STORY-BASED LESSONS Presented by Angel Lee and Bethany R. Smith - - PDF document
Lee & Smith, 2011 1 STORY-BASED LESSONS Presented by Angel Lee and Bethany R. Smith UNC Charlotte Acknowledgement 2 Some of the slides used in this presentation were de eloped b the staff of the General C rric l m developed by
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1 Lee & Smith, 2011
Presented by Angel Lee and Bethany R. Smith UNC Charlotte
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Some of the slides used in this presentation were
Lee & Smith, 2011
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To allow students with significant disabilities access to
d i t di t i l ll d grade appropriate reading materials as well as grade level content standards
To systematically engage these students in meaningful
literacy activities
To allow students with significant disabilities the
reading experiences as their typically developing
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g p yp y p g peers
Even with the 1% of the 1% it is important to provide
access to the enriching and engaging literature that grade level content provides
What books are typical students reading?
A k l d h h l h h
Ask a general education teacher at your school what her
students are reading
Consult the reading curriculum guide that your school district
uses to teach reading
Ask a librarian Search the Internet http://childrensbooks.about.com/od/agegradebooksby/
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p // / / g g y/
www.lexile.com http://www.corestandards.org/assets/CCSSI_ELA%20Standar
ds.pdf
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Are not able to read the
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– Are not able to read the
words
– May have no pictures in
– Short attention spans vs.
amount of text if read aloud
– May not be able to hold/
manipulate book
– Book may be too “fragile”
for students’ motor planning
– Book may appear – Limited receptive
vocabulary
– May need to add in visual
y pp unappealing if all text
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Shorten or rewrite the text
Af di h b k d id
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After reading the book, decide- If the vocabulary is basic and easy to understand (e.g., K-1
level)- will I need to eliminate some pages/ parts of page to shorten the story?
If the vocabulary is complex- will I need to rewrite the story?
Will it be one summary story or by chapters?
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How much do I need to condense? Four chapters down to
two chapters or each chapter down to one page?
If in a middle school or high school, have students
rewrite books as a service project
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Pre-read text
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Summarize each chapter to capture main
Re-write chapter summary using considerate
Grade 2-3 listening comprehension level (Send plain text
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When choosing vocabulary to focus on, consider high
A typical reading lesson consists of the teacher
Teacher sits in front of the group with the book
Students take turns interacting with the story under
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Phonics instruction is taught separately, but these
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Begin by cutting the
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Laminate the pages of the book. This will make the book sturdier and will allow it to be cleaned. Using a heavy laminate will make it easier for students to turn the page. If you do not have access to a laminator, sheet protectors will do.
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Re-bind the book pages using spiral binding
Hole punch the pages and insert into 3 ring binder
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You will need to make the book accessible for students with physical
g been added for opening the book. Above right: Popsicle sticks may make turning the page easier. Bottom right: page fluffers separate the pages and make it easier to turn one at a time. Use cut up sponges, or stacked foam squares.
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Add foam letters to the title
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Add a colorful frame
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Trace the title in puff paint around the author’s
away over time
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Preparation for teaching literacy skills using story-based
lessons
Select grade-level picture book or an adapted chapter book Select key vocabulary from book If using symbols or pictures pair with the word Choose a few words that are high frequency in addition to those
needed to understand the story (e.g., trolley)
Find repeated line or create one that tells main idea of the book
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Find repeated line or create one that tells main idea of the book Select comprehension questions with answers and distracters
Consider Blooms taxonomy; go past “knowledge”
Modify book as needed for student access
1) Anticipatory set 1) Anticipatory set 2) R d th titl 2) R d th titl 2) Read the title 2) Read the title 3) Read the author 3) Read the author 4) Prediction 4) Prediction 5) Open book 5) Open book 6) Text pointing 7) Identify vocabulary 8) Repeated story line
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9) Turn the page 10) Comprehension question/review prediction
Items in BOLD Print should be done in specific order, all other items can be completed in the order of teacher’s discretion.
