PRE-EMERGENT READING/ PRINT AWARENESS - ESC3sww.esc3.net/cms/lib/TX00001506/Centricity/Domain/14/LA_PreEmerg… · Pre-Kindergarten Curriculum Guidelines: The student’s vocabulary

PRE-EMERGENTREADING/

PRINT AWARENESS

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Pre-Kindergarten Curriculum Guidelines: The student demonstrates emerging knowledge of abstract concepts,including pictures and print.

Area: Pre-Emergent Reading/Print Awareness

Pre-Emergent E-1

OBJECTIVE TEACHING ACTIVITIES

1. The student will examine and label picturesin books and point to pictures to requestthat the adult name the picture.

1. Using a children’s book with few items oneach page, ask individual students to isolatea specific picture. The teacher can name apicture for the student to find, or the studentcan isolate a picture for the teacher toname. Make an “I SPY” magnifying glass.Have student isolate item for teacher toname.

2. Xerox a picture from a children’s book orcoloring book that has few illustrations oneach page. Cut out a single picture andmount it on poster board. Hold up thepicture card and ask individual students tofind the same or a similar picture on a pagein the book.

RESOURCES/MATERIALS Adaptations:

Books“I SPY” magnifying glassBooks with large pictures

Make “Page Fluffers” to assist students withturning pages.• Attach a paper clip to a 1” square of sturdy

paper, gluing it to a piece of foam orsponge the same size. (Manila file folderscraps work well.)

• The paper clip should be between the paperand the foam piece, with the long side ofthe paper clip extending over the exposedside of the paper.

• Attach the paper clips to each page of thebook, so that the thick part is on the back ofeach page, Emergent Literacy Success:Merging Technology & Whole Languagefor Students with Disabilities,(Musselwhite, and DeBaun, 1997)

Pre-Kindergarten Curriculum Guidelines: The student’s vocabulary demonstrates an expanding vocabulary.


Pre-Emergent E-2


2. The student will repeat part of the text on apage immediately after it has been readaloud by an adult.

1. At story time the teacher will read a simplepattern book such as: Polar Bear—PolarBear; The Hungry Caterpillar; The NappingHouse; Brown Bear—Brown Bear; orGoodnight Moon. As the teacher reads thestory aloud, she pauses and prompts thestudent to repeat the sentence. Titles ofother books that have repetitive lines and/orsimple text may be found in the Resourcesection of this module.

2. The teacher can use songs to assist studentsin story retelling or sentence repetition.Lines from the story are represented with agraphic and text. This allows the teacher toprovide a visual representation of thelanguage related to the story. An excellentresource for this type of approach isSinging to Read.


Pre-Emergent E-2


(Continued)GOODNIGHT SONG

(follow-up song for Goodnight Moon, byMargaret Wise Brown)


Pattern BooksSinging to Read (Musselwhite, 1996)

• Big book pattern books• Simple voice output devices to record

“repeated lines” from stories

Pre-Kindergarten Curriculum Guidelines: The student recognizes favorite books by their cover.


Pre-Emergent E-3


3. The student will recognize favorite booksby the cover.

1. Laminate or reproduce covers from familiarbooks. Display the book covers in thereading center on a bulletin board or othersurface that can be easily accessed by thestudents. Allow students to choose a bookfor reading to the class during story time.

2. Make a large lotto game to play on the flooror large table surface. Laminate orreproduce covers from familiar books forgame pieces. Make two sets of the bookcovers.

Variation: Bean bag toss, Concentrationgame.


Book coversBook cover sets for lotto games and variations

• The titles of familiar books may beprogrammed into multi-location voiceoutput devices.

Pre-Kindergarten Curriculum Guidelines: The student demonstrates an association of reading withpleasure and enjoyment as well as learning and skill development.


Pre-Emergent E-4


4. The student will frequently request the re-reading of books.

1. Assist students in making books aboutactivities they have participated in (e.g.,cooking, class parties, art activity, etc.).Include photographs, pictures cut frommagazines, or symbols and allow studentsto dictate the written text. Encouragestudents to “read” the books to their peersand allow students to take books home toread to their family. An excellent resourcefor making books is The Book Shoppe(AbleNet).

2. Create for students a special place in theclassroom to read, such as a reading corneror a book loft. Stack the reading area witha variety of easy-to-read picture books thatare appropriate for the student’s age anditems such as pillows and beanbag chairs tomake the area comfortable. Set aside areading time for the students to read to eachother or to re-read favorite books.


Books made by studentsFamiliar storybooks

• Books on tape• Program voice output devices with story

lines for “reading” to peers or familymembers.

• Use language master and record story lineson individual “recordable” cards.

Pre-Kindergarten Curriculum Guidelines: The student demonstrates emerging knowledge of abstract concepts,including pictures and print.


Pre-Emergent M-1



1. Teacher reads a book aloud to the students,taking time to model that pointing can beused as a means to request that items in thepictures be named. Allow students to taketurns pointing to various items in thepicture to indicate a request for the teacherto talk about the items. For students whoare not able to point, the teacher can scanseveral items by pointing to them and thestudent can indicate when the teacherpoints to the one he/she wants.

