Developing a Comprehensive Classroom/Team Literacy Program

What we Know

We know that all students do not learn to read and write in the same way. Some students need a lot of explicit instruction in phonemic awareness and phonics; others need little. There are students who love to read or write informational texts, but struggle with understanding or writing narratives. Some learners can attend and engage with some text formats (e.g., electronic texts, short pieces with graphics), but need to enhance their ability to sustain effort and attention to gain meaning from longer texts or different formats.

We know that varied kinds of experiences with literacy strengthen understandings about other literacy knowledge/skills. For example, writing whole texts can support students' understanding of the reading process, phonics and how words work to convey meaning. Reading and listening to books and stories can support students' understanding of writing purposes, author decisions, genres, styles and the writing process.

Of course these characteristics are not unique to students with disabilities. Readers and writers are all individuals in terms of our literacy learning strengths, needs and preferences. Effective classroom and team literacy programs offer all students multiple kinds of reading and writing instruction and experiences everyday. Activities within these classrooms are multi-level--flexible enough to honor the individual abilities and needs of all class members, while also supporting shared experiences with reading, writing and responding/sharing.

 

Considerations for Assessing Learners with Moderate/Severe Disabilities

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Reading: Formal Assessment with a Student with Multiple Disabilities

ADD Michael D eval and rec

Shared Reading: Informal Assessment with a Student with Significant Disabilities

Case Example: Exploring Shared Reading with a Student who has Significant Disabilities

"Michael" age 12

Michael has autism and appears to have high sensory integration needs. He likes to use the computer to view phonics programs and likes to listen to music. Michael does not speak and currently has no reliable alternate or augmentative communication system other than a few signs. He uses a visual schedule to prepare for transitions and appears to understand the Boardmaker symbols on the schedule. Michael has one-to-one support for all activities except for listening to music with headphones or using a familiar computer program (e.g., early reading phonics game). He looks at easy picture books when an adult reads them to him and sometimes points to pictures upon request (e.g., Where's the horse? Point to the horse.) Michael is reported to frequently display challenging behaviors.

Below is an excerpt from field notes describing informal assessments with Michael related to shared reading.

Viewing and Reading Powerpoint Book

It is Michael's turn on the computer. His paraprofessional opens a program and he puts on earphones. Michael appears to be attending to the program. The adult is nearby, but not directing each step or leading this. It looks like he is doing a program practicing letters and sounds-like a kindergarten level practice phonics program. I go get my laptop and open it up. I open up a powerpoint "book"/ slideshow. It has easy text-one sentence per page. The text is predictable and rhythmic. But it has realistic photos and shows the journey of a box shipped by UPS. I sit down at the computer next to him with my laptop, but say nothing. I put the story in slideshow view and begin to look through it. I pay no attention to Michael. I am curious what he will do.
Within 10 seconds he is craning his neck, leaning into my space to see what is on my computer screen.
I speak to him in the same tone I would use for my daughters, one of whom is his age.
Oh did you want to check this out, Michael?
I reposition the laptop so he can see the screen.
This is something a friend of mine made for a kid I know. His name was Danny. He was really interested in delivery trucks.

He is looking at the screen. I begin to track the text with my finger and to read it aloud in a quiet voice. I can't watch to see if his eyes are tracking the print, but he is definitely paying attention.
I hit the space bar to advance through the next few slides, pointing to each word as I read each "page"/slide.
The next time I finish a sentence he is reaching. I point to the spacebar.
Ok-go ahead
He is not aiming too carefully and hits keys. I take his hand and support his forearm-
Try again-
He hits the space bar

We go through the whole thing this way. Me pointing and reading, he looking, listening (I think) and hitting the spacebar with some support. There are about 20 slides in all.

The timer beeps as I am considering another slide show to view.

After a short transition and break, we try another reading activity with a nonfiction trade book. It is about a late 2nd grade reading level.

Shared Reading: Expository Trade Book article

I am thinking about what else Michael and I might do. I search a bookshelf in the classroom for a text we might share. I find a nonfiction picture book on animals. I open and skim it. A different animal is profiled every two pages. The pictures are realistic. The text is short, two paragraphs on one page and a box with a few more facts on the facing page. I skim a couple of entries. I want to try to share some reading and writing with Michael around some content. This book can work.

I go back to his desk. I have the book, the white board and marker, and my laptop. The timer goes off. Michael sits down beside me. He signs, "more."

You want to write some more. We will. Here's what we'll do.
I write on the white board, speaking as I create the list.

First, we're going to read.

1. Read a book.

Then we are going to write.

2. Write

He reaches for the laptop.
I put it aside and point to the whiteboard.
We will write some more Michael. I promise. But first we're going to read. Then we will write again.
I set my laptop on the floor. He seems ok about this, even though he wants to write.

I show him the book and talk to him about it-in a normal, mature conversational tone:
Check this out. This book is about different wild animals. It has a lot of information and facts about them. We're going to read about one.
I open to the table of contents. I read through some of the animals listed.
Then I open to the page on elephants and write on the white board as I say,
Do you want to read about...

Elephants

Then I open to a page about dolphins...Or do you want to read about...Dolphins.. (I had skimmed these articles.)

He points quickly to elephants.
Ok-let's read about elephants.
I erase the white board and sketch out a graphic organizer-talking through it as I construct the parts of the web.
Ok Michael, let's think first about what we are going to read about elephants...
I write elephants in the center:

How elephants use trunks
What elephants eat

Elephants

How long elephants live

We are going to read about how elephants use their trunks (I add this to the web)
What elephants eat (I add this)
How long elephants usually live (I write this on web)
Okay-so as we read, let's think about these things and what the book tells us about each-
How elephants use their trunks, what elephants eat, how long elephants live.
Let's see..
I present the book and take his right hand again. Can you give me a pointer finger again? I help him isolate his index finger. I hold his hand and help him to track the print with his finger as I read aloud softly. At the end of the first paragraph which was about elephants' use of their trunks, I stop and present the white board. Ok-what did the book tell us-I point to the part of the web-about how elephants use their trunks? Let's pick 2 examples to write down here on our board.

I restate 3-4 examples from the reading, summarizing:
We read that they use their trunks...
To pick things up
To eat
To spray themselves with water
To breathe -
Like here in this picture-look-it said they can even use their trunks like a snorkel to breathe when they are underwater-that's what this elephant is doing I this picture...Michael looks at the picture. Where is its trunk? Michael points to it in the picture. Yeah-he's swimming underwater here, but his trunk is above water...
What do you want to add to our web? I read from the white board

How elephants use their trunks
I present choices-writing key words
Pick things up
Breathe
Eat
He points to "breathe."
Ok-I write breathe on the graphic organizer. Yes-one thing elephants use their trunks for is to breathe.
Let's write one more example.
I read again
Do you want to say that another thing elephants use their trunks for is to..."pick things up".... or to "eat?"
I point to each choice on the board.

Michael points to "pick things up."
Ok-I write it on the white board in the part of the graphic organizer about using their trunks. He watches me write, eyes definitely on the white board.

Let's read some more. I refer to the graphic organizer one more time first, pointing to sections and saying,
So we read about how elephants use their trunks. As we read some more, we're going to pay attention to what this book tells us about what they eat and how long they usually live.

I present the book. We read another paragraph about what they eat. Again I support Michael's finger to track as I read to him at a normal fluent pace. We repeat the steps with the white board...Through the same process he chooses two more examples which I add to the graphic organizer about what elephants eat-grass and leaves. It's more work than the first time, but we get them down and he has participated in making the choices. But we are losing some momentum. I know I am pushing him with the reading stuff.

He is moving around more, leaning on me and making some noises. I suspect he needs some sensory input. Do you need a squeeze, buddy? I give him some firm pressure-three times. It seems to help.

(At this point, I decided not to press Michael to complete reading the article and the third part of the graphic organizer. I decide to move on to writing because he enjoyed using the laptop earlier.)

Are you ready to write?
He signs, "More."

I pick up the laptop. We transition to a shared writing activity on the computer, related to the elephant piece we just read.

One significant priority for Michael is to work with a speech therapist who has expertise with assisted and augmentative communication to pursue options to support his ability to communicate. Based on this informal assessment, he is willingly engaging with a digital text with teacher scaffolding and support. Literacy learning need not wait until the augmentative communication piece is solved. 

(More about Michael in Shared Writing Informal Assessment Example)

 

 

Shared Writing: Informal Assessment for a Student with Significant Disabilities

Case Example: Exploring Shared Writing with a Student who has Severe Disabilities

"Michael" age 12

Michael has autism and appears to have high sensory integration needs. He likes to use the computer to view phonics programs and likes to listen to music. Michael does not speak and currently has no reliable alternate or augmentative communication system other than a few signs. He uses a visual schedule to prepare for transitions and appears to understand the Boardmaker symbols on the schedule. Michael has one-to-one support for all activities except for listening to music with headphones or using a familiar computer program (e.g., early reading phonics game). He looks at easy picture books when an adult reads them to him and sometimes points to pictures upon request (e.g., Where's the horse? Point to the horse.) Michael's teacher reports that he frequently displays challenging behaviors.

Below are excerpts from field notes describing informal assessments with Michael related to shared writing. According to Michael's teacher he did not participate in these kinds of literacy activities in school.

Shared Writing with a Whole Word Program

I get my stuff organized while Michael is at another station. I open another program on my laptop. It's a scaffolded writing template. There are about 10 "buttons" on the left of the screen, each with a small graphic for a sea animal (labeled). Some of the choices are crab, seagull, whale, shark, fish, sea otter...Across the bottom of the page is a word bank of more buttons (A, The, is, has, skeleton, fish, mammal, crustacean...)
You can click on buttons from the bottom word bank and the sea animal buttons to construct sentences on the same page-entering whole words with a single click instead of typing letter by letter. Each work is read aloud as it appears. At the end of each sentence, each word is highlighted as the sentence is read aloud.
I also grab a small white board that is nearby, a marker and a tissue.

Michael wanders over, looks at me and my laptop, but does not sit down. I point to the chair.

C'mon, Michael, sit down. I tap the chair beside me. Want to do some writing?
He looks at my stuff, and stands, rocking. I point to the chair again. He settles in beside me.
Let me show you this program. This one is about sea animals. We can do some writing about sea animals. Let's see what they have.
I point to the "buttons" on the left side of the screen and read each aloud.
Seagull, crab, fish, shark, sea otter, whale...
He is definitely watching and paying attention.
Watch how this works.
I use the mouse to click on words at the bottom and one on the side to construct this sentence:
A sea otter is a mammal. I say each word aloud as I click on it.
When I hit the period the computer reads the whole sentence.
Do you want to write something? ( I write on the white board YES NO)
He points immediately to yes.
I ask him, What do you want to write about?
I write three choices from the animals listed on the white board, saying each aloud.
You could write about a seagull, or a crab, or a whale. Do you want to write about one of those? He points quickly-I think to crab.
I check again.

