Students with Significant Cognitive Disabilities: Story...

Students with Significant

Cognitive Disabilities:

Story-Based Lessons

PowerPoint Slides

to be used in conjunction

with the

Facilitator’s Guide

Copyright © 2012, East Carolina University.

Recommended citation:

Lee, A. & Henderson, K. (2012). Students with significant

cognitive disabilities: story- based lessons – A

PowerPoint presentation for professional development.

Modules Addressing Special Education and Teacher

Education (MAST). Greenville, NC: East Carolina

University.

This resource includes contributions from the module

developer and MAST Module Project colleagues (in

alphabetical order) Kelly Henderson (Facilitator Guide

Editor), Tanner Jones (Web Designer), Diane Kester

(Editor), Sue Byrd Steinweg (Project Director), Bradley

Baggett (Graduate Assistant), and Sandra Hopfengardner

Warren (Principal Investigator).

Session Agenda

• Introduction

• Session Goal and Objectives

• Background for Story Based Lessons

• Ten Steps

• Upper Grades

Session Agenda, continued

• Including Students with the Most

Significant Disabilities in a Literacy

Activity

• Differentiation

• Making Progress

• Summary

• Evaluation

Introduction- The Problem

• Only recently has literacy for students

with significant disabilities has become a

priority. There are still many teachers,

especially at the secondary level, who do

not provide literacy instruction.

• Many teachers don’t know how to provide

access to grade-appropriate literature

students with significant disabilities;

Others do not see it as a priority.

Introduction, continued

• So, why teach literacy?

– To allow students with significant disabilities

access to age & grade-appropriate reading

materials;

– To systematically engage these students in

meaningful literacy activities;

– To allow students the opportunity to experience

some of the same rich reading experiences as

their typically developing peers;

– LITERACY IS A FUNCTIONAL SKILL!

Activity - Introduction

• Share about connections you have made

with books and literature in your life.

– How has a particular piece of literature

connected you with others?

– What common understandings do persons in a

culture share as a result of a piece of

literature?

– How might those understandings be pertinent

to students with significant cognitive

disabilities?

Session Goal and Objectives

• The goal of this session is to provide

detailed instructions on how to teach the

10 steps of a story based lesson while also

differentiating for varying student needs.

Session Objectives, continued

Session Objectives-

Participants will be able to:

1. Identify the benefits of story based

lessons.

2. Identify the 10 steps of a story based

lesson.

3. Recognize what steps may be needed to

make a story based lesson more

concrete.

Session Objectives, continued

4. Recognize what steps may be needed

to make a story based lesson more

challenging.

5. Identify how story based lessons

change at the secondary level.

6. Select components to create story

based lessons across content areas.

Background for Story Based

Lessons

• Not all students will be able to gain access

to literature through reading.

– A conceptual foundation for literacy includes

two outcomes: enhanced quality of life through

shared literature (read alouds) and increased

independence as a reader (Browder et al., 2009).

– Shared stories can be used to promote literacy

skills such as comprehension, vocabulary, and

fluency in a meaningful context (Browder et al., 2006).

Background, continued

• Stories are beneficial in a number of

ways (King-DeBaun, 1999):

– They provide an opportunity for repetition.

Repetition is crucial for students who use

voice output devices as it allows them to

become familiar with the story and anticipate

story elements. Repetition within the story in

the form of a repeated line can be read by

the student with various levels of cues and

prompts or the use of a voice output device.


– New vocabulary can be taught in the context of

stories; the vocabulary can then be extended

into other activities.

– Language concepts are reinforced by linking

vocabulary to graphics or pictures in the story.

– Adding props or objects relating to the story’s

theme encourages active participation and

engagement, and is beneficial for students who

require concrete examples of story concepts in

order to glean meaning.


– Read alouds can promote skills such as

comprehension, vocabulary, and text

awareness in a meaningful context.

– The story based lesson combines the proven

success of read alouds (Justice & Ezell, 2002; Justice &

Pullen, 2003; Mautte, 1990) with the proven strategies

of systematic instruction (Ault, et al., 1989).

