1. Literacy Foundations: Early Literacy and Beginning Reading for Students with Moderate and Severe Disabilities Project #H325A120003

2. Agenda 1.Guidelines for English Language Arts that aligns to the Common Core State Standards (CCSS) 2.Story-based lessons and read alouds 3.Promoting comprehension 4.Writing

3. 1. Common Core in ELA

4. Rationale for Teaching Common Core to Students with SCD  Provide full educational opportunity  Inclusion: Context, learning, and CONTENT  Least dangerous assumption –Students may learn if taught vs. assumption can’t learn the content  College, career, and community readiness –Enhanced with increased academic competence  Fairness in assessment

5. What evidence supports teaching inclusive academic content to students with SCD?  Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6, 214-227.  McDonnell, J., Johnson, J., Polychronis, S., Riesen, T., Jameson, M. & Kercher, K., (2006). Comparison of one-to-one embedded instruction in general education classes with small group 31 instruction in special education classes. Education and Training in Developmental Disabilities, 41, 125-138.  Jimenez, B., Browder, D., & Spooner, F. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78, 301-317.

6. Is there evidence Ss with SCD can learn content aligned with specific grade-aligned standards?  Browder, D.M., Jimenez, B., & Trela, K. (2012). Grade-aligned math instruction for secondary students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47,373-388.  Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight. V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education. 46, 26-35.  Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade- appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206-219.  Courtade, G., Browder, D.M., Spooner, F.H., & DiBiase, W. (2010). Training teachers to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 45, 378-399.  Jimenez, B.A, Browder, D.M, & Courtade, G.R. (2008). Teaching algebra to students with moderate cognitive disabilities. Education and Training in Developmental Disabilities, 43, 266- 274.

7. Common Core in ELA  Reading: Standards for Literature –Key ideas and details –Craft and structure –Integration of knowledge and ideas –Range of reading/level of text comprehension  Reading: Standards for Informational Text –Same subcategories as above

8. Common Core in ELA (continued)  Reading: Foundational Skills (only K-5) –Print concepts, phonological awareness, phonics and word recognition, fluency  Writing –text and type of purpose, production and distribution of knowledge, research to build and present knowledge, range of writing

9. Common Core in ELA (continued)  Speaking and Listening: communication & collaboration; presentation of knowledge & ideas  Conventions of Language: conventions of standard English, knowledge of language, vocabulary acquisition and use

10. English Language Arts Adapted book Story-based lesson Comprehension response ELA lesson

11. 2. Story-based Lessons and Read Alouds

12. Sharing books/information  Choose instructional materials that are high quality literature (narrative and expository)  It is important to:  read to children daily  give students the opportunity for both independent and collaborative book sharing  discuss the literature  The primary purpose of a read aloud event is to construct meaning from the interactive event between the adult and child

13. Story-Based Lessons Preparation for teaching literacy skills using story-based lessons Select grade-level picture book or an adapted chapter book Select key vocabulary from book If using picture/object vocabulary pair picture with word Up to 5 vocabulary pictures/words per book (or chapter) Find repeated line or create one that tells main idea of the book/chapter Select at least 3 comprehension questions with answers and distracters Modify book as needed for student access

14. Story-Based Lesson  Teacher: –Get student’s attention –Review vocabulary and new symbols –Ask for prediction –Read the title –Read the author –“How do we get started?” –Reads text –Pauses for repeated story line –Pauses for finding the word/ picture on page –Asks comprehension question/ review prediction  Student –Interact with stimulus –Say/repeat/point to word or symbol –Says/points to prediction –Point to title –Point to author –Opens book to first page of the book –Turns pages on cue –Says repeated story line –Points to picture or word that teacher says –Answers question (points to answer)/ review prediction

15. Step 1: Anticipatory Set Description  Anticipatory set is the presentation of an object or concept that can be accessed through any one of the five senses  The anticipatory set can include:  An object to be touched---(ex. an stuffed animal or a pair of mittens)  A food that can be experienced through taste or smell--- (ex. a lemon or a fortune cookie)  An object that describes a concept--- (ex. An ice cube or a cup of warm water)  A recording that represents a part of a story- -- (ex. a violin piece or a mooing cow)

16. Step 2: Review Vocabulary  Identify new vocabulary prior to beginning the chapter for the day or Review the target vocabulary for the chapter if rereading  Can use time delay to teach and review target vocabulary words  Allow all students to participate in identifying new target words

17. Step 3: Ask a Prediction Question Description  Students make a prediction about what they think the story will be about.  Front cover and pictures in the story can provide context clues that assist the child in making that prediction –Take a “picture walk” through the book. Point- out pictures that are important in determining what the story is about.  There are no wrong answers. –The student is simply indicating what they THINK the story will be about.

