Adapting Books

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Adapting Books Adapting Books Presented by the : Presented by the : Polk County Schools- Polk County Schools- Local Local Augmentative/ Augmentative/ Assistive Assistive Technology Team Technology Team

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Adapting Books. Presented by the : Polk County Schools-Local Augmentative/Assistive Technology Team. Resources for the presentation:. Materials used in the presentation and your handout packet were from workshops presented by: Patti King-DeBaun Linda Burkhart Caryolyn Musselwhite - PowerPoint PPT Presentation

Transcript of Adapting Books

Page 1: Adapting Books

Adapting BooksAdapting Books

Presented by the :Presented by the :Polk County Schools-Polk County Schools-Local Local Augmentative/AssistiveAugmentative/AssistiveTechnology TeamTechnology Team

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Resources for the Resources for the presentation:presentation:

Materials used in the presentation Materials used in the presentation and your handout packet were from and your handout packet were from workshops presented by:workshops presented by:

Patti King-DeBaunPatti King-DeBaun

Linda BurkhartLinda Burkhart

Caryolyn MusselwhiteCaryolyn Musselwhite

Elizabeth S. RushElizabeth S. Rush

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““No Child it No Child it tootoo low low or or tootoo involved to involved to participate in early participate in early literacy activities!”literacy activities!”

Pattie King-DeBaunPattie King-DeBaun

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The Pleasure of BooksThe Pleasure of Books

Learning to associate books with Learning to associate books with pleasure is an important emergent pleasure is an important emergent literacy skill. We can show children literacy skill. We can show children that books are full of wonderful that books are full of wonderful things and share books with things and share books with children at what ever level they are children at what ever level they are able to enjoy them.able to enjoy them.

Linda BurkhartLinda Burkhart

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Supported Story ReadingsSupported Story Readings

Supported story reading utilize books Supported story reading utilize books for literacy/language learning. These for literacy/language learning. These books which carry a theme should be books which carry a theme should be used for repeated reading used for repeated reading experiences, developing literacy experiences, developing literacy related extension activities and for related extension activities and for communication/language learning communication/language learning goalsgoals

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Strategies for Supported Strategies for Supported Story ReadingsStory Readings

small groupsmall group- - learning works best learning works best when introduced in when introduced in small groups of no small groups of no more than three or more than three or four children.four children.

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Repeated Repeated ReadingsReadings- When - When children are children are allowed to select allowed to select the stories to read the stories to read with partners they with partners they frequently choose frequently choose the same ones the same ones over and over over and over again, sometimes again, sometimes fatiguing parents fatiguing parents or other readers.or other readers.

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Repeated reading is a very Repeated reading is a very productive strategy in supporting productive strategy in supporting language and literacy development.language and literacy development.

It gives the child the opportunity to It gives the child the opportunity to establish and practice powerful establish and practice powerful strategies that they will later use.strategies that they will later use.

It is more likely to bore the adult.It is more likely to bore the adult.

Research reports that children prefer Research reports that children prefer multiple readings of their favorite multiple readings of their favorite stories rather than “book of the day” stories rather than “book of the day” approach.approach.

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Storybook Centered Storybook Centered Thematic ApproachThematic Approach

Musselwhite and King-Debaun (1997) Musselwhite and King-Debaun (1997) distinguished between two basic distinguished between two basic categories of books based on how categories of books based on how they are used for Supported Story they are used for Supported Story ReadingReading

Books for enjoyment/enrichmentBooks for enjoyment/enrichment

Books for literacy/language learningBooks for literacy/language learning

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Books for Books for Literacy/Language LearningLiteracy/Language Learning

These books carry a theme.These books carry a theme.

Should be used for repeated reading Should be used for repeated reading experiences.experiences.

Attention is given to content and text Attention is given to content and text of the story.of the story.

Features predictable text, repeated Features predictable text, repeated text, simple text, and simple text, simple text, and simple graphics.graphics.

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Scaffolding or Scaffolding or prompting is used prompting is used to involve the to involve the reader.reader.

The adult The adult gradually reduces gradually reduces hid responsibility hid responsibility in reading and in reading and gives more gives more responsibility to responsibility to the child.the child.

