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Severe Developmental Disabilities Course Enhancement Module
Literacy Foundations for Leaders: Early Literacy and Beginning Reading for Students with Moderate and Severe Disabilities
Speaker Notes
Overview for Instructors
The CEEDAR Center is pleased to provide the following presentation: Literacy Foundations for Leaders: Early Literacy and Beginning Reading for Students with Moderate and Severe Disabilities. The materials are designed to be included in a pre-‐service leader preparation course or in-‐service professional development program. This resource will increase pre-‐service and in-‐service educators’ understanding of early literacy instruction that provides students with moderate and severe disabilities opportunities to learn academic content linked to state standards.
Suggestions for Use of the Materials and Speaker Notes
These materials are available for instructors to use as appropriate. The presentation Power Point is available and includes speaker notes. The speaker notes are what the instructor can say, verbatim, to explain each slide and the activities. The notes are provided as a guide, and instructors should feel free to modify these as needed. Please note that the slides cannot be edited but you may insert or delete slides as needed.
Materials
1. Computer 2. Projector 3. Screen 4. Speakers
Video
See video examples under Story Based Lessons and Pathways to Literacy. These include videos of students with significant disabilities. http://www.attainmentcompany.com (use the search term “Story based lessons”).
Terminology
1. Students refers to K-‐12 students. 2. Participants refers to the teacher candidates and/or in-‐service teachers in the classroom.
Slide 1-‐Literacy Foundations for Leaders: Early Literacy and Beginning Reading for Students with Moderate and Severe Disabilities
Slide 2–Agenda
Agenda items include: Guidelines for English Language Arts that aligns to the Common Core State Standards (CCSS)
1. Story-‐based lessons and read alouds 2. Promoting comprehension 3. Writing
Literacy Foundations for Leaders: Early Literacy and Beginning Reading for Students with Moderate
and Severe Disabilities
Developed by Diane Browder, Leah Wood, and Caryn Allison
U.S. Department of Education,
H325A120003
Slide 3– 1. Common Core in ELA
Slide 4–Rationale for Teaching Common Core to Students with SCD
A full educational opportunity means not only providing students with moderate and severe disabilities with access to their peers, it also means providing all students with access to the same content as their peers. Students with moderate and severe disabilities continue to raise the bar of expectation by demonstrating an ability to learn more and more academic content. These students are learning how to read! The Common Core State Standards are intentionally focused on college and career readiness, which aligns well to goals we already set for students with disabilities.
Slide 5–What evidence supports teaching inclusive academic content to students with SCD? In each of these examples, students with SCD were taught academic content in inclusive settings. Through embedded, systematic instruction (for example, constant time delay), students were taught by teachers and peers to demonstrate knowledge of academic content. Teaching trials were embedded during naturalistic opportunities, such as during transition times.
Slide 6–Is there evidence Ss with SCD can learn content aligned with specific grade-‐aligned standards? In these studies, students were taught content that aligned with specific grade-‐aligned standards, across math, science, and ELA content. In these examples, students learned grade-‐aligned content in their natural setting, even if that setting was not fully inclusive.
Slide 7–Common Core in ELA
The Standards are divided into four strands for K-‐12 ELA: (a) Reading (standards for literature, standards for informational text, and foundational skills for K-‐5), (b) Writing, (c) Speaking and Listening, and (d) Conventions of Language. Within each strand is a set of specific Anchor Standards.
Slide 8–Common Core in ELA (continued)
Slide 9–Common Core in ELA (continued)
Slide 10–English Language Arts
The ELA CCSS give teachers a guide for the types of skills students need to learn. Teachers will develop objectives that align to Standards, and then develop ELA lessons to teach these aligned objectives. This graphic is a model for developing an ELA lesson. The major components include an adapted text, which can be created by a teacher or obtained from another source, a story-‐based lesson, which is a systematic way to teach engagement and comprehension of a text using systematic instruction, and a mode for demonstrating comprehension. For instance, students need a clear way to demonstrate understanding of a text, by answering orally or pointing or eye gazing to a response option.