Sorry, Michael. I'm not sure about your answer-which one? Seagull crab or whale?
He points again. Definitely crab.
I erase the white board. He grabs for the mouse.
I slow him down, placing my hand on his and the mouse. Let's think about what you want to write. You can use these words on the bottom.
I point to each and read the list to him (A The...is has..crustacean, fish, mammal, skeleton shell...) I do this at a normal pace-just fluently reading each while I point.
I draft the beginning of a sentence on the whiteboard. Do you want to start something like this?
The crab
I point to the button for the word THE on the bottom list.
He uses the mouse and clicks on it. It appears above.
I read from the white board The crab...
I point to the animal buttons on the left.
He locates crab with the mouse and clicks on it. Actually he holds the mouse down and it enters three times on the screen. His draft says The crab crab crab I take the mouse and delete the extra ones. He does not resist.
I point to the beginning of his sentence on the screen and read aloud
The crab...
What do you want to say about the crab? I pause for a moment, even though I know he can't tell me.
How about has? Would that work here?
I point below. He clicks on "has" and it appears next in his sentence.
I reread. The crab has...
What's next? He does not respond immediately. I point to the word "a" in the bottom word bank and leave my finger there, saying "a?"
The crab has a
He clicks on "a"
Ok what do you want to say Michael? The crab has a what?
Let's see if there are any words here that would fit.
I reread a few of the choices from the word bank.
I write two choices on the white board
Shell skeleton
Do you want one of these? I read them aloud. Shell Skeleton
He points to shell.
Ok
I point to shell in the word bank. He clicks on it with the mouse.
I say Sounds like you are finished with this sentence. Can you put a period there? I point to the button in the bottom word bank for period.
When he clicked on the period it is inserted at the end of his sentence and the computer read the whole sentence aloud:
"The crab has a shell."
I say, That makes sense Michael. Crabs do have shells, don't they? It's a good sentence.
Want to write about another animal?
He signs something-not once, but three times as he rocks forward in his seat. I know very little sign language. But I know this sign. He is sure as he taps his fingertips together again and again.
"More. More. More"
You want to write some more? Okay.
We go through the same steps-He chooses another animal (whale this time) and using the whiteboard and some pointing, together we figure out the words to construct another sentence. "A whale is a mammal." Before we choose mammal, (What about the whale, Adiran?) I wonder if he knows this. I put the two choices on the white board:
fish mammal
I say, A whale is a ....
Do you know this, Michael? Is a whale a fish or a mammal?
I say this conversationally-just wondering...It's not a test or anything.
He seems to be listening. He does not respond.
So I move on, nonchalantly, saying:
Whales are actually mammals. They live in the ocean with fish, but they breathe air like us-through the blowholes in the top of their heads.
I reread his sentence from the screen:
A whale is a
I point to the word mammal in the word bank, and say,
Your turn.
He clicks on it and "mammal" appears in his sentence above.
Go ahead and put a period at the end. Sentences need some punctuation.
I point. He clicks. The period is inserted and immediately, the computer highlights each word and reads his sentence aloud:
"A whale is a mammal."
He seems interested and pleased when the sentence is read aloud.
So far you have a couple things here about sea animals. I reread both sentences to him:
A crab has a shell.
A whale is a mammal.
Do you want to write some more?
Again, he immediately signs, "more more..."
This time as we are going through these steps, he lets go of the mouse and reaches for the keys at one point.
I say, "Oh you want to type your words. Ok. That's fine..."
I refer him back to the partial cloze sentence we have on the white board. He is reaching for keys with his whole hand. He hits 3 or 4 at once. I delete these and say, Can I help you? I take his hand and help isolate his index finger, saying, Give me your pointer finger...
His hand and fingers are loose-too loose. I gently hold his other fingers against his palm, supporting this position to keep his index finger out. I get him in the general area of the letter he needs to type next, saying it quietly as we go.
"The....T...
He types the /t/
I say H...
He seems to be looking for it on the keyboard. Again I get him close. He doesn't seem to see it in the sea of letters. I point to it quickly with my free hand-Here it is, "H."
He enters it right away.
He glances at the white board.
Good-let's see what you need next. I point to the /e/ on the white board in the...
T-h- E...
I am still supporting his hand and arm. But I just help hold his hand up over the keyboard. He finds the /e/ and types it without my help...
We finish the sentence and the computer reads it aloud.
He does not need this program with the whole words. He keeps reaching for the keyboard. He wants to construct his own words. Clearly he knows how this works-the letters on the keyboard make words-
We have been working for maybe 15 minutes. Michael has been totally into it. He is wiggling around now. He sort of bangs his head on my shoulder. I know he has real sensory issues. Do you want a squeeze Michael? I wrap my arms tightly around his shoulders, pulling him close to me, slowly give him a firm hug. I say, do you want two squeezes? Or three? Of course he and I don't have a way to communicate.
Do you need a break Michael? I write on the white board:

Yes no

He points quickly to yes.
We stop and set the timer for 5 minutes while he takes a break.

The teacher me quickly summarizes in my mind what Michael has shown me so far about his literacy abilities:

He likes to participate in writing-though a lot of the content came from the template and my suggestion-he was active in making choices for some key words and sustained his interest and engagement, even asking for "more."
He know some things about how to use a computer-he can use a standard mouse pretty well to navigate and select things, he knows his way around the keyboard somewhat-after a while I helped less and less and he began to locate more than half of the letters he wanted on his own...
He attends to a model and can copy letters and words-clearly he was looking back and forth between the screen and the white board more than once as he was entering letters for a word.
He can identify his preferences from up to at least 3 choices.
He can write letters and some single words legibly and fluently, spelling some from sight (e.g., cereal).
He needs some physical support to use a standard keyboard-his movements sometimes seem random, he does not seem able to isolate his index finger and keep it isolated. Providing some support to hold up his wrist and some gentle physical resistance seemed to help him select letters more accurately.

But I am aware of something else. I am really enjoying him. I realize that I am relaxed and in the flow. I am leading, structuring, facilitating-but also reading him and responding. I am really experimenting-not knowing what he will do with what I present-knowing it's possible that he may not care, or try-not knowing if he will need help or how much or if I will be able to figure out how to support him...I am aware of these possibilities, but I don't dwell there-I don't get anxious or stuck or try to force anything, or direct or control things. He, I suspect is coming from a similar place. He does not know me either-or what I have or what I will share or ask of him. But he is curious, too and open. He does not resist. He is willing to go there with me, to explore a little bit...

He is mostly responding, but more than once, he definitely initiates-to take the mouse, to drop the mouse and reach for the keys, to sign to me when we finish one sentence and then 2-- "More...more...." There is some very really energy here, flowing between us-- in both directions.

Shared Reading and Shared Writing using an Expository Text

I am thinking about what else Michael and I might do. I search a bookshelf in the classroom for a text we might share. Mostly there are baby-ish fictional picture books. I finally find a nonfiction picture book on animals. I open and skim it. A different animal is profiled every two pages. The pictures are realistic. The text is short, two paragraphs on one page and a box with a few more facts on the facing page. I skim a couple of entries. I want to share some reading and writing with Michael around some content. This book can work.

I go back to his desk. I have the book, the white board and marker, and my laptop. The timer goes off. Michael sits down beside me. He signs, "more."

You want to write some more. We will. Here's what we'll do.
I write on the white board, speaking as I create the list.
First, we're going to read.
1. Read a book.
Then we are going to write.
2. Write
He reaches for the laptop.
I put it aside and point to the whiteboard.
We will write some more Michael. I promise. But first we're going to read. Then we will write again.
I set my laptop on the floor. He seems ok about this, even though he want to write.
I show him the book and talk to him about it-in a normal, mature conversational tone:
Check this out. This book is about different wild animals. It has a lot of information and facts about them. We're going to read about one.
I open to the table of contents. I read through some of the animals listed.
Then I open to the page on elephants and write on the white board as I say,
Do you want to read about...

Elephants

Then I open to a page about dolphins...Or do you want to read about...Dolphins..

He points quickly to elephants.
Ok-let's read about elephants.
I erase the white board and sketch out a graphic organizer-talking through it as I construct the parts of the web.
Ok Michael, let's think first about what we are going to read about elephants...
I write elephants in the center:

How elephants use trunks
What elephants eat

Elephants

How long elephants live

We are going to read about how elephants use their trunks (I add this to the web)
What elephants eat (I add this)
How long elephants usually live (I write this on web)
Okay-so as we read, let's think about these things and what the book tells us about each-
How elephants use their trunks, what elephants eat, how long elephants live.
Let's see..
I present the book and take his right hand again. Can you give me a pointer finger again? I help him isolate his index finger. I hold his hand and help him to track the print with his finger as I read aloud softly. At the end of the first paragraph which was about elephants' use of their trunks, I stop and present the white board. Ok-what did the book tell us-I point to the part of the web-about how elephants use their trunks? Let's pick 2 examples to write down here on our board.

I restate 3-4 examples from the reading, summarizing:
We read that they use their trunks...
To pick things up
To eat
To spray themselves with water
To breathe -
Like here in this picture-look-it said they can even use their trunks like a snorkel to breathe when they are underwater-that's what this elephant is doing I this picture...Michael looks at the picture. Where is its trunk? Michael points to it in the picture. Yeah-he's swimming underwater here, but his trunk is above water...
What do you want to add to our web? I read from the white board

How elephants use their trunks
I present choices-writing key words
Pick things up
Breathe
Eat
He points to "breathe."
Ok-I write breathe on the graphic organizer. Yes-one thing elephants use their trunks for is to breathe.
Let's write one more example.
I read again
Do you want to say that another thing elephants use their trunks for is to..."pick things up".... or to "eat?"
I point to each choice on the board.

Michael points to "pick things up."
Ok-I write it on the white board in the part of the graphic organizer about using their trunks.
Let's read some more. I refer to the graphic organizer one more time first, pointing to sections and saying,
So we read about how elephants use their trunks. As we read some more, we're going to pay attention to what this book tells us about what they eat and how long they usually live.

