback only

Reading format: can be expressive or receptiveecept ePrompt: simple correction of any word missedEx: “The word is coffee.”

R p Pr ptiResponse PromptingSimultaneous promptingSimultaneous prompting

Reading format: usually expressivePrompt: teacher models answer on every Prompt: teacher models answer on every trial (probes are independent)Ex: “Read hamburger.”Ex: Read hamburger.

R p Pr ptiResponse PromptingTime delay (constant or progressive)e de ay (co sta t o p og ess e)

Reading format: expressive or receptivePrompt: Teacher models correct answer pfirst (0 delay); the remainder of trials are at a delay of 4-5 seconds (increments if progressive)progressive)Ex:

R p Pr ptiResponse PromptingLeast intrusive promptsLeast intrusive prompts

Reading format: receptivePrompt: give graduated levels of Prompt: give graduated levels of assistance until the student points to the correct wordEx: gesture to word, point to word, place student’s hand on correct word

Sti l Pr ptStimulus PromptsStimulus fadingStimulus fading

Reading format: expressive or receptivePrompt used: correct word is highlighted with p g gcolor or picture cue which is faded across trialsEx:

red red red

cat cat cat

Story Based Lessons for Students withStory-Based Lessons for Students with Intellectual Disabilities

Tracie-Lynn ZakasyCharlotte-Mecklenburg Schools

February 1, 2011

G r l R di C rri lBooks that are grade and age appropriate

General Reading CurriculumBooks that are grade and age appropriate

Promotes access to the general curriculumAligns with state standards by teaching the g y gsame curriculumCreates opportunity to experience the literature of students’ age/grade levelliterature of students age/grade level

General Education and Special Education

Focus on this grade level literature

Partnership

Focus on this grade level literature togetherIdentify the upcoming stories and booksde t y t e upco g sto es a d boo sReviews units to be taught in general education classGet a copy of the stories and books for special education classDiscuss any peer readers; coteaching; joint activities; inclusion options to be considered

Ad pti B kChallenge of the Challenge of the book

Adapting Books

textAre not able to read th d

May not be able to hold/ manipulate book

the wordsMay have no pictures in older

Book may be too “fragile” for students’ motor planningpictures in older

gradesShort attention

t

Book may appear unappealing if all text

spans vs. amount of text if read aloudLimited receptive Limited receptive vocabulary

Ad h T Sh i h

After reading the book, decide-

Adapt the Text: Shorten or rewrite the text

After reading the book, decideThe vocabulary is basic, easy to understand (e.g., K-1 level), will I need to eliminate some pages/ parts of page to shorten the story?The vocabulary is complex, will I need to rewrite the story? Will it be one summary story rewrite the story? Will it be one summary story or by chapters?

Ad pt th t t Add t tAdd text cues that the student will help

Adapt the text: Add text cuesAdd text cues that the student will help you read

Repeated story line that is the “Big Idea” of gthe storyStory line may contain a picture symbol student will select or “read” with ATstudent will select or read with AT

Adapt the text: add pictures that help support the

If story has pictures, no adaptation may

story

sto y as p ctu es, o adaptat o aybe neededIf a chapter book or limited pictures

Use digital photographsUse Boardmaker symbolsCut pictures from inexpensive picture books Cut pictures from inexpensive picture books that can be used to help convey the storyIf artistic, illustrate your book!

Ph i ll lt r th b k idTake book apart and mount on sturdy

Physically alter the book-ideasTake book apart and mount on sturdy material; laminatePut pages in 3 hole sheet protectorsut pages 3 o e s eet p otecto sUse page separators (sponge, big paper clip, bag clip, foam) or tabs for ease of p, g p, )turningAudiotape for student who is visually impaired; use switch operated tape playerPut book on computer

A t th b kObjects that relate to the story

Augment the book Objects that relate to the storyPuppets of charactersRaps and songsRaps and songsRelated art work

C rri lFind out the books used for the students’

Curriculumd out t e boo s used o t e stude ts

age/ gradeMedia specialistG l d i hGeneral education teacherPublic libraryInternetInternet

Promote diversity and student interests/ y /preferencesPick a book YOU will enjoy teaching

Obj tiWhat grade level standards are addressed

Objectivesat g ade e e sta da ds a e add essed

in this lesson? What priority skills do you want this student to demonstrate in this lesson?lesson?

