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Learning Language through Adapted Literature
(PreK-Grade 5)
Jessie Moreau, M.Ed., NBCTGwinnett County Public Schools, [email protected]
GSHA Convention, 2015Athens, GA
Financial Disclosure Statement I am an employee of Gwinnett County Public Schools and
receive an annual salary from them as an Instructional Coach. I am not receiving any other compensation for this presentation.
I am contracted by the Georgia Department of Education (GDOE) to adapt curricular materials. I am not receiving any compensation from them for this presentation.
I have no relevant nonfinancial relationship(s) to disclose.
Parental permission has been given for the use of all photographs of students in this PowerPoint.
Permission has been received to use and give credit to teachers who may have created materials in this PowerPoint other than myself.
Communication
Rule #1All students must have
a consistent way to communicate…
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…receptively and expressively.
Why Use Adapted Literature for Communication &
Language Development? Provides support to students through increased practice with AAC materials, devices, and other technology (IT & AT)
Provides appropriate communication and language models for students
Encourages interaction between students
Increases comprehension of literature for students who read with little comprehension
Motivates students to communicate
Can provide insight into higher order thinking skills students may have
Why Use Adapted Literature for Communication &
Language Development?
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Allows for shared reading experiences and communication attempts with non‐disabled peers and family members
Use of humor can elicit student responses
Why Use Adapted Literature for Communication &
Language Development?
Working on Speech articulation is a given for every story.
If students are functionally nonverbal:All students need access to verbal output,
via their own voice or the use of a voice output device.*
Various terms used for voice output devices:
Augmentative and Alternative Communication (AAC) devices
Speech Generating Devices (SGD)
Voice Output Communication Aide (VOCA)
Earn, Spend, Save materials created by Jessie Moreau, Gwinnett County Public Schools
Include print, pictures and/or tactilize AAC devices
Repeated story line
Questions/Answers
Yes (Want) / No responses
AAC Devices – Always visually include the message!
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Brown Bear, Brown Bear, What Do You See?(Bill Martin, Jr. / Eric Carle)
-Animal Identification-Color Recognition -Sequencing-Matching -Introduction to -Repeated Lines AAC device use-Tactile recognition
Enlarged tactilized pictures for matching, choice making, and retelling the story
The Gingerbread Man(Pictures by Karen Schmidt)
-Animals-Family members -AAC use-Sequencing -Choice making-Repeated line-Following directions
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“Stop. Sit down.”
“Run. Run. Faster. Faster.”
Tactilized pictures; hair “scrunchy” to attach
characters; iTalk2 to give and follow directions
Reading “Gingerbread Man” story and acting it out like “Duck, Duck, Goose” game
Students take turns being the Gingerbread Man & characters
Students take turns giving directions: “Run, run. Faster, faster!” and “Stop, sit down.”
Big Red Tub(Julia Jarman/Adrian Reynolds)
-Vocabulary Development -Sequencing - Prepositions-Compare/Contrast - Sizes-Physical Characteristics -Choice making
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Learn concepts by interactive tactilized pictures Compare sizes of animals (large/small)
Prepositions (in/out)
Baby kanga attached with stretchy cord to material pocket
Show comprehension of story using tactilized pictures Refer to the text of the story to find character
Refer to the text to determine a quote from the story
Make prediction to what happens next or refer to text
Show comprehension of story using tactilized pictures Refer to the text of the story to find character
Refer to the text to determine a quote from the story
Make prediction to what happens next or refer to text
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Additional “Big Red Tub” activities contributed by
Kayse Harshaw, GCPS/GDOE
“Jello Tub” with animal crackers and gummy animals
“Bubble tub” art project with animal stamps and hand prints
Stone Soup - *Public Domain(As Retold by Kayse Harshaw & Jessie Moreau)
-Vocabulary (vegetables)-Pot with “Fire” to “Cook”-Repeated Lines
Stone Soup
Vocabulary development (vegetables)
Repeated line for speech/AAC practice