18. Step 4: Read the Title Description  Students need the opportunity to interact with the story in a specific sequence  When presenting the title page of the book, the teacher should use the word “title” –“I am going to read the title of our book.”  The teacher should also sweep their finger under the title, to further emphasize their statement

19. Step 5: Read the Author’s Name Description  When presenting the title page of the book, the teacher should use the word “author” to describe the writer of the story –“I am going to point to the author’s name. The author is the person who wrote this book.”  The teacher should also sweep their finger under the author’s name, to further emphasize their statement

20. Step 6: Model Opening the Book Description  Students with significant disabilities may not have had an opportunity to “handle” books  Students need to understand how to orient the book  Front, back, top and bottom of the book  Students should be given the opportunity to position the book so that it can be read  Point out the front, back, top and bottom of the book and model how to open it  Present the closed book to a student

21. Step 7: Turn the Page Description  Indirectly ask the student to turn the page  Helps make the connection between printed text and hearing the story  The request is implied to prevent the student from following the teacher’s direct command and encourage the student to think about what is needed  For students with physical limitations:  Pipe cleaners or craft sticks glued to the pages to create handles  Pieces of sponge glued to separate the pages  Have a picture or program a voice output device to indicate “turn the page”

22. Step 8: Read the Repeated Story Line  Elementary books often have a line from the book that is repeated that describes the main idea of the story.  If there is no repeated line, the teacher can create one that emphasizes a theme central throughout the story  This text can be taped into to the book and/or emphasized by highlighting or underlining.  Each child should have an opportunity to read the repeated story line (or part thereof) or they may read the line as a choral response.

23. Step 9: Identify Vocabulary  Vocabulary:  Words that we must know to communicate effectively  Words in text that we must know so that we can connect to the text  Teach word meaning through specific instruction  Teach specific words prior to reading  Repeat exposure to vocabulary words in many different contexts  Select up to 5 words/pictures  They may be highlighted  Pair picture vocabulary with the word  May use voice output device

24. Step 10: Text Pointing Description  Point to the text as you read  Text pointing teaches the concept that the words on the page are correlated to the pictures in the book and story being told and reinforces the concept of reading from left to right, and from top to bottom  Students should be given the opportunity to text point a sentence from the book  Read the words as the student points to them  Read at the same pace as the student points from word to word  For students with physical limitations, text can be enlarged and displayed on a large piece of clear plexi-glass for eye-gazing or on a vice output device  Sentences can be highlighted and may become the repeated story-line

25. Step 11: Comprehension Description  Construct comprehension questions with Bloom’s Taxonomy in mind.  The six areas for comprehension are: 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

26. Teaching the SBL Steps using Systematic Instruction

27. Activity  Using the text provided, take turns teaching the text using the steps of the story-based lesson task analysis. As a team, prepare for these lessons by: –Selecting four key vocabulary words and creating flashcards –Developing a repeated story line and writing it on the bottom of each page –Developing one comprehension question for your text and four response options (one correct answer and three distractors)

28. Adapted Text  Use original text when possible –Use some original text readings even when using adapted text  Use summaries of chapter books –Text complexity increases with grade bands  Use both literature and informational text from the students assigned grade level  Do not automatically use picture supports –Students may be able to work from with simple illustration or text alone

29. How to Shorten/Rewrite Text  Pre-read text  Summarize each chapter to capture main idea- provide details  Re-write chapter summary using considerate text: –Grade 2-3 listening comprehension level (Send plain text file to Lexile Framework for Reading™ website, obtain Lexile level, adjust if needed to Level 400-600; MetaMetrics, Inc., 2005) UNC C 2009

30. Adapting Chapter Books  Re-write text by summarizing chapters using considerate text: –Add graphics (picture symbols) to key vocabulary –Add definitions to text –Add explanations to text –Use Repeated Story Line to support main idea of each chapter UNC C 2009

31. Use Common Core State Standard from Grade Level in Read Aloud  Reading: Informational; –4. RI.k5 Identify reasons that the author uses to support ideas in an informational text or an adapted grade appropriate text.  In the non-fiction text * 14 Cows for America, what details does the author provide to support that idea that the Maasai people are kind? *14 Cows for America by Carmen Agra Deedy

