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Module 6 of 6 Family Inclusion in Literacy Activities

Module 6 of 6 Family Inclusion in Literacy Activities. Assessing Special Education Students SCASS (AA-AAS Study Group), 2008. Family inclusion in Literacy Activities. Washington, D.C., Council of Chief State School Officers.

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Module 6 of 6 Family Inclusion in Literacy Activities

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  1. Module 6 of 6 Family Inclusion in Literacy Activities Assessing Special Education Students SCASS (AA-AAS Study Group), 2008. Family inclusion in Literacy Activities. Washington, D.C., Council of Chief State School Officers

  2. Modules developed by Special Education Research Consultants under the direction of Lynn Ahlgrim-Delzell, Ph.D. with contributions by: • Tracie-Lynn Zakas, M.Ed. • Shawnee Wakeman, Ph.D. • Pamela Mims, M.Ed. • Katherine Trela, ABD • Ella Glass and • ASES SCASS AA-AAS Study Group Members

  3. Purpose of Module 6 Define literacy for SSCD Develop importance of teaching and learning literacy skills Describe how family support can enhance literacy learning Provide ideas for literacy activities at home

  4. Definition of Literacy Excerpt from Wikipedia, 2008 Reading and writing that lets a person understand and communicate ideas in order to take part in that society

  5. Why Teach Literacy? Browder, Gibbs, Ahlgrim-Delzell, Courtade, Mraz, & Flowers, in press. • Opportunity to experience same rich reading experiences as their peers • Literature provides information and ideas SSCD may not access in other ways • smaller social spheres • fewer life experiences • Reading is fun!

  6. Why Teach Literacy? (con’t.) Literacy skills can be applied to learning core content materials such as science, civics, etc. Literacy skills can have functional applications such as reading Want Ads, filling out job applications, making a grocery list or following a daily schedule

  7. Why Literacy At Home? Provide additional practice to maintain skills learned at school Provide learning opportunities across different settings other than school Provide learning opportunities as they naturally occur in daily living

  8. Literacy Activities for Home • Providing opportunities for literacy • Communication system • Literacy rich environment • Access to a variety of books • Opportunities to write • Vocabulary around the house • Story-based lessons

  9. Story-based Lessons (SBL) Browder, Gibbs, Ahlgrim-Delzell, Courtade, Mraz & Flowers, C. (in press). • Use literature to engage child in reading event • Select grade-level picture book/adapted chapter book • Select key vocabulary from book • If using pictures pair them with words • Up to 5 vocabulary pictures/words per book • Find a repeated line or create one using main idea of book/chapter

  10. Story-based Lessons (con’t.) • Select at least 3 comprehension questions with answers and distractors • Modify book as needed for student access

  11. Activities of the Story-Based Lesson • Anticipatory set • Read the title • Read the author • Prediction • Open book • Text pointing • Identify vocabulary • Repeated story line • Turn the page • Comprehension question/review prediction

  12. An anticipatory set presents an object or idea through one of the five senses The anticipatory set can include: Object to be touched (stuffed animal or pair of mittens) Food that can be experienced through taste or smell (lemon or fortune cookie) Object that describes a concept (ice cube or cup of warm water) Recording that represents a part of a story (violin piece or mooing cow) Anticipatory Set

  13. Read the Title When presenting the title page of the book, use the word “title” “I am going to read the title of the book.” Sweep your finger under the title, to further emphasize it For students who are visually impaired, Braille or tactile enhancements can be added like puff paint to write out the title.

  14. Read the Author’s Name When presenting the title page of the book, 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.” Sweep their finger under the author’s name, to further emphasize it

  15. Ask a Prediction Question • Children predict about what they think the story will be about. • Front cover and pictures can provide context clues to assist in making the prediction • Take a “picture walk,” point-out pictures that are important in what the story is about. • All answers are okay. Child is indicating what they THINK the story will be about. • Offer opportunities to make connections to past activities or prior knowledge.

  16. Model Opening the Book Children need to understand how to orient the book (front, back, top and bottom of the book) Present the book closed Give 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

  17. Text Pointing Point to words as you read. Pointing to words teaches idea that the words on the page are related to pictures in the book and story being told. It reinforces concept of reading left to right and top to bottom. Let child text point Read words at the same pace as the child points to them Sentences can be highlighted and may become the repeated story-line

  18. Identify Vocabulary Vocabulary: Words we must know to communicate Words so that we can connect to text being read Teach word meaning Teach specific words prior to reading Use vocabulary words in different contexts Select up to 5 words/pictures They may be highlighted Pair picture/object with the printed word May use voice output device (VOD)

  19. Read the Repeated Story Line Elementary books often have a line that is repeated that describes the main idea If there is no repeated line, create one that emphasizes a theme Taped into the book and/or emphasized by highlighting or underlining Have child read the repeated story line Pointing VOD

  20. Turn the Page Indirectly ask child to turn the page Helps make connection between printed text and hearing the story Encourages child to think about what is needed to keep the story going For students with physical limitations: Create handles with pipe cleaners or craft sticks Glue pieces of sponge to separate pages Use picture or VOD to “turn the page”

  21. Comprehension Questions • Ask questions that directly relate to story • Immediately after sentence is read • At the end of the story • Ask opinion questions • Review prediction

  22. Other Reading Activities Sounds in words; emphasize sounds as being same or different Letter names; knowing the names of letters is not necessary in learning to read, but helps with writing Match pictures to words

  23. Homework • All students need practice at home • Find out what is being read in the classroom • Vocabulary • Words learned at school • Words used at school • Words the child needs to learn

  24. Resources for books • Baltimore public schools • http://www.baltimorecityschools.org/boardmaker/adapted_library.asp • Mostly elementary level materials to accompany books that require Boardmaker • http://education.uncc.edu/access/parenttips.htm • Mostly middle/secondary books that require Writing With Symbols

  25. References Browder, D. Gibbs, S. Ahlgrim-Delzell, L., Courtade, G., Mraz, & Flowers, C. (in press). Literacy for Students with Significant Cognitive Disabilities: What Should We Teach and What Should We Hope to Achieve? Remedial and Special Education.

  26. End of Module 6

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