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=**Welcome to the FDLRS/Gulfcoast LATS Book Study!** = =**We are working on** = = = = __**Children with Disabilities: Reading and Writing the Four-Blocks Way** __ =

FIT Meeting dates: __Date:__ ............................... __Location:__ ......................... __Time:__

December 10, 2009 .......... Pasco ......................... ... 9:00am

March 11, 2010 ................. Pinellas .......................... 9:00am

April 22, 2010 .................... Virtual ............................ 9:00am (note - this is a date change!)

//Download the outline below to access weekly readings and assignments.//
This is the link to the Leon County wiki. They have had Karen Erickson up there doing research and have put together some really good information. https://fourblock.wikispaces.com/

__Week 8 Reflection:__ 1. Building and accessing prior knowledge is guiding students to take what they know or are familiar with about a subject and get them to draw these experiences into a new area. An example would be to have students watch a video or video clip on a subject and get the students to connect this information to help build comprehension on a topic. 2. Making connections to personal experiences is having students connect the current topic to their personal experiences. Students can share out verbally about their experiences; draw, use pictures to express themselves or information can be obtained from the families through home notes or emails. 3. Taking a picture walk is a pre reading strategy used to examine the text by looking at the physical characteristics of the book, the front cover and pictures on the pages in a way to get an idea and understanding of what the story will be about and it’s content. 4. A graphic organizer is a visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow.

__Week 9 Reflection:__ After reading strategies-- Students are encouraged to share openly and ideas should be written down. As the students read they revisited and discuss their predictions. __Week 10 Reflection:__ //*Emergent Writing=The early stage of learning to write. Disabled students may express their writings in unconventional ways. The use of pictures and alternative AT strategies will be helpful for many of these students.// //*The Write Stuff= The process of pin pointing the conditions that are favorable for a student to write. This is done through examination of the physical and/or cognitive difficulties associated with a student’s writing.// //*Simple Adaptations= Any array of writing tool options. Such things as pencil grips, tennis balls, slant boards and different size pencils. Writing tools can also be used to motivate students for writing.// //*Writing/ Revising& Editing/Publishing= The writing process. Getting the ideas on paper/written down; then expanding on thoughts, exploring vocabulary and checking to see if the intent of the message in the writing is expressed; making necessary changes and getting the material prepared for others to read.// //*Writing for Real Reasons= Assisting students in relating new learning to previous experiences and generalizing this information into written form. It is important to express to students why they are doing the writing activity, have them apply the writing skills learned through lots of practice and share it with a variety of audiences such as classmates, pen pals, or through internet websites.//
 * Choral reading** = students read the text aloud at the same time. Students who read at a lower level can participate with their peers. It works best with poetry, refrains, stories with more dialogue and stories that are shorter in length.
 * Echo reading** = the teacher reads a line and then the student reads the same line back. The teacher sets a good example with the reading material (emphasizing and fluency skills) so the students can strive to copy them.
 * Shared reading =** an interactive reading experience where the teacher and students read a story together and the teacher gradually gives the students more control over the reading. The use of big books in a whole group setting is one good example.
 * Partner reading** = a student who has stronger reading skills is paired with a partners who has less skills to read a text together. The students can take turns and answer questions building on the skills of the weaker reader.
 * Discussion of the text** = Keeping students focused on discussing the book and sharing relevant personal experiences. It is recommended to remind the students why they were asked to read the text in the first place before beginning the discussion.
 * Predictions** = Students preview the beginning of the text and are asked to make predictions about what they think will happen in the book or what they may learn.
 * Graphic organizer** = A visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow.
 * K-W-L** **Charts** = A visual representation that helps students access prior knowledge, what they already know; make predictions about what they want to know and review what they have learned.