– Students who would not otherwise be able to

access the text are able to have it read aloud

to them.


• In addition, students benefit from routine,

structured literacy instruction.

• Although not specifically covered in the steps

of a story based lesson, good teaching must

include a plan for prompting students and

correcting errors

Ten Steps

• Great! You have made the decision to

teach story based lessons in your class.

• First, select a grade appropriate book:

– Ask a general education teacher at your

school what her students are reading.

– Consult the reading curriculum guide that your

school district uses to teach reading.

– Ask a librarian.

– Search the Internet.

Ten Steps, continued

• Once a book is chosen:

– Select key vocabulary from the book.

• If using picture vocabulary pair picture with word

• Up to 5 vocabulary pictures/words per book

– Find repeated line or create one that tells main

idea of the book or chapter.

– Select at least 3 comprehension questions

with answers and distracters.

– Modify book as needed for student access.

• Then, follow the 10 steps...


Step 1: Use an anticipatory set.

• The anticipatory set is the presentation of

an object or concept that can be assessed

through any of the five senses.


• The anticipatory set may include:

– An object to be touched—(e.g., a stuffed

animal or toy car);

– A food that can be experienced through taste

or smell—(e.g., a lemon or a fortune cookie);

– An object that describes a concept—(e.g., an

ice cube or a heart);

– A recording that represents a part of the

story—(e.g., thunder or a mooing cow).

• Some examples:


– Shells are used for the

anticipatory set for the

book Tar Beach.

Another option would

be a piece of asphalt

from a road.


– A baseball is used

as the anticipatory

set for this book

about a boy who

loves baseball.

Record a crowd

cheering at a game.

Use Google® to

find sounds on the

Internet.


– A talking parrot

makes a great

object to represent

The Case of the

Sassy Parrot.


• Anticipatory sets

can be inexpensive

like these cotton

balls glued to

paper. Students

can also make their

own cloud.


Step 2: Read the title.

• Students need the opportunity to interact

with the book in a specific sequence.

When presenting the title page of the

book, use the word "title".

• "I am going to read the title of the book.

The title of this book is Earthdance. Show

me the title of the book."


• When reading the

title, sweep your

finger under the title,

to further emphasize

what is being read.

Though you will

always read the title

first, in time you may

not need to model

pointing to the title.

Adapted cover of the book:

Earthdance by Joanne Rider


Step 3: Read the author’s name.

• When presenting the title page of the book,

the teacher should use the word “author”

to describe the writer of the story.

• “I will point to the author’s name: Eric A.

Kimmel. The author is the person who

wrote this book. Show me the author of the

book.”


• Sweep your finger

under the author’s name

to further emphasize the

statement. The author

will be a more difficult

concept to understand.

You may want to find a

picture of the author to

reinforce that it is a

person.


• Watch the video at

http://mast.ecu.edu/modules/sscd_sbl/lib/m

edia/video01.html of the opening of a story

based lesson.

http://mast.ecu.edu/modules/sscd_sbl/lib/media/video01.html




• As you saw in the video clip, this teacher

gave each student an opportunity to point

to the title and author. She moved at a

quick pace so that there was not a lot of

waiting for the students.

• Notice how she provided varying degrees

of support based on each student’s needs.


Step 4: Ask a prediction question.

• Students make a prediction about what

they think the story will be about or what

they think will happen next. The front

cover, anticipatory set, title, and pictures in

the story can provide context clues that

assist students in making a prediction.


• "What do you think

this book will be

about?”

• "A baseball or a frog?”

Cover of adapted book: Dewey

McGee Loves a Good Game

by Angel Lee


• There is no wrong answer; the student is

simply indicating what they THINK will

happen. Embed some math by making a

bar graph of the student’s predictions.


• During the story continue to ask students

what will happen next. Higher level

prediction requires that the student use his

own current knowledge as well as what he

has already learned from the book.

• Watch the video of step 4 at


edia/video02.html




• In the video, the teacher presented

response options for the students to

choose from.

