Literacy
Instruction for
Students with
Significant
Disabilities
AEA 9
Cohort II
Iowa Core
Framework for Effective Instruction
Iowa Core Literacy Instruction
Aligned to the Iowa Alternate Assessment
• Learning Goal
– Understand how Students with Significant Disabilities
can Access, Participate, and demonstrate performance
of the Iowa Core Literacy Standards
• Success Criteria- “I Can”…
– Align my Iowa Core Literacy instruction to the Iowa
Alternate Assessment
– Instruct an adapted grade level shared/guided reading
lesson that is differentiated to the learning
requirements of my students
Literacy Instruction for Students with
Significant Disabilities-Day 1
• Learning Goal: Understand…
– The Interrelatedness between Communication and
Literacy
– Align my literacy instruction to the Iowa Core & Iowa
Alternate Assessment
• Success Criteria: “I Can”…
– Apply the Framework for Effective Instruction and Use
Instructional Resources to support my Literacy
Instruction
• Integrate Shared/Guided Reading Lesson into Framework
Checking-In…
Iowa Core
One Curriculum for “All” Students
Framework for Effective Instruction
Merging
Content : Instruction : Assessment
Content
Access
Plan
Assessment
Performance
Report Out
Instruction
Participation
Teach
Content
Content
Access
Plan
Assessment
Student Achievement
Measure
Performance
Instruction
Participation
Teach
Instruction
Content
Access
Plan
Assessment
Student Achievement
Measure
Performance
Instruction
Participation
Teach
Assessment
Content
Access
Plan
Assessment
Student Achievement
Measure
Performance
Instruction
Participation
Teach
Reflection of Practice
• How is Literacy
Instruction going in your
Classroom?
– Share out
• Is it aligned to the
Iowa Core & IAA
• Is the lesson delivered
through researched
evidence-based
strategies?
– Shared
Reading/Guided
Reading
Purpose for Literacy Instruction
Students with Significant Disabilities
• Literacy is a key foundational skill for all learners
• Opportunities for vocational and independent
living –information for everyday life
• Entertainment and Leisure Activities
• Increase control over technology for
Communication
• Self Development and self-concept
• If not-we separate, segregate, and isolate
Adapted from Bringing Literacy to Life, TSHA Convention 2/22/2008
What We Know about Literacy and
Students with Significant Disabilities
• “The process of learning to read and write is a
continuum that begins at birth-there are no
prerequisites
• Children learn written language through active
engagement with their world
• Emergent literacy behaviors are fleeting and
variable depending on the text, task, and
environment.”
Karen Erickson, 2011
The Link Between
Literacy
Language
and
Communication
Literacy is a Language Based Skill
• Ultimate goal=to understand the text
• Listening and reading comprehension strongly
correlated (Nation,2005)
• Reading comprehension taps all aspects of
language: phonology, syntax, semantics,
morphology, and pragmatics (Schuele, 2004)
(Erickson, 2009)
“Language is the Key” to Literacy Learning
• “Word knowledge” helps develop “world
knowledge” and vice versa
• Word and world knowledge help students
understand what they hear and read
• Successful readers in first grade have a 20,000
receptive vocabulary-poor readers have less
than 5,000 words
TSHA 2011
Traditional View of Literacy Learning
• Learning to read and
write can only happen
after a firm foundation in
oral language has been
built
• Readiness concepts must
be taught
• Knowledge of the
alphabet is necessary
• Writing follows reading
K. Fonner & S. Marfilus 2010
Views of Literacy Learning
Iowa Core Connections
• 4 Strands
– Reading
• Literature
• Information
• Foundational Skills
– Writing
– Listening
– Speaking
Iowa Core Requires Emphasis On…
• Learning that builds overtime
• Application of knowledge and skills
• Active participation and interaction in learning
activities
• Collaboration and communication
• Ongoing comprehensive instruction in
Reading, Writing, Speaking, Listening, &
Language
Oral and Written Language
Development in the Iowa Core
Instructional Components
Instructional
Design
Instructional
Delivery
Instructional
Assessment
Step 1: Know Your
Student
24
Step 1: Know Your Student
• Know your student
through their Learning
Brain Networks and
apply this knowledge
when designing
instruction
Connection with Our Text
• Individual Differences
that Impact Literacy
Learning
–
–
–
–
Communication
Cognition
Physical abilities
Senses
Pg. 7
Connection with Our Text
• Children may have
significant differences in
one or more of these
area that require
adaptations of the
materials, instruction,
or environment
Pg. 8
Literacy Levels
• Emergent Literacy
• Transitional Literacy
• Conventional Literacy
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Emergent Literacy Level
•Characteristics
•Students are in the very beginning stage of literacy.