Slide 11– 2. Story-‐based Lessons and Read Alouds
Slide 12–Sharing books/information
Classroom instruction linked to grade-‐level content standards requires the use of typical materials, activities, and contexts (Browder, Spooner et al., 2006). There are four components to instruction (i.e., objectives, materials, method, and assessments). Typical materials found in the general education classroom include both narrative and expository literature. Narrative literature tells a story (i.e., novels, short stories, and biographies). Expository literature inform the reader (i.e., academic content) Students need to gain meaning from both to access and progress in the general curriculum (Browder et al., 2009). SBLs are a structured process to teach literature content to students and is derived from shared story activities. Shared story reading (also called read alouds, story-‐based lesson, and literacy-‐based lesson) is
an evidence-‐based practice for promoting literacy for students with severe cognitive disability (Hudson & Test, in press) and involves reading a story aloud to a student and providing support for the student to interact with the reader about the story. Common features of shared story reading are repeated story lines, attention getters (e.g., a seashell for a story about the beach), picture symbols paired with words, summarized text with controlled vocabulary (Browder, Trela, & Jimenez, 2007), and repeated readings (Mims, Browder, & Spooner, 2010). When shared story reading is used with older children (e.g., story-‐based lesson or literature-‐based lesson), the content and style of the lessons differ to reflect that of age-‐appropriate literature (e.g., chapters; Browder et al., 2007). SBLs tailor read aloud events to the needs of students with significant cognitive disability. Slide 13–Story-‐Based Lessons
These are specific guidelines to follow for preparing a systematic, story-‐based lesson. Many adapted chapter books can be found online. For example, CAST Bookbuilder is a resource for developing and sharing adapted books online. Modifications to the book might include laminating the pages or sliding pages into clear plastic page protectors fastened in a 3-‐ring binder. Small pieces of sponges or popsicle sticks can be glued to the corners of pages to help students turn the page. Font can be enlarged, and objects can be inserted into the text or used in addition to text as needed.
Slide 14–Story-‐Based Lesson
This is a template of a SBL at the elementary level. While reading the book, the teacher presents the student with activities related to the book individualizing the responses to the need of the individual student. Using a template for SBLs makes it possible to accommodate the communication needs of all the students in the same lesson by pairing picture symbols with words and objects as necessary. Ask students: How could the SBL template be Universally designed to allow access for a student who is not communicating with intentionality. (objects and sound could be paired to get the student’s attention). Notice that instruction on phonemic awareness and phonics is not included in the elementary SBL. This is because phonemic awareness and phonics instruction generally occurs at the elementary level using other curriculum. Any questions about the SBL elementary template?
Slide 15–Teaching the SBL Steps using Systematic Instruction
This chart shows examples of how teachers can systematically prompt students to perform the steps of the story based lesson task analysis. Each step should be treated as a discrete trial or learning opportunity. Praise the student for correct responses. Provide error corrections by performing the step as a model and asking the student to repeat the skill. Provide physical prompting only if the student is unable to perform the skill following a model prompt.
Slide 16–Adapted Text
Slide 17–Use Common Core State Standard from Grade Level in Read Aloud
Slide 18–Use Common Core State Standard from Grade Level in Read Aloud
Slide 19–Use Common Core Standard from Grade Level in Read Aloud
Slide 20–Language
Slide 21– 3. Promoting Comprehension
Slide 22–Enhancing Comprehension These are recommendations for practice from general education. Students with moderate and severe disabilities typically need more help activating prior knowledge. Many times the teacher will need to help create background knowledge. Showing brief video clips or related objects is a good way to begin a lesson that covers a new concept. Ask students questions about the objects or media to help them make connections with the content.
Slide 23–Wh-‐Word Question Template This template can be used as a guide when developing comprehension questions. Using this template can help ensure questions are clear.
Slide 24–Categories of Questions We tend to ask students with moderate and severe disabilities literal questions, which represent the basic recall or “remembering” level of comprehension. Inferential and applied questions are typically more difficult for students to answer, but teachers should be incorporating higher-‐order thinking questions into instruction. Teachers can model how to answer these types of questions by using a think aloud procedure, in which they narrate their own thought process for how to answer an inferential or applied question.