– The object that used for the anticipatory set

can be paired with a distracter object.

– Because these students have heard this book

before the teacher was seeking the correct

prediction. Since they did not predict correctly,

she modeled the correct prediction and why it

was the correct choice.


• Before beginning

reading, review the pre-

selected vocabulary

words and the repeated

story line.

• This can be carried out

before or after the

students make a

prediction.


• Display vocabulary words and repeated

story line on a felt or magnetic board.

• "There are some special words in our story

today. One of the words is baseball, the

other word is run. Be sure to listen for

these words. There is also a line that I will

need your help with. The line is 'My favorite

thing to do is play baseball.' When I start

that line I want you to finish it."


• Watch the video about introducing

vocabulary at


edia/video03.html.




• Watch the video about introducing

vocabulary using a voice output device at


edia/video04.html.




• In this video you saw the teacher review

the vocabulary word “friends”.

• Notice how she had every student touch

the word and then asked them to say the

word.

• She then provided a voice output device

for a student who is non-verbal to use to

say the repeated story line.


Step 5: Model opening the book

• Students with significant disabilities may not

have had experiences "handling" books.

– Show students the front, back, top, and bottom

of the book; model how to open it. Next,

present the closed book to student.

– Avoid directly telling the student to open the

book. Instead say: "What do we need to do to

get our story started?”


• Here is an example

of how you might

make the book

easier to open by

adding a handle.


• Once students understand how to open the

book and assuming the needed motor

skills, students need to understand how to

orient the book. Give students the book

upside down and ask, "Can you get our

book ready to read?"

– For students without physical limitation this is

a relatively easy skill. For students with

physical limitations, adaptations will need to

be made to the book.


• Watch the video of

step 5 at

http://mast.ecu.edu/m

odules/sscd_sbl/lib/me

dia/video05.html.

• Note how the teacher handed the book to

the student backwards and upside down

so that the student had to do more than

just open the book.





Step 6: Text pointing

• Text pointing teaches the concept that the

words on the page are correlated to the

pictures in the book and story. It also

reinforces the concept of reading from left

to right and from top to bottom.

• Model text pointing as you read. When the

student text points, read at the same pace

as the student points from word to word.


• For students with

physical limitations,

put text on a sentence

strip for easier access

or for eye gazing.

• Text can also be put

on a voice output

device.

"It’s your turn to help me read. Point to

the words as I read them."


• Watch the video of text pointing at


edia/video06.html




• The video shows the students text pointing

to one line.

• When learning to text point, students

should only be expected to point to one

line.

• As they get proficient at one line, add a

second and third. Students may need to be

shown where to start.


Step 7: Identify vocabulary words

• The vocabulary you select for your story

should include words that students must

know in order to communicate effectively,

i.e., words that can be generalized to

other settings such as "play" or "game."


• Your list should also include words that

allow us to understand what is happening

in the story.

– For example, the word “rumble” may not be

commonly known but needs to be taught to

understand what is happening in the story,

The Outsiders.

– One way to teach vocabulary words and their

meaning is through time delay.


– Review words and their meaning prior to

reading. Remind students what the word

means in the context of the story. For example,

in The Outsiders, “rumble” is a vocabulary

word that has been reviewed.

– While reading the text "Dally thinks the rumble

is a bad idea.", add the definition by saying:

"Remember, a rumble is a big fight between

two groups." Or, you might say, "Who can

remember what a rumble is?"


– Visual cues may need to be added to the text.

You may choose to highlight, enlarge, or add

pictures to the vocabulary words. You may

also use voice output devices, if needed.

– Provide the following teacher directions: "I see

one of our vocabulary words. Find the word

‘run’."


• In the photo “run” may

be a vocabulary word.

“Hat” may also be a

vocabulary word.

Having an actual hat

allows a student with

visual impairments to

select vocabulary

words also.


• To promote generalization, repeat

exposure to vocabulary words in various

contexts as often as possible.



edia/video07.html




• In this video clip the student did not point

to the correct word. The teacher modeled

pointing to the word and then asked the

student to point again.