•There are NO prerequisites.
•There is no such thing as ‘Not Ready For'!
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Emergent Literacy Level
•Characteristics
•Little attention during book reading or elsewhere
• No comprehension of graphics
• Apparent disinterest in computers
• Struggling or inconsistent access to the computer
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Emergent Literacy Level
• Instructional Insights
• Allow for lots of repetition with the same
materials
• Give exposure to lots of different types of
materials
• Watch for student responses and start to identify
student preferences
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Emergent Literacy Level
• Instructional Insights
• Get students interacting with the book. Ask about
graphics, allow students to
• participate in reading especially with repeated
lines, make predictions about words
• Relate everything possible to the student's own
life and experience
Transitional Emerging Literacy
•Characteristics
•Transitional readers can read and understand
familiar text (e.g., stories for which they have had
multiple exposures)
•They have few if any strategies for reading words on
their own and are inconsistent in reading even
familiar words across a variety of contexts
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Transitional Emerging Literacy
Characteristics
•Shows interest and engagement in text
• Attends to graphics
• Interacts with the person reading the story
•identify a handful of letters or words (even if
• inconsistent)
•Utilize rhyme, rhythm and/or repetition
•Fill in repeated lines (repetition)
•Predict a rhyming word (rhyme)
• Rocks or claps in sync with a story (rhythm)
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Transitional Literacy Level
• Instructional Insights
• Start to expect students to independently read
some of the words in connected text.
• Encourage the use of cues including initial letter,
repetition or rhythm of text and pictures.
• Increase opportunities for repetition by selecting
preferred books and other text types.
• During this level, it is important to read the same
text multiple times.
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Conventional Literacy
•Characteristics
•Conventional readers can independently decode
and understand unfamiliar text at their level.
•Uses simple decoding strategies
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Conventional Literacy Level
• Instructional Insights
• Make sure the emphasis is not completely on
word identification and phonics at this level.
• Provide daily, meaningful purposes for reading
and reading text at the right level.
• Provide access to more than 6 different books and
other texts at the appropriate level EVERY day.
Musslewhite, Caroline and Erickson, Karen and Ziolkowski, Ruth. "The Beginning Literacy Framework." (2002) Web.12
Jul 2009. <http://www.paec.org/fdlrstech/files/pdfs/readingPdfs/begliteracyframework.pdf>.
Levels of Literacy
Beginning Literacy Framework Don Johnston
Step 1: Know Your Student
Student Learner Profile-Literacy-Example
Step 1: Know Your Student
Student Learner Profile-Literacy
Video Activity:
Directions
• Consider important concepts in Knowing Your Student
(Step 1)
• Watch the video and make notes on the blank Step 1
form related to Knowing Your Student
• Insert Video Here
Step 1: Know Your Student:
Access to Literacy Task(s)
• Describe the skills in relationship to the literacy task(s)
• Position to Facilitate
– Sensory input
• Hearing
• Vision
– Motor Output
• Mobility-head/body turning, gesturing
• Manipulation-hand skills
• Communication-facial expressions, eye blinking, vocalization &
speaking
• Endurance for motor performance
Amy Garrett, MA Ed. Assistive Technology, AEA 11, 2011
Team Work
Complete Literacy
Student Learner
Profile on Select
Student
Share Out
Step 2: Know the Content
Instructional Components
Instructional
Design
Instructional
Delivery
Instructional
Assessment
Step 2: Know
the Content
45
Collaboration with General Education
Iowa Core Literacy Standards
http://www.corecurriculum.iowa.gov/Standards.aspx?C=Literacy
Instructional Design
Designing a Purposeful Comprehension Lesson
Select Text
Determine
Purpose of
Lesson
Determine
Vocabulary
Use Lesson
Structure
Instructional Design
Designing a Purposeful Comprehension Lesson
Select
Text
Genres of Grade-Appropriate Text
Grade-Aligned Text
1
2
3
• Linked to the Grade Level Standard
• Principles of Universal Design for Learning
• Adapted and Modified to meet the Learner
Characteristics of Students
• Age-Appropriate
Connection with Text
• “Once we have identified
one or more significant
differences, our problemsolving efforts focus on
identifying or developing
adaptations that neither
change the fundamental
natures of an activity or
make it more difficult or
less desirable for children
to achieve than the
original activity.”
