Pasco+-+Melissa+Y.

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As an SLP, I agree with the answer provided for question number two. Our district has really begun to take this approach. We encourage our SLPs to work collaboratively with teachers in order to plan and implement instruction, especially as it relates to reading. I agree helping students to make connections while they read and learn is the key for generalizing information. However, while this is the “best practice” approach there are still challenges with how to implement this with large caseloads. I totally agree with the answer to question number three. Having an OT work with students during writing would be helpful if only the mechanics of writing were an issue. However, I doubt most of our students are fluent writers. The final question regarding highlighting portions of a word on a word wall makes sense. I recall a conversation with a reading specialist who used to have her students work on flash cards. She explained that having the students write the words themselves or have the words printed in different colors was not a good idea. Her rationale was students would not typically see words written in print that way. Most of what we read is in a simple black font. Week 2 Reflection: Compose a one-paragraph reflection on the author’s purpose for writing this book. ** The author’s purpose for writing this book is to provide a resource for teaching __all__ students to read and write using the Four Blocks Way. The authors consider the differences in how students with disabilities differ from their typically developing peers. They focus on six key areas: communication, cognition, physical abilities, senses and attention. The authors focus on how to make good instruction accessible to all students, which can be done by incorporating the use of assistive technology during literacy instruction.
 * Week 1 Reflection: Pick 3 Q & A’s that started a new thought process for you and compose a one-paragraph reflection. **

Electronic Book Adapted Mouse (mouse house) Timer Eye-gaze Frame Color-coded Word Wall Portable Word Walls Switches (wheelchair tray & head) Adjustable Easel Pencil Grip ** The most obvious challenge related to the amount of preparation required by the school team. It was clear from the “sample day” that devices were programmed, materials adapted, staff available for support, etc. which is unrealistic in 99% of our classrooms. The most obvious benefit noted was __all__ students participated and were included regardless of their disability. Mini-lessons allow teachers to assist students in learning how to find books of interest and use strategies and technologies to read and share more independently. These strategies are beneficial for __all__ students, not just those with disabilities.
 * Week 3 Reflection: List 10 AT strategies noted in this overview of an inclusive classroom. **
 * BigMack
 * Week 4 Reflection: Reflect on the sample day in an ESE classroom; discuss one benefit and one challenge to the Four-Blocks Day in this particular setting.**
 * Week 5 Reflection: 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, and sharing. **

Mini-Lessons: Selecting – Modeling by reading a page of the book for interest and ease before choosing it to read. Reading – Reading along with students who struggle so they can experience what good reading feels like. Sharing – Model how to use cue cards for recalling key points of a book. __Read:OutLoud__ software ([]) allows highlighted text to be read out load. __My Own Bookshelf__ software ([]) allows a variety of supports for independent reading by children who struggle. Allow digitial images, movies and text. __Belevedere-Tiburon Library__ ([]) provides links to more than 100 children’s books on CD and more than a thousand children’s books on tape. __Bookshare.org__ ([]) is a fee-based service offering access to digital texts for individuals with disabilities. __The Accessible Book Collection__ ([]) has hundreds of children’s titles. __Scholastic__([].) Interactive Clifford Storybook __Kidspace__ ([]) provides links to author’s websites, online comics, poetry, children’s stories in Spanish, etc. __Page Separators__ ([]) provides a link for where to purchase page separators which can be clipped over pages to allow easier access for turning pages. __BookWorm__ ([]) provides a link for where to purchase the BookWorm which allows students to partner read. Utilizes page detectors that synchronize with reading. __Ken Pope__ ([]) provides links to services offering accessible texts. Allows teachers the opportunity to learn who their students are as readers. Provides teachers with the opportunity to explicitly teach their students how to ask and answer question by using reciprocal questioning with the student. A variation in conferencing by providing students with a "preview" of what to expect allows students to be better prepared for their upcoming conference. Conferencing also allows teachers individual time in order to progress monitor, as well as gather informal assessment data.
 * Week 6 Reflection: List 10 Websites mentioned in this reading and how they can be utilized in helping students become better readers. **
 * Week 7 Reflection: Explain why conferencing is so important for students with disabilities. Please state specific examples of how conferencing benefits students with disabilities. **

__Setting Purposes__ is critical prior to initiating reading. The idea of this strategy is to provide cognitive clarity. Students should have a clear understanding of expectations and rationale as to why they are being asked to read. For example, explaining the "why" something will be read. __Making Connections to Personal Experiences__ is important to assist students with building their knowledge base. For example, when reading a story about a particular topic reference something that my be familiar to an experience the student has had. Such as, if reading a story about a child receiving a new bike discuss a time the student received a special gift. This should be done prior to reading so the students have a greater understanding "before" the reading occurs. __Graphic Organizers__ may be used by students in order to help organize their thoughts. When used before reading, they allow students to reference visually their background knowledge, as well as a tool for adding new information. Tools vary according to the level of structure the student requires. An example of a resource for graphic organizers is http://www.educationoasis.com/curriculum/GO/vocab_dev.htm. __Making Predictions__ allow students to think about the upcoming reading and make guesses with no worry of judgments.
 * Week 8 Reflection: Explain and provide examples for four of the eight strategies to use before reading text.

Week 9 Reflection: Define and explain: __Choral Reading__ - All of the children are reading at the same time. __Echo Reading__ - The teacher reads a line or sentence and then the student reads the line back. __Shared Reading__ - The individual and teacher share repeated readings and the teacher gradually fades control. __Partner Reading__ - Students read in pairs. One student (more fluent reader) primarily reads while the other provides specific words (often predictable words).

****Week 10 Reflection: Explain the following** __Emergent Writin__g refers to the beginning stages of writing. This stage is described as when students begin to explore writing and begin to understand the purpose and function of writing. __The "Write" Stuff__ refers to the idea of teachers finding the "right" conditions for students for writing. It may be as simple as discovering favorable items they will work for or determining the necessary accommodations or modifications they need to become successful writers. __Simple Adaptations__ refers to identifying "simple" items the students need. This may be as simple as using a pencil grip or slanted easel to a more elaborate adaptation such as using a tennis ball for a student with a physical impairment. It also utilizes the idea of creating a reward system to encourage writing, if necessary. __Writing/Revising/Editing/Publishin__g refers to the process of probing a student in order to identify what they wrote, as well as providing the scaffolding needed in order for them to revise their work or elaborate on what has already been written. __Writing for Real Reason__s is used to help students understand to reasons for writing, as well as how to relate it to their own personal experiences.


 * Week 11 Reflection:

Week 12 Reflection:

Week 13 Reflection:**