I present the book. We read another paragraph about what they eat. Again I support Michael's finger to track as I read to him at a normal fluent pace. We repeat the steps with the white board...Through the process he chooses two more examples which I add to the graphic organizer about what elephants eat-grass and leaves. It's more work than the first time, but we get them down and he has participated in making the choices. But we are losing some momentum. I know I am pushing him with the reading stuff.

He is moving around more, leaning on me and making some noises. I suspect he needs some sensory input. Do you need a squeeze, buddy? I give him some firm pressure-three times. It seems to help.
I say, Are you ready to write Michael?
He signs More
I pick up the laptop.
More writing?
He signs again "more."
Ok-I open a powerpoint presentation. It takes a minute. He is patient now, focused on the computer.
I open a title slide. I type the word ELEPHANTS in the title bar saying to Michael,
So this is our title page. This piece is going to be about Elephants. Then I type "by" and take his hand to offer support.
Who's the author? No response.
Whose piece is this? Who is doing the writing? We need to write the author's name here. Is it Michael or Ms Smith?
Slowly, he types in Michael. While I support his hand and offer resistance he quickly finds each letter in his name.
Let's find a picture for our title page. I go in to clip art. Again he is patient through the steps-waiting, and watching. There are only 3 crappy choices of elephant pictures in my clip art. I say how about one of these?
Michael points to one on the screen.
Ok-you want that one. I show him how to select it with the mouse. He clicks on it. I resize it on our slide and re read the words at a normal pace-Elephants-by Michael...pointing to each word..
I open a new slide.
Okay-what do you want to write about Elephant? I refer to the graphic organizer, pointing. Do you want to write about how they use their trunks-or what they eat? He points to trunks.
Ok-what do you want to say?
I sketch out a sentence starter on the white board. You could start something like:
Elephants use their trunks to ...
I read it aloud-How does that sound?
He reaches for the keyboard. I support his hand. He looks back and forth from the white board as he selects letters to type. I say the word and each letter in his ear as he types-helping him locate letters if he hesitates for more than a few seconds. I don't want us to lose the flow.
What will you say? Pick things up? or breathe.
He points to breathe.
He types it in (with some physical support and resistance)-looking back and forth from the white board to the keyboard. Can you add a period since that is the end of your sentence? I wonder if he knows where it is. No response. I show him on the keyboard. Here it is. He types it. I read his sentence to him, pointing to each word.
Shall we add a picture?
I take us back into the crappy elephant pictures in clip art. Do you want one of these?

Michael points to a different one. I let go of the mouse. He selects it and clicks on it.
We repeat the process, one more slide, one more sentence, one more picture. He's getting more physically active. It seems he is losing interest or distracted by what is going on with his body. I offer and give some more quick "squeezes." It's more work, I have to facilitate more to get through the steps. He's about finished with this. I try to get him to add a slide that says The End. He leans over and bangs his head on me a couple times. I ask if he needs more squeezes-2 or 3? I give him two more firm hugs.
I put the slide show in view mode and show him the slides, reading each to him. He is barely looking now-glancing and then banging his head on me-not in an aggressive way, but he's had it.
We're almost done here, Michael. You're doing great. We're just going to read what we have and we will be finished.
I finish reading the last slide to him.
Thanks for reading and writing with me Michael. Good writing.
Do you want to take a break?
I write

yes no

He points with lightening quickness to yes--

Ok buddy-sure-take a break.

His TA comes over to help him choose something. He gets up. I take my laptop, and our book and whiteboard.

 

Planning Frameworks for Literacy Programs

Flexible, Multi-Level Frameworks

Several authors have described helpful frameworks to guide classroom or team program development. Referencing a framework to plan instruction and routines can help to ensure balanced, comprehensive literacy learning opportunities for all students-- all day, all week long. Two examples of such literacy program frameworks are well articulated by Cunningham, Hall and Defee (1991) and Fountas and Pinnell (2001). Both of these examples emphasize coordinated opportunities for all learners to learn and practice many kinds of reading, writing, and language/word study throughout the daily and weekly schedule. The literacy routines reflect reading and writing for authentic purposes, and are by nature, flexible and multi-level. Below is an overview of literacy routines and features organized according to Cunningham's comprehensive, four blocks framework.

 FOUR BLOCKS LITERACY FRAMEWORK (Cunningham, Hall and Defee, 1991).


Self-Selected Reading 


Guided (& Shared) Reading


Writing


Working with Words

 

SELF SELECTED READING

  • Teacher read aloud
  • Mini lessons on self selected reading
  • Students choose and read independently (or with support)
  • Individual Student-teacher conferences about reading

GUIDED READING (including Shared Reading)

  • Teachers select and match texts to groups of readers
  • Teacher support before reading
  • Teacher support during reading
  • Flexible groups with teacher as coach
  • Supporting the reading process
  • Opportunities for response after reading

WRITING

  • Writing Workshop format
  • Mini lessons
  • Students plan, develop and revise pieces of writing (for real purposes)
  • Individual Student-teacher conferences about writing
  • Author's chair

WORKING WITH WORDS

  • Learn high frequency words
  • Learn to decode and spell words needed for reading and writing
  • Understand how words work
  • Varied interactive activities (e.g., word walls, making words, using words you know)

 This type of flexible framework makes it possible to support the participation and literacy learning of a very wide range of students (including those with significant disabilities) within inclusive classes/ teams. Such frameworks can also be very useful for organizing your literacy program within your current special education context, even if you are not yet teaming with some or all of your general education partners for literacy (and some of your students with IEPs receive most literacy instruction in a special education classroom).

 

Reading Materials: Considerations for Accessible Texts

Whether you are choosing texts for intensive, individualized instruction, for shared reading, or for your classroom library for self-selected reading, it is important to include books in multiple formats that are accessible to learners with many characteristics.  

CONSIDERATIONS FOR MAKING PRINT BOOKS MORE ACCESSIBLE:

  • Cut apart pages of picture books and laminate them, then reassemble to make them more durable. 
  •  Separate page in books with "page puffers"--squares of foam (weather strip) glued or paper clipped to upper right hand corner of a book to make page turning easier.
  • Create teacher-made or student-made books (using Powerpoint--Print slides on heavy stock or laminate/place pages in page protectors before assembling). These can include alphabet books, picture dictionaries, pattern texts, experience stories with digital photos or photos or graphics from the internet.

[ADD PHOTOS HERE OF PRINT BOOKS] 

  • Record books (fluently but slowly) with a tape recorder or on the computer. Keep audio CD (from computer recording) or tape with text for listening centers. Students can listen and follow along with the text. (Paraprofessionals and adult/student volunteers can help with recordings.

CONSIDERATIONS FOR DIGITAL TEXTS

Electronic texts have many advantages because of their flexible formats. Many are interactive, text can be read aloud, some offer highlighting to support tracking, and in some cases, fonts and images can be magnified or changed to increase visibility. If digital texts do not have a read aloud feature, they may be read with screen reader software (e.g., Read Outloud).

INTERNET-BASED ELECTRONIC TEXTS:

(these links open in a new window) 

Special Education Technology British Columbia (SETBC): Free electronic book downloads  www.setbc.org/setbc/accessiblebooks/freebooksforyou.html

Starfall's Learn to Read Website www.starfall.com

Clifford Interactive Storybooks teacher.scholastic.com/clifford1/

Eduscapes Electronic Books eduscapes.com/tap/topic93.htm#5

Animal Riddles www.learn-ict.org.uk/projects/primary/bigbooks/AnimalRiddle/bookcover.htm

Baglan's Big Books www.learn-ict.org.uk/projects/primary/bigbooks

Internet Public Library's Kidspace www.ipl.org/div/kidspace

The Accessible Book Collection www.accessiblebookcollection.org/SubProcess/subscribe.htm

Tumblebooks     www.tumblebooks.com

MAKE YOUR OWN ELECTRONIC TEXTS:

It is easy to create your own digital texts using MS Powerpoint, Boardmaker, or other software templates. You can use your own photos or images (e.g., photos, clip art) from other sources. Your electronic books can include animations and sound (including read aloud features). For more information and tips for making your own digital books, see these Downloads on Special Education Technology British Columbia site:

"Making an Accessible Book Tutorial (MS Powerpoint)"

"What Makes a Great Accessible Book?"

"Making Books Using Powerpoint and Digital Camera" 

www.setbc.org/setbc/accessiblebooks/freebooksforyou.html

SAMPLES OF TEACHER-MADE AND STUDENT-MADE ELECTRONIC TEXTS:

Writing Tools: Considerations for Engagement and Accessibility

Writing Tools and Adaptations

Computers and software can provide flexible, supportive models and environments for all writers, and are a must for emergent and early writers who have disabilities. Technology can support and prompt young authors to engage and increase their writing productivity, and can help them to produce attractive, sophisticated products in print or digital formats. The following are suggested tools for supporting emergent and early writers.

Word Processing and Presentation Software

Typical programs can be very useful for many student writers with or without support (e.g., a white board or word bank), changes in setting (e.g., large fonts), or to be used with other special software (e.g., word prediction or screen readers). Teachers can create templates and students or teachers can add graphics, photos, and for some, sounds and animations.

  • MS Word
  • Appleworks
  • MS Powerpoint

Software for "Talking Word Processors"

As students type, the computer reads each letter, then each word and then each sentence aloud.

  • Write: OutLoud (Don Johnston)
  • Writing with Symbols (Boardmaker)

Word Prediction Software

As students type, computer software "guesses" the word they are attempting to spell (using syntactic and spelling clues). A list of possible words is offered. Students can scan the list and click on the whole word or enter its list number and the complete word will be entered into the text. Some programs include a read aloud feature so that students can "hear" each word read to them. (Or a screen reader that is enabled can read words aloud as well.)

  • Co-Writer (Don Johnston)
  • Skippy
  • Quillsoft-Word-Q

 Planning Software for Organizing Ideas Before Writing

These programs allow the writer to create graphic organizers (which can switch to outline format with a click) to organize and recall ideas before writing (or speaking). Some include graphics libraries and can also import graphics or photos. Graphic organizers, outlines and text can be exported to a word processing program.

  • Kidspiration (includes built in read aloud feature) 
  • Inspiration
  • Draft Builder (Don Johnston)

Software with Whole Word Writing Capabilities

Students can compose sentences by entering whole words with one click on a word or graphic rather than entering words letter-by-letter.

