Assessing Special Education Students SCASS (AA-AAS Study Group), 2008. Family inclusion in Literacy...

Assessing Special Education Students SCASS (AA-AAS Study Group), 2008. Family inclusion in Literacy

Activities. Washington, D.C., Council of Chief State School Officers

Module 6 of 6

Family Inclusion in Literacy Activities

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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

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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

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Definition of Literacy

Reading and writing that lets a person understand and communicate ideas in

order to take part in that society

Excerpt from Wikipedia, 2008

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Why Teach Literacy?

• 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!

Browder, Gibbs, Ahlgrim-Delzell, Courtade, Mraz, & Flowers, in press.

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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

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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

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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

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Story-based Lessons (SBL)

• 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

Browder, Gibbs, Ahlgrim-Delzell, Courtade, Mraz & Flowers, C. (in press).

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Story-based Lessons (con’t.)

• Select at least 3 comprehension questions with answers and distractors

• Modify book as needed for student access

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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

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• 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

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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.

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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

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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.

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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

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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

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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)

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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

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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”

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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

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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

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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

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Resources for books

• Baltimore public schools– http://www.baltimorecityschools.org/board

maker/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

http://www.baltimorecityschools.org/boardmaker/adapted_library.asp

http://www.baltimorecityschools.org/boardmaker/adapted_library.asp

http://education.uncc.edu/access/parenttips.htm

http://education.uncc.edu/access/parenttips.htm

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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.

End of Module 6

Assessing Special Education Students SCASS (AA-AAS Study Group), 2008. Family inclusion in Literacy...

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