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Literacy and ASD: 2 Heads Are Better Than 1.

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Literacy and ASD: 2 Heads Are Better Than 1.

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    1. Literacy and ASD: 2 Heads Are Better Than 1. Erica Urban and Karen Isrow 2006 CARD Pre-Conference Day Tampa, FL

    3. Objective #2 Participants will explore a variety of early literacy tools and technology.

    4. Objective #3 Participants will develop an understanding of how to incorporate writing skills into curriculum activities.

    5. Objective #4 Participants will understand the value of collaboration across disciplines in developing literacy skills.

    6. Pre-Literacy Skills

    7. Schedules Up/down or left/right Integrate turning pages or starting back at the top to simulate the next page of a book. Make sure that the schedule is matching the early processes of reading to ease that transition.

    8. Tactile Symbols Tactile Symbols Texas School for the Deaf and Blind www.tsbvi.edu/Education/vmi/tactile_symbols.htm

    9. Sample Tactile Symbols

    10. Whole Group Reading Pull off symbols These work great with your ASD or ADHD students. Help to keep the child engaged in the reading Patti King-DeBaun refers to these children as “Drive-by Students”

    11. Whole Group Reading Switch adapted for repeated text Personal copy of the book for students.

    12. Whole Group Reading Good times to incorporate whole group reading: Reading Morning routines Social skill instruction Science and social studies Math Theme times

    13. Whole Group Reading Types of books to select Resources for book selection Normal places to find books (school, classroom and public libraries) Ebooks Adapted Stories (www.adaptedstories.com) Make sure that you have a variety of books. Mix in fiction and non-fiction. Expose the children to poetry, rhyme, biographies, etc,Make sure that you have a variety of books. Mix in fiction and non-fiction. Expose the children to poetry, rhyme, biographies, etc,

    14. Self-Selected Reading Provides exposure to print. Have times during the day when children can choose a book to “read.” When a child has a fixation on a topic, provide books with the topic during self-selected reading time so that need is fulfilled.

    15. Self-Selected Reading BookWorm From AbleNet (www.ablenetinc.com) Approximately $239.00 Will hold 4 books on one memory card

    16. A Quick Note on Themes Can be done around science and social studies. Buckets of Literacy A good time to integrate literacy: whole group reading self-selected reading writing activities.

    17. Velcro Match-Ups Ultimate goals for literacy using this are: Sight word recognition Word comprehension Use as a bridge to later reading instruction Can be used in any academic area: Math concepts Spelling Visual discrimination

    18. Velcro Match-Up Hierarchy Single picture to single picture Picture to picture (2, 4, 6, 12 per page) Color to black and white picture with word Word to word with picture cue Word to picture with word cue Word to picture with fading word cue Word to picture

    19. Literacy

    20. Edmark Reading Commercially available reading program. Can be purchased from companies such as RiverDeep and Don Johnston. Multiple levels for early readers to advanced.

    21. Edmark Reading Skills taught in Level One Edmark Reading Program: Visual discrimination Sight words and word comprehension Phrase reading and comprehension Sentence reading and comprehension Story reading and comprehension

    22. Edmark Reading Components of Level One Program include: Teacher directed instructional activities Can be used totally non-verbally Cut and paste (matching) Writing worksheets Computer software

    23. Discrete Trial Trainer Program Individually adaptable computer software. Designed to limit visual distractions and teach skills in a hierarchical manner. Available from Accelerations Educational Software Creates printed report of progress.

    24. Systematic Sequential Phonics Systematic Sequential Phonics They Use Created by Patricia Cunningham Based on the 4-Block Model of Reading Commercially available from Carson-Dellosa Publishing Company

    25. Systematic Sequential Phonics For beginning readers of any age Verbal skills are not required Hands-on manipulative activities using letters

    26. Systematic Sequential Phonics Consists of 140 lessons that teach all common phonics patterns. Lessons are arranged in a systematic order. Limited preparation needed prior to implementation.

    27. Using Systematic Sequential Phonics Can be done individually, small group, large group or whole class. Students are given 5-7 letters to make words following teacher clues. Every 5 lessons words are added to the word wall. Take home sheets provided for extended practice.

    28. Make and Take Books Use with whole group, small group or individually. A nice way to reinforce skills that are taught through whole group readings. Teacher created materials. Commercially available from Creative Communicating (www.adapted stories.com)

    29. Make and Take Books Students can create own using teacher created sample. Students can take them home as a carryover tool. Great for teaching sequencing.

    30. PowerPoint Books Uses: Relieve anxiety of situations Relay information to families Carryover learned skills Communicate student thoughts and interests Teach concepts in all academic areas Motivational tool

    31. Creating PowerPoint Books Can teacher create books using PowerPoint software. Available on the web to adapt to needs: www.paducah.k12.ky.us/curriculum/PPoint/ http://jc-schools.net/ppt.html When you get better, or if your students have the skills, www.Microsoft.com has blank PowerPoint presentations that can be used.

    32. Why PowerPoint Books? A way to access the curriculum while working independently. Often computers are big motivators. Can be a great link to home for activity sharing.

    33. Creating PowerPoint Books Very easy process. Just requires a little time and creativity. Easy way to follow up on behaviors or events in the classroom. Can be used with students in the special education setting or shared with mainstream peers.

    34. Creating PowerPoint Books Decide on your topic and area of focus. In the beginning keep everything simple and don’t try to include too much at once. I like to create my repetitive line/phrase before I write the book so that I have a jumping off point.

