Literacy Project - WI FACETS

Literacy Project - WI FACETS

Literacy Project Class 3 Finding the Right Books & Literacy in the IEP Goals for Today Learn from each other by discussing last weeks

homework Learn strategies for finding the right books for your kids Learn how literacy might appear in your childs IEP

Acquire new strategies for supporting your child at home Finding the Right Books Finding the Right Books Offer a few books to choose from, not too many at once Show them how a book is chosen: Look at the cover Open it and see the illustrations Read the back cover To find out if you would like to read it

Finding the Right Books Dont underestimate the willingness of a child to read a difficult book! Encourage your child to choose several books to read The more children are exposed to reading, the better their opportunity to find books they will enjoy, inspire them, and make them want to read more! Finding the Right Books

The Five Finger Rule Open to any page and start reading. If s/he cannot read five or more words on a page, the book is too challenging. If s/he can read all the words, the book is too easy. If s/he struggles with three words, the book is appropriate. Finding the Right Books

The Goldilocks Method Listen when your child is reading out loud to determine if the book is too difficult, just right, or too easy. Too easy: Does she know almost every word? Is she reading fluently? Does she understand the story well? Finding the Right Books Just Right: There are only a few words per page that he

doesnt know? When reading, are there parts he reads fluently and parts where he gets stuck? Does he understand most of the book? Too difficult: Are there more than 5 words per page she doesnt know? Does her reading aloud sound very broken? Is most of the story confusing for her? Finding the Right Books

The Lexile Reading System This system combines readers of different ages to books at their reading level. Their website has a Find a Book feature You can create and customize reading lists. www.lexile.com/fab www.lexile.com/fab/spanish/ Finding the Right Books Make sure your child gets enough practice reading this material and concentrates on their Lexile range (50L above and 100L below

their Lexile). Ask your childs teacher or school librarian to print a list of books in your childs range Lexile scores are provided in many reading assessments Including Literacy in the IEP Click icon to add picture Including Literacy in the

IEP Many children with disabilities have splintered skills or do not master skills in the order we might expect Activities and experiences with written language do not need to wait until

the child has mastered speech, language, motor and other skills at their grade level. Including Literacy in the IEP Reading and Literacy Instruction are required to be aligned with state standards. These standards describe what students from PreKindergarten to 12th grade need to know and be able to do. If the child has a disability-related need, the IEP must include goals and objectives based on state standards

for the grade in which the student is enrolled, regardless of the disability or level of functioning. Including Literacy in the IEP The IEP must be designed to monitor student progress in achieving the standards-based goals Teaching can be carried out in general education classroom, special education classroom, or both.

Describing How Your Child is Doing in the IEP The most important part of a quality IEP! You need to know your childs current levels before deciding the goals The IEP must state how the child is currently doing with literacy skills even if the child is meeting standards! Describing How Your Child is Doing in the IEP

The IEP should describe your childs current levels of: Academic Achievement: Is your child meeting expectations for his/her grade level in math, reading, and written language? Check assessments, evaluations Functional Performance: Do your childs behaviors, life skills, and other non-academic skills meet grade-level expectations? Describing How Your Child is Doing in the IEP

The IEP should include what the student does well (strengths), struggles with (needs), and the students interests Input from the family and the student An example: Michael Michael can read 100 sight words, but cannot phonetically sound out two syllable words. He is

inconsistent in using phonics. Michael can correctly spell one syllable words 3 out of 10 times. Current level During the daily classroom reading assignment, Michael will correctly spell words of one syllable, 8 out of 10

times, using consonants, vowels, and a combination of the two Goal Example: Mary Beth Mary Beth can understand that a book tells a story. She can scan each page, point to pictures of objects, and turn pages when prompted. She

does not recognize that a word means an object. Mary Beth can identify one classroom object she hears read in a book, but not others Current Level With verbal and visual cues made by the teacher during classroom reading opportunities, Mary Beth will

identify 5 classroom objects corresponding to the words being read in a book, i.e. frog, spoon, cow, dog, horse, etc. Goal Supports for Your Child Making changes to Environment Format Equipment

Making a change to what is being taught Allowing the student to Access content Complete assigned work Accommodations

Modifications Summary The IEP must: Be based on the specific needs of the child Be connected to the general education curriculum Have goals that can be achieved in 12 months Provide research-based special education and other aids and

service Be based on high expectations! Homework Read When I Am Old with You by Angela Johnson Or Full, Full, Full of Love by Trish Cooke

A Video of the Book When I Am Old with You Full, Full, Full of Love Discussion We all have different and special activities that we do with our families One thing we all have in common is the love for our

children We all want the best for them and therefore, its important to pass on stories and traditions Share a special family tradition or activity! Homework Ask your children if they liked the story. Why or why not?