G id d Gr p Pr tiWhat specific components of reading are

Guided Group PracticeWhat specific components of reading are targeted and how will students demonstrate these?Phonemic awarenessPhonicsFluencyComprehension Comprehension Vocabulary

When Parallel General Education Teacher’s

Typical student Response for

Lessons

yp ca stude tactivity◦ Develop a

thinking map to

espo se othis student◦ Select the picture

that shows an thinking map to show how Anne matured during the time of hiding

that shows an older Anne (teen versus girl)Select the time of hiding

(From lesson on Diary of Anne Frank)

◦ Select Boardmaker symbols associated with Frank)

◦ Review these vocabulary words

associated with story

words…

Wh t d it l k lik ?What does it look like?

SIGHT WORD INSTRUCTION

most research has focused on the most research has focused on the acquisition of sight words

through massed trials gwith systematic prompting and fading

students with significant cognitive disabilities can acquire sight words through this method of intervention

Sight words are only one component of di !

National Reading Panel (2000)

reading!at o a ead g a e ( 000)

systematic explicit phonics instruction makes a more significant contribution to children's growth in reading than do alternative programs providing reading than do alternative programs providing unsystematic or no phonics instruction

Critical Components of Beginning Reading Instructionphonemic awarenessalphabetic understandingvocabularycomprehensionaccuracy and fluency with connected texty y

St r B d LStory-Based Lessons

Start with the General Reading C i l *Curriculum*

Books that are grade and age appropriate

Promotes access to the general curriculumAli i h d d b hi h Aligns with state standards by teaching the same curriculumCreates opportunity to experience the Creates opportunity to experience the literature of students’ age/grade level

Adapt the story

Challenge of the text

p y

◦ Are not able to read the words◦ May have no pictures in older grades◦ Short attention spans vs amount of text if ◦ Short attention spans vs. amount of text if

read aloud◦ Limited receptive vocabulary

Challenge of the book◦ May not be able to hold/ manipulate bookay ot be ab e to o d/ a pu ate boo◦ Book may be too “fragile” for students’

motor planning◦ Book may appear unappealing if all text◦ Book may appear unappealing if all text

Re-write chapter summary using Re write chapter summary using considerate text:

Add graphics (picture symbols) to key gvocabularyAdd definitions to textAdd l ti t t tAdd explanations to textUse Repeated Story Line to support main idea of each chapterof each chapter

T pi l S d r R di

A t diti l di l i t f th t h

Typical Secondary Reading

A traditional reading lesson consists of the teacher leading a class through a reading passage

◦ Teacher sits or stands in front of the class◦ Teacher sits or stands in front of the class

◦ Each student has a copy of their own book

◦ Students take turns interacting with the story, reading passages, d f d b l d

g y, g p g ,and finding vocabulary words

◦ A whole story is not typically read in a day, so the teacher may concentrate on only one chapter per day.

Phonics instruction not usually taught separately at this age, so these skills may be embedded in story reading by selecting specific words and using

h i d i tiemphasized pronunciations

Prep for teaching literacy skills using story-based lessons (SBL)lessons (SBL)

Select grade-level chapter book or adapted chapter g p p pbookSelect key vocabulary from book

If using picture vocabulary pair picture with If using picture vocabulary pair picture with wordUp to 8 vocabulary words per book

Create a repeated story line from one of the main ideas of book/chapterSelect at least 3 comprehension questions with Select at least 3 comprehension questions with answers and distracters per chapterModify book as needed for student access

Story-based Lessons

Steps of the Story-Based Lesson Secondary Level

T t i t1. 1. Anticipatory set2. Read the title3. Read the author’s

7. Text point8. Repeated story line9. Turn the page

Ph i 3. Read the author s

name4. Open book5 Identify

10. Phonetic awareness opportunity

11. Find a target b l d i 5. Identify

vocabulary6. Make a prediction

vocabulary word in text

12. Comprehension question/review question/review prediction

First 6 steps should be done in specific order all other First 6 steps should be done in specific order, all other items can be completed in the order of teacher’s discretion

Step 1: Anticipatory Set DescriptionDescription

Anticipatory set is the presentation of an object Anticipatory set is the presentation of an object or concept that can be accessed through any one of the five sensesSelect an item that will increase student participationparticipation.The anticipatory set can include:

An object to be touched (ex. dog leash or a newspaper article)newspaper article)A food that can be experienced through taste or smell (ex. the scent of vanilla or perfume)An object that describes a concept (ex. ice cube, cup of warm water cotton batting or sandpaper)cup of warm water, cotton batting or sandpaper)A recording that represents a part of a story (ex. music that is representative of story or part of a famous speech)