    35. How to for PowerPoint Books Open a blank presentation Choose a slide style from choices. Add in your text and picture. For the facing page (slide 3 of the presentation), add in the repetitive text. Repeat process for remaining pages of the story.

    36. Images for PowerPoint Stories We like to use actual photos. Can be found in Google images. Choose view in full screen, copy and paste into PowerPoint document. Resize image as necessary.

    37. Extension Activities for PowerPoint Books Allow students to explore on their own on the computer. Allow students to access the hard copy both at school and at home. Using PowerPoint Reader (www.Microsoft.com), make a copy of the book for home use.

    38. Extension Activities for PowerPoint Books Can be used with recorded sound for the text or without. Can write the last page as a cloze pattern in order for students to add their own illustrations and text. Can then take and compile these student products to create a book that is more comprehensive.

    39. Literacy Summary Try everything. Nothing is the answer. Nothing can hurt.

    40. Writing Skills

    41. 3 Ways We Reinforce Writing Skills Use of rhyming skills IntelliKeys Cloze Pattern

    42. Rhyming Skills Using the pattern of two rhyming words to create a phrase Phrase is presented as a two blanks with prepositions in between Blank phrase is presented with a picture cue Examples: cat on a mat; king on a swing, flower in a shower

    43. IntelliKeys Used to learn basic concepts of print Expands language output by providing printed copy of thoughts/writing. Carryover of skills from other reading and phonics programs.

    44. IntelliKeys for Writing Basics Create individualized overlays for each student. Student types name using either whole name key, chunks of name or individual letters of name in a left to right pattern. After typing name, student receives auditory feed back of name being read.

    45. Expanding language using IntelliKeys Student types from picture cues and sight words. Student’s output is a letter to communicate with family about events of the day. Ready-made overlays available that can be adapted to meet specific student needs.

    46. Carryover using IntelliKeys Takes away fine motor component of writing that is often difficult Receives auditory feedback. Use of an adapted keyboard to type word lists from Edmark reading program and Systematic Sequential Phonics program. Adapted keyboard removes additional distracting stimuli.

    47. Cloze Pattern Basically fill-in-the-blank Use a hierarchy of skills to fill in the blank Cut out the words and glue the words in the blank Choose from a word bank complete the sentence. Student provides the written word to complete the cloze pattern.

    48. Uses for the Cloze Pattern Use as a carryover to a story that was presented in whole group. Good tool to demonstrate comprehension. Great way to show carryover of skills. Quick activity for a center. Very useful when created around the theme that is being addressed.

    49. Cloze Pattern Examples A __________ is an animal.  A __________ is an animal.   A __________ is an animal.   A __________ is not an animal.   Word Bank: Cat Sheep Monkey Rainbow

    50. Cloze Pattern Examples A ____________ is furry.   A ____________ is furry.   A ____________ is furry.   A ____________ is smooth.   Word Bank: Table Cat Dog Rabbit

    51. Cloze Pattern Samples I get up in the ___________________.   I eat breakfast in the ______________.   I go to school in the _______________.   I go to bed at ____________________.   Word Bank: Morning Night Morning Morning

    52. Cloze Pattern Samples I like ___________________________.   I like ___________________________.   I don’t like _____________________ .     Word Bank: My Little Pony Rainbows Jaws

    53. Collaboration

    54. Karen and Erica’s Keys to Collaboration The biggest key to successful collaboration is personality. Be in the collaborative frame of mind. Working in the same room is not collaboration. Check your ego and your title at the door. It doesn’t matter that you think that you should collaborate with someone. It maters how you work together. I have a very good friend who is a pre-kindergarten teacher that is not a good collaborative partner. Collaboration is actually teaching together, not just being in the same room at the same time.It doesn’t matter that you think that you should collaborate with someone. It maters how you work together. I have a very good friend who is a pre-kindergarten teacher that is not a good collaborative partner. Collaboration is actually teaching together, not just being in the same room at the same time.

    55. Karen and Erica’s Keys to Collaboration It doesn’t matter who you collaborate with, it will help the kids. No clearly defined roles in collaboration. Be willing to acknowledge and accept differences in teaching styles and background knowledge. Be willing to learn and to teach each other. You can choose to collaborate with whoever you are comfortable with. It doesn’t necessarily have to be the SLP and an ESE teacher. It can be with the OT, PT, another ESE teacher, general education teacher (we like those kindergarten teachers) We do not come from the same experiences and background. We all have our strengths and weaknesses; our likes and dislikes. Build on strengths while compensating for individual differences. Erica is jokingly referred to as the speech pathologist in training. You can choose to collaborate with whoever you are comfortable with. It doesn’t necessarily have to be the SLP and an ESE teacher. It can be with the OT, PT, another ESE teacher, general education teacher (we like those kindergarten teachers) We do not come from the same experiences and background. We all have our strengths and weaknesses; our likes and dislikes. Build on strengths while compensating for individual differences. Erica is jokingly referred to as the speech pathologist in training.

    56. Karen and Erica’s Keys to Collaboration Timing is not important. Just because you are working with the SLP doesn’t mean that it has to be during language time. Collaboration is an ever evolving relationship. Once again—Personality is everything. We like to do our team teaching during science/social studies/theme time. It allows a lot of flexibility. You have to be flexible and willing to plan on the fly. If an idea strikes you and it is not what you had planned, but could work better, go with it.We like to do our team teaching during science/social studies/theme time. It allows a lot of flexibility. You have to be flexible and willing to plan on the fly. If an idea strikes you and it is not what you had planned, but could work better, go with it.

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