Pasco+-+Jackie

Post your assignments here:

 * Pick 3 Q & A’s that started a new thought process for you and compose a one paragraph reflection.**

The three questions that started a new thought process for me were the question about the computer software to insert a picture for every word, the question about using a whole word reading approach for students with significant disabilities, and the question about students have to use a pencil to write.

I found the question about the computer software very interesting because we routinely give this type of software to teachers to use with their students. I assumed that having both the picture and the word would support student’s ability to read with comprehension. The text seems to suggest that this is not the case and that the picture/word pairing can even inhibit the student’s ability to read the text.

The next question that started me thinking was the one about using a whole word reading approach. I’ve used this approach is the past with several students with success. I understand the text’s contention that this approach limits the student’s potential reading level, but in my experience I only used this approach after the student showed no success with a phonics based approach. I didn’t give up on teaching the student phonics but rather considered the whole word approach as a bridge to help the student read as the phonics skills continued to develop. I believe the key is to make thoughtful decisions based on the individual needs of students.

The last question that I found that I found interesting was the one about students needing to use a pencil to complete writing assignments. The first reason this question stood out to me is that I see far too many teachers of students with significant disabilities who believe the tracing equals writing. They don’t understand that writing is the process of organizing thoughts to share rather than the motor aspects of writing. This belief limits many of our students who are rarely exposed to opportunities to express themselves. The second area that the pencil mindset hinders students is when assistive technology is suggested to help students during writing assignments. I’ve worked with teams who seem to believe that somehow the assistive technology gives the student with a disability some type of advantage or isn’t a true measure of their skill. I liked the way this text described why using assistive technology is important and will use that rationale with teachers in the future.


 * Compose a one paragraph reflection on the author’s purpose for writing the book.**

In the author’s purpose for the thought concept that stood out to me was the author’s contention that there isn’t a single literacy program that can address the all of the literacy needs of students with significant disabilities nor is there a program that can address the needs of students over time. I find myself often looking for a one program that can do it all for our students. I am yet to find that program. I believe that the key is to improve our teachers’ understanding of literacy instruction in general as well as how to make appropriate adaptations to address the different needs of students with significant disabilities. The other things that I found interesting about this section of the book was how they described this book as being primarily intended for general education teachers. In my district the majority of students with significant disabilities are served in self-contained classrooms. I am interested in the approaches and strategies this book can be applied to students in a self-contained setting.


 * List 10 AT strategies noted in this overview of an inclusive classroom**

1. BIGmack 2. Mouse house 3. Adapted books on the computer 4. Eye-gaze frame 5. Step-by-step 6. Two switch scanning 7. Word prediction software 8. Slant board for writing 9. Raised line paper 10. Multi-message communication device


 * Reflect on the sample day in an ESE classroom; discuss one benefit and one challenge to the Four Blocks Day in this particular setting**

One benefit of using the Four Blocks method is that the students are continuously engaged in meaningful literacy activities that are at an appropriate level. The challenge to using the Four Blocks method is the amount of resources i.e. materials, human, and time.


 * Explain why mini lessons are so important in the Self Selected Reading process. Give an example of a mini lesson that can be used in each of the following: selecting, reading, sharing.**

Mini lessons are important because for a variety of reasons students with disabilities may find it difficult to self-select books to read. The mini lesson is a opportunity for the teacher to teach the necessary skills required so that students will understand the process of selecting an appropriate text.

Mini lessons: · Selecting-the teacher can model reading a random page in a book to determine interest and ease before selecting the book · Reading- model how to manipulate animations and talking text options in on-line stories · Sharing- model how to use cue cards with key words, pictures, or symbols to remember of organize ideas about a book


 * List 10 websites mentioned in this reading and how they can be utilized in helping in helping students become better readers**

1. []- learning how to make page separators 2. [] assistive technologies including Bookworms 3. [] interactive texts that allow readers to animate illistrations or modify the story line 4. [] interactive texts and activities for students 5. [] interactive texts 6. [] gateway site with links to electronic books 7. [] gateway site with links to electronic books 8. [] source for Read: Outloud softward 9. [] digital book collection 10. [] digital book collection

Building and Accessing prior knowledge is helping students connect their knowledge of the themes in the reading to prior knowledge. Example: Brainstorming what you know, classify pictures into categories Developing vocabulary essential for comprehension is introducing new vocabulary and connecting it with the students’ existing knowledge. Examples: modeling vocabulary use, word chaining Setting a purpose is ensuring that students understand why they are reading the assigned text. Example: teacher would explain the class is “reading this so you can___” A graphic organizer is a visual representation that assists students in linking their background knowledge to the new knowledge. Example: Semantic webs,
 * The list on pp 66 provides 8 strategies to use before reading text with students. Select 4 of the 8, explain and provide examples for each. **

** Define and explain: Choral, Echo, Shared and Partner Reading. Choose and explain 4 of the 7 “After Reading” strategies on pp 75‐78. ** Choral reading is all children read the text at the same time. It works best when students can read most of the text. Echo reading is a teacher reads one line of the text and the students then read the line back. Shared reading is a technique where as the teacher repeats the reading of the book the students take more control over the reading. Partner reading is developing a partnership between two students to read a text. Students can take turns, look for specific words, or answer questions. Connecting new knowledge to known information allows teachers to help students make connection through graphic organizers and making connections between books. Predictions is a process where students make predictions and check their ideas as they read the book. Acting out the story is a means to support comprehension of the book and uses very simple narration and costumes. K-W-L charts asks students to relate what they know, want to know, and have learned. It allows all students to make contributions and build connections.

**Explain the following: Emergent Writing, The “Write” Stuff, Simple Adaptations, Writing/Revising/Editing/Publishing, Writing for Real Reasons.** Emergent writing is the earliest stage of writing development. Many students with significant disabilities will stay in this stage much longer than their typically developing peers. In this stage, students may use strings of letter to represent words or may use pictures to complete structured sentences. The “Write” Stuff is finding the needed adaptations for each child to be able to engage in the writing process. This may involve finding an alternate pencil such as a keyboard, letter stamps, etc. Simple Adaptations to the writing materials can assist with fine motor concerns. Pencil, tennis balls, and slant boards are all simple tools that can alleviate problems. In addition, allowing student access to new and interesting writing tools can improve motivation and excitement for writing. Writing/Revising/Editing/Publishing allows for increased repetition of the writing skills. Additionally, this process allows teacher to assist students in expanding their thoughts and word choice. Writing for Real Reasons provides real and immediate audiences for student’s writing. It also assists with connecting background knowledge with new ideas or lessons.