  • Writing with Symbols
  • Classroom Suite (Intellitools)

Hardware Adaptations

  • Adapted keyboards (Intellitools)
  • Adapted switches for mouse clicks and scanning/selection
  • Touch screens
  • Adapted mouse or trackball
  • Alphasmart (portable keyboard with small screen and memory for word processing)

Low Tech Tools and Adaptations for Writing

  • White board to present choices, word banks for shared writing
  • Chairs and desks that fit the student and allow for good positioning
  • Pencil grips
  • Various writing tools (e.g., pencils, pens, markers, crayons, chalk, Magna doodle)
  • Paper with raised lines
  • Non slip matting for placing under papers ("Dycem")
  • Slant boards

 

Classroom/Team Literacy Routines

Getting Started: Rich, authentic literacy routines

We describe these frameworks as "comprehensive" because all students have daily access to multiple kinds of literacy learning (i.e., guided reading, self-selected reading, writing, letter/word/language study). All students participate in reading, writing and responding to whole texts, individually and through interactions with other readers and writers. All students participate in both individualized instruction designed to help them become more capable readers and writers, and shared interactions around texts as a valued member of the classroom community. All students participate in teacher directed, peer activities and self-directed literacy routines. Our challenge is not to determine which students should participate in which activities, but rather how to design materials and supports that ensure access to all of the major literacy blocks for all of our students.

One of the ways we can best support student participation is to establish predictable daily routines. While the content may change (e.g., different books for read aloud or guided reading, new topics for shared writing of chart lists or stories), the ways that we introduce, facilitate and participate in these established class routines remain the same, supporting student comfort, confidence and participation. Many students will need time and instruction to learn how to participate in literacy (as well as other) routines. It makes sense to establish only a few new routines in the beginning and give students plenty of support to learn how to participate well before adding new routines. It may take the first 4-6 weeks of school before all of your literacy routines are in place. At the beginning of the school year, you may focus on read alouds, shared reading and shared writing (with the full group and smaller groups), and self-selected reading before you can establish your formal small instructional reading groups and other writing routines. Mini lessons (large and small group) in the beginning of the school year may focus as much on HOW to participate in routines as they do on reading and writing.

All students need comprehensive literacy programs. That is, all students should have daily experiences in reading whole texts and writing as well as learning about letters and words. Students need not master letters, letter sounds and sight words before they begin to participate in authentic reading and writing routines. Participating in enjoyable and purposeful reading and writing activities (with support) lays the critical foundation for learning about how print works--and can support growing understandings about language, letters and words. High quality literacy programs should include all of the following:

  • Read aloud
  • Self-Selected reading
  • Guided reading and/or Shared reading
  • Writing
  • Phonemic awareness, Letter and Word work

Descriptions of these components and example routines for emergent and early readers (elementary and secondary) will be offered in the following sections:

 

 

Shared Reading Intro

Purpose

Shared reading allows students to actively participate in reading texts that they cannot yet read on their own. Share reading helps students learn about concepts of print-how reading works. During shared reading, students follow along and read a text aloud with the teacher. Typically the teacher models and students and teacher re-read the text numerous times. Materials can include "big books," individual /shared copies of the same easy picture book, chart stories (including teacher or class generated texts), experiences stories, poems, or song lyrics. Texts may be in print or electronic form (i.e., digital texts on a computer). Often texts used for shared reading have a repeating or predictable pattern. During or after reading, the teacher may highlight concepts of print, teaching students "how reading works" such as reading left to right, attending to punctuation, noticing how letters and words work in text:

"Where should we begin reading?"
"The boy's name in this story is Tom. Can you find the word Tom? How do you know?(Starts with "t" upper case "T"...)
"This is a question mark to let us know this is an asking sentence. Let's read it again so that it sounds like we are asking."

Goals of shared reading include to:

  • support emergent readers' engagement with whole texts that they cannot yet read on their own
  • provide enjoyable and authentic experiences with reading with high levels of support
  • model and help students learn and practice "how reading works" (e.g., voice-print match, concept of a letter, a word, a sentence; left to right, top to bottom directionality, strategies for constructing meaning, recognize known letters/words in whole text)
  • model and support students' fluency (phrasing, rate, intonation/expression)

[See Shared Reading Videos]

Shared Reading Routines for Elementary Age Emergent Readers

Examples of shared reading routines for elementary age emergent readers

1. Teacher points to words on chart and leads "reading" of chants and songs during opening circle or calendar time. For example, "Days of the week song," to the tune of "The Addams Family:"

 DAYS OF THE WEEK

There's Sunday 
And there's Monday,
There's Tuesday 
And there's Wednesday,
There's Thursday 
And there's Friday,
And then there's Saturday...  

2. Read "big books" or projected pages of digital picture books together. Read a page as you point to each word. Invite students to re-read the same page together with you as you point to each word again and "lead" fluent reading with your voice. Re-read some familiar and favorite books together each day. Leave out some key words or ending words or patterns and allow student voices to fill in as you point (E.g., "Brown bear, brown bear, what do you see? I see a blue ____ looking at me. "Brown bear, brown bear, what do you see? I see a red bird ___________ __ __.".

3. Provide individual copies of the same easy pattern text to an individual or small group of students. Preview the book together (e.g., take a picture walk and discuss what it may be about, make connections to experience or background knowledge, point out and practice a repeating pattern together). "Echo read" each page, pointing to each word. Students point to each word in their books as you read a page aloud. The students then "echo" your reading-they re-read the same page (sentence) aloud with you, pointing to each word as they read. Consider pattern texts where only one or a few words change each page and the pictures provide clues. For example, one of the early pattern picture books might read like this (one sentence/page with supporting picture). 

 

 

 

 I can run.        

 

 

 

 I can jump.    

4. After reading aloud or shared reading, present the same pattern and invite students to share ideas to construct original pattern sentences. Write each student's sentence on a chart as you read aloud. Point and have students re-read each sentence aloud with you (and previous cumulative sentences). (Post and re-read some of these charts together each day before reading a new book or during opening routine.)

 I Can

  I can dance.                

  I can   

  I can

  I can 

  I can 

 

 

 

Shared Reading Routines for Secondary Emergent Readers

Examples of shared reading routines for secondary emergent readers:

1. Teacher points to words on chart and leads "reading" of chants and songs with small or full group. For example, "show tunes" or popular song lyrics (or just the "chorus"):

(Insert sample charts here)


2. Read large print picture books or projected pages of digital picture books together (commercial or teacher made). Read a page as you point to each word. Invite students to re-read the same page together with you as you point to each word again and "lead" fluent reading with your voice. Re-read some familiar and favorite books together each day. Leave out some key words or ending words or patterns and allow student voices to fill in as you point. An easy teacher made picture book (Powerpoint in digital or print form) might have the following text (one sentence/ page with supporting photos).

Kobe Bryant

Kobe runs.
Kobe jumps.
Kobe passes.
Kobe dribbles.
Kobe shoots.
Kobe scores!

3. Provide individual copies of the same easy pattern text to a pair or small group of students. Preview the book together (e.g., take a "picture walk" and discuss what it may be about, connections to experience or background knowledge, point out and practice a repeating pattern together). "Echo read" each page First the teacher reads a sentence aloud pointing to each word. Students follow and point to each word in their books as you read a page aloud. Then the students read the same page (sentence) aloud with you (echoing), pointing to each word as they read. For emergent readers, choose pattern texts where only one or a few words change each page and the pictures provide clues. Consider (or construct) nonfiction books with photos or realistic pictures. For example an easy picture book might read like this:


Horses

Some horses are fast.

Some horses are strong.

Some horses are tall.

Some horses are short.

Some horses run.

Some horses jump.


4. After reading aloud or shared reading, present the same pattern and invite students to share ideas to construct original pattern sentences. Write each student's sentence on a chart as you read aloud. Point and have students re-read each sentence aloud with you (and previous cumulative sentences). (Post and re-read some of these charts together each day before reading a new book or during opening routine.) For example after a non fiction read aloud about dolphins, the teacher presented an incomplete chart, which individual students contributed responses to.

(Insert sample charts here)

SUGGESTIONS FOR READING MATERIALS:

One of the challenges for working with older emergent readers is finding materials that reflect age appropriate interests and content. Here are a few ideas:

  • Utilize more nonfiction picture books or web articles with realistic photos or illustrations (e.g. about science and nature). Newbridge is one publisher with easy nonfiction picture books. (See Discovery Links)
  • Construct your own "books" and photo essays, using presentation software such as "Powerpoint" to create digital or printed copies of texts. (Include experience books with photos of students in school or extracurricular activities. One student we know loves his book about The Prom which is based on photos of him and friends at the Junior Prom.)

Guided Reading Intro

Guided Reading for Early Readers

Purpose

During guided reading, students read a new text with teacher support. They learn to apply strategies to read on their own. Students who participate in guided reading have many characteristics of emergent readers and are beginning to demonstrate characteristics of early readers. They know many letter sounds, they understand concepts of print and they know some high frequency words.

For guided reading, teachers choose books that offer "just right" challenge (instructional level). If books are too easy, the student will not need to use problem- solving strategies. If books are too hard, students will be frustrated and unable to maintain meaning. Many teachers use sets of "leveled books" for guided reading (e.g. Fountas and Pinnell Guided Reading levels, Reading Recovery levels). Each new level represents a small but increased level of difficulty to allow for both student growth and success. (Students should be able to read at least 90% of the words in the book without any teacher support.) If students can read 95%-100% of the words in a new book without teacher support, they should move to a more challenging level text for guided reading.

Students may receive guided reading instruction alone or with one or a few peers who demonstrate similar reading abilities and instructional book levels. MOST of the time during guided reading is devoted to students reading a new book on their own with teacher monitoring and support (for strategy use to solve a few words and/ or to make meaning).

Goals of guided reading include to:

  • help students develop strategies for problem solving so they can become more capable independent readers
  • support students development as readers as they read increasingly challenging texts
  • model and help students develop reading behaviors that keep them moving forward and increase their reading abilities with many kinds of texts

[See Guided Reading Videos]

Guided Reading Instruction

Early readers who have significant or multiple disabilities should receive 20-30 minutes of intensive, individualized guided reading instruction every day, alone or in small groups (i.e., 2-3 students who have similar abilities and needs in reading). To maximize learning, teachers make careful decisions about texts for each lesson (e.g., appropriate level of challenge, engaging topics, print or digital format). Teachers also shape lessons carefully to model, teach and support student's growing understanding of the reading process (e.g., how readers solve unknown words, how readers think about what they read before, during and after reading to construct meaning, how to read fluently, how to read silently). Guided Reading Routine for Early Readers (elementary or secondary age)

• Book introduction (5 minutes) Teacher helps students to preview text together to support success when reading on their own. The book introduction may include one or more of the following: a brief oral summary of the story, a picture walk to look at and discuss some or most pictures, previewing key words or difficult text (e.g., character names, 1-2 unfamiliar vocabulary words for meaning or sight reading; pointing out and practicing a repeating pattern in the text, activating or building background knowledge related to the content of the text, partially completing a graphic organizer together).