Pg. 7
Adapted Grade Level Literacy Unit
Genres of Grade Aligned Text
Use a Range of Books for Shared Reading
• Use a wide variety of topics and a wide range
or genres in order to foster oral and written
language
• Include a range of topics
– Students’ interests, science, health, cultures,
families, health
– Use a variety of genres
• Storybooks, stories with predicatable text/repeated
line, informational books, poety, wordless books
concept books, sound awareness books
– Use books to support concepts of print
• Big books, storybooks, clear text, supportive pictures
Choosing Good Books for Shared
Reading with Older Students
• Trade Books
– National Geographic- Windows on Literacy Big Books
– Picture Books for Older Readers
• Start-to-Finish Literacy Starters
– At you AEA Media Services
• Tar Heel Reader: tarheelreader.org
– Read others or write your own
• Write your own books!
– Download the Beginning Literacy Framework from
www.donjohnston.com
Instructional Design
Designing a Purposeful Comprehension Lesson
Determine
Purpose of
Lesson
Literacy Instruction
• Aligned to…
Iowa Core
Reading Literature
&
Information Text
• Assessed by the
Iowa Alternate Assessment
Purposeful Reading Across a Week
• Monday
– Read book with title covered & identify the best title
• Tuesday
– Reread book and reveal title; compare & contrast what title (real
or ours) is better
• Wednesday
– Reread to describe how the boys are feeling on each page
• Thursday
– Read to expand the dialog between the two boys
• Friday
– Read to decide what the dialog would be if the boy in the green
jacket was telling the other boy he lost his dog
Purpose of Lesson Aligned to the IAA
Adapted Grade Level Literacy Unit
Purposes
Adapted Grade Level Literacy Unit
At-A-Glance
Instructional Design
Designing a Purposeful Comprehension Lesson
Determine
Vocabulary
Adapted Grade Level Literacy Unit
Determine Vocabulary
• Specific Story Vocabulary
• Generic Vocabulary for Commenting
Vocabulary & Reading Comprehension
• Teaching Connections- Not Definitions
– Real Experiences
•
•
•
•
•
•
Use objects from home and school
Look for real-thing connections
Introduce content area units with real things
Take advantage of media and technology
Go on scavenger hunts
Act out words
Cunningham & Allington (2007)
Team Work
• Look through your Fairy Tale
lesson plan at your table
• Determine
– Purpose for Lesson
• Iowa Core Standards
• Iowa Alternate
Assessment
– Determine Vocabulary
Fairy Tale Unit Resources
• http://www.teachingheart.net/f.html
• http://fairytales.pppst.com/
• http://teachers.net/lessons/posts/923.html
Break
Step 3: Adapt the Content
Instructional Components
Instructional
Design
Instructional
Delivery
Instructional
Assessment
Step 3: Adapt
the Content
71
Levels of Literacy
Beginning Literacy Framework Don Johnston
Representation
Action/Expression
Engagement
Independence & Autonomy
Feature Match: Student to Adaptations
• Student Needs
• Know Your Student
– Student Learner
Profile-Literacy
• Adaptations
• Select and update resources
with features that are based
on individual needs
Amy Garrett, MA Ed. , Assistive Technology, AEA 11, 2011
Independence & Autonomy
Feature Match: Student to Adaptations
• Resources to Support Literacy
– Switch Access
– Augmentative/Alternative Communication (AAC)
– Adapted Books
•
•
•
•
Online resources
Authoring and ready-made software
AEA 9 Library
Share resources, strategies, techniques
Amy Garrett, MA Ed., Assistive Technology, AEA 11, 2011
Resources to Support Literacy
• AEA 9 Assistive Tech Team
Team Planning
Match Literacy
Resources to
Student Literacy
Learner Profile
Share Out
L
u
n
c
h
5 Step Process
Merging
Content : Instruction : Assessment
Content
Access
Plan
Assessment
Student Achievement
Measure
Performance
Instruction
Participation
Teach
Step 4: Instructional Routines
Instructional Components
Instructional
Design
Instructional
Delivery
Instructional
Assessment
Step 4:
Teach
Instructional
Routines
84
Six Conditions for Learning
Karen Erickson, Ph. D, Director
The Center for Literacy and Disability Studies
1. Knowledgeable Others
• Learners require a more knowledgeable other working
with them to learn new skills and develop new
understandings.
