Literacy Foundations: - PowerPoint Presentation

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Literacy Foundations:

Early Literacy and Beginning Reading for Students with Moderate and Severe Disabilities

Project #H325A120003Slide2

AgendaGuidelines for English Language Arts that aligns to the Common Core State Standards (CCSS)Story-based lessons and read aloudsPromoting comprehensionWritingSlide3

1. Common Core in ELASlide4

Rationale for Teaching Common Core to Students with SCDProvide full educational opportunityInclusion: Context, learning, and CONTENTLeast dangerous assumptionStudents may learn if taught vs. assumption can’t learn the contentCollege, career, and community readinessEnhanced with increased academic competenceFairness in assessmentSlide5

What evidence supports teaching inclusive academic content to students with SCD?Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6, 214-227. McDonnell, J., Johnson, J., Polychronis, S., Riesen, T., Jameson, M. & Kercher, K., (2006). Comparison of one-to-one embedded instruction in general education classes with small group 31 instruction in special education classes.

Education and Training in Developmental Disabilities, 41, 125-138.Jimenez, B., Browder, D., & Spooner, F. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78, 301-317. Slide6

Is there evidence Ss with SCD can learn content aligned with specific grade-aligned standards?Browder, D.M., Jimenez, B., & Trela, K. (2012). Grade-aligned math instruction for secondary students with moderate intellectual disabilities. Education and Training

in Autism and Developmental Disabilities, 47,373-388.Browder, D.  M., Trela, K., Courtade, G.  R., Jimenez, B.  A., Knight. V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education. 46, 26-35.Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206-219.Courtade, G., Browder, D.M., Spooner, F.H., & DiBiase, W. (2010). Training teachers to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 45, 378-399. Jimenez, B.A, Browder, D.M, & Courtade

, G.R. (2008). Teaching algebra to students with moderate cognitive disabilities. Education and Training in Developmental Disabilities, 43, 266-274.Slide7

Common Core in ELAReading: Standards for LiteratureKey ideas and detailsCraft and structureIntegration of knowledge and ideasRange of reading/level of text comprehensionReading: Standards for Informational TextSame subcategories as aboveSlide8

Common Core in ELA (continued)Reading: Foundational Skills (only K-5)Print concepts, phonological awareness, phonics and word recognition, fluencyWritingtext and type of purpose, production and distribution of knowledge, research to build and present knowledge, range of writingSlide9

Common Core in ELA (continued)Speaking and Listening: communication & collaboration; presentation of knowledge & ideasConventions of Language: conventions of standard English, knowledge of language, vocabulary acquisition and useSlide10

English Language Arts Slide11

2. Story-based Lessons and Read AloudsSlide12

Sharing books/informationChoose instructional materials that are high quality literature (narrative and expository)It is important to:read to children daily

give students the opportunity for both independent and collaborative book sharingdiscuss the literatureThe primary purpose of a read aloud event is to construct meaning from the interactive event between the adult and child Slide13

Story-Based LessonsPreparation for teaching literacy skills using story-based lessonsSelect grade-level picture book or an adapted chapter bookSelect key vocabulary from book

If using picture/object vocabulary pair picture with wordUp to 5 vocabulary pictures/words per book (or chapter)Find repeated line or create one that tells main idea of the book/chapterSelect at least 3 comprehension questions with answers and distracters Modify book as needed for student accessSlide14

Story-Based Lesson Teacher: Get student’s attention Review vocabulary and new symbolsAsk for predictionRead the titleRead the author

“How do we get started?”Reads textPauses for repeated story linePauses for finding the word/ picture on pageAsks comprehension question/ review predictionStudentInteract with stimulusSay/repeat/point to word or symbolSays/points to predictionPoint to titlePoint to authorOpens book to first page of the bookTurns pages on cueSays repeated story linePoints to picture or word that teacher saysAnswers question (points to answer)/ review predictionSlide15

Step 1: Anticipatory Set DescriptionAnticipatory set is the presentation of an object or concept that can be accessed through any one of the five sensesThe anticipatory set can include:An object to be touched---(ex. an stuffed animal or a pair of mittens)

A food that can be experienced through taste or smell--- (ex. a lemon or a fortune cookie)An object that describes a concept--- (ex. An ice cube or a cup of warm water)A recording that represents a part of a story--- (ex. a violin piece or a mooing cow)Slide16

Step 2: Review VocabularyIdentify new vocabulary prior to beginning the chapter for the day or Review the target vocabulary for the chapter if rereadingCan use time delay to teach and review target vocabulary wordsAllow all students to participate in identifying new target wordsSlide17