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Anticipatory set is the presentation of an object or
The anticipatory set can include: An object to be touched---(ex. an stuffed animal or a pair
A food that can be experienced through taste or smell---
(ex. a lemon or a fortune cookie)
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An object that describes a concept--- (ex. An ice cube or
a cup of warm water)
A recording that represents a part of a story--- (ex. a
violin piece or a mooing cow)
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Present an object that can
be accessed through at
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least one of the five senses to represent a major theme and create an sense of anticipation Example: Earth Dance by Joy Rider You can give the students a You can give the students a plastic blow up earth For The Case of the Sassy Parrot, use a talking parrot
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Students need the opportunity to interact with the
When presenting the title page of the book, the
“I am going to read the title of our book.” The teacher should also sweep their finger under
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Every student should have
an opportunity to touch and/or read the title.
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/
Can place title and record the
title of the book on a voice
The title of the book can be
highlighted, underlined with a pipe cleaner, raised with puff paints, or traced over with glue and sand Example: Teacher says “This title of our book is ‘Earth Dance’. Touch/tell us the title of this book.”
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When presenting the title page of the book, the
“I am going to point to the author’s name. The author is
the person who wrote this book.”
The teacher should also sweep their finger under
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Every student should have an
and/or read the name
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and/or read the name.
Can place the author’s name
and record the title of the book
Pair the author’s name with a
photo of the author
Example: Teacher says “This author of our book is Joy
author’s name.”
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Students make a prediction about what they think
Front cover and pictures in the story can provide
Take a “picture walk” through the book. Point-out pictures
that are important in determining what the story is about.
There are no wrong answers.
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There are no wrong answers. The student is simply indicating what they THINK the story
will be about.
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Show the students the cover page and take a picture-
walk through the text. g
Ask the students what they think the story will be about. The child may choose from pictures, objects, or give a
verbal response.
You can vary the number of options the students to select from
You can vary the difficulty of the options by using distracters that are very dissimilar or similar to pictures in the book
These responses can be displayed on a felt or magnet
board to remind them later of their answer.
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Example: “What do you think our story will be about? Do you think it will be about the earth, a steam train, or an apple pie?”
Students with significant disabilities may not have had
an opportunity to “handle” books an opportunity to handle books
Students need to understand how to orient the book Front, back, top and bottom of the book Students should be given the opportunity to position the
book so that it can be read
Point out the front, back, top and bottom of the book
and model how to open it
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p
Present the closed book to a student Partial participation is acceptable, book may need to
be modified
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The teacher hands the closed book to
a student and ask him/her to get the story started
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Avoid directly saying “open the book”
The book can be handed to the
student in an upside-down and/or backward fashion to create additional challenge
If the student has physical limitations,
present the book in a variety of positions, and ask the student, “Is the book ready to be read now?” book ready to be read now?
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 story started?”
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Point to the text as you read. Text pointing teaches
Students should be given the opportunity to text point
Read the words as the student points to them Read at the same pace as the student points from word to
d
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word
For students with physical limitations, text can be
Sentences can be highlighted and may become the
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Read and point to the text Each student should have the
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Each student should have the
Text can be enlarged or written
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Vocabulary: Words that we must know to communicate effectively Words that we must know to communicate effectively Words in text that we must know so that we can connect to the
text
Teach word meaning through specific instruction Teach specific words prior to reading Repeat exposure to vocabulary words in many different
contexts
Select up to 5 words/pictures
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They may be highlighted Pair picture vocabulary with the word May use voice output device
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Identify the vocabulary as the story is read
Students are given the opportunity to read and
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Elementary books often have a line from the book
If there is no repeated line, the teacher can
This text can be taped into to the book and/or emphasized by
highlighting or underlining
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highlighting or underlining
Each child should have an opportunity to read the
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Students have the opportunity to point
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You may add the repeated storyline in symbols as
shown here
The repeated story line may also be
If using a voice output device, leave the
g p , device near the 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 line
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Indirectly ask the student to turn the page
H l k th ti b t i t d t t d
Helps make the connection between printed text and
hearing the story
The request is implied to prevent the student from following
the teacher’s direct command and encourage the student to think about what is needed
For students with physical limitations:
Pi l ft ti k l d t th t t
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Pipe cleaners or craft sticks glued to the pages to create
handles
Pieces of sponge glued to separate the pages Have a picture or program a voice output device to
indicate “turn the page”
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Every student is given the
by turning a page
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by turning a page
Requests can be made by asking
the student:
“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
Example: “How do we keep our story going?”