2. Means of Communication/Interaction
•
Communication at any level, intentional or not, must be
encouraged.
3. Repetition with Variety
•
To learn a new skill and generalize it across contexts,
instruction must provide repetition of the skill in a variety
of ways.
Six Conditions for Learning
Karen Erickson, Ph. D, Director
The Center for Literacy and Disability Studies
4. Cognitive Engagement
•
Learning requires that the learner be engaged cognitively in the
learning process - participation alone is insufficient.
5. Cognitive Clarity
•
Learners must know why they are doing what they are asked to do
and what it will help them accomplish. Teachers must know what it is
they are asking learners to do and why.
6. Personal Connection with the Curriculum
•
Learners must find enough of themselves in the curriculum that they
can relate the known to the new.
Literacy Routines
• Literacy routines are the “Glue” that organize school
and classroom contexts.
– Regular structured and informal interactions around text
(with appropriate supports) offer benefits
•
•
•
•
•
•
Cognitive
Social
Communication
Social participation
Relationships
Meaningful leisure activities
http://www.inclusion-ny.org/book/export/html/2094
Literacy Routines
• Establish predictable daily routines
– Content may change..
• Different books
• New topics/content
• Stories
• It is the way we introduce, facilitate and
participate in these established class routines
that remain the same
– It may take the first 4-6 weeks of school before all
of our literacy routines are in place
http://www.inclusion-ny.org/book/export/html/2094
Conditions for Successful Literacy Learning
•
•
•
•
•
•
•
Means of Communication & Interaction
Teacher Expectations
Motivation
Support Across Environments
Reflection and Problem Solving
Self-Expression
Comprehensive Instruction
Erickson (2009)
Alignment of Iowa Core Instruction
Comprehensive Literacy Instruction
Shared/
Guided
Reading
Comprehensive Literacy Framework
4 Block Way(Cunningham & Hall)
Modified by the Center for Literacy and
Disabilities Studies faculty, University of
North Carolina at Chapel Hill
(Erickson & Koppenhaver)
•Guided/Structured Shared Reading
•Self-Selected Reading
•Writing
•Word Level Recognition
Comprehensive Literacy Instruction
“We test reading comprehension skills by asking
students questions, but asking questions does
not teach comprehension.
In order to help students learn to read with
comprehension (and eventually answer those
questions), we must help them
learn to read purposefully”
Karen Erickson, 2004
Comprehensive Literacy Instruction
• Balance
• Instructional Emphasis
•
•
•
•
Guided/Structured Shared Reading (basals, grade level text)
Writing (write to read)
Words (Edmark, Phonic Programs)
Teacher control
– Guided/Structured Shared Reading
• Student control
– Writing and Self-Directed Reading
Erickson, Koppenhaver & Hatch ISAAC 2006
Effective Strategies to Promote
Conventional Literacy Learning
• Comprehension & Vocabulary Instruction
• Phonics and Word Identification
• Writing
Effective Strategies to Promote
Conventional Literacy Learning
• Comprehension & Vocabulary Instruction
• Phonics and Word Identification
• Writing
Alignment of Instruction
Iowa Core & Iowa Alternate Assessment
2012-2013
Shared/
Guided
Reading
Alignment of Instruction
Iowa Core & Iowa Alternate Assessment
2012-2013
• Aligned to…
Iowa Core
Reading Literature
&
Information Text
• Assessed by the
Iowa Alternate Assessment
Literacy Instruction Aligned to..