2. Students choose from a group of teacher-selected books to be read for pleasure.Student looks at various books with teacherreinforcing correct positioning of book.Students are prompted to point and namepictures that they know. For items thestudent is unable to name, the teacherencourages them to point to an item, andeither ask, “What is this?” or look at theteacher to indicate a request forinformation.


Teacher-made booksBig booksBIGmack Communication Aid (AbleNet)

• A voice output device can be programmedfor a student to request information about apicture, such as “What’s that?”programmed on a BIGmack


Pre-Emergent M-2

Pre-Kindergarten Curriculum Guidelines: The student’s vocabulary demonstrates an expandingvocabulary.



1. Teacher reads aloud from a book,preferably one that has been adapted withpicture symbols and one with repeatablelines such as “Looking Great” (RAPS).Students are given opportunities to repeatpart of the text as appropriate, using picturesymbols as cues for the associated text.

2. Write the lyrics of a familiar age-appropriate song on chart paper. Adapt thelyrics with picture symbols associated withkey words within the text. Read a singleline aloud while pointing to each word.Prompt/assist students in repeating thesame line aloud while pointing to eachword. As students become familiar withthe text, allow them to take turns leadingthe group in “repeating” and pointing to thetext.

Variation: Adapt a school cheer; the schoolsong with picture symbols.


Reading Activities Project for Older Students:RAPS (Musselwhite, 1993)

Single message voice output deviceMultiple message voice output deviceChart paperSong lyricsPicture symbolsPointer

• Repeatable lines can be programmed byusing a single message device such asBIGmack Communication Aid (AbleNet)or a multiple message voice output devicesuch as CheapTalk (Enabling Devices) or aStep-by-Step (AbleNet)

Pre-Kindergarten Curriculum Guidelines: The students will recognize favorite books by their covers.


Pre-Emergent M-3



1. Provide an easily accessible literaturedisplay rack in the reading center whereclassroom books and magazines can beplaced with the front cover visible. Labellocation of each book or magazine on thedisplay rack with a miniature picture of thebook or magazine cover. As studentsreturn books to the shelves after readingthem, they locate the picture of the coverand place the book or magazine at thatlocation.

2. Covers from familiar books may bereproduced in a miniature size and gluedonto “3x5” index cards. The cards areplaced in a small file box. Students mayuse the card file to select a book title andlocate the book in the classroom library.As skills increase, the student may choosefrom cards representing library books.When the student chooses a book, he/shetakes the card to the school library torequests assistance in locating and checkingout the book.


Book coversMiniature book coversCard file“3x5” index cards

Pre-Kindergarten Curriculum Guidelines: The student demonstrates an association of reading with pleasure andenjoyment as well as learning and skill development.


Pre-Emergent M-4


4. The student will frequently request the re-reading of books.

1. Assist students in making books aboutactivities they have participated in or aboutpeople they know (e.g., Community BasedInstruction activities, campus activities,classmates, building personnel, etc.)Include photographs, cut-out pictures orsymbols for students as they dictate thewritten text. Encourage students to “read”the books to their peers and take bookshome for “reading” to their family. Ideasfor making books can be found in TheBook Shoppe (AbleNet).

2. Encourage and assist students in readingstories which have short, simple,predictable story lines and which includepicture symbols for visual cuing. Severalbooks of this type are commerciallyavailable from educational resources.Excellent sources include: Hands onReading, More Hands on Reading,Repeatable Activities Project for OlderStudents: RAPS, and Symbol Stories forBeginning Readers. These simple storiesmay be copied and made into classroombooks which can be added to the classroomlibrary.


Pre-Emergent M-4


(Continued)

3. For students who are not yet able to “read”familiar, repeated text, adapt books fromcommercially available or teacher-madebooks. For suggestions on adapting books,see Adaptation Application Photo Albumat:

www.adaptivation.com/2000%20web20page/applications_photo_album.htm


Class-made handbooksHands-on Reading (Kelly, 1993)More Hands-on Reading (Kelly, 1995)Repeatable Activities Project for Older

Students: RAPS (Musselwhite, 1993)Simple Symbol Stories for Beginning Readers

(Watt, 1998)

• Books on tape• Storylines recorded into multi-location

voice output devices• Storylines recorded onto blank Language

Master cards so that the book can be “read”by playing the recorded card the LanguageMaster.

Pre-Kindergarten Curriculum Guidelines: The student demonstrates emerging knowledge of abstract conceptsincluding pictures and print.


Pre-Emergent H-1



1. Provide various forms of age-appropriatereading materials for students to examine,such as an adapted telephone directory,adapted cookbook, school publications withpictures, teen magazines, electronic books,etc. As materials are used, encouragestudents to name pictures, ask an adult toname a picture or tell another student abouta picture.