Prepositions and verbs
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Stone Soup
Sequencing story parts
Go Away, Big Green Monster(Ed Emberley)
-Body Parts -Adjectives-Colors -AAC use-Sequencing-Build a Face Art
http://supersimplesongs.com/cd1-19.html
Photo Credit: Go Away Big Green Monsteron Photobucket, Creative Commons
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Good Night Moon(Margaret Wise Brown)
-Nouns -Matching -Repeated line-Size concepts-Passage of Time (day/night)-Social Greeting (“Good night!”)-Vocabulary Development
Goodnight Moon
Recreated story using PowerPoint program (must have legally purchased edition of book to do so for copyright purposes)
Tactilized pictures aid in comprehension of story concepts
3 different sized bears & chairs
Goodnight Moon
Supplemental activities for Goodnight Moon
Vocabulary development using pictures, print, tactile items
All‐Turn‐It Spinner with tactile items for Bingo
Move items from green room to “Good night!” board to retell story
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Playing Bingo with All-Turn-It Spinner; Interactive book using Boardmaker symbols to retell story;
Scavenger Hunt pictures
In greatroom
there telephone and
picture cow
over moon
balloon
Retell story using sign language
Three Little Pigs(Retold by Jennifer Farner & Jessie Moreau)
-Repeated Lines -Inflection/intonation-Counting -Sequencing
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Three Little Pigs
-Use of descriptors -Choice making-Hairdryer Wolf & Milk Carton Houses to show concept of weak/strong houses
http://www.dltk-teach.com/rhymes/paper_bag_wolf_puppet.htm
http://www.youtube.com/watch?v=Olo923T2HQ4&feature=related
Three Little Pigs
-Moving from object to picture representations-Retelling story using AAC device
(jelly bean switch activates hair dryer)
Goodnight, Gorilla(Peggy Rathmann)
-Animal Recognition -Sizes-Sequencing -Counting-Social Greetings (“Good night!”)-Vocabulary Development -Choice making
http://www.youtube.com/watch?v=-wD_poPr7gk&feature=related
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Cut out enlarged characters with front & back sides. Laminate only printed side of character, then glue to white craft foam
Retell the story using cut out pictures on the board book.
Have You Seen My Cat?(Eric Carle)
-Answering Yes/No questions-Same and Different-Repeated Lines-Introduction to Variety of Feline Friends-Use of AAC
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Communication and Comprehension activities created by Marti Yelverton)
TechTalk 8 AAC board to help retell story
If You Give a Mouse a Cookie(Laura Joffe Numeroff)
-Vocabulary development (household nouns)-Functions of nouns-Cause and effect (If….then….)-Verbs-Sequencing
When you give him the milk he’ll probably ask you for a straw.
If You Give A Mouse A Cookie by L.J. Numeroff adapted by Kayse Harshaw, Gwinnett County Schools, 2005, Boardmaker symbols © Mayer‐Johnson, LLC and Microsoft Office PowerPoint
Photo credits: David L Thomas, GDOE
Head switch for computer accessScanned story with picture symbols added into PowerPoint adapted story
Picture symbols velcroed in book
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Mrs. Wishy-Washy’s Farm(Joy Cowley)
-Animal recognition -Puzzle completion-Repeated lines-Sequencing-Retell story with tactilized story pieces
Big Mack AAC device with repeated line:“Wishy Washy, Wishy Washy, wash, wash, wash;
Enlarged tactilized pictures for retelling story
Mrs. Wishy-Washy’s Farm
Mrs. Wishy Washy’s Farm Barn door opens/closes
Chef (apron & spoon) fits into outlined puzzle piece
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Tub with bubble wrap attached to plastic container
Mrs. Wishy Washy’s Farm
Animals inside “jail” made of clear lamination taped to picture
Animals in animal control “truck” plastic container
I Know an Old Lady Who Swallowed a Pie (Alison Jackson)
-Vocabulary-Sequencing-Repeated lines-Prepositions
http://www.makinglearningfun.com/themepages/OldLadyPieLiteracyActivities.htm
Picture/word matching; Interactive story with cereal box or baggie “Old Lady” and food pictures
or “play food”
Ideas from website: http://www.makinglearningfun.com/themepages/OldLadyPieLiteracyActivities.htm
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The Mitten(Jan Brett)
-Animals-Seasons (Winter)-Sequencing-Sizes
http://www.janbrett.com/index.html
http://www.janbrett.com/index.html
The Napping House(Audrey Wood)
-Sequencing-Repeated Lines-Animals-Adjectives
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Enlarged picture symbols velcroed onto bed in order of appearance in story.