Step 3: Ask a Prediction Question DescriptionStudents make a prediction about what they think the story will be about.Front cover and pictures in the story can provide context clues that assist the child in making that predictionTake a “picture walk” through the book. Point-out pictures that are important in determining what the story is about.There are no wrong answers.The student is simply indicating what they THINK the story will be about.Slide18

Step 4: Read the Title DescriptionStudents need the opportunity to interact with the story in a specific sequenceWhen presenting the title page of the book, the teacher should use the word “title” “I am going to read the title of our book.”The teacher should also sweep their finger under the title, to further emphasize their statementSlide19

Step 5: Read the Author’s Name DescriptionWhen presenting the title page of the book, the teacher should 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.” The teacher should also sweep their finger under the author’s name, to further emphasize their statementSlide20

Step 6: Model Opening the Book DescriptionStudents with significant disabilities may not have had an opportunity to “handle” booksStudents need to understand how to orient the bookFront, back, top and bottom of the book

Students should be given the opportunity to position the book so that it can be readPoint out the front, back, top and bottom of the book and model how to open itPresent the closed book to a studentSlide21

Step 7: Turn the Page DescriptionIndirectly ask the student to turn the pageHelps make the connection between printed text and hearing the storyThe request is implied to prevent the student from following the teacher’s direct command and encourage the student to think about what is neededFor students with physical limitations:

Pipe cleaners or craft sticks glued to the pages to create handlesPieces of sponge glued to separate the pagesHave a picture or program a voice output device to indicate “turn the page”Slide22

Step 8: Read the Repeated Story LineElementary books often have a line from the book that is repeated that describes the main idea of the story.If there is no repeated line, the teacher can create one that emphasizes a theme central throughout the story

This text can be taped into to the book and/or emphasized by highlighting or underlining.Each child should have an opportunity to read the repeated story line (or part thereof) or they may read the line as a choral response.Slide23

Step 9: Identify VocabularyVocabulary:Words that we must know to communicate effectivelyWords in text that we must know so that we can connect to the text

Teach word meaning through specific instructionTeach specific words prior to readingRepeat exposure to vocabulary words in many different contextsSelect up to 5 words/picturesThey may be highlightedPair picture vocabulary with the wordMay use voice output deviceSlide24

Step 10: Text Pointing DescriptionPoint to the text as you read Text pointing teaches the concept that the words on the page are correlated to the pictures in the book and story being told and reinforces the concept of reading from left to right, and from top to bottomStudents should be given the opportunity to text point a sentence from the book

Read the words as the student points to themRead at the same pace as the student points from word to wordFor students with physical limitations, text can be enlarged and displayed on a large piece of clear plexi-glass for eye-gazing or on a vice output deviceSentences can be highlighted and may become the repeated story-lineSlide25

Step 11: Comprehension DescriptionConstruct comprehension questions with Bloom’s Taxonomy in mind.The six areas for comprehension are:KnowledgeComprehensionApplicationAnalysis

SynthesisEvaluationSlide26

Teaching the SBL Steps using Systematic InstructionSlide27

ActivityUsing the text provided, take turns teaching the text using the steps of the story-based lesson task analysis. As a team, prepare for these lessons by: Selecting four key vocabulary words and creating flashcardsDeveloping a repeated story line and writing it on the bottom of each pageDeveloping one comprehension question for your text and four response options (one correct answer and three distractors)Slide28

Adapted TextUse original text when possibleUse some original text readings even when using adapted text Use summaries of chapter books Text complexity increases with grade bandsUse both literature and informational text from the students assigned grade levelDo not automatically use picture supportsStudents may be able to work from with simple illustration or text aloneSlide29

How to Shorten/Rewrite TextPre-read textSummarize each chapter to capture main idea- provide detailsRe-write chapter summary using considerate text:Grade 2-3 listening comprehension level (Send plain text file to Lexile Framework for Reading™ website, obtain Lexile level, adjust if needed to Level 400-600; MetaMetrics, Inc., 2005)

UNCC 2009Slide30

Adapting Chapter BooksRe-write text by summarizing chapters using considerate text:Add graphics (picture symbols) to key vocabularyAdd definitions to textAdd explanations to textUse Repeated Story Line to support main idea of each chapter

UNCC 2009Slide31

Use Common Core State Standard from Grade Level in Read AloudReading: Informational;4. RI.k5 Identify reasons that the author uses to support ideas in an informational text or an adapted grade appropriate text.In the non-fiction text *14 Cows for America, what details does the author provide to support that idea that the Maasai people are kind?