What are some questions they may have about the story? What are some things that the children in the books enjoyed doing with their family? What kind of special memories can you share with your children about your own family?

Homework Ask your children to tell you their favorite things to do with an older family member or friend of the family. Share with them your favorites, now or from your childhood. Then, help your child make their own booklet about their favorite activity. They can write, draw, or cut and paste pictures. Remember! Storytelling is fun, makes for

interesting conversations, and helps develop listening and comprehension skills You can use it any time and any where!

Recently Viewed Presentations

  • Place and Health

    Place and Health

    Ecological Fallacy. The . ecological fallacy. occurs when you make conclusions about individuals based only on analyses of group data. Scale of Analysis. What is the correct level and unit of analysis? Modifiable Area Unit Problem (MAUP) Changing the level...
  • Introduction to Petrology

    Introduction to Petrology

    Sulfides: (chalcophile elements) Pyrite - Pyrrhotite. FeS 2 - Fe 1-x. SRock Forming Minerals. FDegrees of Freedom = Components - Phases + 2. The Mineralogical Phase Rule. In any chemical system at equilibrium, the following relationship holds: F.
  • 슬라이드 제목 없음

    슬라이드 제목 없음

    Times New Roman 굴림 Comic Sans MS 휴먼엑스포 Tahoma HY중고딕 Arial 궁서 바탕체 Wingdings Verdana HY헤드라인M HY강B Symbol 휴먼모음T Century Gothic Arial Narrow Univers ExtendedPS Courier New 돋움 Arial Unicode MS 휴먼옛체 바탕 Arial Black System 6_하순회_삼성05-peace 그림 (메타 파일)...
  • Wikipedia @QUTLibrary Kate Harbison (User:Harbison) 17/4/2018 CRICOS No.

    Wikipedia @QUTLibrary Kate Harbison (User:Harbison) 17/4/2018 CRICOS No.

    Creative Industries HDRs, Creative Industries Research staff, QUT Library staff. The Wikipedia Editing Workshop introduced HDRs and ECRs in the Creative Industries to the benefits of editing Wikipedia in their area of scholarly expertise. It addressed the common, but unique...
  • Simplifying Non-Perfect Squares - Kyrene School District

    Simplifying Non-Perfect Squares - Kyrene School District

    Simplifying Non-Perfect Squares. 4. 3. 2. 1. 0. In addition to level 3.0 and above and beyond what was taught in class, the student may: ... -identify parts of an expression as related to the context and to each part....
  • Knowledge for Healthcare Becoming Business Critical. Making it

    Knowledge for Healthcare Becoming Business Critical. Making it

    Sally Hernando innovation awards. Statistics toolkit. Working with others on research. ... Featured vignette from Mid Cheshire Hospitals Saving staff time and potentially reducing costs using evidence supplied by a librarian to inform policy on management of post-operative nausea and...
  • CHESAPEAKE BAY BEFORE FISHING - HISTORIC WHALES KEY:

    CHESAPEAKE BAY BEFORE FISHING - HISTORIC WHALES KEY:

    oysters BIRDS seagrass seals zooplankton WORMS/ AMPHIPODS sharks manatees predatory fish grazing fish JELLYFISH predatory invertebrates sea turtles sea floor plants whales PEOPLE KEY: CAPITALS AND BOLDFACE INDICATE ABUNDANT lowercase and italics indicate rare THICK ARROWS INDICATE ( ) STRONG...
  • ARCHETYPES by and Don L. F. Nilsen and

    ARCHETYPES by and Don L. F. Nilsen and

    ARCHETYPES by and Don L. F. Nilsen and Alleen Pace Nilsen