Literacy Instruction for Students with Significant Disabilities AEA

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 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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/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/reading. Pdfs/begliteracyframework. pdf>.

Levels of Literacy Beginning Literacy Framework Don Johnston

Step 1: Know Your Student Learner Profile-Literacy-Example

Step 1: Know Your 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 Designing a Purposeful Comprehension Lesson Select Text Determine Purpose of Lesson Determine Vocabulary Use Lesson Structure

Instructional 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 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 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 • Adaptations • Know Your Student – Student Learner Profile-Literacy • 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

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 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 -8 -shared -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% 3 F&src=IE-Search. Box&FORM=IE 8 SRC

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. k 12. 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

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 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. Whatever 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. k 12. mi. us/balanced_literacy/guided_reading. ht m

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. k 12. 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 Formative Assessment Trial #1 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