• This teacher was using a least to most

prompting hierarchy in which a model is

her first level prompt.


Step 8: Read the repeated story line

• Some elementary books will have a line

that is repeated that describes the main

idea of the story. If not, create one that

emphasizes a central theme throughout

the story or chapter.


• A repeated story line

increases student

engagement. Begin

reading the line then allow

the student(s) to complete

the line. Use a voice

output device for students

who are nonverbal.

• "Let’s do the earth _____."




edia/video08.html




– In this clip the repeated story line was

recorded onto a voice output device. Often

students with significant disabilities do not

have the verbal skills to read the repeated line.

– Voice output devices are a great way to

remove that barrier. If possible, the voice

output device should be left where the student

can reach it and not just presented at the

exact time that the student needs to complete

the line.


Step 9: Turn the page

• Turning the page after the teacher has

stopped reading helps make the connection

between printed text and hearing the story.

• Indirectly ask the student to turn the page:

"What do we need to do to keep our story

going?" The request is implied to prevent

the student from simply following the

teacher’s direct command.


• For a student with physical limitations try:

– Pieces of sponge

glued to separate

the pages;


– Pipe cleaners or craft

sticks glued to the

pages to create

handles;


– A voice output device programmed to say “turn

the page". Play the video of step 9 at

http://mast.ecu.edu/modules/sscd_sbl/lib/media/

video09.html




Step 10. Comprehension

• Comprehension questions can be kept

very basic or can provide students with

opportunities for higher level thinking.

Construct comprehension questions with

Bloom’s Taxonomy in mind.


• Watch the slide show about step 10 and

Bloom’s Taxonomy at


edia/slides01/SlideShow.html or on t he

following slides.

http://mast.ecu.edu/modules/sscd_sbl/lib/media/slides01/SlideShow.html


Step 10: Comprehension Questions

• Comprehension questions can be asked immediately after reading the line in which the answer appears or after reading the book.

• The following slides provide examples for comprehension questions on all of the levels of Bloom’s Taxonomy,

• Support student responding with

– Varying the number and types of distracters.

– Voice output devices, pair pictures with words, eye gaze board ect.

Example: “Matthew and Tilly were friends. Noah, who was Matthew’s friend?”

65

Literal recall Level

Abstract Symbolic Concrete Symbolic Early Symbolic

Knowledge: Answers

can be “pulled from

the page” (Literal)

Title

Author

Characters

Setting

Action

Descriptors

Point to title, author

Point to picture of…

Immediate recall: “Jill

went up the hill. Who

went up the hill?” OR

“The boy sat in the

wagon. What did the

boy do?”

“Who is the story

about?”

“What did they put in

the soup?”

“Where did they find

the puppy?”

“What did Wilbur do?”

“Who else is in the

story?” (supporting

characters)

“What was the barn

like?” (descriptors like

color, size)

66

Comprehension

Level Abstract Symbolic Concrete Symbolic Early Symbolic

Comprehension: Answers

can be inferred from what

is on page

Prediction

Sequencing

Identifying conflict/

problem

Identify ending

“What happened last?”

“What is this story going

to be about?”

“I see a cave. I feel

fur…What is in the cave?”

(From Let’s Go on a Bear

Hunt)

“Put these events in order

as first, second, last”

“Why was the girl afraid?”

(conflict)

“What do you think will

happen next?”

“Why did the man get

arrested?” (from a news

story)

“Put these pictures in

order to show what

happened in the story

(more than 3 pictures)”

“What problem did Carlos

face as a young child?”

(from a biography)

“How did the story end?”

67

Application


Application: Requires

using student’s own

background knowledge

Make connections

Use material in a

new way

“The bear is eating.

Are you eating?”

“Sara is a girl. Are you

a girl?”

“Point to a picture on

the page that we have

in our classroom.”

“Buck loved his home.

How do you feel about

your home?”

“The children had a

scavenger hunt. What

did you find on our

scavenger hunt?”

Draw a picture of this

story.

“This article is about

whales. Where do

whales live? What else

do you know about

whales?”

