Teaching g Reading/Language Arts to All Students Tracie - - PowerPoint PPT Presentation

Teaching g Reading/Language Arts to All Students

Tracie Lynn-Zakas tracie.zakas@cms.k12.nc.us Keri M. Stevenson ksteve40@uncc.edu

1

Acknowledgement & Permissions Acknowledgement & Permissions Acknowledgement & Permissions Acknowledgement & Permissions

Several of the slides used in this presentation

p were 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
• f 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 Childr Goal of Literacy for All Children

National Reading Panel’s 5 components of National Reading Panel s 5 components of

reading:

Phonemic Awareness Phonics Vocabulary Fluency Comprehension

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

• f children that precede then develop into

conventional literacy

Success for development is influenced by

the literacy events in children’s lives

Students with ID may have fewer

• pportunities to engage in literacy

activities

Ch ll’ S f R di D l Chall’s Stages of Reading Development

• Pre-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 relationships C 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 knowledge knowledge

4.

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

5.

Construction/Reconstruction (18yo +)- Makes judgments

5.

Construction/Reconstruction (18yo +) Makes judgments

• n readings based on high levels of abstractions

Emergent Literacy and Functional R di Reading

• Functional Reading:
• Functional Reading:

1.

Acquisition of specific sight words that have immediate functional use

2

Alternative way to learn reading skills

2.

Alternative way to learn reading skills

3.

Way to gain quick success in reading

• Sight Word Approach- Limitations

S g t

• d

pp oac tat o s

1.

Students may not have functional comprehension

2.

May not teach words in a larger language context

F ti l R di Functional Reading

• Is 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 stage

3.

Make sight word instruction a part of the literacy program

S ti f r S l ti Suggestions for Solutions

Integrate sight word instruction into the Integrate sight word instruction into the

emergent literacy program

Adapt books to include picture/ picture

dapt boo s to c ude p ctu e/ p ctu e symbols

Embed high frequency words and pictures

g q y p into existing text

Li f S d i h Di bili i Literacy for Students without Disabilities

Experts recommend a balanced approach Experts recommend a balanced approach Elements include:

Guided reading Guided reading Specific word study

Sight words Decoding/phonics

Writing Self selected independent reading Self-selected, independent reading

Literacy for Students with Significant C i i Di bili i Cognitive 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

• r a whole word approach

experiences as possible

Use approaches that allow

for expression of literacy skills using different modalities

A belief that literacy is the

ability to read and understand written words modalities

Provide 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 r High Expectations for Literacy

Attitudes

Educators and families need to believe that exposure to

literacy will benefit the child with SCD

Students will be affected by both high and low Students will be affected by both high and low

expectations

All 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 disabilities

Students with SCD should have access to the same

materials as their peers materials as their peers

Hi h E p t ti f r Lit r High Expectations for Literacy

State Standards for Literacy and Students State Standards for Literacy and Students

with ID

The expectation of learning and exposure to

g literacy should be apparent, regardless of the level of disability

Teachers 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 Li Life Experiences as a Basis for Literacy

For most children For most children

Literacy begins at home Early preparation at home = literacy Early preparation at home = literacy

readiness skills

Children often enjoy reading and re- Children often enjoy reading and re

reading favorite stories

Language acquisition contributes to Language acquisition contributes to

reading readiness skills

Lif E i B i f Li Life 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 y literacy skills

Li ki C i i d Li Linking Communication and Literacy

There is a strong relationship between There is a strong relationship between

literacy skills and communication

Understanding 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

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

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

117 120 140 36 60 80 100 Frequency 36 13 5 31 20 40 Fluency Vocab Phonics Phonemic Comp F Fluency Vocab Phonics Phonemic Awareness Comp Components of Reading

B d D W k S S F Ahl i B 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., Ahlgrim

Browder, 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 Children Exceptional Children, , 72 72, 392 , 392-

• 408

408.

What do we do when a child What 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 S Communication Systems

Two types of AAC

1

Unaided AAC

1.

Unaided AAC

• When nothing is added to the individual
• Facial expressions
• Sign Language

Aid d AAC

2.

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 S Communication 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 at students cognitive level

The 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

g

• utput (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 ibl Making Literacy Accessible

Adapting Materials

p g

Materials may

Include object representations paired with words and

symbols y

Rewritten with a simple level of vocabulary Use AAC for the presentation of the material, and for

student comprehension

May use other adaptations for students with sensory

deficits

Materials should remain

Grade appropriate Age appropriate

QUICK Review of Prompting

R p Pr pti Response Prompting

Post response prompting: feedback only Post response prompting: feedback only

Reading format: can be expressive or

receptive ecept e

Prompt: simple correction of any word

missed

Ex: “The word is coffee.”

