Literacy Project Class 3 Finding the Right Books amp Literacy in the IEP Learn from each other by discussing last weeks homework Learn strategies for finding the right books for your kids Learn how literacy might appear in your childs IEP ID: 771176
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Literacy ProjectClass 3Finding the Right Books & Literacy in the IEP
Learn from each other by discussing last week’s homeworkLearn strategies for finding the right books for your kidsLearn how literacy might appear in your child’s IEP Acquire new strategies for supporting your child at homeGoals for Today
Finding the Right Books
Offer a few books to choose from, not too many at onceShow them how a book is chosen:Look at the coverOpen it and see the illustrationsRead the back coverTo find out if you would like to read it Finding the Right Books
Don’t underestimate the willingness of a child to read a difficult book!Encourage your child to choose several books to read The more children are exposed to reading, the better their opportunity to find books they will enjoy, inspire them, and make them want to read more!Finding the Right Books
The Five Finger RuleOpen to any page and start reading.If s/he cannot read five or more words on a page, the book is too challenging.If s/he can read all the words, the book is too easy.If s/he struggles with three words, the book is appropriate. Finding the Right Books
The Goldilocks MethodListen when your child is reading out loud to determine if the book is too difficult, just right, or too easy.Too easy:Does she know almost every word?Is she reading fluently?Does she understand the story well? Finding the Right Books
Just Right:There are only a few words per page that he doesn’t know?When reading, are there parts he reads fluently and parts where he gets stuck?Does he understand most of the book?Too difficult: Are there more than 5 words per page she doesn’t know?Does her reading aloud sound very broken?Is most of the story confusing for her? Finding the Right Books
The Lexile Reading System This system combines readers of different ages to books at their reading level . Their website has a “ Find a Book” feature You can create and customize reading lists.www.lexile.com/fab www.lexile.com/fab/spanish/ Finding the Right Books
Make sure your child gets enough practice reading this material and concentrates on their Lexile range (50L above and 100L below their Lexile).Ask your child’s teacher or school librarian to print a list of books in your child’s range Lexile scores are provided in many reading assessments Finding the Right Books
Including Literacy in the IEP
Many children with disabilities have splintered skills or do not master skills in the order we might expectActivities and experiences with written language do not need to wait until the child has mastered speech, language, motor and other skills at their grade level. Including Literacy in the IEP
Reading and Literacy Instruction are required to be aligned with state standards.These standards describe what students from Pre-Kindergarten to 12th grade need to know and be able to do. If the child has a disability-related need, the IEP must include goals and objectives based on state standards for the grade in which the student is enrolled, regardless of the disability or level of functioning.Including Literacy in the IEP
The IEP must be designed to monitor student progress in achieving the standards-based goalsTeaching can be carried out in general education classroom, special education classroom, or both.Including Literacy in the IEP
The most important part of a quality IEP!You need to know your child’s current levels before deciding the goals The IEP must state how the child is currently doing with literacy skills – even if the child is meeting standards! Describing How Your Child is Doing in the IEP
The IEP should describe your child’s current levels of: Academic Achievement: Is your child meeting expectations for his/her grade level in math, reading, and written language?Check assessments, evaluations Functional Performance: Do your child’s behaviors, life skills, and other non-academic skills meet grade-level expectations? Describing How Your Child is Doing in the IEP
The IEP should include what the student does well (strengths), struggles with (needs), and the student’s interestsInput from the family and the studentDescribing How Your Child is Doing in the IEP
An example: MichaelCurrent level Goal Michael can read 100 sight words, but cannot phonetically sound out two syllable words. He is inconsistent in using phonics.Michael can correctly spell one syllable words 3 out of 10 times. During the daily classroom reading assignment, Michael will correctly spell words of one syllable, 8 out of 10 times, using consonants, vowels, and a combination of the two
Example: Mary BethCurrent Level Goal Mary Beth can understand that a book tells a story. She can scan each page, point to pictures of objects, and turn pages when prompted. She does not recognize that a word means an object.Mary Beth can identify one classroom object she hears read in a book, but not others With verbal and visual cues made by the teacher during classroom reading opportunities , Mary Beth will identify 5 classroom objects corresponding to the words being read in a book , i.e. frog , spoon , cow , dog , horse , etc.
Supports for Your ChildAccommodations Modifications Making changes toEnvironment FormatEquipmentAllowing the student to Access content Complete assigned work Making a change to what is being taught
The IEP must:Be based on the specific needs of the childBe connected to the general education curriculumHave goals that can be achieved in 12 monthsProvide research-based special education and other aids and serviceBe based on high expectations! Summary
Read “When I Am Old with You” by Angela Johnson Or “Full, Full, Full of Love” by Trish Cooke“Homework”
When I Am Old with YouFull, Full, Full of LoveA Video of the Book
We all have different and special activities that we do with our familiesOne thing we all have in common is the love for our childrenWe all want the best for them and therefore, it’s important to pass on stories and traditions Share a special family tradition or activity!Discussion
Ask your children if they liked the story. Why or why not?What are some questions they may have about the story?What are some things that the children in the books enjoyed doing with their family? What kind of special memories can you share with your children about your own family?“Homework”
Ask your children to tell you their favorite things to do with an older family member or friend of the family. Share with them your favorites, now or from your childhood.Then, help your child make their own booklet about their favorite activity. They can write, draw, or cut and paste pictures.“Homework”
Storytelling is fun , makes for interesting conversations, and helps develop listening and comprehension skills You can use it any time and any where ! Remember!