Slide 25 – Question Formats Many students need response options in order to answer a question. Try and use four or more response options per question. It is difficult to know if a student has really learned a concept if only given two choices. Some students can answer without response options. This is a more difficult skill and a good goal to work towards.
Slide 26–Use Text-‐Dependent Questions Make sure that the questions you are asking require knowledge of the text and not knowledge of something else. You are testing at student’s ability to attend to a text in order to formulate an answer to a related question.
Slide 27–Comprehension During Read Alouds These are examples of grade-‐aligned chapter books that were adapted for a research study.
Slide 28– 9-‐Option Response Boards Organized by Wh-‐Word This 9-‐item response board was used in a study in which upper-‐elementary aged students listened to and answered questions about a chapter book. The response boards were arranged by question type. This is the “where” board. Additionally, students were reminded of the definition of the WH word prior to being asked to answer the question. For example, “Where tells about a place.” Students were also able to touch the “help” picture in order to receive a prompt.
Slide 29–Modified Response Board This student was answering comprehension questions about an adapted grade-‐aligned science text. She is working with a peer, who is asking her the comprehension question. The response options are in the middle of the board. The peer was taught to point to and read the first option and then say, “Is this your answer, yes or no?” The student would eye gaze to the “Yes” or “No” response options affixed to the upper corners of her board.
Slide 30–System of Least Prompts This table shows an example of how a system of least prompts, or least intrusive prompting, can be used to teach comprehension.
Slide 31–Teaching WH Definitions Students can also benefit from being taught the definitions of question (WH) words prior to reading or listening to a text. This graphic organizer can be laminated and the words and definitions can be affixed to the graphic organizer with Velcro. Using constant time delay, teachers can first show students how to pair the WH word with the definition, then fade the prompt by a few seconds and allow the student the opportunity to pair the words independently. If the student is unable to pair the word with the definition after a predetermined delay, the teacher will point to the correct answer. The student always repeats the skill following a teacher model. Allow students to use this graphic organizer while listening to and answering the comprehension questions.
Slide 32– 4. Writing
Slide 33–Writing Reading and writing are natural extensions of spoken language. When you read, you take text and construct meaning out of it. When you are writing, you have to convey your thoughts in a meaningful way through text. Use parallel activities for reading and writing. For example, if you have a vocab list for the week in your class, maybe from a story-‐based lesson, use those words in writing activities. Our students are all different, and we have to create different ways for them to access and create text. Embed writing activities throughout the day in your classroom. We write all the time, so students should get that practice too. Use both structured and unstructured activities. Move beyond “Writing without Tears” and spelling words in isolation. Bring them into a context and make them meaningful to the students. Use personal connections, relate writing to reading activities across content areas, and have students share their ideas orally-‐ whether it be through speech or a VOCA. Get them excited about writing! Use in functional activities and teach students to write for pleasure.
Slide 34–Writing The Language Experience Approach to writing is where the student will describe a story or an event and the teacher writes it down verbatim on chart paper. The teacher then reads the story with text-‐pointing. Then the student reads the story back to the teacher and repeats doing this until they can read it fluently. Then the student will copy the story. Repeat copying until student can write independently without model.
Slide 35–Beginning Writing Activities The goal is to teach students that writing is to convey meaning. There are several ways to do this. These are just a few activities to use. Remember, you won’t be able to read or understand all writing activities of students, but if it has meaning to the student, then it is writing. Use phrases like, “What does it say?” or “What did you write?” to inquire about meaning.
Slide 36–Accommodations for Writing Remember writing isn’t a one-‐size fits all approach. We want to make it accessible for ALL students. When possible, ask students to read their own passages aloud. Writing is conveying thoughts in text. Reading aloud helps make students more proficient and help them identify their own errors. This will also be helpful when you are not sure what the passage says.
Slide 37–Writing and the CCSS Here is an example of a CCSS aligned activity that incorporates a writing journal into the ELA lesson.
Slide 38–Your Questions and Comments about Teaching ELA