Step 1: Anticipatory Set Teacher ActionTeacher Action

Present an object that can be accessed through Present an object that can be accessed through at least one of the five senses to represent a major theme and create an sense of anticipation

Students may be able to give verbal descriptionsStudents may be able to give verbal descriptionsStudents may also help to prepare the anticipatory set Each student should have the opportunity to Each student should have the opportunity to handle, taste, smell, hear the item used in the anticipatory set

Example: Call of the Wild by Jack LondonYou can give the students an ice cube to represent the cold,

show them a model of a sled, show them pictures from show them a model of a sled, show them pictures from the Iditarod

WC1

Slide 54

WC1 Suggestion: May want to include AT examples.Wendy Carver, 2/6/2008

Step 2: Read the TitleDescriptionDescription

If a student is unable to handle their book it can If a student is unable to handle their book, it can be placed on a music stand and raised to the student’s eye levelWhen presenting the title page of the book, the teacher should use the word “title”

“I am going to read the title of our book ”I am going to read the title of our book.The teacher should also sweep their finger under the title, to further emphasize their statementStudents should have their own books; the teacher may need to model the title on the student’s bookstudent s book

Step 2: Read the Title Teacher ActionTeacher Action

Every student should have an opportunity to touch Every student should have an opportunity to touch and/or read the title of their own book.◦ Can place title on voice output device

The title of the book can be highlighted or underlined

Example: Teacher says “This title of our book is ‘Call of the Wild’. Touch/tell us the title of your book.”

St 3 R d th A th ’ N D i tiStep 3: Read the Author’s Name DescriptionWhen presenting the title page of the book, the t h h ld th d “ th ” t d ib teacher should use the word “author” to describe the writer of the story

“I am going to point to the author’s name. The author is the person who wrote this book ” author is the person who wrote this book.

The teacher should also sweep their finger under the author’s name, to further emphasize this statementstatementStudents should have their own books; the teacher may need to model finding the author’s name on the student’s bookname on the student s book

Step 3: Read the Author’s Name Teacher ActionStep 3: Read the Author s Name Teacher Action

E t d t h ld h t it t Every student should have an opportunity to engage with and/or read the name of the author from their own book.

Example: Teacher says “This author of our book is Jack London. Touch/tell us the author’s name.”

Step 4: Model Opening the Book DescriptionStep 4: Model Opening the Book Description

Students may not have had an opportunity to y pp y“handle” booksStudents need to understand how to orient the book

Front, back, top and bottom of the bookStudents should be given the opportunity to position the book so that it can be readpPoint out the front, back, top and bottom of the book and model how to open itEach student should have the opportunity to Each student should have the opportunity to open their own chapter book and find the correct chapter

Step 4: Model Opening the Book Teacher ActionStep 4: Model Opening the Book Teacher Action

Teacher ask students to find a specific chapter f l d b k

p pfrom a closed book ◦ Avoid directly saying “open the book”The teacher may need to prompt which chapter to findto findStudent’s book can be placed in an upside-down and/or backward fashion to create additional challengegIf the student has physical limitations, present book in a variety of positions, and ask, “Is the book ready to be read?”

The student can respond by using their primary ◦ The student can respond by using their primary method of indication (e.g. head nod, AAC device, pointing, eye gaze)

Example: “How do we get our chapter started?”

Step 5: Identify Vocabulary D i iDescription

Vocabulary:◦ Words that we must know to communicate Words that we must know to communicate

effectively◦ Words in text that we must know so that we can

connect to the textTeach word meaning through specific instruction◦ Teach specific words prior to reading◦ Repeat exposure to vocabulary words in many

different contextsdifferent contextsSelect up to 8 words/pictures◦ They may be highlighted

Pair picture vocabulary with the word◦ Pair picture vocabulary with the word◦ May use voice output device

Step 5: Identify VocabularyT h A tiTeacher Action

Identify the vocabulary on the vocabulary page before the story is read. Students are given the opportunity to read or Students are given the opportunity to read or point to the selected vocabulary as they appear in the on the vocabulary page or in the text.

Example: Two of the selected vocabulary words for chapter one in Call of the Wild may be love and home Student can be asked to find those words home. Student can be asked to find those words on the vocabulary page

Step 6: Ask a Prediction Question DescriptionDescription

Students make a prediction about what they p ythink the chapter will be about using a vocabulary pageThe vocabulary page of each chapters will provide y p g p pcontext clues that may lead the student to make a prediction statementThe teacher can review the previous day’s

d lrepeated story-lineThere are no wrong answers.

