STORY-BASED LESSONS Presented by Angel Lee and Bethany R. Smith - PDF document

Lee & Smith, 2011 1 STORY-BASED LESSONS Presented by Angel Lee and Bethany R. Smith UNC Charlotte Acknowledgement 2  Some of the slides used in this presentation were de eloped b the staff of the General C rric l m developed by the staff of the General Curriculum Access Projects University of North Carolina at Charlotte Lee & Smith, 2011 1

Why Teach Literacy?  To allow students with significant disabilities access to grade appropriate reading materials as well as grade d i t di t i l ll d level content standards  To systematically engage these students in meaningful literacy activities  To allow students with significant disabilities the opportunity to experience some of the same rich reading experiences as their typically developing g p yp y p g peers  Even with the 1% of the 1% it is important to provide access to the enriching and engaging literature that grade level content provides Lee & Smith, 2011 3 Selecting Grade Appropriate Books  What books are typical students reading?  Ask a general education teacher at your school what her A k l d h h l h h students are reading  Consult the reading curriculum guide that your school district uses to teach reading  Ask a librarian  Search the Internet  http://childrensbooks.about.com/od/agegradebooksby/ p // / / g g y/  www.lexile.com  http://www.corestandards.org/assets/CCSSI_ELA%20Standar ds.pdf Lee & Smith, 2011 4 2

Why do we need to adapt books? 5 • Challenge of the text Challenge of the book • – Are not able to read the Are not able to read the words – May not be able to hold/ manipulate book – May have no pictures in older grades – Book may be too “fragile” for students’ motor – Short attention spans vs. planning amount of text if read aloud – Book may appear y pp unappealing if all text – Limited receptive vocabulary – May need to add in visual or tactile cues Lee & Smith, 2011 Adapting the Book: Shorten or Rewrite 6  Shorten or rewrite the text  After reading the book, decide- Af di h b k d id  If the vocabulary is basic and easy to understand (e.g., K-1 level)- will I need to eliminate some pages/ parts of page to shorten the story?  If the vocabulary is complex- will I need to rewrite the story? Will it be one summary story or by chapters?  How much do I need to condense? Four chapters down to two chapters or each chapter down to one page?  If in a middle school or high school, have students rewrite books as a service project Lee & Smith, 2011 3

How to Shorten/Rewrite Text 7  Pre-read text  Summarize each chapter to capture main S i h h t t t i idea- provide details  Re-write chapter summary using considerate text:  Grade 2-3 listening comprehension level (Send plain text file to Lexile Framework for Reading™ website, obtain lexile level, adjust if needed to Level 400- 600)(MetaMetrics, Inc., 2005)  When choosing vocabulary to focus on, consider high frequency words Lee & Smith, 2011 Typical Elementary Reading  A typical reading lesson consists of the teacher reading a book to a group of students  Teacher sits in front of the group with the book facing the students  Students take turns interacting with the story under teacher direction  Phonics instruction is taught separately, but these skills may also be embedded in story reading Lee & Smith, 2011 8 4

Physically alter the book 9  Begin by cutting the b book apart k Lee & Smith, 2011 Laminate the pages of the book. This will make the book sturdier and will allow it to be cleaned. Using a heavy laminate will make it easier for students to turn the page. If you do not have access to a laminator, sheet protectors will do. Lee & Smith, 2011 10 5

Re-bind the book pages using or Hole punch the pages and insert spiral binding into 3 ring binder Lee & Smith, 2011 11 You will need to make the book accessible for students with physical challenges. Above left: a handle has g been added for opening the book. Above right: Popsicle sticks may make turning the page easier. Bottom right: page fluffers separate the pages and make it easier to turn one at a time. Use cut up sponges, or stacked foam squares. Lee & Smith, 2011 12 6

Adding physical cues to books Add foam 13 letters to the title Add a colorful frame around the author’s name. Fade away over Trace the title in puff paint time Lee & Smith, 2011 Lee & Smith, 2011 14 ELEMENTARY LITERACY ENGAGEMENT SKILLS 7

Story-based Lessons  Preparation for teaching literacy skills using story-based lessons  Select grade-level picture book or an adapted chapter book  Select key vocabulary from book  If using symbols or pictures pair with the word  Choose a few words that are high frequency in addition to those needed to understand the story (e.g., trolley)  Find repeated line or create one that tells main idea of the book  Find repeated line or create one that tells main idea of the book  Select comprehension questions with answers and distracters  Consider Blooms taxonomy; go past “knowledge”  Modify book as needed for student access Lee & Smith, 2011 15 Steps of the Story-Based Lesson at the Elementary Level 1) Anticipatory set 1) Anticipatory set 2) Read the title 2) Read the title 2) R 2) R d th titl d th titl 3) Read the author 3) Read the author 4) Prediction 4) Prediction 5) Open book 5) Open book 6) Text pointing 7) Identify vocabulary 8) Repeated story line 9) Turn the page 10) Comprehension question/review prediction Items in BOLD Print should be done in specific order, all other items can be completed in the order of teacher’s discretion. Lee & Smith, 2011 16 8

Lee & Smith, 2011 17 Step 1: Anticipatory Set Description  Anticipatory set is the presentation of an object or concept that can be accessed through any one of h b d h h f the five senses  The anticipatory set can include:  An object to be touched---(ex. an stuffed animal or a pair of mittens)  A food that can be experienced through taste or smell--- (ex. a lemon or a fortune cookie)  An object that describes a concept--- (ex. An ice cube or a cup of warm water)  A recording that represents a part of a story--- (ex. a violin piece or a mooing cow) Lee & Smith, 2011 18 9

Step 1: Anticipatory Set Teacher Action 19  Present an object that can be accessed through at least one of the five senses to represent a major theme and create an sense of anticipation Example: Earth Dance by Joy Rider You can give the students a You can give the students a plastic blow up earth For The Case of the Sassy Parrot, use a talking parrot Lee & Smith, 2011 Step 2: Read the Title Description  Students need the opportunity to interact with the story in a specific sequence  When presenting the title page of the book, the teacher should use the word “title”  “I am going to read the title of our book.”  The teacher should also sweep their finger under p g the title, to further emphasize their statement Lee & Smith, 2011 20 10

Step 2: Read the Title Teacher Action 21  Every student should have an opportunity to touch and/or read the title. /  Can place title and record the title of the book on a voice output device  The title of the book can be highlighted, underlined with a pipe cleaner, raised with puff paints, or traced over with glue and sand Example: Teacher says “This title of our book is ‘Earth Dance’. Touch/tell us the title of this book.” Lee & Smith, 2011 Step 3: Read the Author’s Name Description  When presenting the title page of the book, the p g p g , teacher should use the word “author” to describe the writer of the story  “I am going to point to the author’s name. The author is the person who wrote this book.”  The teacher should also sweep their finger under the author s name, to further emphasize their the author’s name, to further emphasize their statement Lee & Smith, 2011 22 11

Step 3: Read the Author’s Name Teacher Action 23  Every student should have an opportunity to engage with and/or read the name and/or read the name.  Can place the author’s name and record the title of the book on a voice output device  Pair the author’s name with a photo of the author Example: Teacher says “This author of our book is Joy Rider. Touch/tell us the author’s name.” Lee & Smith, 2011 Step 4: Ask a Prediction Question Description  Students make a prediction about what they think the story will be about the story will be about.  Front cover and pictures in the story can provide context clues that assist the child in making that prediction  Take a “picture walk” through the book. Point-out pictures that are important in determining what the story is about.  There are no wrong answers.  There are no wrong answers.  The student is simply indicating what they THINK the story will be about. Lee & Smith, 2011 24 12