• During reading (10-15 minutes) Students all read the book AT THE SAME TIME in a quiet voice. Each student reads at his or her own pace. (This is not choral reading in one voice.) The teacher listens in to one student at a time (others keep reading to themselves quietly. When needed, the teacher "coaches" the student to use strategies to support the reading process. For example, if a student says a word that does not make sense, the teacher may wait until the end of the sentence or page to see if he will notice and attempt to self-correct. If not, the teacher then may prompt the student to re-read the sentence. (Can you read that page again? [Student re-reads with same miscue.] Teacher: A dog can WENT? Hmmm Does that make sense? A dog can w____... Let's look at the picture. The dog is on a leash. What is the dog doing? (Student: walk). Maybe-walk starts with /w/--Do you want to try WALK in this sentence and see if that makes sense?... Student re-reads sentence with "walk." A dog can walk. Teacher: Does that make sense? Yes-and this word (points) looks like "walk"-It begins with /w/ and ends with /k/ "w-al-k" Does it match the picture? Yes the dog in the picture is walking. That's what good readers do. If it doesn't make sense, read it again and fix it up. Reading has to make sense. The student continues to read. (The teacher need not listen to every student read the whole book.) When other students finish reading, they continue to re-read the book if the teacher is still listening to another student.

• Discussion (5-10 minutes) After reading, the teacher models and supports discussion about the book. This is to invite connections and responses to reading (not to quiz students for comprehension). For a narrative text, the teacher may lead discussion of some story elements. (E.g., Who were some of the characters in the book? Who was your favorite character? Why?) Or the teacher could lead the students in sequencing events in a narrative story (written on sentence strips, read, discussed and rearranged. "Let's read these two. What happened first? Or the teacher could ask students to retell the story in their own words (with support). For expository texts, the teacher could ask students to tell something they learned-or engage the students in completing a graphic organizer together (teacher writes) as they talk about what they learned. Students might use "look backs" in the text to recall ideas.

                                                      FROGS

LOOK LIKE,  WHERE THEY LIVE,  WHAT THEY EAT

green pond flies

shiny swamp bugs

wet lake

Writing Connection - Students construct a brief message related to the reading. This could be a reader response (e.g.,  something she liked, learned or was reminded of); or a summary or fact. 

 

 

Guided Reading: Example Lesson Plan for Early Reader

Student: Kurtis (grade 6)

Abilities: Kurtis is an emergent reader with some characteristics of an early reader. His instructional level is Pre-Primer, reading at a Fountas & Pinnell Level C. He identifies consonant names and sounds; attends to initial consonant sounds; attempts to use graphophonic cues and strategies to solve unknown words; uses pictures to solve unknown words; good background knowledge for many topics (special interest in nature/animals); makes connections to personal experience; can make predictions, prior to reading, with little support (Look at the title and cover, what do you think that the story will be about? ); reads left to right, tracks print with his finger while reading text with 1 line of print; and recognizes about 40 high frequency words.

Priorities: Some of Kurtis' priorities at this time include: increase fluency (reading rate, phrasing, attending to punctuation, intonation/expression); automatic use of multiple strategies for solving unknown words; self monitor for meaning throughout reading; use letter-sound relationships to solve words (attempts this, but is not accurate with letter sounds); recognize high frequency words; track print on pages containing more than one line of text; and match one spoken word to one written word in text.

Today's Objectives:

  • Kurtis will read a familiar, independent level book, matching one spoken word to one written word.
  • Kurtis will demonstrate fluency (reading rate and attending to punctuation) with high teacher support when reading whole text.
  • Kurtis will demonstrate that he can track print on pages with multiple lines of print and varying print/picture layouts with high teacher support.
  • Kurtis will utilize multiple cuing systems (semantic, syntactic, and graphophonic) to attempt to solve unknown words in text with high teacher support.

Familiar Reading (3-5 minutes):

  • Kurtis will choose one of three familiar texts from previous lessons. 
  • I will prompt Kurtis to select a book to read to "warm up" his brain. (He has told me that he is tired or his brain is too full of math or social studies from school. Kurtis and I have talked about the need to "warm up" our bodies when playing sports and he agreed that his brain needs to "warm up" too.) 
  • I will prompt Kurtis to read the whole book to me, on his own, making sure that he takes his time and reads every word on the page. If he misses any words or lines of text I will prompt him to reread the page and make sure that he reads every word.
  • I will prompt Kurtis to re-read the book silently, taking his time to read every word on every page.

Word Work: (10 minutes)

 - General Principle: Hearing and identifying short vowel sounds in words and the letters that represent them. (letters "a" and "o")
 - Specific Principle for this lesson: In some words "a" can say /a/ like apple or can. In some words "o" can say /o/ like octopus or hot.

  • I will say a word. You spell it with your letters. You need to decide if the sound in the middle is "a" like can or "o" like hot (point to the words on top of the "T" chart on the white board while saying this).
  • Watch while I try some examples. The word is mat. I will repeat the word, mat. I will take the magnetic letters and spell m-a-t (lay out the letters as I state them). This word has an /a/ like can so I will write it on the chart under a/ can. (There will be a "T" chart drawn on the white board.)
  • I will try one more example. The word is cot. I will repeat the word, cot. I will take the magnetic letters and spell c-o-t (lay out the letters as I state them). This word has an /o/ like hot so I will write it on the chart under o/ hot.
  • I will dictate the following words to Kurtis: top, sat, man, mop, tap, stop. He will make each word with magnetic letters and indicate if it has the /a/ or /o/ sound. I will write the word under the correct column as indicated by Kurtis.
  • I will give Kurtis the opportunity to add one word of his own to each column by saying the word and spelling it with the magnetic letters.
  • At the end of this exercise, Kurtis will read the words under "can" and then the words under "hot."
  • I will restate the principle: In some words "a" can say /a/ like apple or can. In some words "o" can say /o/ like octopus or hot. Now we know more about vowel sounds.

Guided Reading:
Today's new book: "Willie's Wonderful Pet" by, Mel Cebulash F&P Level: C
Pre-Reading (5 minutes):
Book Introduction:

  • Today we are going to read a story by Mel Cebulash. The story is called, "Willie's Wonderful Pet." I will point to each word as I read it. I will then ask Kurtis to do the same. I will ask Kurtis to look at the cover of the book and predict what he thinks Willie's pet will be and why it is "wonderful."
  • I will ask Kurtis to think of a favorite pet that he has or had. (I will stress that he has to think of just one because Kurtis loves to talk about pets and this could become a lengthy conversation.) I will ask Kurtis to think of one word to describe his pet. If Kurtis has trouble with this I will remind him that Willie's pet is "wonderful" or I have a "playful" cat. I will explain why I describe my cat as playful.
  • Turn to page 3: Look at the top line on this page and tell me who the characters are in the pictures. (Willie and Wendy appear on the top line.)
  • Turn to page 4: I will model reading page 4. After reading I will point to the quotation marks and ask Kurtis what they are called and why they are used. (quotation marks/talking marks - to show the words that people actually say) Ask Kurtis what pet Willie will be taking to school for Pet Day. (a worm that he finds at the park) Prompt Kurtis to read the page as I modeled.
  • Turn to page 6: Willie went to the park and got a pet worm with Wendy. Look at the pictures. Does it look like Wendy likes worms? Why? (no, she holds her hands up to cover her face when Willie holds a worm up to her)
  • Turn to page 9: What kind of pet does Al have? (a dog)
  • Turn to page 10: Who has a cat? (Cathy) Who has a rabbit? (Henry)
  • Turn to page 12: What kind of pet does George have? (a goldfish) Ask Kurtis to point to the word goldfish. Ask him what two words he sees in goldfish. (gold, fish) Ask him to point to the name Rita on page 13.
  • Turn to page 20: Ask Kurtis to describe the picture on this page. (the animals are all just laying there) Ask Kurtis to predict why the animals are laying down.
  • Look at page 21. Find the word crawled. After Kurtis points to the word ask him if he can find it again.

Focused Strategy Minilesson (3-5 minutes):

  • Today we are reading "Willie's Wonderful Pet." You will be able to read most of this book, but I want to talk about what you could do if you come to a tough word. (look at pictures and sound it out - Kurtis's typical responses)
  • Today I want to show you another strategy that you can use along with looking at the pictures and sounding out each letter. Another thing I sometimes do is "look for a part of the word that I know." Listen while I read. If I find a tough word I will talk about how I solve the word. Usually I do this in my head.
  • Page 20: But Rita's bird wouldn't sing. And the other pets wouldn't do ________________. (anything) Then Willie said, "I know! My worm can crawl!"
  • I don't know that word (point to anything). It looks like a long word so maybe I know parts of the word and I can figure it out. I see that it ends in /ing/. I will look at some of the letters before the "ing" to see if I can figure out any other sounds. I will cover up part of the word (any) and try to sound out more of it. I see "th" and that says /th/. /Th/ and /ing/ says /thing/.
  • Now I will try the rest of the word. (uncover the any) "A" says /a/. /A/ ../thing/. But Rita's bird wouldn't sing. And the other pets wouldn't do /a/ /thing/ - /an/ /thing/.
  • I'm sure that the end of the word says /thing/ so I will cover that up to see if I can figure out the beginning sounds. I think that the beginning sounds say /any/ but I'm not sure so I will put the whole word together and read it in the sentence. But Rita's bird wouldn't sing. And the other pets wouldn't do anything.
  • Anything sounds right, looks right, and makes sense so that must be it.
  • When I came to a long word that I did not know "I looked for parts that I knew and used them to solve the word instead of sounding out each letter." After I solved the word I read the sentence again to make sure that it looked right, sounded right, and made sense.