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1.
Knowledge
2.
Comprehension
3.
Application
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4.
Analysis
5.
Synthesis
6.
Evaluation
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Knowledge- questions that involve basic recall skills Who was in the story? Who was in the story? Where did the girl visit? Comprehension- questions that identify, clarify, or
What happened at the end of the story? What happened first, next, last in the story?
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Application- making connections to the text The girl was dancing. What are you doing? The boy was happy. Tell me about a time when you were
happy.
Analysis- categorizing/classifying and
Jack rode his bike to the store. How else could he have
gotten to the store?
How are the two boys alike? How are they different. Synthesis- main idea; and cause and effect What was our story about?
Wh d h d d h l l l d ?
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When it started to rain, what did the little girl do? Evaluation- real/not real, fact/fiction Can an elephant really talk, dance, and sing? Is the book Elmer fact or fiction?
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Comprehension questions can be asked immediately
Student can also complete comprehension tasks as
Support student responding with offering choices
distracter options varying number of options, and types
f di t t
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voice output devices, pair pictures with words, eye gaze
board, etc.
Ask questions about the author’s purpose
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Make connections across content areas
Tie in the book you are reading with history or
Ask about the main idea, character, setting, problem Distinguish between fiction and non-fiction Have a student practice sequencing by retelling
In high school teach figurative language like
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Begin writing activities by prewriting activities such
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Ask students to complete sentences that state an
Then back up that opinion with supporting details
Practice revising when the student is not able to
Complete a KWHL chart and incorporate research
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Keep themes simple, use a few objects to represent the
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If possible, repeat an object more than once Chapter books may be adapted down to one or two
Use a few photographs to represent key events or key
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Plan your questions and student responses using the
Find ways for the students to make connections with the
Teaming Consider components of UDL Consider components of UDL Representation Engagement Expression Specific focus on Systematic Instruction
Adapt book to include students name objects
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Adapt book to include students name, objects
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Choose a book from 2 Focuses on object named on Focus on chosen book Focus on sensory material to
introduce book
Makes prediction from a choice
j page (3 different objects)
Shows recognition of repeated
story line (3 times)
Reacts to surprise element Indicates more or finished Identifies what story was about
(same objects as used in prediction)
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Reacts to hearing their name in
story (3 times) p )
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Changing Priorities
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Use of grade
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↑ Literature- Shared Stories (Books) Narrative and I f i l
Functional Reading More Emphasis Secondary Middle
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Informational ↓
How to read (decoding, etc.) Less Emphasis Elementary
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In middle and high school
S f l
Story comes from a novel Adapted books have chapters Pictures are symbols; not childish Students sit at desks; not in reading circle Themes are age appropriate
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Nonfiction
N d
Fiction
N l
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Newspapers and
magazines
Autobiographies Nonfiction books Social studies
summaries
Novels Short stories Drama Poetry
summaries
Science summaries
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Student A K-2: early literacy Student B K-2: early literacy
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K 2: early literacy 2-5: beginning reading 6-8: continues to learn to
read; expands listening comprehension
9-12: builds fluency and
reading skills; functional di w ll l
K 2: early literacy 2-5: still at early literacy; but
expanding listening comprehension
6-8: some phonics in context;
emphasis on listening comprehension
9 12 l t
f ti l reading as well as novels
9-12: lots on functional
reading; but still shared stories with adapted novels
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Elementary Every student have the High School Some students may still
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Every student have the
read
Lots of school day (2
hours minimum) spent
Shared stories Some students may still
work on learning to read
More focus on
functional reading for community & job
Listening Shared stories Systematic instruction
reading
Listening
comprehension using HS novels
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For more information on this topic and several more
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http://mast.ecu.edu/picker.php Email:
A.lee@uncc.edu bsmit224@uncc.edu Lee & Smith, 2011
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Access to literature I d
d t d th h h d li t i
Independent reader or through enhanced listening
comprehension
Uses skills to greatest extent possible to participate in
Whether by reading some of the text or applying early
literacy skills
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Enhanced quality of life through literature Joy of reading Opens the world
Step Which students? Helpful Hints
Keep it simple! This may be an extension of another lesson
students an opportunity to point to/say title all Each student should have their own book.