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Primary goal is building on emergent Primary goal is building on emergent literacy skills: book handling, book literacy skills: book handling, book reading skills, linking text with graphics, reading skills, linking text with graphics, and building language concepts.and building language concepts.

Literacy learning occurs in an incidental Literacy learning occurs in an incidental mannermanner

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Guidelines when adapting Guidelines when adapting books:books:

Selecting BooksSelecting Books

Consider reader’s interest or appeal.Consider reader’s interest or appeal.

Identify age appropriate topics and Identify age appropriate topics and graphics.graphics.

Look for books that are predictable.Look for books that are predictable.

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Selecting SymbolsSelecting Symbols– Single symbol adaptations:Single symbol adaptations:

Use a single symbol for each page for Use a single symbol for each page for early emergent readers.early emergent readers.

Identify what concept to teach: nouns, Identify what concept to teach: nouns, verbs, descriptors, etc.verbs, descriptors, etc.

Use same symbol for a repeated line.Use same symbol for a repeated line.

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Multiple word Adaptations:Multiple word Adaptations:– Identify books that support transition to Identify books that support transition to

use 2 or 3 symbolsuse 2 or 3 symbols– To aide in reading in sequence find books To aide in reading in sequence find books

that have one short sentence per page.that have one short sentence per page.

•Word for Word adaptation

•Attempts to keep symbols on a single line by making cells smaller for little words.

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Basics for symbolsBasics for symbols– Early readers: scan the image of the Early readers: scan the image of the

character of the story.character of the story.

– Use the color symbols with words in black Use the color symbols with words in black ink.ink.

– Use a symbol for the cover.Use a symbol for the cover.

– Use “The End” symbol on the inside back Use “The End” symbol on the inside back cover.cover.

– Use a “Read Again” symbol on the back Use a “Read Again” symbol on the back cover.cover.

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Adding SymbolsAdding Symbols

Below Book: If possible add the Below Book: If possible add the symbol below the book so the symbol below the book so the symbols don’t become buried in the symbols don’t become buried in the graphics.graphics.

In a Book:In a Book:– Make symbols visually apparent.Make symbols visually apparent.– Use Velcro to easily attach or detach Use Velcro to easily attach or detach

symbol.symbol.

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Using Symbols:Using Symbols:

Have additional symbols available to Have additional symbols available to match with those in the adapted match with those in the adapted book.book.

To support text use a large front To support text use a large front label the symbol.label the symbol.

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General Guidelines:General Guidelines:

Velcro: place soft/female Velcro on Velcro: place soft/female Velcro on the surface of the book. Place the the surface of the book. Place the rough/male Velcro on the symbol.rough/male Velcro on the symbol.

Use software to support adapting Use software to support adapting books like Boardmaker or Writing books like Boardmaker or Writing with Symbols.with Symbols.

Laminate books or use soft contact Laminate books or use soft contact to save on wear and tear.to save on wear and tear.

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Physical AdaptationsPhysical Adaptations

Books Stands:Books Stands:– Use foam wedges with Velcro to secure Use foam wedges with Velcro to secure

the books.the books.

– Velcro sensitive fabric to cover lap trays Velcro sensitive fabric to cover lap trays and male Velcro on the back of the and male Velcro on the back of the book.book.

– Purchase stands.Purchase stands.

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Book Fluffers: items between pages Book Fluffers: items between pages to help with turning pages.to help with turning pages.

Sturdy: make books sturdy using 7 Sturdy: make books sturdy using 7 mil laminate or card stock.mil laminate or card stock.

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BE AN ACTOR WHEN BE AN ACTOR WHEN READING!READING!

Don’t hesitate to be an actor when reading to Don’t hesitate to be an actor when reading to children. Vary your voice, whisper to draw in the children. Vary your voice, whisper to draw in the attention of the children and show emotion in attention of the children and show emotion in your voice to simulate what the characters are your voice to simulate what the characters are feeling. Communicate to the children that this is feeling. Communicate to the children that this is neat and he is fun to read and write with.neat and he is fun to read and write with.

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Show and TellShow and Tell