2. On Community Based Instruction providepicture prompts to assist students. Forexample, provide a picturized menu toassist the student when ordering at a fast-food restaurant or use a picturized list whenshopping.

3. At work sites, at school, or in thecommunity, provide picturized lists ofsupplies that are needed to complete a job.Assist students in naming each picture andgathering the corresponding supplies for acleaning cart, etc.

4. Provide student with an adapted telephonedirectory to use when in the community orat other appropriate times. Each page ofthe telephone directory should have aphotograph of the student, the student’sname and the student’s telephone number.Encourage students to locate the pagewhere their information is listed and make atelephone call. For students who do nothave telephones in their homes, allow themto call the school office (if office personnelare willing to assist in this way).


Pre-Emergent H-1


(Continued)


Adapted reading materialsPicture symbolsBooks with pictures and textSchool publicationsReading materials found in the community

• Create an adapted version of the telephonedirectory by including only the names andtelephone numbers which the students useon a routine basis (students, places, etc.)Use one page per alphabet letter.

• Program multi-location voice outputdevices with the names of items pictured inspecific books. Program routinequestions/comments such as “What isthat?” “I know what that is!” etc.

Pre-Kindergarten Curriculum Guidelines: The student’s vocabulary demonstrates an expanding vocabulary.


Pre-Emergent H-2



1. Provide a poster or wall chart with thelyrics of the school song, a school cheer,the Pledge of Allegiance, the Texas pledge,etc. Provide picture symbols for keywords. Encourage students to echo eachline as it is read by the teacher or a typicalpeer.

2. Using age-appropriate literature, such asstories with repeatable lines or simplepoems, students will echo what is read bythe teacher when prompted to do so.Reading Activities Project for OlderStudents: RAPS (Musselwhite, 1993) is anexcellent resource for simple repeatableline stories for older students.


Charts with songs, cheers, pledge lyricsPicture symbolsRepeatable line stories and poetry

• Program a sequencing voice output devicesuch as the Step-by-Step (AbleNet) withlyrics to songs, school cheers, etc.

Pre-Kindergarten Curriculum Guidelines: The student recognizes favorite books by their cover.


Pre-Emergent H-3



1. Reproduce covers of books, CD’s,software, videos, etc. that are used on aregular basis in the classroom. Use thesereproductions at recreation/leisure centers,computer centers, library centers, etc. forstudents to make choices and to locate thedesired material.

2. Make a variety of bingo games usingreproduced covers of CD’s, videos,software programs, magazines or age-appropriate books for game squares andcalling cards. Play as a regular bingo gamewith students locating each cover as it isnamed.

3. Develop a work-training site at any publicplace where literature is displayed with thefull cover showing, such as magazine racksat a grocery store or book store. Assiststudents as they develop work skills byplacing one copy of the literature/magazinethat is needed on the shelf and allowingstudents to match covers in order to stockshelves.


Pre-Emergent H-3


(Continued)

4. When leaving the classroom on CommunityBased Instruction or to go to a work site,have students locate specific books(telephone directory) or lists (cleaningsupplies, shopping list) that will be neededfor that specific activity. When returning toschool, allow students to put materialsaway in storage areas in the classroom thathave been clearly labeled with pictures ofthe items that go on shelves, in storagebins, etc.


Bingo games for book covers, CD covers,magazinesReproduced copies of book covers, CD covers,magazines

• Program multi-location voice output devicewith titles from books, CD’s, videos, etc.

Pre-Kindergarten Curriculum Guidelines: The student demonstrated an association of reading with pleasureand enjoyment as well as learning and skill development.


Pre-Emergent H-4


4. The student will frequently request the re-reading of books

1. With students compile a “Class MemoryBook” of experiences, job sites, people andclassmates throughout the year. Allowstudents to request the reading of this bookfrequently throughout the year. Bind thebook at the end of the year so that it canremain in the class library. Make copies ofthe book to send home with each student atthe end of the year.

2. Each day plan a time to read to students fortheir enjoyment. This should be ascheduled time or as part of a school wide-time to read (D.E.A.R.: Drop EverythingAnd Read). Encourage students to selectfavorite periodicals, newspapers, adaptednewspapers, classroom books or librarybooks to read as a group or individuallywith a staff member. Maintain a classroomlibrary to offer a variety of choices forstudents.


News-2-You (Clark, 1997)Zoo BooksNational GeographicPeopleVarious other periodicalsMemory books

• Electronic versions of books or originalstories may be reproduced using simple-to-use authoring software programs such as:Powerpoint (Microsoft), KidPix(Broderbund), IntelliPics (IntelliTools) andBuildAbility (Don Johnston). Theelectronic books are easily accessible usingalternate keyboards, an alternate mouse,and/or adapted switches.

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PRE-EMERGENT READING/ PRINT AWARENESS - ESC3sww.esc3.net/cms/lib/TX00001506/Centricity/Domain/14/LA_PreEmerg… · Pre-Kindergarten Curriculum Guidelines: The student’s vocabulary