1. Literacy is for ALL! Presented by: Exceptional Children’s Assistance Center NC’s Parent Training & Information Center 2013

2. ECAC is home to North Carolina’s Parent Training & Information Center - PTI Our services include…

3. PURPOSE:  The purpose of the North Carolina State Improvement Project (NC SIP) is to improve the quality of Instruction for students with disabilities. GOALS: Improve basic skills performance of students with disabilities. Increase the percentage of qualified teachers of students with disabilities. Increase graduation rates and decrease dropout rates of students with disabilities. Improve parent satisfaction and Involvement with, and support of, school services for students with disabilities. Improve the quality of teachers instructional competencies www.ncsip.org ecac 2013

4. ? What is Literacy?

5. ecac 20135 Literacy is...

6. ecac 20136 Traditional Model of Literacy Learning Erickson, 1999 Listening Speaking Reading Writing Readiness Skills

7. ecac 20137 “Literacy” for some Students with Disabilities can mean… Recognizing pictures or common words Choosing books to be read Showing awareness of being read to Paying attention to the reader Tracking print

8. ecac 20138 Literacy is Reading But for most students,

9. ecac 2013 Reading is a Complex Process Not ALL students with disabilities will master ALL components of reading A student with Central Auditory Processing Disorder or other communication disorder may have difficulty with phonics. Students with a reading disability, such as dyslexia, will need “unique” instruction based on the effects of the disability. A student with significant Cerebral Palsy might not be a fluent oral reader.

10. What helps struggling readers? Current research shows that the majority of children who struggle in reading can learn to read IF: –We identify that the student has difficulty –The specific reading problem is correctly identified and –Effective reading methods are used over a long period of time. ecac 2013 practice.. practice… practice!

11. ecac 201311 (that) ALL students... Have access to the general curriculum –based on State Standards Be educated using peer-reviewed research based practices “to the extent practicable”

12. ecac 2013 If needed by the student, literacy instruction MUST be a part of the IEP!

13. ecac 201313 And YOU are YOUR Child’s Best Advocate!

14. ecac 2013 3 things you need to know? Know the Language Know the Questions Know Where to Find the Answers 1. 2. 3.

15. ecac 201315 Know the Language of Reading! 1.

16. ecac 201316 Components of Reading Phonemic Awareness Phonics Fluency Vocabulary Development Text Comprehension What do these terms mean and what do these skills have to do with a child becoming a good reader?

17. ecac 2013..is knowing the sounds of language. –Understand that words are made up of speech sounds, or phonemes. –Before children learn to read print, they need to become aware of how the sounds in words work. Individual sounds are called phonemes Phonemic Awareness

18. ecac 2013 Phonemes are the smallest parts of sound in a spoken word that make a difference in the word’s meaning. “Hat” has three sounds or phonemes “h”, “a” and “t”.  For example, changing the first phoneme in the word hat from /h/ to /b/ changes the word from hat to bat, and so changes the meaning of the word. Phonemes

19. ecac 2013 Students need to learn: The spoken word consists of sounds: phonemes How words can be: 1.segmented (pulled apart) into sounds 2.blended (put back together) 3.manipulated (added, deleted & substituted) How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them. Phonemic Awareness

20. ecac 2013 What Parents Can doWhat Parents Can do… Play clapping, rhyming and “what do you hear?” games with your child. Ask your child to say words that start with a specific sound, such as the “sss..” sound. Play with sounds in all parts of words (beginning, middle, and end): like "job," "joy," and "jog," where the difference is at the end of the words. Listen for rhyming words in songs, rap, and poems. Play a game: who can come up with three words that rhyme with "cool" the fastest? Reading and saying nursery rhymes together Phonemic Awareness…

21. ecac 2013 Phonics Phonics is the knowledge of how letters represent sounds. phonemes –the sounds of spoken language and graphemes –the letters and spellings that represent those sounds in written language. Understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven’t seen before.