R p Pr pti Response Prompting

Simultaneous prompting Simultaneous prompting

Reading format: usually expressive Prompt: teacher models answer on every Prompt: teacher models answer on every

trial (probes are independent)

Ex: “Read hamburger.” Ex: Read hamburger.

R p Pr pti Response Prompting

Time delay (constant or progressive) e de ay (co sta t o p og ess e)

Reading format: expressive or receptive Prompt: Teacher models correct answer

p first (0 delay); the remainder of trials are at a delay of 4-5 seconds (increments if progressive) progressive)

Ex:

R p Pr pti Response Prompting

Least intrusive prompts Least intrusive prompts

Reading format: receptive Prompt: give graduated levels of Prompt: give graduated levels of

assistance until the student points to the correct word

Ex: gesture to word, point to word, place

student’s hand on correct word

Sti l Pr pt Stimulus Prompts

Stimulus fading Stimulus fading

Reading format: expressive or receptive Prompt used: correct word is highlighted with

p g g color or picture cue which is faded across trials

Ex:

red red red

cat cat cat

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

Tracie-Lynn Zakas y Charlotte-Mecklenburg Schools February 1, 2011

G r l R di C rri l

Books that are grade and age appropriate

General Reading Curriculum

Books that are grade and age appropriate

Promotes access to the general curriculum Aligns with state standards by teaching the

g y g same curriculum

Creates opportunity to experience the

literature of students’ age/grade level literature of students age/grade level

General Education and Special Education

Focus on this grade level literature

Partnership

Focus on this grade level literature

together

Identify the upcoming stories and books

de t y t e upco g sto es a d boo s

Reviews units to be taught in general

education class

Get a copy of the stories and books for

special education class

Discuss any peer readers; coteaching;

joint activities; inclusion options to be considered

Ad pti B k

Challenge of the

Challenge of the book

Adapting Books

text

Are not able to read

th d

May not be able to

hold/ manipulate book

the words

May have no

pictures in older

Book may be too

“fragile” for students’ motor planning

pictures in older grades

Short attention

t

Book may appear

unappealing if all text

spans vs. amount

• f text if read aloud

Limited 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, decide

The 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

• r by chapters?

Ad pt th t t Add t t

Add text cues that the student will help

Adapt the text: Add text cues

Add text cues that the student will help

you read

Repeated story line that is the “Big Idea” of

g the story

Story line may contain a picture symbol

student will select or “read” with AT student 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,

• adaptat o

ay be needed

If a chapter book or limited pictures

Use digital photographs Use Boardmaker symbols Cut pictures from inexpensive picture books Cut pictures from inexpensive picture books

that can be used to help convey the story

If artistic, illustrate your book!

Ph i ll lt r th b k id

Take book apart and mount on sturdy

Physically alter the book-ideas

Take book apart and mount on sturdy

material; laminate

Put pages in 3 hole sheet protectors

ut pages 3

• e s eet p otecto s

Use page separators (sponge, big paper

clip, bag clip, foam) or tabs for ease of p, g p, ) turning

Audiotape for student who is visually

impaired; use switch operated tape player

Put book on computer

A t th b k

Objects that relate to the story

Augment the book

Objects that relate to the story Puppets of characters Raps and songs Raps and songs Related art work

C rri l

Find out the books used for the students’

Curriculum

d out t e boo s used o t e stude ts age/ grade

Media specialist

G l d i h

General education teacher Public library Internet Internet

Promote diversity and student interests/

y / preferences

Pick a book YOU will enjoy teaching

Obj ti

What grade level standards are addressed

Objectives

at 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 ti

What specific components of reading are

Guided Group Practice

What specific components of reading are

targeted and how will students demonstrate these?

Phonemic awareness Phonics Fluency Comprehension Comprehension Vocabulary

When Parallel General Education Teacher’s

Typical student Response for

Lessons

yp ca stude t activity

• Develop a

thinking map to

espo se o this student

• Select the picture

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

• lder 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

g

with 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 Instruction

phonemic awareness alphabetic understanding vocabulary comprehension accuracy and fluency with connected text

y y

St r B d L Story-Based Lessons

Start with the General Reading C i l * Curriculum*

Books that are grade and age

appropriate

Promotes access to the general curriculum

Ali i h d d b hi h

Aligns with state standards by teaching the

same curriculum

Creates 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 book

ay

• t be ab e to
• 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

g vocabulary

Add definitions to text

Add l ti t t t

Add explanations to text Use Repeated Story Line to support main idea

• f each chapter
• f 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 ti emphasized pronunciations

Prep for teaching literacy skills using story-based

lessons (SBL) lessons (SBL)

Select grade-level chapter book or adapted chapter

g p p p book

Select key vocabulary from book

If using picture vocabulary pair picture with

If using picture vocabulary pair picture with

word

Up to 8 vocabulary words per book

Create a repeated story line from one of the main

ideas of book/chapter

Select at least 3 comprehension questions with Select at least 3 comprehension questions with

answers and distracters per chapter

Modify book as needed for student access

Story-based Lessons

Steps of the Story-Based Lesson Secondary Level

T t i t 1.