32. Use Common Core State Standard from Grade Level in Read Aloud  Reading: Informational; –4. RI.k5 Identify reasons that the author uses to support ideas in an informational text or an adapted grade appropriate text.  In the non-fiction text * 14 Cows for America, what details does the author provide to support that idea that the Maasai people are kind? *14 Cows for America by Carmen Agra Deedy

33. Use Common Core State Standard from Grade Level in Read Aloud  ELA: Literature –6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.  Use a Venn diagram to compare and contrast the story * Number the Stars with a non- fiction piece on the Danish Resistance *Number the Stars by Lois Lowry

34. Use Common Core State Standard from Grade Level in Read Aloud  ELA: Literature –RL 11-12.1 Cite strong and textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining where the text leaves matters uncertain.  What sentences from * The Pearl show that Juana thought the pearl was evil or bad? *The Pearl by John Steinbeck

35. Language ELA: Language  9-10.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from an array of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Examples of using context clues to determine meaning from The Pearl: Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl."  Adapt the text to include the meaning of the unknown word.  Allow for a generated response of provide response options

36. 3. Promoting Comprehension

37. Enhancing Comprehension  Activate students’ prior knowledge  Teach students to visualize as they are reading  Teach students to make connections as they read Harvey & Goudvis (2000)

38. Wh- Word Question Template 1.What type/kind of [noun] was/were in our lesson? 2.Who did [action]? 3.Where do/did [event take place]? 4.What happened before/after [event]? 5.Why is [noun] important? 6.Why [auxiliary verb] the [noun + adjective]?

39. Categories of Questions  Literal : answer directly from text  Inferential: answer requires background knowledge and text  Applied: answer requires student to evaluate or make judgment about the text Vacca, Vacca, Gove, Burkey, Lenhart, & McKeon (2012)

40. Question Formats  Students who can generate answers (e.g., speak or type out response on AAC) Ask the question and let student give you the answer  Students who need options (e.g., select pictures/words on AAC) Use multiple choice May use 4 choice array May use response board with more options for each story

41. Use Text-Dependent Questions  Text dependent questions Who was at the window? What happened first? What was the name of the street where Agnes lived?  Not text dependent Is a goat an animal? Which of these is a name- Agnes, goat, chair, book

42. Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206-219. Comprehension During Read Alouds

43. 9-Option Response Boards Organized by Wh- Word

44. Modified Response Board

45. System of Least Prompts For example: PromptingResponse Natural cueTeacher says, “Who is the main character in our story?” (if no response) Verbal Teacher re-reads portion of text containing information about the character (if no response) Verbal Teacher re-reads a sentence or phrase with the characters name (if no response) Model Teacher states the character’s name and points to a picture symbol

46. Teaching WH Definitions

47. 4. Writing

48. Writing  Reading and Writing go hand-in-hand Complimentary activities Should be taught concurrently and should interrelate NOT a one-size fits all approach  Best method is to provide opportunities to write about MEANINGFUL events and topics!

49. Writing  Need for repeated reading opportunities to help build reading and writing skills  Allow students to choose materials  Need to read and reread texts, summarize, and write about what was read  Integrate technology to help make students more independent

50. Beginning Writing Activities Picture writing Structured sentences with fill-in blank spaces Sentence starters Scrambled words to put into a sentence Ordering sentences into a paragraph Journal Writing/Experience Journals

51. Accommodations for Writing  Examples for the classroom: Spelling lists (e.g., Dolch High Frequency Sight Words) Word Wall in classroom Editing checklist Graphic organizers Have students read written passage aloud Computer (Spelling and grammar check) Speech-to-text software: TextHelp, Kurzwell, Sappy Speech, and Macintalk

52. Writing and the CCSS ELA-Writing –8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and b. distinguish the claim(s) from alternate or c. opposing claims, and organize the reasons and evidence logically.  Number the Stars: Journal- Was it a god or bad idea for the girls to run? Support your claim with facts from the informational text. Writing Journal Unit 3 Lesson 1: Back up opinion It was good that the girls raced home because, 1. They got to practice for the races at school on Fridays. 2. They got stopped by the soldiers 3. It was good exercise. 4. They might fall and get hurt.

53. Your Questions and Comments about Teaching ELA

54. Disclaimer The contents of this presentation were developed under a cooperative agreement from the U.S. Department of Education, H325A120003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.