STORY-BASED LESSONS Presented by Angel Lee and Bethany R. Smith - - PowerPoint PPT Presentation

STORY-BASED LESSONS

Presented by Angel Lee and Bethany R. Smith UNC Charlotte

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Acknowledgement

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 Some of the slides used in this presentation were

developed by the staff of the General Curriculum Access Projects University of North Carolina at Charlotte

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Why Teach Literacy?

 To allow students with significant disabilities access to

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

• pportunity to experience some of the same rich

reading experiences as their typically developing 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

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Selecting Grade Appropriate Books

 What books are typical students reading?  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/ www.lexile.com http://www.corestandards.org/assets/CCSSI_ELA%20Standar

ds.pdf

Why do we need to adapt books?

• Challenge of the text

– Are not able to read the

words

– May have no pictures in

• lder grades

– Short attention spans vs.

amount of text if read aloud

– Limited receptive

vocabulary

– May need to add in visual

• r tactile cues
• Challenge of the book

– May not be able to hold/

manipulate book

– Book may be too “fragile”

for students’ motor planning

– Book may appear

unappealing if all text

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Adapting the Book: Shorten or Rewrite

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 Shorten or rewrite the text

 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?

 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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How to Shorten/Rewrite Text

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 Pre-read text  Summarize each chapter to capture main

idea- provide details

 Re-write chapter summary using considerate

text:

 Grade 2-3 listening comprehension level (Send plain text

file to Lexile Framework for Reading™ website, obtain lexile level, adjust if needed to Level 400- 600)(MetaMetrics, Inc., 2005)

 When choosing vocabulary to focus on, consider high

frequency words

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Typical Elementary Reading

 A typical reading lesson consists of the teacher

reading a book to a group of students

 Teacher sits in front of the group with the book

facing the students

 Students take turns interacting with the story under

teacher direction

 Phonics instruction is taught separately, but these

skills may also be embedded in story reading

Physically alter the book

 Begin by cutting the

book apart

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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

• r

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

• challenges. Above left: a handle has

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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Adding physical cues to books

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Trace the title in puff paint Add foam letters to the title Add a colorful frame around the author’s

• name. Fade

away over time

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ELEMENTARY LITERACY ENGAGEMENT SKILLS

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Story-based Lessons

 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  Select comprehension questions with answers and distracters

 Consider Blooms taxonomy; go past “knowledge”

 Modify book as needed for student access

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Steps of the Story-Based Lesson at the Elementary Level

1) Anticipatory set 2) Read the title 3) Read the author 4) Prediction 5) Open book 6) Text pointing 7) Identify vocabulary 8) Repeated story line 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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Step 1: Anticipatory Set Description

 Anticipatory set is the presentation of an object or

concept that can be accessed through any one of the five senses

 The anticipatory set can include: An object to be touched---(ex. an stuffed animal or a pair

• f mittens)

A food that can be experienced through taste or smell---

(ex. a lemon or a fortune cookie)

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)

Step 1: Anticipatory Set Teacher Action

 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 Example: Earth Dance by Joy Rider 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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Step 2: Read the Title Description

 Students need the opportunity to interact with the

story in a specific sequence

 When presenting the title page of the book, the

teacher should use the word “title”

 “I am going to read the title of our book.”  The teacher should also sweep their finger under

the title, to further emphasize their statement

Step 2: Read the Title Teacher Action

 Every student should have

an opportunity to touch and/or read the title.

 Can place title and record the

title of the book on a voice

• utput device

 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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Step 3: Read the Author’s Name Description

 When presenting the title page of the book, the

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.”

 The teacher should also sweep their finger under

the author’s name, to further emphasize their statement

Step 3: Read the Author’s Name Teacher Action

 Every student should have an

• pportunity to engage with

and/or read the name.

 Can place the author’s name

and record the title of the book

• n a voice output device

 Pair the author’s name with a

photo of the author

Example: Teacher says “This author of our book is Joy

• Rider. Touch/tell us the

author’s name.”

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Step 4: Ask a Prediction Question Description

 Students make a prediction about what they think

the story will be about.

 Front cover and pictures in the story can provide

context clues that assist the child in making that prediction

 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.  The student is simply indicating what they THINK the story

will be about.