Iowa Core Content Reading Standard
• Students can comprehend what they
read in a variety of literacy and
informational texts
• Alternate Achievement Standard
• Reading and/or Listening to Text
• Adapted materials that may include
objects, symbols, photographs, text
Connection with Our Text
• Guided Reading Section
• “Teachers are focused
primarily on choosing
materials for children to
read for set purposes”
• They remember the
power of repeated
readings of the same
text for multiple
purposes …”
• Pgs 63-84
Instructional Design
Designing a Purposeful Comprehension Lesson
Use
Lesson
Structure
Reading with Students
• “The single most important activity for
building these understandings and skills
essential for reading success appears to be
reading aloud to children.” (p.33)
IRA & NAEYC Position Paper on Early Literacy (1998)
Shared v. Guided Reading
Maximizing interactions
v.
Maximizing thinking
Shared
Reading
What is Shared Reading?
“The interaction that occurs when a child
and adult look at or read a book
together.”
– Ezell & Justice,2005
Shared Reading
• Can be defined as…
– Reading books aloud to students utilizing an
interactive reading style
– Modeling and teaching language through
scaffold support
– So…what’s the difference between shared
reading and guided reading?
Why Shared Reading?
• Shared reading is an effective way to build
emergent literacy understandings
• Builds & promotes use of oral language
concepts
• Offers an authentic context to foster
expressive communication
Why Shared Reading?
• Builds & promotes use of oral language
concepts:
– Phonology
– Vocabulary
– Syntax
– Morphology
– Pragmatics
Research-Based Intervention
• Shared Book Reading
• Process:
– Picture Walk
– Student prediction of story line
– Dramatic read aloud by teacher
– Post-reading discussion
– Repeated reading with increasing encouragement
for student participation on subsequent days for
new comprehension purposes
Erickson, Koppenhaver & Hatch (2006)
Shared Reading Instruction
• Shared reading centers around students’ needs
• Creating a shared reading lesson is not as
simples as picking a text, making copies, and
teaching a lesson
• Shared reading is purposeful, deliberate
teaching, and the planning must be likewise
http://www.benchmarkeducation.com/educational-leader/reading/3-8shared-reading.html
Shared Reading Instruction
• Students
– Track print from left to right and word by word
– Predict and infer
– Enjoy and participate in reading with a high level
of support
– Build sense of story
Shared Reading Instruction
• Students
– Expand their vocabulary
– Find letters and sounds in context
– Attend to concepts of print (spacing, capitalization,
punctuation)
– Sequence the events of a story
– Focus on story elements (characters, setting,
beginning, middle, end)
http://www.bing.com/search?q=what+is+a+shared+reading+lesson+structure%
3F&src=IE-SearchBox&FORM=IE8SRC
Shared Reading
Lesson Structure
• Introduce book
• Excite students’ imagination and relate to
prior experience to text
• Encourage students to use their background
knowledge to make predictions
• Encourage spontanteous participation in
reading of the story
Shared Reading Lesson Structure
• Teacher or fluent student is almost entirely
responsible for the reading of the story
• Direct students’ attention to various aspects
of the text, and reading strategies and skills
• Identify vocabulary, ideas and facts, discuss
author’s style, skill, and viewpoint.
– Focus still remains on the enjoyment of the story
• Experiment with intonation and expression
http://www.oe.k12.mi.us/balanced_literacy/shared_reading.htm
Structured
Shared
Reading
What is Structured Shared Reading?
• Follows the Framework of Guided Reading
– Traditional reading instruction designed to
support reading comprehension and the
application of word identification skills
(Cunningham and Allington, 2003)
TSHA 2011
Structured Shared Reading
• Helps teacher identify the multiple,
fundamental concepts that beginning students
need to learn
• Supports adults in creating literacy activity
that encourage student communication
• Provides a structure for shared reading so that
adults don’t try to address too many things
during one reading
https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom
Structured Shared Reading
• Encourages adults to re-read books using
different purposes
• Helps teachers relate shared reading to Iowa
Core Literacy Standards & Iowa Alternate
Assessment
https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom
Structured Shared Reading
• Specific Tasks for Teacher to do
• Relate students’ experiences to text
• Acknowledge and attribute meaning to students’
attempt in order to support meaning making
• Support participation & comprehension through
use of prop (objects, symbols, puppets)
• Expose students to a variety of different text
genres
• Promote interactions – Engagement
Structured Shared Reading
• Moving Beyond the Repeated Line in Shared
Book Reading
• Use the same book across a week or more for
multiple purposes
• Students listen/read for meaning and
understanding
• Student applies purposes for comprehending
text
Structured Shared Reading
“Bridge”
• Bridge between
– Reading skills instruction and Language
intervention
• Includes both:
– Discussion of the content of the text
(vocabulary development)
– Strategies students use to comprehend
the text
• Explicit purpose built in to support
Comprehension
• Focus is on reading (listening) for
Understanding
TSHA 2011
Guided
Reading
What is Guided Reading?