During Reading (15-20 minutes):

  • As Kurtis reads I will listen for fluency (attention to punctuation and reading rate). I will provide explicit support to prompt Kurtis to monitor his reading rate because he tends to hurry and omit or misread words. I will also provide coaching to read with attention to punctuation as he tends to hesitate at the end of lines, not sentences, and ignores commas. (Put your words together so it sounds like talking.) I will provide reminders to slow down if he attempts to go too fast, and I will instruct him to return to the end of the last line read, when he has skipped a line of print. ("You missed a line, try again starting here ‘point to the end of the line where the problem occurred'.") (Were there enough words? I like the way you pointed under each word.) (What punctuation was at the end of the sentence? Listen to how I read this page; did you hear a pause at the end of each sentence? Was that the end of the sentence or the end of the line? Practice fluent reading through "echo reading" to read at a steady rate and read every word on the page.)
  • If Kurtis gets stuck on a word I will prompt him to look at the letters in the word (if he attempts to sound the word out). He is inconsistent with this process as he is not able to identify all letter sounds accurately. I will prompt him to re-read the sentence and decide what would make sense, decide if the word looks right, and decide if the sentence sounds right - after he tries inserting a word in the sentence. (Let's read the sentence again and think about what would make sense there. Then, walk Kurtis through the process of skipping the word; going back and re-reading, and thinking about what makes sense. Allow Kurtis to decide if he solved the word by asking if it looks right, sounds right, and makes sense. Remind him to look for "known parts of the word".) (Do you see a part of the word that can help you solve it?)

Post-reading (5-10 minutes):

  • I will ask Kurtis to rate today's book (liked it - thumbs up; it was okay - thumbs sideways; did not like it - thumbs down) and ask "Why?"
  • I will provide Kurtis with a sentence starter (on a white board so that he can copy it into his folder/journal) to write about how the log changed throughout the story and encourage him to use the information that we just talked about, in his writing. If Kurtis has trouble spelling a word I will encourage him to stretch the word and listen for the sounds. If it is a difficult word I will provide it by writing on the white board.
  • Sentence starter - I have a pet that is ______________________. Prompt Kurtis to use one describing word to fill in the blank, then describe the pet in the following sentences.
  • I will encourage Kurtis to write at least 3 sentences, reading each one to me as he writes. When he completes the writing piece I will ask him to read the entire paragraph to me. If he has trouble writing 3 sentences, I will prompt him to recall what we talked about. (Revisit our opening conversation about a pet that he has/had and the word that he used to describe it.) If needed, I will remind Kurtis about punctuation and capitalization.

 

Guided Reading: Example Lesson Plan for Early Reader (w/ Assistive Technology)

 (This lesson plan is also attached below.)

 

 David

Age 9

Label: Multiply HC, mild-moderate CP,  cognitive disability, limitedcommunication (nonverbal)

 

Communication: No speech, reliable yes/no response (points),points to pictures, points to word card choices, points to words in text,beginning to use Dynovox

 

Literacy:  Davidwill listen and attend to a picture book that is read to him. He often movesaround or looks away and sometimes stands up. He does respond to redirectionsuch as “Look at the words.” “Tracking now.”  He likes to track the print with his finger with physicalsupport. (He grasps teacher’s index finger and isolates his index finger.Gentle resistance helps him point more accurately.)

 

David appears to enjoy digital texts (e.g., Powerpoint oncomputer). During a recent informal assessment he attended through 4 differentpowerpoints, including  a ratherlengthy Powerpoint “e-book” on the Iroquois. There were ___ total slides in theIroquois book. Each slide had photos and 2-3 sentences about 4thgrade level social studies concepts. (See sample Powerpoint “Iroquois.”) David’s engagement with this morechallenging text was high.  Heappeared to look at the print as an adult helped him track with his finger andread aloud. Each time David hit the spacebar to advance to the next slide.

 

David also appears to have an extensive sight wordvocabulary. Throughout the powerpoint viewing, the assessor asked him to locatevarious words in text (e.g., longhouses, ….). He pointed quickly andconfidently. His responses to about 12 requests to find words were 100%accurate.  His special educationteacher confirmed that he can accurately select many words in whole textquickly.

 

Given David’s engagement with this more sophisticated text(equivalent to perhaps a late first grade reading level) and his apparent wordknowledge, I believe he may already be able to read new texts at hisinstructional level. Therefore, we will begin GUIDED READING INSTRUCTION dailyto further support and assess his abilities and needs in reading. We willexperiment with late first grade level texts in digital formats. David alsoseems to show a preference for nonfiction.

 

Guided Reading Lesson Plan

 

David

 

Objectives:

 

David will read a new level G book silently with visualsupport for tracking (i.e., computer  highlights eachword of text.)

 

David will demonstrate understanding of word solvingstrategy “read on and think about what makes sense” by choosing from 2 possiblechoices to solve an unknown (covered) word in the text.

 

After reading, David will complete a graphic organizer(cycle) matching graphics to key words from the text.

 

David will use his dynovox toshare one comment about the book.

 

David will use Boardmaker (whole word template) to completea sequence chart that includes key vocabulary from the book.

 

Today’s book: How do frogs grow? (Non Fiction, Level G)  Digital copy on computer in Boardmaker.

 


 

(Sample pages below)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Familiar Reading: David will re-read Sharing Our Earth(level F) on the computer with some support. David has read this book with ateacher several times in previous lessons. He needs to maintain visual trackingwith computer highlighting and operate adapted switch to turn the page. Teacherwill monitor for visual tracking, appropriate reading time before turning pages.

 

Book Intro: Today’s new book:How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change isthey also get bigger. But frogs change in other ways too.

 

Show Cycle Graphic organizer with first stage (eggs) andlast (adult frog) complete with words and graphic. Frogs start out as eggs andthey change and go through different stages before they become adult frogs andlook like this.

 

Let’s look at these picturesbefore we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

Strategy Mini Lesson

 

Present visual list of wordsolving strategies

 

David what are some things wecan do if we get stuck on a word while we read?

 

David uses GoTalk to “state astrategy.” Then he points to that strategy on the list.

 

Look at the picture, sound itout, look for a chunk …

 

Today I am going to show you another strategy that I usesometimes. Another thing we can do, is we can SKIP IT AND READ ON. THEN COMEBACK AND THINK ABOUT WHAT WOULD MAKE SENSE.

Watch and listen. Just to be sure that you play along, Ihave covered up the word I don’t know.

 

Open to print copy of book to pp/ 4-5. Pn p. 5 the word‘front” is covered with a sticky note. You need to look at the words and listento  me read and think.

 

Read and think aloud whilepointing to each word. (Note that David is watching text)

 

Two back legs begin to show.

Now the ____

 

Hmmm I don’t know this word.

I am going to skip it and read on. Then come back.

 

Two back legs begin to show

Now the [blank] legs start to grow.

 

What would make sense there?

 

Two back legs begin to show

Now the ____ legs start to grow.

 

Hey maybe it’s front legs. Thisfrog has front legs and back legs. I am going to try that.

 

Two back legs begin to show.

Now the front legs start to grow.

 

That makes sense.

Let’s look at the word (Uncover)  This looks like “front.” It starts with /f/.

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKES SENSE.

 

You try one this time.

 

Turn to a new page with acovered word.

 

David read this in your head asI read it. Point and whisper.

 

Stop when you get to covered word.

David, let’s try the new strategy. Skip it, read on andthink about what would make sense.

 

Re read the whole sentence saying “blank” for the unknownword.

Present David with two possible words on the white board. Ask him if one ofthese would make sense.

 

When he points, say, Let’s try it and see.

Point while he reads with his eyes. Teacher reads aloudquiety. Ask David

 

Does it make sense? (yes/ no onDynovox)

 

If yes, uncover the word and talk about how it looks rightand it makes sense. Then restate the strategy.

 

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKESSENSE.  Think about this new onetoday. You can also still use your other strategies—look at the picture, soundit out, look for a chunk…

 

 

 

 

Book Intro: Today’s new book: How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change is they also get bigger. But frogschange in other ways too. Let’s look at these pictures before we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

 

As you read pay attention to HOW FROGS CHANGE. Let’s look atthe first page. Here they are eggs. Then the eggs become tadpoles. They lookDIFFERENT don’t they?  Show Davidline drawings of each stage.  Let’sread the first page together. (Eggs) David show me which stage this page isdescribing.  (Present eggs andtadpole pictures) David should point to the eggs. Good—This is what goodreaders do. Think about what you are reading. Now read this page again. I wantyou to show me the word that tells us they are describing this picture (showeggs—but don’t say “eggs”0.  Davidshould re-read the sentence (you can whisper and point to words to track w/him). He should point to the word “eggs” on the page.

 

You are going to read the rest of these pages in your head.Think about what you are reading.

 

Point and track with David as hereads the next page silently.

 

Present 2-3 pictures of different stages (includingtadpoles). Ask David, “Which stage is this page describing?” He should point totadpoles. Okay—re-read and show me the word or words that tell me this page isdescribing this picture (Don’t say tadpoles). If he seems unclear or gives awrong response, re-read with him (track and whisper) and ask the questionsagain.

 

 

(Consider covering the pictures during question part? )

 

 

Discussion

 

Revisit cycle graphic organizer.

So we read that all frogs begin as eggs.

 

Let’s finish this by putting theother stages that you read about in order. 

 

After eggs, what stage camenext?  (Present 2-3 picturesincluding tadpole)

 

David points, I glue it on thepaper. Repeat for other 3.

 

Key words from book: swim,tail,  grow back legs, grow frontlegs

 

David we need to put some words with our pictures. How aboutthis stage, the tadpole? Show me the words from the book that go with thisstage. (Present 2-3: swim, tail; grow back legs, grow front legs)

 

Writing connection

 

David will complete sentences on Boardmaker using whole wordwriting template and touch screen:

 

All frogs begin as ________

 

Then they grow ___________ andcan swim.

 

Then they grow  ___________legs.

 

They they grow ________legs

 

They they are ____________.

 

 

David will use his dynovox to share a response to thebook  Present some choices. Helphim get to the correct “comment screen” first if necessary.

 

David tell me what you thought about this book. Here aresome things you could say:

 

I liked it.

 

It surprised me.

 

It was okay.

 

 

 

 

 

 

 

Structured Shared Reading Instruction: Example Lesson Plan

Student: Erika Grade: 4

 

(Note: This Structured Shared Reading lesson is only one of Erika's daily reading routines. For example, she also receives daily individualized instruction and practice in phonemic awareness and phonics: segmenting and blending words orally, rhyming, letter identification, letter sounds for consonants and some short vowels, and reading c-v-c words in isolation, using her growing knowledge of letters and sounds) 

Abilities:  Erika is an emergent reader. She is currently reading texts at Fountas and Pinnell Levels A & B. Erika brings good background knowledge on many topics (such as animals) and relies heavily on illustrations. She refers to pictures during reading (after a picture walk) to find more detail based on the text. She is able to orally retell the story when looking at the pictures. She is able to make a prediction about a book after previewing the title and illustrations.