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Step 4: Ask a Prediction Question Teacher Action

 Show the students the cover page and take a picture-

walk through the text.

 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. 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?”

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Step 5: Model Opening the Book Description

 Students with significant disabilities may not have had

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

 Present the closed book to a student  Partial participation is acceptable, book may need to

be modified

Step 5: Model Opening the Book Teacher Action

 The teacher hands the closed book to

a student and ask him/her to get the story started



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?”



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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Step 6: Text Pointing Description

 Point to the text as you read. Text pointing teaches

the concept that the words on the page are correlated to the pictures in the book and story being told and reinforces the concept of reading from left to right, and from top to bottom

 Students should be given the opportunity to text point

a sentence from the book

 Read the words as the student points to them

 Read at the same pace as the student points from word to

word

 For students with physical limitations, text can be

enlarged and displayed on a large piece of clear plexi-glass for eye-gazing or on a vice output device

 Sentences can be highlighted and may become the

repeated story-line

Step 6: Text Pointing Teacher Action

 Read and point to the text  Each student should have the

• pportunity to point to the text

and “read” with the teacher

• nce throughout the book

 Text can be enlarged or written

• n sentence strips for students

who eye gaze Example: “Help me read this

• sentence. “Let’s do the earth

dance!”

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Step 7: Identify Vocabulary Description

 Vocabulary:  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  They may be highlighted  Pair picture vocabulary with the word  May use voice output device

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Step 7: Identify Vocabulary Teacher Action

 Identify the vocabulary as the story is read  Students are given the opportunity to read and

point to the selected vocabulary as they appear in the text Example: One of the vocabulary words for Earth Dance may be dance. After reading the line “Let’s do the earth dance!” The teacher may say, “Dance is one of our vocabulary words. Find the word dance

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Step 8: Read the Repeated Story Line Description

 Elementary books often have a line from the book

that is repeated that describes the main idea of the story

 If there is no repeated line, the teacher can

create one that emphasizes a theme central throughout the story

 This text can be taped into to the book and/or emphasized by

highlighting or underlining

 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 Line Teacher Action

 Students have the opportunity to point

to and “read” the repeated story line

 You may add the repeated storyline in symbols as

shown here

 The repeated story line may also be

recorded into a student’s voice output device, so the student can “read along”

 If using a voice output device, leave the

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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Step 9: Turn the Page Description

 Indirectly ask the student to turn the page  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:  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”

Step 9: Turn the Page Teacher Action

 Every student is given the

• pportunity to continue the story

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

• ut what is going to happen?”

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

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Step 10: Comprehension Description



Construct comprehension questions with Bloom’s Taxonomy in mind.



The six areas for comprehension are:

1.

Knowledge

2.

Comprehension

3.

Application

4.

Analysis

5.

Synthesis

6.

Evaluation

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Sample Comprehension Questions

 Knowledge- questions that involve basic recall skills  Who was in the story?  Where did the girl visit?  Comprehension- questions that identify, clarify, or

sequence

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

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Sample Comprehension Questions

 Analysis- categorizing/classifying and

comparing/contrasting

 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?  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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Step 10: Comprehension Questions Teacher Action

 Comprehension questions can be asked immediately

after reading the line in which the answer appears

• r after reading the book.

 Student can also complete comprehension tasks as

Individual Work Time

 Support student responding with offering choices

with

 distracter options varying number of options, and types

• f distracters

 voice output devices, pair pictures with words, eye gaze

board, etc.

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

Reading and Writing Standards

 Ask questions about the author’s purpose  Make connections across content areas

Tie in the book you are reading with history or

social studies (e.g., Number the Stars and WWII)

 Ask about the main idea, character, setting, problem  Distinguish between fiction and non-fiction  Have a student practice sequencing by retelling

events using a set of sentences, symbols, or photos

 In high school teach figurative language like

metaphors and symbolism

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Writing

 Begin writing activities by prewriting activities such

as mapping to organize thoughts and ideas

 Ask students to complete sentences that state an

• pinion

 Then back up that opinion with supporting details

from the story of facts

 Practice revising when the student is not able to

support an opinion

 Complete a KWHL chart and incorporate research

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www.attainmentcompany.com

Video of Story Based Lesson

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When adapting for students with most significant disabilities

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 Keep themes simple, use a few objects to represent the

most important things in the book

 If possible, repeat an object more than once  Chapter books may be adapted down to one or two

pages per chapter

 Use a few photographs to represent key events or key

people in book.