• 1. Anticipatory set
• 2. Read the title
• 3. Read the author’s

7.

Text point

8.

Repeated story line

9.

Turn the page Ph i

• 3. Read the author s

name

• 4. Open book

5 Identify

• 10. Phonetic awareness
• pportunity
• 11. Find a target

b l d i

• 5. Identify

vocabulary

• 6. 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 item s can be com pleted in the order of teacher’s discretion

Step 1: Anticipatory Set Description Description

Anticipatory set is the presentation of an object Anticipatory set is the presentation of an object

• r concept that can be accessed through any one
• f the five senses

Select an item that will increase student

participation participation.

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 Action Teacher 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 descriptions Students may be able to give verbal descriptions Students 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 London You 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 Title Description Description

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 level

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 ”

• 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

Students should have their own books; the

teacher may need to model the title on the student’s book student s book

Step 2: Read the Title Teacher Action Teacher 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 ti Step 3: Read the Author’s Name Description

When 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 statement statement

Students should have their own books; the

teacher may need to model finding the author’s name on the student’s book name on the student s book

Step 3: Read the Author’s Name Teacher Action Step 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 Description Step 4: Model Opening the Book Description

Students may not have had an opportunity to

y pp y “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 p

Point out the front, back, top and bottom of the

book and model how to open it

Each student should have the opportunity to Each student should have the opportunity to

• pen their own chapter book and find the correct

chapter

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

Teacher ask students to find a specific chapter

f l d b k p p from a closed book

• Avoid directly saying “open the book”

The teacher may need to prompt which chapter

to find to find

Student’s book can be placed in an upside-down

and/or backward fashion to create additional challenge g

If 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 i Description

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 text

Teach word meaning through specific instruction

• Teach specific words prior to reading
• Repeat exposure to vocabulary words in many

different contexts different contexts

Select 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 Vocabulary T h A ti Teacher 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 hom e Student can be asked to find those words hom e. Student can be asked to find those words

• n the vocabulary page

Step 6: Ask a Prediction Question Description Description

Students make a prediction about what they

p y think the chapter will be about using a vocabulary page

The vocabulary page of each chapters will provide

y p g p p context clues that may lead the student to make a prediction statement

The teacher can review the previous day’s

d l repeated story-line

There are no wrong answers.

The student is simply indicating what they THINK

p y g y the chapter will be about.

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

Show cover of the book Show vocabulary page Review repeated story-line Ask 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 book

The 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 Pointing Description Description

Point to text as you read. Text-pointing teaches

y p g concept 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 tt to bottom

Students should be given the opportunity to text

point in their book d h h l l b

For 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 device device

Sentences can be highlighted and may be the

repeated chapter line

Step 7: Text Pointing T h A i Teacher Action

Read and point to the text.

p

Teacher should model pointing from their book Students 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 Line Description Description

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 chapter

This 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 Line T h A i Teacher Action

Students have the opportunity to point to and Students have the opportunity to point to and

“read” the repeated story line from their book

Repeated 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 line line.

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

Step 9: Turn the Page Description Description

Indirectly ask the student to turn the page in

y p g their own book

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 to continue the story needed to continue the story

For students with physical limitations:

Pipe cleaners or craft sticks glued to the pages to

create handles create handles

Pieces of sponge glued to separate the pages Have 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 i Teacher Action

Every student is given the opportunity in

continuing the story by turning the page in their book

Requests 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

p Description

“phonetically regular”

Say the word fast and say the word slowly

Th t d t h ld l th d l l

The 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

• m

home e

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

slowly

Students may also identify first or last sound in the

d word

Ask 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 page Review words prior to reading the chapter or passage As 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 text

For the student with limited verbal skills, provide a

picture cue that they can display when the word is p y p y read. Or

Program voice output device with the appropriate

b l d h d h vocabulary 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 i a word with an inferential meaning

Vocabulary can be highlighted in the text As 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 hom e. The word dog may be added. Students

• e a d
• e

e

• d dog

ay be added Stude ts may look for those words in the text as the chapter is being read.

Step 12: Comprehension Description Description

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.

Knowledge

2.

Comprehension p

3.

Application

4.

Analysis

5.

Synthesis

6.

Evaluation

Sample Comprehension Questions Sample Comprehension Questions

Know ledge- questions that involve basic recall

skills

h h

Who was in the story? Where did the girl visit?