Priorities:  Match spoken words to printed words while reading one or two lines of print, know the names of all alphabet letters (especially recognizing the differences between q / g, b / d / p, v / u, and t / f / J), use multiple strategies to decode unfamiliar words while reading whole text, focus on the text, fluency (phrasing and expression), and construct meaning (such as through prediction and checking) to aid comprehension.


Objectives:

  • While using a pointer or her finger, Erika will be able to match one spoken word to one printed word while reading one line of print during echo reading.
  • Erika will demonstrate increasing focus on the book she is reading instead of external distractions (such as other staff and students, other toys, books she is interested in, etc.).
  • Erika will recognize and point to the repeated language used in a new pattern book. (I will draw her attention to the repetition on the first couple pages, then prompt her to notice it subsequently).
  • Erika will echo read a new pattern book with fluency, emphasizing the appropriate expression for question sentences.


Familiar Reading:

Erika will read the familiar book from yesterday's lesson We Like Dogs (F&P Level: B) as independently as she is able to do while retaining accuracy. I will remind Erika to look at the book and point to the words as she reads them. If necessary, I will echo read the book and encourage her to try it a second time more independently.

Today's New Book: Kittens Level: B

Book Intro:

  • I will ask Erika what a kitten grows up to be (a cat). Erika has cats as pets so she brings prior knowledge of cats to the reading. I want to emphasize the direct connection between cats and kittens.
    Let's look at the cover of the book. What's on the cover? (tree, boy/child, cats/kittens, picnic basket, fence, etc)
    Take a look through the book. What do you see? (same as cover illustration)
    What do you think the book will be about? (cats/kittens, possible personal cat story)
    What letter do you think "kitten" starts with? What's the first sound that you hear?
    Where is the word "kitten" on the cover?
  • I will have Erika choose any page in the book and ask her what "?" means. If she does not identify the symbol as a question mark or that it means the sentence is a question I will read the sentence and tell her it is asking something. I will demonstrate the appropriate expression when reading question and ask Erika to repeat. I will tell Erika that she should speak like that whenever she reads a sentence with a question mark.

Reading:

  • We will echo read. I will demonstrate matching the word I say to the printed word. Erika will use a pointer or her finger to point to the word she reads. I will remind Erika to read sentences that have a question mark at the end like questions.
  • After we read pages 2 and 3, I will go back and draw Erika's attention to the repetitive language (Can you see ___ kittens?I see a _____.). I will ask Erika what the sentences have in common (what is the same). I will tell Erika that almost all the sentences in the story have those words, so she will be more familiar with each new page.
  • If Erika skips a word I will ask her to repeat the line and emphasize that she needs to point to each word she reads.
  • If Erika gets stuck on a word I will ask her what letter it starts with and what sound that letter makes. Then she will check the illustration for something that starts like the word she could not decode. If the illustration does not help then I will ask her what letter the word ends with and what sound it makes. Depending on the number of letters in the word, the initial and final sounds may be enough for her to pronounce the word. If not, she will guess a word that makes sense. I will then re-read the sentence, substituting the word Erika said and ask her if it makes sense.

After Reading: We will discuss the story. We will read the story again, encouraging Erika to focus on word by word matching and greater independence.

Writing Connection:  Erika will brainstorm a list of three-five different animals. I will scribe each animal name on the white board. I will present an open word document file on the laptop with these two sentence starters:

I see a ___.

I see a ____.

Erika will echo read these. She will choose two animals from her brainstorm list to complete the sentences. She will print the document and re-read her sentences.

 

Structured Small Group Shared Reading Instruction

Shared Reading For Explicit Instruction 

Some students who have developmental disabilities may demonstrate emergent reading abilities for a long time (even years), and may require many experiences with shared reading before they can begin to solve new texts on their own (and move on to guided reading instruction). Systematic individual or small group instruction utilizing shared reading features can offer an opportunity for more focused instruction in reading, in addition to other less formal shared reading sessions throughout each day. These structured shared reading lessons can follow the same format as guided reading instruction, with more teacher support for solving the text. For this lesson, students could use print books (and each should have an individual copy) or digital texts (with good view of the computer screen). A daily structured shared reading lesson might include all of the following components to create a predictable routine:

  • Familiar reading (Student(s) re-read a very familiar text (books or chart) with some/ little teacher support)
  • Book Introduction (Teacher talks with student about the topic of a new book to activate background knowledge; teacherhelps student(s) explore pictures and other features of the new text to "get ready" to read it) 
  • During reading (Teacher reads a page aloud as student(s) follows along, pointing to each word; students then re-read the same page, "echoing" the teacher. At some points, teacher may prompt student thinking--connections, predictions, comments)
  • After reading (Teacher facilitates talk about and response to the story/ book. This is not a quiz, but a conversation about what was read.)
  • Writing connection (Teacher supports student(s) in a brief shared writing activity related to the book. This could be an individual written product or a small group generated product such as a chart story. .

 

Example Structured Shared Reading Lesson for a Small Group

Familiar Reading:

  • Students re-read pattern book (individual copies) from previous day's lesson ("Dogs")--first chorally with teacher, then whisper read individually (all at once). 

Book Introduction:

Teacher provides individual copies of the same easy pattern text to an individual or small group of students. Teacher shows cover of new book and tells its title, pointing to the words, "I Can." This book is about a girl and lots of different things she can do. It made me think about things I can do, too. Let's look at the pictures and see if we can get some ideas about the story, and maybe think of things it reminds us of, too. (Teacher leads a picture walk, prompting students to think about and comment on the pictures, make connections to their experience and think about what might happen in the story.) Teacher points out a repeating pattern. She reads it aloud and says, Every page starts like this, "I can..." Students touch the words and echo read them after the teacher. Teacher asks students to point to these words on the next page and to read them.

During Reading: 

Teacher and students "Echo read" each page, pointing to each word. First, students follow along and point to each word in their books as teacher reads a page (one short sentence) aloud. Then students then "echo" teacher's reading-they re-read the same page (sentence) aloud with you, pointing to each word as they read. 

(For emergent readers, consider pattern texts where only one or a few words change each page and the pictures provide clues. ) Today's book follows this pattern and has only one sentence/page with supporting picture:

I Can

I can run.

I can jump

I can swim.


Sorry: This video has restrictions from the participants and can only be used by teacher educators within our Task Force. If you meet these requirements and are still seeing this message, please contact the site administrator.
 
 

 

After Reading:  Teacher asks individual students, "What were some of the things the girl could do? Did any pages remind you of things you like to do? 

Writing Connection:

After reading aloud or shared reading, teacher presents the same pattern ("I Can" on large chart paper) and invites students to share ideas to construct original pattern sentences. First teacher models one sentence (One thing I can do is dance. So I will write that. "I can dance.") Teacher writes each student's sentence on a chart as she reads it aloud. Focus is on concepts of print, conventions of reading and writing and phonics knowledge (appropriate to student levels). Teacher points to each word and has students re-read the new sentence aloud with support (and previous cumulative sentences). 

I Can

I can dance.

I can smile.

I can

I can

I can

I can

Sorry: This video has restrictions from the participants and can only be used by teacher educators within our Task Force. If you meet these requirements and are still seeing this message, please contact the site administrator.

Charts remain posted for several days for more re-reading before or after new books or during self selected reading or free time.

 

Self Selected Reading Intro

Self-Selected Reading for Emergent and Early Readers

Purpose

The purpose of self-selected reading is to help students learn to enjoy reading and to develop reading habits and behaviors. Most students will need ongoing instruction and support as well as daily opportunities to develop and sustain interest in texts. As teachers, we must focus on helping students learn and practice self-selected reading behaviors. Reading materials for self selected reading should be easy and accessible enough for students to read on their own, or with minimal supports. It is important that many interesting texts are available, as well as various formats (e.g., print, electronic, print with audio). Classroom texts should represent different genres, including fiction and nonfiction. Texts can include trade books, magazines, poems, song lyrics, as well as teacher or student made texts (print and electronic). Students must have real choices about what they read, balanced by teacher guidance and encouragement to choose appropriate level texts and to continually broaden/ explore new kinds of texts. Emergent readers who do not yet solve new texts will benefit from re-reading familiar texts (including memorized or "pretend" reading). Emergent readers can also follow along with taped texts or view and listen to electronic texts.

The teacher's role during self-selected reading is to teach and support self-selected reading behaviors (e.g., how to choose a book, how to access electronic texts) and to support student interpretations/ responses to texts. This can occur during read aloud as well as individual student conferences. Some students may need opportunities to engage with several different books or book formats/routines during this time (e.g., look at a print book, then view and listen to a digital text on computer, then listen and share a book read by an adult or peer tutor). Other students may be able to sustain engagement with one text or one format for a longer time (e.g., 15-20 minutes).

Goals of self-selected reading include to:

  • support students opportunities to read for their own purposes
  • create frequent opportunities for students to read for enjoyment
  • help students to practice and sustain reading behaviors and engagement
  • allow students to apply/practice reading strategies-to build "mileage" as readers
  • allow students to explore and respond to many kinds of texts

 [See Self Selected Reading Videos]

Self-Selected Reading Routines

Example of an Self-selected Reading Routine for Emergent/ Early Readers (Elementary or Secondary)

Read aloud (10 minutes):  The teacher introduces and reads a new book/ article aloud. Through read aloud, we can support exposure to different genres, topics and formats of texts. Teachers can also model enthusiasm for and responses to texts-and invite and facilitate student connections and responses. Read aloud materials can include big books, picture books, longer chapter books, information texts, poems, charts, song lyrics, electronic books (with LCD projector)

Mini lesson (5 minutes):  The teacher provides explicit instruction in one aspect of the self-selected reading routine (e.g., how to choose a book, how to return a book; how to use the listening center, how to view and listen to a talking "Powerpoint" book on the computer, how to read quietly).

Book talk (3-5 minutes):  The teacher shows and gives a brief commentary or summary about two or three books (print or electronic) to encourage students to consider exploring these or these types of texts during self-selected reading.

Students choose text (1-2 minutes):  Students choose a text (from classroom display or personal book basket of appropriate texts prepared by teacher)

Students read (and teachers confer with individual readers) (10-20 minutes): Students "read" one or more texts on their own. During this time, the teacher monitors, and meets with individual students for conferences-to talk about what the student is reading. This is an opportunity to support and invite student interpretations and responses to the texts they choose. It can also be a time to help the student "try out" another kind of text or to guide her/ him to other possible reading choices. (But it is important that students have choices about their reading.)

Response /share (2-5 minutes): This is an opportunity for students to learn and practice how to interact with others about texts they are reading. All students might be invited to think about what they read today. Some days, two or three students may share a fact or response from the book they are reading with the group (with teacher facilitation).