*14 Cows for America by Carmen Agra DeedySlide32

Use Common Core State Standard from Grade Level in Read AloudReading: Informational;4. RI.k5 Identify reasons that the author uses to support ideas in an informational text or an adapted grade appropriate text.In the non-fiction text *14 Cows for America, what details does the author provide to support that idea that the Maasai people are kind?

*14 Cows for America by Carmen Agra DeedySlide33

Use Common Core State Standard from Grade Level in Read AloudELA: Literature6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Use a Venn diagram to compare and contrast the story *Number the Stars with a non-fiction piece on the

Danish Resistance*Number the Stars by Lois LowrySlide34

Use Common Core State Standard from Grade Level in Read AloudELA: LiteratureRL 11-12.1 Cite strong and textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining where the text leaves matters uncertain.What sentences from *The Pearl show that Juana thought the pearl was evil or bad?

*The Pearl by John SteinbeckSlide35

LanguageELA: Language9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from an array of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Examples of using context clues to determine meaning from

The Pearl:Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl." Adapt the text to include the meaning of the unknown word.Allow for a generated response of provide response optionsSlide36

3. Promoting ComprehensionSlide37

Enhancing ComprehensionActivate students’ prior knowledge Teach students to visualize as they are readingTeach students to make connections as they read Harvey &

Goudvis (2000)Slide38

Wh- Word Question TemplateWhat type/kind of [noun] was/were in our lesson? Who did [action]? Where do/did [event take place]? What happened before/after [event]? Why is [noun] important? Why [auxiliary verb] the [noun + adjective]? Slide39

Categories of QuestionsLiteral: answer directly from textInferential: answer requires background knowledge and textApplied: answer requires student to evaluate or make judgment about the textVacca, Vacca, Gove, Burkey, Lenhart

, & McKeon (2012) Slide40

Question FormatsStudents who can generate answers (e.g., speak or type out response on AAC)Ask the question and let student give you the answerStudents who need options (e.g., select pictures/words on AAC)Use multiple choiceMay use 4 choice arrayMay use response board with more options for each storySlide41

Use Text-Dependent QuestionsText dependent questionsWho was at the window?What happened first?What was the name of the street where Agnes lived?Not text dependentIs a goat an animal?

Which of these is a name- Agnes, goat, chair, bookSlide42

Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22

, 206-219. Comprehension During Read AloudsSlide43

9-Option Response Boards Organized by Wh- WordSlide44

Modified Response Board Slide45

System of Least Prompts For example: PromptingResponseNatural cue

Teacher says, “Who is the main character in our story?”(if no response)VerbalTeacher re-reads portion of text containing information about the character(if no response)Verbal Teacher re-reads a sentence or phrase with the characters name(if no response)ModelTeacher states the character’s name and points to a picture symbolSlide46

Teaching WH DefinitionsSlide47

4. WritingSlide48

Writing Reading and Writing go hand-in-handComplimentary activitiesShould be taught concurrently and should interrelateNOT a one-size fits all approachBest method is to provide opportunities to write about MEANINGFUL events and topics!Slide49

WritingNeed for repeated reading opportunities to help build reading and writing skillsAllow students to choose materialsNeed to read and reread texts, summarize, and write about what was readIntegrate technology to help make students more independentSlide50

Beginning Writing ActivitiesPicture writingStructured sentences with fill-in blank spacesSentence startersScrambled words to put into a sentenceOrdering sentences into a paragraphJournal Writing/Experience JournalsSlide51

Accommodations for WritingExamples for the classroom:Spelling lists (e.g., Dolch High Frequency Sight Words)Word Wall in classroomEditing checklistGraphic organizersHave students read written passage aloud

Computer (Spelling and grammar check)Speech-to-text software: TextHelp, Kurzwell, Sappy Speech, and MacintalkSlide52

Writing and the CCSSELA-Writing8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and b. distinguish the claim(s) from alternate or c. opposing claims, and organize the reasons and evidence logically.Number the Stars: Journal- Was it a god or bad idea for the girls to run? Support your claim with facts from the informational text.

Writing Journal Unit 3 Lesson 1: Back up opinionIt was good that the girls raced home because, 1. They got to practice for the races at school on Fridays. 2. They got stopped by the soldiers 3. It was good exercise.4. They might fall and get hurt.Slide53

Your Questions and Comments about Teaching ELASlide54

Disclaimer

The contents of this presentation were developed under a cooperative agreement from the U.S. Department of Education, H325A120003. However, those contents do not necessarilyrepresent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.