22. ecac 201322 Phonics Students need to learn: Accurate and rapid identification of the letters of the alphabet The alphabetic principle an understanding that the sequence of sounds (phonemes) in a spoken word are represented by letters in a written word Phonics elements and how to apply them as they read and write Letter-sound correspondences Spelling patterns Syllables Meaningful word parts

23. ecac 2013 What parents can do… Point to letters and letter combinations and ask your child to name them. Say a sound and ask your child to tell you the letter the sound represents. Look for words on signs, maps, billboards, cereal boxes, money, and birthday cards. Point out words to your child wherever you see them. Say them out loud. Encourage your child to write notes, e-mails, and letters. Talk with your child about the “irregular” words; such as, said, are, and was, that he needs to recognize “by sight.” P h o n i c s

24. ecac 2013 Fluency Fluency is the ability to read a text accurately and quickly. Fluency provides a bridge between word recognition and comprehension. –They can focus on the meaning of what they are reading, rather than trying to decode word by word. Fluent readers recognize words and comprehend at the same time. –Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text.

25. ecac 2013 Fluency Students need to learn: How to decode isolated words accurately How to read connected text automatically with appropriate: –Speed –Accuracy and –Expression!

26. ecac 2013 Fluency Help your child sound out words they don’t know. You read the page first and have your child follow along. Listen to your child read the same pages repeatedly until your child smoothes out all the "bumps in the road." Reading those favorite books over and over again What Parents can do… Have your child read into a tape recorders a number of times. Practice, Practice, Practice!

27. ecac 2013 Vocabulary Development Vocabulary refers to the words we must know to communicate effectively, and can be described as oral vocabulary or reading vocabulary. –Oral vocabulary refers to words that we use in speaking or recognize in listening. –Reading vocabulary refers to words we recognize or use in print.

28. ecac 2013 Vocabulary Development Students need to learn: The meanings for most of the words in a text How to apply a variety of strategies to learn word meanings How to make connections between words and concepts How to accurately use words in oral and written language

29. ecac 201329 Vocabulary Development Students need to learn: The meanings for most of the words in a text How to apply a variety of strategies to learn word meanings How to make connections between words and concepts How to accurately use words in oral and written language

30. ecac 2013 Lots of conversation. Lots of shared reading and conversation about specific words. Refrigerator words to focus on. Study word parts. If your child knows the meaning of a root word (“kind”), then he’ll know what the new word means when the prefix (“un”/not) or suffix (“ness”/state of being) is added. (unkind, kindness). Talk about the relationships between words. Words with the same or similar meanings (“bucket/pail”), and opposites (“good/bad”). Vocabulary Development… What Parents can do…

31. ecac 2013 Text Comprehension Comprehension is the understanding of what is read Comprehension is the reason for reading. If readers can read the words, but do not understand what they are reading, they are not really reading.

32. ecac 2013 Text Comprehension Students need to learn how to: Read both narrative (stories) and expository (factual) texts Understand and remember what they read Relate their own knowledge or experiences to text Use comprehension strategies Communicate with others about what they read

33. ecac 2013 Text Comprehension Have your child use words in sentences to tell you something or to describe an object. Use “retelling”: Have your child read a page or story to you and retell everything they can remember. Discuss what your child has read. Ask your child probing questions about the book and connect the events to his or her own life. Give your child many background experiences. The more experiences a child has had, the more he can connect what he is reading to what he knows. What Parents can do…

34. ecac 2013 ? Know the Questions! 2.

35. ecac 2013 All Reading and Literacy instruction should be connected to Common Core Standards

36. ecac 2013 Know where to find the Answers! Your child’s Regular and Special Education Teachers School Reading Specialist Child’s evaluation Child’s Evaluator Books, Library, Internet ECAC 3.3.

37. Working With Your Child’s Teacher It is important to have a positive relationship with your child’s teacher. Effective and positive communication is key to student success!  Let’s review the Checklist ! ecac 2013

38. Literacy really IS for ALL!

39. Know and Use Your Resources! Use “trusted” websites – NC DPI, ECAC, LD Online, etc. Identify your local resources. And……. 39 ECAC Parent Educators 2013

40. CONTACT US … ecac Main Office: 907 Barra Row, Suites102/103 Davidson, NC 28036 Parent Info Line 1-800-962-6817 704-892-1321 www.ecac-parentcenter.org ecac@ecacmail.org 2013

41. CHECK US OUT…WE HERE FOR YOU! 2012 41 ECAC org ECAC – North Carolina’s Parent Center AskECAC.org Our blog www.ecac-parentcenter.org

42. ecac 2013 Sources Exceptional Children’s Assistance Center (ECAC) Davidson, NC Karen Erickson, Ph.D. Center for Literacy and Disability Studies University of NC at Chapel Hill Public Schools of North Carolina Put Reading First A publication developed by the Center for Improvement of Early Reading Achievement Federation for Children with Special Needs, Boston, MA