The student is simply indicating what they THINK p y g ythe chapter will be about.

Step 6: Ask a Prediction Question Teacher ActionStep 6: Ask a Prediction Question Teacher Action

Show cover of the bookShow vocabulary pageReview repeated story-lineAsk the students what they think the story will be Ask the students what they think the story will be about. The child may choose from pictures, objects, or give a verbal response.◦ Vary the number of options the students have to select Vary the number of options the students have to select

from◦ Vary the difficulty of the options by using distracters that

are very dissimilar or similar to pictures in the bookThe teacher can graph or chart student answers

Example: “What do you think our chapter will be about? Do you think it will be about an dog or an airplane?”

Step 7: Text PointingDescriptionDescription

Point to text as you read. Text-pointing teaches y p gconcept that words on a page are correlated to pictures in the book and story being told. It reinforces concept of reading left to right and top t b ttto bottomStudents should be given the opportunity to text point in their book

d h h l l bFor students with physical limitations, text can be enlarged and displayed on a large piece of paper, clear plexi-glass for eye-gazing or voice output devicedeviceSentences can be highlighted and may be the repeated chapter line

Step 7: Text PointingT h A iTeacher Action

Read and point to the text.pTeacher should model pointing from their bookStudents should point to the text in their books

Each student should have the opportunity to point to the text and “read” with the teacher at least once during the text and read with the teacher at least once during the chapter.

Example: “Help me read this sentence. Buck loved his home.”

Step 8: Read the Repeated Story LineDescriptionDescription

Secondary books rarely have a line from the Secondary books rarely have a line from the book that is repeated that describes the main idea of the chapter.Wh th i t d li th t h When there is no repeated line, the teacher can create one that emphasizes a theme central throughout the chapterThis text can be emphasized by highlighting, bolding, or underlining the statement.Each child should have an opportunity to read Each child should have an opportunity to read the repeated story line (or part thereof) or they may read the line as a choral response.

Step 8: Read the Repeated Story LineT h A iTeacher Action

Students have the opportunity to point to and Students have the opportunity to point to and “read” the repeated story line from their bookRepeated story line may also be recorded into a student’s voice output device so the student can student s voice output device, so the student can “read along”.

If using a voice output device, leave device near student so they may show anticipation of the line student so they may show anticipation of the line by activating the device at the right moment rather than handing the device to them at the time of the lineline.

Example: “Help me to read the repeated story-line. ‘Buck loved his home ’”Buck loved his home.

Step 9: Turn the Page DescriptionDescription

Indirectly ask the student to turn the page in y p gtheir own book

Helps make the connection between printed text and hearing the storyThe request is implied to prevent the student from following the teacher’s direct command and encourage the student to think about what is needed to continue the storyneeded to continue the story

For students with physical limitations:Pipe cleaners or craft sticks glued to the pages to create handlescreate handlesPieces of sponge glued to separate the pagesHave a picture or program a voice output device to indicate “turn the page”indicate turn the page

Step 9: Turn the Page T h A iTeacher Action

Every student is given the opportunity in continuing the story by turning the page in their bookRequests can be made by asking the student:

“How do we keep the story going?”How do we keep the story going?“What do you think happens next? How can we find out?”“What do we need to do to find out what is going What do we need to do to find out what is going to happen?”

Example: “How do we keep our story going?”

Step 10: Phonics & Phonemic Awareness

Select one vocabulary word that is considered

pDescription

“phonetically regular”Say the word fast and say the word slowlyTh t d t h ld l th d l lThe students should also say the word slowly.If a student in not verbal, individual sounds can be placed on a four box voice output device so be placed on a four box voice output device so the child can touch the sounds and then touch the corresponding word.

h o m homee

Step 10: Phonics and Phonemic Awareness

When reading the word on the vocabulary page, say d l l t ll f th l d

Teacher Action

word very slowly to pronounce all of the vowel and consonant sounds◦ Try to blend the sounds together as you say the word,

without stopping between the sounds (“cccaaat”)pp g ( )Ask the students to say the word sounds with you slowlyStudents may also identify first or last sound in the

dwordAsk the students to say the word quickly (“cat”)

Example: "The vocabulary word is dog. Say dog the fast way. Now, listen to me say ‘dog’ slowly. Dooog. Now you say dog slowly. Try to say all of the sounds in dog Touch the letter that makes the first sound ”in dog. Touch the letter that makes the first sound.