give opportunity to point to/say name all If the student cannot hold their own book, use a music stand to keep the text at eye- level.
d h all Students should try to find the chapter h h ll b d student the opportunity that they will be reading
in the beginning of the chapter all Have the students point to the vocabulary word on the vocabulary page prior to reading the chapter
all Make the prediction based on the vocabulary words and the previous story- line
determined line all This can be a line from the text or the repeated story-line
all The story-line should reflect the central theme in the chapter. Allow all students to “read” it
all Ask the students, “How do we keep the story going?”
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story going?
awareness opportunity (Blending, segmenting a specific word) all Find the initial or final consonant sound in a selected word. “Sound out” a specific word to isolate the individual sounds.
vocabulary word in text all Using one of the selected vocabulary word, allow each child to find a vocabulary word in the text
question all Ask at least one question of every student. Comprehension questions may be literal, summative, or inferential.
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Units Lessons UNIT 1 (Change) Fiction‐ Holes UNIT 2 (Values & Decision Making) Fiction‐ Outsiders UNIT 3 (Social Justice) Fiction‐ Number the Stars by Lois Lowry UNIT 4 (Global Awareness) Fiction‐ Dragon Wings Lesson 1 Fiction ‐15 vocabulary ‐Comprehension ‐Read text ‐Story Grammar (main ‐15 vocabulary ‐Comprehension ‐Read text ‐Story Grammar (main ‐15 vocabulary ‐Comprehension ‐Read text ‐Story Grammar (main character ‐15 vocabulary ‐Comprehension ‐Read text ‐Story Grammar (main character
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Story Grammar (main character and setting) ‐Prediction ‐Recall‐ literal ‐2 step sequence ‐Main idea ‐Writing ‐Opinion‐ Create 2
sentences Story Grammar (main character setting, problem, and solve problem) Prediction ‐Recall‐ literal ‐3 step sequence ‐Main idea ‐Application‐ make connection with the text ‐Writing ‐Opinion‐ generate 2 opinion sentences ‐Back up opinion‐ Support Story Grammar (main character Setting, problem, and solve problem) Prediction ‐Recall‐ literal ‐2 step sequence ‐Main idea ‐Application‐ make connection with the text ‐Analysis ‐Writing ‐Opinion‐ generate 2 opinion sentences ‐Back up opinion‐ Support Story Grammar (main character Setting, problem, and solve problem) Prediction ‐Recall‐ literal ‐Main idea ‐Application‐ make connection with the text ‐Analysis ‐3 step sequence ‐Writing ‐Opinion‐ generate 2 opinion sentences ‐Back up opinion‐ Support opinion Back up opinion Support
statement with facts found in chapter ‐Critique‐ Evaluate the initial decision by agreeing or disagreeing with original
backed up with facts Back up opinion Support
statement with facts found in chapter ‐Critique‐ Evaluate the initial decision by agreeing or disagreeing with original opinion backed up with facts ‐Argue‐ generate final argument based on decision made in critique Back up opinion Support opinion statement with facts found in chapter ‐Critique‐ Evaluate the initial decision by agreeing or disagreeing with original opinion backed up with facts ‐Argue‐ generate final argument based on decision made in critique
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