• A literacy instructional activity where
teachers…
• Show children how to read
• Support children as they read
• Help children become independent,
strategic readers who read for meaning
Why Guided Reading?
• Want students to understand that reading
involves thinking and meaning making.
• Students learn to use strategies to
comprehend printed text.
• Use a variety of types of books and other print
materials (including electronic text)
Why Guided Reading?
• Helps students develop the skills and
understanding necessary to be strategic in
reading a wide variety of text types
• Provide experience with a variety of text types
• Increase ability to self-select and apply
purposes for comprehension
• Listening comprehension is not a replacement
for reading comprehension
Why use the Guided Reading Structure?
• Help students realize that reading is more
decoding words
• Support’s language comprehension skills
• Give students repeated exposure to text for
different purposes
TSHA 2011
Guided Reading Lesson Structure
Anchor-Read-Apply
(aka. Before, During and After)
• Anchor
• Read
• Apply
Guided Reading Lesson Structure
Five Steps
• Anchor
• #1-Build Activate Prior Knowledge
• #2-Set a Purpose for Reading
• Read
• #3- Read or Listen to the Text
• Apply
• #4-Complete a Task
• #5-Provide Informative Feedback
Anchor
1. Build or Activate Background Knowledge
• Includes personal connection-making
• Use graphic organizers (object /symbolic/words)
• Relate to students’ personal experiences
Building/Activate Background Knowledge
Making Connections
• Why is this important?
– Activating prior knowledge is important in reading
comprehension
– Explicitly teaching students to use strategies that activate
prior knowledge increases their reading comprehension
– Students may be more motivated or interested in books
they can relate to their lives
TSHA 2011
Where to Start?
• 3 Types of Connections
– Text to Self- how does this text relate to me
– Text to Text-how does this text relate to other books I’ve read
– Text to World-how does this text relate to other things in the
word
• Talk about how books relate to student experiences,
current events, and other books
• Use venn diagrams to compare and contrast books
• Try to find books that are relevant to student life
experiences or real world events
TSHA 2011
Build/Activate Background Knowledge
•
•
•
•
•
•
•
School-based experiences
Life experiences
Interests
Simplified language
Tactile experiences
Modeling
Visuals
TSHA 2011
Three Ways to Build/Activate
Background Knowledge
• Explore or Create background knowledge
about text or topic through….
• Content
• Vocabulary
• Prediction
TSHA 2011
Build/Activate Background Knowledge:
Content
•
•
•
•
Literacy Kits
Objects/items related to the story
Brainstorming/Word Banks
Thematic Units
• Scavenger hunts for thematic materials
• Graphic Organizers-KWL
Bringing Literacy to Life, TSHA Convention 2/22/2008
Building Background Knowledge:
Vocabulary
• Use Graphic Organizers to define words
• Show objects/pictures related to unfamiliar
words
• AAC users-need access to the vocabulary
• Communication boards
• Velcro sleeve over device
Bringing Literacy to Life, TSHA Convention 2/22/2008
Accessing or Building Background
Knowledge
Saharthy, P. 2010
Accessing or Building Background
Knowledge
Saharthy, P. 2010
Build/Activate Background Knowledge:
Vocabulary
• Alternative Strategy
– New vocabulary introduced during anchor activity
• Instead of programming specific vocabulary
– Have student find related words that are already on
AAC device
– Responses demonstrate general understanding of
the formal definition of the word
– Connects new word to existing vocabulary
– Has led to improvements in the use of existing
vocabulary for face-to-face improvements
Erickson, K (2003, June 24)
Build/Activate Background Knowledge:
Prediction
• Do a “book walk”
– Look at title, pictures throughout the book
– Think aloud about the story or content
– What could the book be about?