Adapted story using Writing with Symbols (or Boardmaker Symbolate)
with scanned pictures from original book
Today is Monday(Eric Carle)
-Days of the Week-Animals-Food items-Repeated Lines-Sequencing
http://www.eric-carle.com/bb-monday.html
Tuesday
TechTalk 8 AAC overlay
Scanned pictures; days of the week symbols; photos of food
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Other related PowerPoint materials focused upon the days of the week and schedules
What Makes a Rainbow?(Betty Schwartz)
-Colors-Animals-AAC board for art projects
Art focused AAC board for use during art projects
(Created by Gina Gelinas, GDOE)
TechTalk 8 AAC boards for story comprehension and color identification
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The Emperor’s New Clothes(Hans Christian Anderson)
- Real / imaginary concepts- Choice making- Vocabulary development- Measurement
The Emperor’s New Clothes
“The Emperor’s New Clothes” created by Jessie Moreau, Gwinnett County Schools & Debra Bruster, Banks County Schools
What robe will the Emperor wear now? Choose one.
Where did the Emperor march? Show how he did it.
The Emperor’s New Clothes Choose Emperor’s robe and
velcro it onto him
Use real tape measure for students to measure arms/legs
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The Emperor’s New Clothes Invisible robe is outline of robe
on lamination film
Weave potholders to teach concept of loom weaving
Stone Fox(John Reynolds Gardiner)
- Age differences - Counting- Good vs Bad - Death & Dying - Dudley Do-Right Skit- Nonverbal communication
Stone Fox
Interactive tactile materials assist comprehension
Hand turns up/down for yes/no as with Grandfather
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Stone Fox
Skit works great for articulation and/or for AAC devices
Stone Fox
Compare/contrast the dogs
Students act out Willie carrying Searchlight across the Finish Line
Students help Stone Fox lead his Samoyed dogs in the race
“Mr. Popper’s Penguins” adapted story created by Sandra Murray, Cobb County
Mr. Popper’s PenguinsCharacter, Setting & Event Activities
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How to Eat Fried Worms(Thomas Rockwell)
-Counting to 15 -Adjectives/Adverbs-Sequencing -Choice making (preferences)-Chapter summaries via repeated line variants- Identification of variety of tastes (condiments)
• Tactilize Characters with variety of items, e.g. buttons, ribbon, hair, freckles, clothing, physical traits
How to Eat Fried Worms
Retell the story using sequenced overlays with story characters, settings, events
How to Eat Fried Worms
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Students can smell, taste, feel
the various condiments that Billy used to eat his 15 worms.
Place some condiments into
small jewelry bags; Velcro® all
condiments onto the printed,
laminated picture
What did Billy put on his worm to eat it? (Can use match to sample)
Use preprinted iconic text (symbols/words) for students to write descriptive sentences
Work on matching small iconic text to larger sample
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Shed door made of mini‐popsicle sticks glued onto cardstock.
Door opens/closes on cardstock strip “hinge” taped to shed picture
Plastic basket Velcroed® onto picture; rubber worm in basket.
Hole punched into laminated basket picture and strung through hole in bedroom window picture.
Students pull dowel tied to string to raise worm up to window
How to Eat Fried Worms
Because of Winn Dixie(Kate DiCamillo)
- Identify quotes- Verb recognition & comprehension- Emotions- Animals- Vocations
Because of Winn Dixie Refer to the text of the story to find character
Compare & Contrast characters
Make prediction to what happens next or refer to text
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Because of Winn Dixie Write “Lists of Ten”
Identify quotes from the story
Character descriptions (adjectives, adverbs)
Loop Comprehension Activity
Ask/answer cross curricular questions on Loop Cards
Can match tactile items on question and response
Higher level comprehension activity
Can work for any curricular area and/or grade level
Who has Miss Franny Block?“I have Miss Franny Block!”
Pictures courtesy of Jessie Moreau, Gwinnett County Schools
Asking & Answering Loop Comprehension Questions Using Speech & AAC (Step by Step)
Who do you have?“I have Winn Dixie!”
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Who has Opal Buloni’s dad?“I have the Preacher!”
Pictures courtesy of Jessie Moreau, Gwinnett County Schools
Asking & Answering Loop Comprehension Questions Using Speech & AAC (Step by Step)
Who has the character with the dog bone?“I do!”
“Alice in Wonderland” Loop Game materials created by Jessie Moreau, Gwinnett County Schools from Penni Singleton, Cherokee County Schools, adapted story .ppt
Alice in WonderlandAnswering Loop Activity Comprehension Questions
ResourcesThe electronic resources listed on the slides below all have free components. Each site has literature that has either been adapted or is accessible with voice output and some even allow for switch access.
Disclaimer -- No claims are being made in any regard by Jessie Moreau for any of the websites listed. I do not receive any compensation for sharing these websites. Use at your own risk.