 Plan your questions and student responses using the

same objects or photographs

 Find ways for the students to make connections with the

text

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SBL for Students at the Presymbolic or Awareness Level

 Teaming  Consider components of UDL  Representation  Engagement  Expression  Specific focus on Systematic Instruction

procedures and AAC devices

 Adapt book to include students name, objects

from story, a repeated story line, and a surprise element

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Steps of SBL for Students at the Presymbolic

• r Awareness Level

 Choose a book from 2  Focus on chosen book  Focus on sensory material to

introduce book

 Makes prediction from a choice

• f 2 objects

 Reacts to hearing their name in

story (3 times)

 Focuses on object named on

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)

www.attainmentcompany.com

Video of Story Based Lesson for Students with the Most Significant Disabilities

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LITERACY ACROSS THE SCHOOL YEARS

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Literacy Needs to “Grow Up” with the Student

 Changing Priorities  Use of grade

appropriate literature

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A New Model of Literacy

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↑ Literature- Shared Stories (Books) Narrative and Informational ↓

Functional Reading How to read (decoding, etc.) Less Emphasis More Emphasis Secondary Middle Elementary

How Story-Based Lessons Change

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 In middle and high school

 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

Not Just Stories…

 Nonfiction

 Newspapers and

magazines

 Autobiographies  Nonfiction books  Social studies

summaries

 Science summaries

 Fiction

 Novels  Short stories  Drama  Poetry

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Changing Focus on Learning to Read

 Student A  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 reading as well as novels

 Student B  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: lots on functional

reading; but still shared stories with adapted novels

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Finding the Balance

 Elementary

 Every student have the

• pportunity to learn to

read

 Lots of school day (2

hours minimum) spent

• n literacy

 Shared stories  Systematic instruction

• n components of

reading

 High School

 Some students may still

work on learning to read

 More focus on

functional reading for community & job

 Listening

comprehension using HS novels

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Final Questions?

 For more information on this topic and several more

important topics online modules are available at:

 http://mast.ecu.edu/picker.php  Email:

 A.lee@uncc.edu  bsmit224@uncc.edu

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What We are Trying to Achieve

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 Access to literature  Independent reader or through enhanced listening

comprehension

 Uses skills to greatest extent possible to participate in

reading of text

 Whether by reading some of the text or applying early

literacy skills

 Enhanced quality of life through literature  Joy of reading  Opens the world

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Step Which students? Helpful Hints

• 1. Provide and anticipatory set all

Keep it simple! This may be an extension of another lesson

• 2. Read the title and give

students an opportunity to point to/say title all Each student should have their own book.

• 3. Read author’s name and

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.

• 4. Open the book and give one

student the opportunity all Students should try to find the chapter that they will be reading

• 5. Identify vocabulary words

in the beginning of the chapter all Have the students point to the vocabulary word on the vocabulary page prior to reading the chapter

• 6. Make a prediction

all Make the prediction based on the vocabulary words and the previous story- line

• 7. Text point to a pre-

determined line all This can be a line from the text or the repeated story-line

• 8. Read a repeated story line

all The story-line should reflect the central theme in the chapter. Allow all students to “read” it

• 9. Turn the page

all Ask the students, “How do we keep the story going?”

• 10. Provide phonetic

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.

• 11. Give student and
• pportunity to find a target

vocabulary word in text all Using one of the selected vocabulary word, allow each child to find a vocabulary word in the text

• 12. Answer a comprehension

question all Ask at least one question of every student. Comprehension questions may be literal, summative, or inferential.

Getting past the basic SBL

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

character and setting)

• Prediction
• Recall- literal
• 2 step sequence
• Main idea
• Writing
• Opinion- Create 2
• pinion

sentences

• 15 vocabulary
• Comprehension
• Read text
• 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
• pinion

statement with facts found in chapter

• Critique- Evaluate the initial

decision by agreeing or disagreeing with original

• pinion

backed up with facts

• 15 vocabulary
• Comprehension
• Read text
• 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
• pinion

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

• 15 vocabulary
• Comprehension
• Read text
• 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

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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