Bringing Literacy to Life, TSHA Convention 2/22/2008
Build/Activate Background Knowledge:
Prediction
• Directed Reading-Thinking Activity
(DR-TA) (Stauffer)
• Students look at title or pictures and
PREDICT story
• Students READ to a predetermined stopping
place
• Students PROVE the accuracy of their
predictions and modify or make new
predictions
Erickson (2009)
Anchor
2. Set a purpose for reading- pick only one!
• Set a clear purpose for reading/listening
• Can reflect text structure, task structure and/or content
• Aligned to
• Iowa Core
• Emergent Literacy Skills
• IEP Goals
• Iowa Alternate Assessment Rating Scale Items
Setting a Purpose for Reading
• Purpose for reading and share with students
–
–
–
–
–
–
–
–
–
–
–
Inferencing
Sequencing
Concepts
Connections
Summarizing
Story parts (story grammar)
Selecting the Title
Main Idea
Rewriting the Story
Concepts of Print
Predictions
Bringing Literacy to Life, TSHA Convention 2/22/2008
Setting a Purpose for Reading
• If purpose is not set, implied purposes are:
– We will read this and….
• You must remember everything
• You will guess what I am going to ask you
Erickson and Koppenhaver 2007
Setting a Purpose for Reading
Everyone Read this so that you….
• Can sequence these events
• Tell me 5 words that describe the
• Main character
• Setting
• Can compare and contrast two main characters
Reading Purposes
Aligned to the IAA
Read
3. Students Read or Listen
• Shared reading/guided reading
• Bulk of allocated time
•
Teachers support active engagement & follow set
purpose
• Interact with students on almost every page
•
•
•
•
Repeated lines
Comments
Questioning
Requesting
• AAC- Communication Boards-Use of a generic overlay
Read Activities
During Shared Reading
• Reader …
– Encourages communication
– Follows student’s interests
– Attributes meaning to all attempts
– Makes connections between book & student’s
experiences
– Thinks aloud to model thought processes
– Models using student’s communication symbols
During Shared Reading
• The goal is to maximize interactions
page-by-page
Use Generic Reading Interaction Symbols
• Intended for students who don’t have a formal
AAC system
• Context of the book will help the adult
attribute meaning to the generic comments
the students make
• Cuts down on the “20 questions”- mini clues
• Model, model, model symbol use
Use Generic Reading Interaction Symbols
• Use of open ended, generic vocabulary allow adults to
respond to students throughout the day
• Use generic messages such as “Awesome” , “wow”, “no!”,
“no way on single message devices
• Great way to work on pragmatics
• Consider long term utility and potential to use in OTHER
books and activities when selecting messages
• Consistent symbol set fosters motor/visual memory
• It’s a balance: Still need access to story specific vocabulary
Sample Overlay
Reading Instruction
Structured Shared Reading
• Language
– Speaking & Listening
• Use aided language stimulation… model, model, modelWhatever you want the student to do or learn.. You do!
– Symbols to support communication
» Talk about what they are doing during reading
» Talk about the story
» Talk about other people during reading
Reading Instruction
Structured Shared Reading
• Remind of purpose
• Model “Think-Alouds”
• Read the Text
– Our goal is NOT to teach READING/DECODING strategies
– Our goal is to SUPPORT COMPREHENSION of what is read
• Monitor Comprehension
• Maintain Purpose
• Support Engagement
Shared Reading Instruction
Supporting Interactions
• Follow the Car
– Comment on what student
is doing and wait
– Ask questions and wait
– Respond by adding a little
more
TSHA 2011
Shared Reading Instruction
Supporting Interactions
• Free CAR training video is available from
http://www.walearning.com/products/langua
ge-is-the-key/
• The video is called Language is the Key: Talking and
Books
During Guided Reading
• Guided reading is reading with children
• The goal of Guided Reading is to teach
students to independently use reading
strategies at their instructional level
• It is a bridge between shared reading and
independent reading
http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm
During Guided Reading
• The teacher acts as a facilitator, using prompts and
questioning strategies to guide children to
comprehension
– Using a book introduction, the teacher sets the scene,
arouses student interest and engages children in
discussion
– In Guided Reading everything is learned within the
context of a book
http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm
During Guided Reading
• Provides opportunities for teachers to work
with small groups of children on text that
closely matches the children's needs, abilities,
and interests.
