Literacy at Sommerville school
Sensory
Literacy packs.
Book bags.
Literacy Packs
Language experience
The special learning needs of our students
meant that they were unable to learn using some
of our traditional teaching methods and
resources. The standard ministry issue reading
and literacy resources were not catering for our
students.
Special thanks to Jess Hubbard, Tarquin and
Michelle Major for their commitment and
contributions to making these resources
possible. 
Need
• To benefit from our school curriculum,
students with sensory impairment
issues and complex learning needs
have to develop each of their senses
and early language skills, individually
and in combination.
- a process that must be shared
numerous times with our students
both spontaneously and through
planned learning experiences.
Goal
To create a resource that combined our
knowledge of early literacy skills using
a multisensory experience.
- Selecting resources for each of the
senses, using stimuli than can be
varied to suit the age of the child or
young person and individual teachers.
What skills ?
• P Levels
• P1 (ii) To show emerging awareness of activities and
experiences.
• P2 (i) To begin to respond consistently to familiar people,
events and objects.
• P2 (ii) To be proactive in their interactions. To communicate
consistent preferences and effective responses.
• P3 (i) To begin to communicate intentionally. To seek
attention through eye contact, gesture or action.
• P3 (ii) Use emerging conventional communication.
Sensory Book Bags
Multi sensory
Touch, taste,
smell, sight,
sound.
Simple props
Simple story line
Easily accessible
– stored in one
place!
Simple storyline
Touchable
Sound devices
Observe
Student interaction
Staff Participation
Use of simple resources
Everything close and available.
Why sensory bag books ??
Research / Discussion
http://www.bagbooks.org/
How to get started?
Staff meeting to present concept and brain
stormed the story lines
– simple, topic related.
Buy, find, make appropriate resources.
Use real objects where
appropriate.
Have objects that can be
removed and handled by
students.
Think about storage and
labelling.
Think Multi sensory
-Sound effects
-Tactile
-Smell
-$2 shops and families are a
great resource.
Literacy Packs
Using Big
Books
Activities and resources to
support learning and
interaction
.
Goals
P3
(i) Begin to communicate intentionally. To seek
attention through eye contact, gesture or action.
To participate in shared activities with less
support. To sustain concentration for short
periods.
P3 (ii) Use emerging conventional communication.
P4
To listen and respond to familiar rhymes
and stories.
P6
Respond to others in-group situations, for example
taking turns appropriately and cooperating.
P7
To show an interest in the activity of reading. To
predict words, signs or symbols in text.
Contribute appropriately one to one and in small group
discussions and role play. Listen, attend to and follow stories
for short stretches of time.
P8
Use a growing vocabulary to convey meaning to the listener.
They take part in role play with confidence. They listen
attentively. They follow requests and instructions.
P9
To communicate about matters of interest in familiar
settings. - understand and respond
PI0
To follow what others say and respond appropriately
to straight forward comments.
Activities
Props
Room 1 in action
Using across the curriculum
Language
Social studies
Art
Maths
Science
Language experience
Shared book
Student reading
Real items
Role play
New Vocab, visuals
Taste
Decision making
Worksheets - Kit
Make
Create
Share
Sequence
Experience – eat !!
Things to remember
Keep it fun 
Use all the senses.
Get students moving and engaged!
Repetition and extension is the key.
Share your resources and ideas.
Work as a team
Develop to the needs of your
students.
Get creative.
Think about storage and labelling
resources.