Step 11: Target Vocabulary Word

Select 2 3 target words from the vocabulary page

Description

Select 2-3 target words from the vocabulary pageReview words prior to reading the chapter or passageAs the passage is read, encourage the students to touch or say vocabulary words as they appear in the touch or say vocabulary words as they appear in the textFor the student with limited verbal skills, provide a picture cue that they can display when the word is p y p yread.

OrProgram voice output device with the appropriate

b l d h d hvocabulary word. Encourage the student to press the correct vocabulary word as the word appears in the passage

Step 11: Target Vocabulary Word

Identify the vocabulary words within the text as the chapter is read

Teacher Action

is read. These words will be selected from the vocabulary page at the beginning of each chapter.Teachers may want to select a word with a literal meaning and d ith i f ti l ia word with an inferential meaning

Vocabulary can be highlighted in the textAs the chapter or passage is read by the teacher, students are given the opportunity to read and point to the selected are given the opportunity to read and point to the selected vocabulary as they appear in the text.

Example: As determined earlier, two of the selected vocabulary words for chapter one in Call of the Wild may be love and home. The word dog may be added. Students o e a d o e e o d dog ay be added Stude tsmay look for those words in the text as the chapter is being read.

Step 12: Comprehension DescriptionDescription

C h i i i h Construct comprehension questions with Bloom’s Taxonomy in mind.The six areas for comprehension are:The six areas for comprehension are:

1. Knowledge2. Comprehensionp3. Application4. Analysis5. Synthesis6. Evaluation

Sample Comprehension QuestionsSample Comprehension Questions

Knowledge- questions that involve basic recall skills

h hWho was in the story?Where did the girl visit?

Comprehension- questions that identify, clarify, Co p e e s o quest o s t at de t y, c a y,or sequence

What happened at the end of the story?What happened first next last in the story?What happened first, next, last in the story?

S l C h i Q iApplication- making connections to the

Sample Comprehension Questions pp cat o a g co ect o s to t e

textThe girl was dancing. What are you d i ?doing?The boy was happy. Tell me about a time when you were happywhen you were happy.

Analysis- categorizing/classifying and comparing/contrastingp g g

Jack rode his bike to the store. How else could he have gotten to the store?H h b lik ? H How are the two boys alike? How are they different.

Sample Comprehension Questionsp p

Synthesis- main idea; and cause and y ;effect

What was our story about?yWhen it started to rain, what did the little girl do?little girl do?

Evaluation- real/not real, fact/fiction

Can an elephant really talk dance Can an elephant really talk, dance, and sing?Is the book Call of the Wild fact or Is the book Call of the Wild fact or fiction?

Step 12: Comprehension Questions Teacher ActionAction

Comprehension questions can be asked Comprehension questions can be asked immediately after reading the line in which the answer appears or after reading the bookStudent can also complete comprehension tasks Student can also complete comprehension tasks as Individual Work TimeSupport student responding with offering choices with with ◦ distracter options varying number of options and

types of distracters ◦ voice output devices, pair pictures with words, eye

b d tgaze board, etc.

Example: “Who was in our story?” Was it a dog or a basketball player?a basketball player?

Use assistive technology to increase active,

Technology can be used as an aid for the

independent responding

ec o ogy ca be used as a a d o t estudent to produce the intended response independently

For example:Charlie will use a switch to activate progress Charlie will use a switch to activate progress through a science website. Sarah will use IntelliKeys to give information about planets in our solar system

Lit r r th rri lBrian will eye gaze to select pictures to be

Literacy across the curriculuma eye ga e to se ect p ctu es to be

included in a picture report for scienceMelissa will identify the main characters of b i i / i i i l l a story by using pictures/ initial letter

sounds for their names. Nadia will select the picture/word phrase Nadia will select the picture/word phrase that best summarizes the math problem to be solved.

" Nothing limits achievement like small thinking Nothing like small thinking. Nothing equals possibilities like

l h d hi ki "unleashed thinking."

William Arthur Ward

M ki Lit r A iblMaking Literacy AccessibleFollowing the Students Interests to Ensure Following the Students Interests to Ensure Meaning

All students tend to demonstrate greater glearning capacity if presented with material that peaks their interestUsing areas of interest may help the student to Using areas of interest may help the student to form clear associations between words, symbols, and activities

M ki Lit r A iblMaking Literacy AccessibleOffering Choicesg

Choices can include:Reading materialLength of timeLength of timeWriting implementWriting surface

Giving students a choice of literacy activities will most Giving students a choice of literacy activities will most likely increase their length of engagementEmphasis should be on the engagement in literacy, and not on the meansnot on the means.