– Students who require shared reading can
participate with students who require guided
reading
Apply
4. Students Complete a Task
•
Complete a task directly related to the stated
purpose
• Nothing more!
•
If there is more that you’d like the student to do or
understand, read the text again the next day for a
different purpose.
Apply
Apply
Complete a Task
• Revisit the Purpose- only address original
purpose
•
•
•
•
•
•
Discuss text
Act out story
Write in response to reading
Complete a graphic organizer
Discuss skill/strategy introduced in before reading
Read again at a later time to address different
purposes
Bringing Literacy to Life, TSHA Convention 2/22/2008
Complete a Task Example
• Purpose: “You listen/read so that you can
show me which of these five words best
describe the main character of the story”
– Task: Select from five words/symbols printed on
separate index cards
Erickson & Roy (2006)
Complete a Task Example
• Purpose
– “You listen/read so that you can tell me the
cause/effect relationship that occurs in the story.
You’ll tell me which of the events I’ve
written/shown here best describes what
happened (effect) in the story. Then you can tell
me which of the events I’ve written here best
describes the cause (what made it happen) of
that event.”
–
Erickson & Roy (2006)
Complete a Task Example
• Task
– Select an effect from a list of printed on separate
sentence strips and displayed in a column on the
left. Then select the corresponding effect from a
list of effects printed on separate sentence strips
and display in a column on the right
Erickson & Roy (2006)
Apply
5. Follow-up and feedback
– Help students develop cognitive clarity so they can
be successful next time
– Main goal is to help students understand how
they achieved the purpose you set while reading
• Purpose of Lesson and Task as a Framework for Giving
Feedback after the Lesson
Apply Feedback Comments
• You listen to the book we read. Good for you.
You used the pictures to tell the story
• I liked listening to you
• You talked about the characters in the book
• Thanks for sharing.
• You explained why you didn’t like the book
• I like your opinion
Adapted from Hill 2002
Linking Play
&
Reading
• Teaching pretend play via adapted literature
• Develop adapted books around typical play
activity
• Read with students during guided reading
• Study showed generalization play
Cafiero, Manthey-Silvio & Pearl, 2007
Bringing Literacy to Life, TSHA Convention 2/22/2008
What is the Difference Between
Shared & Guided Reading
Maxfield,Thompson, Kingston, Staples (2011). DE Special Ed Mega Conference: Comprehension
Adapted Grade Level Literacy Unit
Example
Adapted Grade Level Literacy Unit
At-A-Glance
Putting it All Together
Weekly Shared/Guided Reading
A good starting Point….
Lesson Plan-Example
Lesson Plan- Instructional Routine
Example
“Elbow Partner”
Discuss with your partner:
• Biggest “AH-HA” that
you’ve learned
• Something you still
wonder about or
question
• Share out
Break
Step 5: Report Out
Instructional Components
Instructional
Design
Instructional
Delivery
Instructional
Assessment
Step 4:
Instructional
Routine –
formative
Assessment
Step 5: Report Out
177
Probe
Summative
Assessment
Planning for
Aligned
Instruction
Cyclical
Nature of
Instruction
and
Assessment
Instruct
Trial #4
Instruct
Trial #1
Formative
Assessment
Formative
Assessment
Trial #3
Instruct
Trial #2
Instruct
Formative
Assessment
Data Team Process
Planning for Aligned Instruction
Data Driven Instruction
• Evaluate
Effectiveness
• View, discuss,
and interpret
data
Assess
Analyze
Student
Work
Implement
• Set plan into
motion
Plan
• Goal set,
strategize and
plan
Data Team Process
Next Steps.. Team Planning
Team Action Plan
Literacy Unit of Study
Resources
Literacy Instruction for Students with
Significant Disabilities-Day 1
• Learning Goal: Understand…
– The Interrelatedness between Communication and
Literacy
– Align my literacy instruction to the Iowa Core & Iowa
Alternate Assessment
• Success Criteria: “I Can”…
– Apply the Framework for Effective Instruction and Use
Instructional Resources to support my Literacy
Instruction
• Integrate Shared/Guided Reading Lesson into Framework
Get Ready… Set…Go!