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Literacy for All: A Community of Practice for Junior/Senior High
Teachers of Students with Significant Disabilities
Day TwoKaren Loerke, Edmonton Regional Learning ConsortiumSandra Gluth, Alberta EducationBonnie-Lynn David, Glenrose Hospital
2011- 2013 Communities of Practice
http://abnumeracyforall.wikispaces.com
http://abliteracyforall.wikispaces.com
A Community of Practice for
Junior/Senior High Teachers of
Students with Significant Disabilities
Wiki
Literacy for All
Blackboard Collaborate
Tour of worthwhile resources!
ERLC Literacy for All wiki Numeracy for All wiki Supporting Every Student Inclusive Education Library
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Break!
Literacy Practices for Contemporary Times
• Students need to be immersed in all language arts (reading, writing, listening, speaking, viewing and representing)
• Students need interactive language experiences (e.g. story-based lessons, LEA)
• Assessment should be ongoing, focus on improvement and feeds into instruction
Literacy Components• Assess and understand individual learners• Knowledgeable about a variety of instructional
components• Create learning opportunities that fit the specific needs• Move from support to independence as student takes
on each new task
http://www.definingthecore.com/downloads/optimal_learning_model.pdf
Literacy Components
High Teacher Support to Lower Teacher SupportRead-aloud…Shared Reading…Guided Reading… Independent ReadingWrite aloud…Shared Writing…. Guided Writing….Independent WritingMini-lessons Reader ResponseWord study Exploration
Lunch!
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Break!
Collecting evidence of success
• What evidence would you accept that your students have made gains?
• What would that evidence look like?
How we collected evidence that our students with significant disabilities made literacy gains
June 14, 2013
WebinarsKaren, we can ask participants for ideas for webinars…
Important Dates!
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http://inclusiveeducationpdresources.ca/literacy/conversation_with_caroline_musselwhite.php#10
Increasing opportunities for participation
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A key aspect of this work is
and
We need to figure out where to use these during the two days.
Is this reading?
Non-example
While the other students in Patty’s Grade 7 class work on writing personal essays, Patty sits at a separate table sorting coloured buttons with an educational assistant.
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Positive example
During structured writing time in her Grade 7 classroom, Patty works with a peer to use word prediction to answer questions about what she enjoys doing with her friends.
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Let’s look at examples
1. Brainstorm three positive examples of learning goals, activities or resources that align with this principle.
2. Record on yellow post-its.
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Your turn!
A Snapshot of My Classroom
Literature Review (Roberts et al, 2013)
• 19 studies between 1975 -2011• Prevalent approach to teaching adolescents
with significant cognitive disabilities –vocabulary instruction through sight word acquisition
• Instruction is not comprehensive• Does not address the guidelines set out from
National Reading Panel
Recommendations
• Students should have access to the general education curriculum
• Comprehensive literacy instruction should include the 5 pillars of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) advocated from the National Reading Panel
• Students should be exposed to a wide variety of texts
National Reading Panel
Components of a comprehensive literacy instruction program –designed for early literacy, but is appropriate but has application for adolescents with significant cognitive delays• 1. build motivation for literacy• 2. phonemic awareness• 3. sound/symbol connections (phonics)• 4. letter formation• 5. language development
National Reading Panel
• 6. sight words• 7. listening/thinking skills• 8. world and word knowledge• 9. concepts of print• 10. spelling• 11 schema development• 12. real reading• 13. real writing
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Everyone
brings expertise to the table!
Highly Effective Literacy Activities: LEA & Story-based
• Involve a multiple of language arts strands and outcomes (reading, writing, speaking, listening, viewing, representing)
• Flexible and adaptable for a range of learners• Engaging and interactive
Language Experience Approach
• Is adaptable to whole group, small group or individuals
• Five components: – Experience– Discussion– Recording– Reading– Follow-up activities
Story-based Lesson (Browder, Trela, & Jimenez (2007)
1. Attention getter –activate background knowledge2. Review vocabulary/new symbols3. Make predictions –can be used throughout lesson4. Student points to title5. Student points to the author6. Student opens book
7. Student turns the page8. Predictable book that allows
anticipation of the repeated story line9. Identify key vocabulary words10. Word-by-word matching11 Comprehension questions12. Word study (phonemic or phonics)
