Enhancing the ABC’s of Literacyand Learning to Read with

Intellectual Disabilities

District Learning Day

TBA

10:40 -11:40 and 12:40 -1:40

Wednesday, August 5, 2015

Do Now

Each participant will receive a letter of the alphabet then position themselves in ABC order without talking or making any gestures.

Norms

• Be present and engaged.• Be respectful of differences in perspective while

challenging each other productively and respectively.• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

Objectives

What will participants:• The participants will know the ABC’s of literacy.• The participants will understand literacy is made

up of a number of different skills, which often build on one another.

• The participants will keep track of what goes into learning to read as a result of this presentation.

Research

According to research, educators often make little effort to teach students with Intellectual Disabilities to become fully literate, and only one in five children with mild or moderate ID achieves even minimal literacy skills.

TEACHING Exceptional Children, v42 n3 p6-12 Jan-Feb 2010.

Section One“The ABC’s of Literacy”

How can we enhance literacy skills while working with students with intellectual disabilities?

Airtight Activity:MODELING

• Today, the participants will Discuss the ABC Literacy Chart .

• Next, the participants will Create the word that is missing from the ABC Literacy Chart.

• Then, the participants will Give Examples of incorporating literacy skills in the classroom.

The ABC’s Literacy Chart

• A is for alphabet. Before your student even begins reading, he/she needs to learn not only the letters of the alphabet, but also be able to identify the sounds that each one makes.

• B is for books. Having books around the classroom for children to read, for you and your student to read together, and they see you reading will help build an environment in which literacy is not only encouraged, but celebrated.

• C is for context. As your student starts reading, they will use a number of strategies to become a more fluent reader.• Handout is Attached

• • • • • • • • •

Reflection:MODELING

• What resonated with you?• What is similar to your current practice?• What is different than your current practice?• What are you going to change as a result?

Think About It

What skills can you describe based on the ABC Literacy Chart?

Airtight Activity: Application

• The participants will use the letter they chose to generate the word that is missing from the ABC’s Literacy Chart.

• The participant will support their ideas to incorporate the ABC Literacy skills in their classroom.

Activity

• A is for ______. Before your student even begins reading, he/she needs to learn not only the letters of the alphabet, but also be able to identify the sounds that each one makes.

• B is for ______. Having books around the classroom for children to read, for you and your student to read together, and they see you reading will help build an environment in which literacy is not only encouraged, but celebrated.

• C is for _______. As your student starts reading, they will use a number of strategies to become a more fluent reader.

Reflection:Application

• What was easiest for you?• What was most difficult?• What else do you need to learn/do prior to applying

to your classroom?

Closing

Questions, Comments, and Concerns

Revisit Objectives

The participants:• The participants know the ABC’s of literacy.• The participants understood literacy is made up of

a number of different skills, which often build on one another.

• The participant kept track of what goes into learning to read as a result of this presentation.

Next steps and activities for follow up

The participants will review lesson plans, create stations, and activities to implement the ABC Literacy Chart.

District Contacts

Angela Baker

Sherwood Middle

bakerad@scsk12.org

and

Erica Bryant

American Way Middle

saulsberrye@scsk12.org

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to do to

successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional

resources do you need?