Com prehension- questions that identify, clarify,

Co p e e s o quest o s t at de t y, c a y,

• r 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 i

Application- making connections to the

Sample Comprehension Questions

pp cat o a g co ect o s to t e text

The girl was dancing. What are you

d i ? doing?

The boy was happy. Tell me about a time

when you were happy when you were happy.

Analysis- categorizing/classifying and

comparing/contrasting p 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 Questions p p

Synthesis- main idea; and cause and

y ; effect

What was our story about?

y

When 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 Action Action

Comprehension questions can be asked Comprehension questions can be asked

immediately after reading the line in which the answer appears or after reading the book

Student can also complete comprehension tasks Student can also complete comprehension tasks

as Individual Work Time

Support 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 t gaze 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

• ogy ca

be used as a a d o t e student 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 l

Brian will eye gaze to select pictures to be

Literacy across the curriculum

a eye ga e to se ect p ctu es to be included in a picture report for science

Melissa 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 ibl Making Literacy Accessible

Following the Students Interests to Ensure Following the Students Interests to Ensure

Meaning

All students tend to demonstrate greater

g learning capacity if presented with material that peaks their interest

Using 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 ibl Making Literacy Accessible

Offering Choices

g

Choices can include:

Reading material Length of time Length of time Writing implement Writing surface

Giving students a choice of literacy activities will most Giving students a choice of literacy activities will most

likely increase their length of engagement

Emphasis should be on the engagement in literacy, and

not on the means not on the means.

M ki Lit r A ibl Making Literacy Accessible

Identifying Preferences Identifying Preferences

Preference assessments Use many people to ascertain the student’s

y p p preference:

Self reporting Previous teachers Previous teachers Personal observation Parents, siblings, and caregivers

Natural Opportunities for Literacy I i Instruction

Analyze the school, home, or community setting

t d t i th t l lit t iti to determine the natural literacy opportunities

Utilize technology and accommodate each

student to increase natural engagement in lit t iti literacy opportunities

Allow students to actively engage in the

literature. l f h f d l

Examples of where to find some natural

• pportunities:

Restaurants Waiting rooms Waiting rooms Classroom Library Computer

Creating Meaningful Literacy O i i Opportunities

Examples: Examples:

Schedules and planners “check off” completed tasks

U i i i d i h i di i

Using pic-syms paired with text to give directions to

an activity or request

Use objects paired with text to allow the student to

i th t k engage in the task

Create 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 d participate in the retelling their day

T Appr h Team Approach

Collaboration will lead to enhanced literacy Collaboration will lead to enhanced literacy

learning

The educational team may include:

e educat o a tea ay c ude

Teachers Para-professional

Speech lang age pathologists

Speech-language pathologists Therapists Administrators Parents Peers

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

Sandra Lewis Joan Tolla

Lewis and Tolla

Literacy Needs of Children with Visual I i Impairments

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 skills

A child should be exposed to Braille and the

i f i ht d d t l experiences of sighted readers at an early age

A child with VI may have a difficult time

developing the meaningful concepts gained through life experiences through life experiences

The child with VI will learn from part to whole Child with VI may not experience immersion into

lit i th i ht d hild literacy in the same way a sighted child

Lewis and Tolla

Illustrations in Books for Young R d Readers

Pictures in books provide necessary Pictures in books provide necessary

context cues for sighted children

They can access a greater understanding

ey ca access a g eate u de sta d g

• f unfamiliar concepts with the use of

pictures

Pictures provide a bridge between

listening and early reading behaviors

Lewis and Tolla

Tactile Illustrations for Students with Vi l I i Visual Impairments

Raised Line drawings

Pros:

Offer a tactile rendering of the picture

Cons:

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

Story Boxes and Book Bags- Objects that represent key

concept in the story are gathered p 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 ti Tactile Illustrations

Tactile Experience Books Tactile 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 books make the books

Lewis and Tolla

T til Ill tr ti Tactile Illustrations

Making a Tactile Experience Book

Objects can be collected during an naturally occurring event Objects should be items that the student has actually had

contact with

The book should be easily handled by the child The book should be easily handled by the child Metal rings to bind the pages Affix the objects to the page Large objects can be stored in Zip-Lock bags Large objects can be stored in Zip Lock bags Keep the “decorations” simple Braille text should be in a predictable and consistent place Visual text should also be included, so the story can be shared

with those who do not read Braille

Install repeated themes through-out the book

Lewis and Tolla

T til Ill tr ti Tactile Illustrations

Benefits Benefits

They describe personal experiences Early book skills are presented

y p

Grapheme-phoneme connections are made Motor skills can be honed Reinforces spatial, temporal, and number

concepts

Explains 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 ti Tactile Illustrations

Cautions Cautions

Takes time and planning Consider the “messy-ness” of the items

y included in the story

Watch for choking hazards

Lewis and Tolla