SUGGESTIONS FOR TEACHING ROUTINES

Students will need instruction, support and practice (time) to learn self-selected reading behaviors and routines. One recommendation is to teach and practice parts of the routine for short (and increasingly longer) periods of time at the beginning of the year. That is, to "phase in" aspects of the self-selected reading routine over weeks, building familiarity with, and expanding the routine. After several weeks or a month or two, as more students are able to engage independently with texts, some teachers then begin to work with individuals or groups of students for guided or shared reading instruction while others are reading self-selected materials.

 

Phonemic Awareness/Letter/Word Work Intro

Terms:

Phonemic Awareness
Ability to identify and manipulate phonemes, the individual sounds in
words. This refers to ORAL language activities.
Phonics
Understanding that there is a relationship between phonemes (smallest part of spoken language) and graphemes (smallest part of written language). That is: learning how individual letters and combinations of letters in print represent different sounds in a word. For example, in print both the letter s and the letter c can represent the phoneme (sound) /s/.

Goals of Phonemic awareness, letter and word study include to:

  • help students recognize (hear) and manipulate the individual sounds in spoken words (e.g., rhyming, changing onsets to make new words, breaking sounds apart orally and blending them together orally)
  • learn alphabetic code and common sounds represented by letters in print--and apply these to reading and writing whole texts
  • help student learn to use segmenting and blending abilities (phonemic awareness foundation) to break words apart into smaller sounds/ chunks and blend them back together while reading print (applying phonics knowledge)
  • help students learn to use their current knowledge of letters and words to strategically solve unknown words in whole texts or to spell new words when writing
  • help students learn to recognize increasing numbers of high frequency words automatically in whole texts and to use them in their writing or to communicate

While there are many workbooks and worksheets available for alphabet and phonics practice, most students learn best through varied activities that are interactive and use various materials and approaches (including kinesthetic and musical activities). Routine activities can be integrated into opening, small group rotations (e.g., guided reading with the teacher, then word work with a paraprofessional at a different station); and individual or partner work at centers or computers.

 [See Letter and Word Work Videos]

Phonemic Awareness and Letter/Word Work Activities

Examples of Activities and Routines

FULL GROUP routines for younger students

  • Sing familiar songs with rhyming words during morning opening. (Down by the Bay)
  • Shared reading/ reciting of poems
  • Teacher read aloud of picture books with rhyming text
  • Singing alphabet songs while leader points to leatters
  • Chanting letter names and sounds and key words together as reader points to letters (e.g., "A ." /a/ , "apple" B /b/ boat...
  • Singing silly songs that manipulate phonemes (e.g. Raffi: Willoughby Wallaby)

SMALL GROUP, adult-facilitated routines for younger or older students (led by teacher or paraprofessional)

  • Any of above full group activities
  • Making and reading "alphabet books" (finding pictures that begin with sound for each letter) Older students can construct books with age appropriate photos for each letter.
  • Lotto/ bingo: Matching letter cards with photos/ pictures of objects that begin with that sound
  • Making words with individual letter tiles or magnetic letters (teacher models and facilitates--e.g., This word is at. Let's add one letter-- a C to the beginning --now we have /c/ /at/--say it fast--cat... what if we change that letter c to an M... Now we have /m/..../at--say it fast--mat!)
  • "word wall" On the first day, the teacher introduces 2-4 high frequency words and talks about meaning and spelling features. For each new word, students read it, spell it, clap it, chant it together with the teacher. On subsequent days, the teacher facilitates "guessing games" to find and point to or copy words from the word wall and to read them aloud together.

SELF-DIRECTED PRACTICE routines for younger or older students

  • computer software with commercial programs (e.g., Earobics, Edmark, other phonics programs)
  • making new words with onset and rime cards (e.g., cards that have individual consonant cards and "word family" cards ).
 m 
  f  
  r  

 __an

  • "playing teacher" and pointing to letter charts to review and chant letters and sounds with a partner ("A, apple, /a/,  B, ball, /b/...") 
  • making new words with individual letters and tiles

FOR MORE INFORMATION AND IDEAS to support student learning about phonemic awareness, phonics, letter and word study, see:

www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=ra/emergent

www.k111.k12.il.us/lafayette/fourblocks/second_words_activity.htm

 

Shared Writing Intro

Purpose

During shared writing, the teacher elicits student ideas and does all or most of the writing (or keyboarding) to help emergent or early writers co-construct meaningful texts. Shared and interactive writing help students learn about the writing process, make connections between spoken and written language, and participate actively in constructing texts for authentic purposes. Participation in shared writing can also strengthen students' growing knowledge of the reading process, as well as phonics, spelling and high frequency words.

Goals of shared writing include:

  • help students make connections between spoken language and print
  • help students develop strategies for constructing their own texts/ messages for many purposes
  • strengthen connections/ understanding of reading and writing
  • learning about different kinds of writing

 [SEE SHARED WRITING VIDEOS]

Shared Writing Routines

Examples of Shared Writing Routines for Emergent/Early Writers (older or younger)

1.    Chart student responses to or extensions of texts

2.    Take home journal entry. You may choose to use a familiar template for this routine for some students. For example: Today is Wednesday. I had a ____ day.  I __________. (Describe event/ activity such as “I ate lunch with Samantha and Emily.) You may choose to present 2-3 photos or graphics to help the student choose one thing to write about (e.g., a boardmaker symbol for lunch and a picture of a friend; symbol for gym and photo of teacher).

3.    Create a graphic organizer before reading to support attentionand comprehension.

Example Shared writing: Response to Teacher Read Aloud 

Today I will read you a story about elephants. What do you know about elephants? The teacher writes student ideas on chart paper. Students read each together with teacher (shared reading). 

 ELEPHANTS

 Elephants are big.

 Elephants have trunks.

 Elephants can live in a zoo. 

 As I read this story, I want you to listen and think about these things: what elephants EAT, where elephants LIVE and how elephants USE their TRUNKS (Teacher writes each key word on chart for graphic organizer)       [INSERT GRAPHIC ORGANIZER EXAMPLE HERE] 

4. After reading, the teacher could ask students to tell something they learned-or engage the students in completing a graphic organizer together (teacher writes) from before reading. The teacher might re-read one or two key sentences from the text for each part. 

Elephants

 

EAT

WHERE THEY LIVE

USE TRUNKS 

 

grass

 

leaves

 

plants

 

 

 

Africa 

 

India

 

 zoo

  

Shared Writing Routines (more ideas)

Morning message:

A primary class might have a standard format to co-construct a morning message during opening circle and calendar time each day. The teacher might write the complete sentence, key words or "share the pen" to allow a student to write or trace key letters or words. (All students re-read each line together as message is constructed-shared reading.)

 

 Today is ___________, ______________________ __, 2008.

 The weather is _____________.

 Our special is ______________.

  

Individual or class "books."

These can be experience stories based on familiar experiences or special events. Books can include photos or graphics whether created in print or electronic form (e.g., Powerpoint). Teachers might provide a model and sentence starters or patterns. Teachers can also chart ideas in a list or graphic organizer before students compose a page or book with graphics and print.

Example Pre-Writing Chart for Book

 What We Like

 Josh likes soccer.

 Molly likes books.

 Jen likes music.

 Tom likes pizza 

 Sample book pages from above:

 

 [soccer photo]

 

Josh likes soccer. 

 

[book photo] 

 

 Molly likes books.  

 Books and charts constructed during shared writing can remain in the classroom library, on class computers, or posted in the classroom for re-reading during group times or independent reading.

Self Selected Writing

Purpose

Self selected writing provides opportunities for students to write for their own purposes and enjoyment. The more students write and make their own writing decisions, the more likely it is they will see themselves as writers, take risks and continue to build on their abilities.

Goals of self selected writing include:

  • help students write for their own purposes and enjoyment
  • help students practice/apply their knowledge of writing in authentic routines

Examples of self selected writing routines for younger or older students

  1. Interactive Journals. Students write one or a few sentences on anything they choose. Once or twice a week, the teacher reads entries and writes a message back to the student.
  2. Reader response journals. Students write a response once or twice a week to a text they have read for independent reading. Teachers can provide a protocol or template (e.g., name, date, book title, response such as I liked, It reminds me of, I didn't like, ..)
  3. Lists. Students can construct lists on a given topic or to help them prepare for activities. (E.g., Mrs. M tells me that you will be studying ocean habitats next in science. Write a list of all of the things you can thing of that live in oceans.)
  4. Take home notebook entry. Students can construct a message to parents about something related to their school day. This message can go in their take home notebook to share with parents. Students might also choose to include a photo or graphic with their message. (e.g., I went to gym with Coach P.) Or a student could construct an email or word processing message to email to parents about their school day (daily or weekly). They could choose a photo to attach to the message.
  5. Describe a picture. Students can choose a photo from their experience or from another source and write about it. Some students may be expected to write sentences; others lists of words or phrases.
  6. Greeting cards/ notes/ emails. Students can construct a card on the computer, write a message on printed greeting card or write a brief note/email message to a friend.

 

Guided Writing

During guided writing students learn to plan, construct and revise different kinds of texts for various purposes (e.g., narrative writing, expository/ content writing, poetry, letters). Teachers explicitly model, teach and support various aspects of the writing process. Students can and should make many author decisions during guided writing to promote authentic experiences. During guided writing, students can make decisions related to choosing topics and purposes for writing, choosing materials and formats, considering audience, planning ideas before writing, drafting, revising, editing, and sharing their writing. (Teachers can support decision making by presenting closed choices if needed.)

Goals of guided writing include:

  • help students develop strategies for planning, composing and revising texts
  • explore various purposes and formats for writing
  • model and help students develop their abilities to produce many kinds of texts 

Example of a Guided writing routine for younger or older students who are early writers (or beyond)

  • Model Some days, the teacher shares an example of a particular kind of writing, including key features and purpose. (E.g., memoir, narrative fiction, expository content report, poetry, thank you note, friendly email message, instant messaging).
  • Mini lesson (5 minutes) Teacher provides explicit instruction and practice in an aspect of the writing process related to writing process or tools (e.g., templates, graphic organizers, software)
  • During writing (10-30 minutes) Students work on a piece of writing. Individuals may be working on different stages of the writing process during this stage. For example, some students may be revising a draft while others brainstorm ideas for a new piece. During this time the teacher may work with one or a few students to support their decision-making or confer with individuals about their writing.
  • Sharing (5 minutes) At the end of the session, one or two writers may read a short excerpt from their draft aloud and ask for help or invite comments. Other students listen and offer comments or suggestions.