M ki Lit r A iblMaking Literacy AccessibleIdentifying PreferencesIdentifying Preferences

Preference assessmentsUse many people to ascertain the student’s y p ppreference:

Self reportingPrevious teachersPrevious teachersPersonal observationParents, siblings, and caregivers

Natural Opportunities for Literacy I iInstruction

Analyze the school, home, or community setting t d t i th t l lit t itito determine the natural literacy opportunitiesUtilize technology and accommodate each student to increase natural engagement in lit t itiliteracy opportunitiesAllow students to actively engage in the literature.

l f h f d lExamples of where to find some natural opportunities:

RestaurantsWaiting roomsWaiting roomsClassroomLibraryComputer

Creating Meaningful Literacy O i iOpportunities

Examples:Examples:Schedules and planners“check off” completed tasksU i i i d i h i di i Using pic-syms paired with text to give directions to an activity or requestUse objects paired with text to allow the student to

i th t kengage in the taskCreate daily journals with text and pictures that detail the student’s activities, so the student can

ti i t i th t lli th i dparticipate in the retelling their day

T Appr hTeam ApproachCollaboration will lead to enhanced literacy Collaboration will lead to enhanced literacy learningThe educational team may include:e educat o a tea ay c ude

TeachersPara-professionalSpeech lang age pathologistsSpeech-language pathologistsTherapistsAdministratorsParentsPeers

Creating and Using Tactile Experience Books for Young Children with VisualBooks for Young Children with Visual

Impairments

Sandra LewisJoan Tolla

Lewis and Tolla

Literacy Needs of Children with Visual I iImpairments

A VI will affect a child’s ability to observe the b l d t th t k t th symbols and events that are key to the

development of early literacy skillsA child should be exposed to Braille and the

i f i ht d d t l experiences of sighted readers at an early ageA child with VI may have a difficult time developing the meaningful concepts gained through life experiencesthrough life experiencesThe child with VI will learn from part to wholeChild with VI may not experience immersion into lit i th i ht d hildliteracy in the same way a sighted child

Lewis and Tolla

Illustrations in Books for Young R dReaders

Pictures in books provide necessary Pictures in books provide necessary context cues for sighted childrenThey can access a greater understanding ey ca access a g eate u de sta d gof unfamiliar concepts with the use of picturesPictures provide a bridge between listening and early reading behaviors

Lewis and Tolla

Tactile Illustrations for Students with Vi l I iVisual Impairments

Raised Line drawingsPros:

Offer a tactile rendering of the pictureCons:

Attempts to present a 3 D world in 2 dimensionsAttempts to present a 3-D world in 2 dimensionsAbstract concepts cannot be recreated in a tactile form

Story Boxes and Book Bags- Objects that represent key concept in the story are gatheredp y g

Pros:Offer the child an opportunity to interact with the book

Cons:D t dd th d t b d t b k i hi h th Does not address the need to be exposed to books in which the text and activities are presented on the same page

T til Ill tr tiTactile IllustrationsTactile Experience BooksTactile Experience Books

Artifacts from an event experience by the child are actually incorporated onto the pages of a simple, sturdy book.Sighted peers can help to collect materials and make the booksmake the books

Lewis and Tolla

T til Ill tr tiTactile IllustrationsMaking a Tactile Experience Book

Objects can be collected during an naturally occurring eventObjects should be items that the student has actually had contact withThe book should be easily handled by the childThe book should be easily handled by the childMetal rings to bind the pagesAffix the objects to the pageLarge objects can be stored in Zip-Lock bagsLarge objects can be stored in Zip Lock bagsKeep the “decorations” simpleBraille text should be in a predictable and consistent placeVisual text should also be included, so the story can be shared with those who do not read BrailleInstall repeated themes through-out the book

Lewis and Tolla

T til Ill tr tiTactile IllustrationsBenefitsBenefits

They describe personal experiencesEarly book skills are presentedy pGrapheme-phoneme connections are madeMotor skills can be honedReinforces spatial, temporal, and number conceptsExplains a “bigger world” to a child who can Explains a bigger world to a child who can not experience it through sight

Lewis and Tolla

T til Ill tr tiTactile IllustrationsCautionsCautions

Takes time and planningConsider the “messy-ness” of the items yincluded in the storyWatch for choking hazards

Lewis and Tolla