“Let’s act out what the

three pigs did.”

68

Analysis


Analysis: Breaking the

information into parts

Classify

Compare

Contrast

Categorize

“Let’s put these pictures

into two columns- for what

Sara did in the story and

what you do.”

“Put these pictures into

categories for the people

and the actions”

“Let’s make a picture

diagram for what we know

about each person in our

story. ‘hunting’ Who went

hunting?”

“Compare what is the

same and different about

these two animals.”

“When the girls laughed at

Renee, how did the girls

feel? How did Renee feel?”

“This article is about the

past. What is different in

their day? How did the

children get to school?

How do you get to school?

Now you tell me something

else that was different.”

69

Synthesis


Synthesis: combining

the parts into a whole

Infer

Determine main

idea

Find cause and

effect

“Show me the picture

of what this story was

about”

“Why were the bears

mad?”

“Retell the story in

your own words”

“What might be

another title for this

story?”

“What effect did the

hurricane have?”

“How does this poem

make you feel?”

“What will happen to

people if they have no

job?” (from a news

story)

“What are three things

you learned from this

article?”

70

Evaluation


Evaluation: Making a

judgment according to

some standard

Real/not real

Nonfiction/fic

Fact/opinion

Author’s point of

view

“Do pigs talk?”

“What did you think

about this story?”

(states an opinion)

“Which of these is a

story/ not a story?”

“Did this really happen

or is it fiction?”

“What is a fact in this

article?”

“What is the author’s

opinion about this

movie?” (from a

review)

“Why did the author

write this?” (to

persuade, entertain)

“Let’s list the facts vs.

opinions in this article”

71




edia/video10.html




• In this video clip you saw a variety of

questions from literal recall to inferential.

The teacher also went back to the

prediction and asked a summary question,

"What was the book about?"

• This organizer may help you remember the

steps and plan your lesson:

http://mast.ecu.edu/modules/sscd_sbl/lib/d

ocuments/story_based_jazzy_TA.pdf

http://mast.ecu.edu/modules/sscd_sbl/lib/documents/story_based_jazzy_TA.pdf



Activity - Ten Steps

• Using the organizer and a selection of

story books plan and share story-based

lesson.

• Structure your lesson around a specific

age/grade and developmental level.

Upper Grades

• Once students are in middle and high

school…

– Story based lessons should not just come

from stories…

– Students will use a range of literature.

Upper Grades, continued

Nonfiction

• Newspapers and

magazines

• Autobiographies and

biographies

• Nonfiction books

• Social studies summaries

• Science summaries

www.pdclipart.org


Fiction

• Novels

• Short stories

• Drama

• Poetry

www.pdclipart.org


• Watch the slide show following to learn

more about story-based lessons at the

secondary level.

• They are also available at

http://mast.ecu.edu/modules/sscd_sbl/lib/

media/slides02/SlideShow.html



Story based lessons at the secondary level

79

Newspaper and current events

The daily newspaper can serve as a basis for a story based lesson. They are generally free in the school library. Newspaper articles are typically written on a second grade level. Image SBL sec 8 www.clipart.com

Current events such as the Olympics are great to follow since they are in the paper most every day. Chart how many medals USA has won. Research different countries and the sports they are known for. Image SBL sec 7 www.clipart.com

80

Famous people

Image SBL sec 6 www.clipart.com

• There are a number of historical figures that are routinely covered in middle and high school. Students begin learning about Martin Luther King Jr. in elementary school. Consult with a history teacher to see what historical figures are taught and in which grades.

81

Social Studies

Use story based lessons to teach about different cultures… and historical events

South African drum and flag. Image: SBL sec 9 & 10 www.clipart.com

Man’s first trip to the moon. Image SBL sec 11 www.clipart .com

82

Science

Use Wonder stories to teach about chemistry… and biology



83

Stories come from a novel

Typical middle school novel Image: SBL sec 1

Typical high school novel Image SBL sec 2

84

Drama is introduced in the form of plays • You may choose to use a play

already written such as Shakespeare or use a familiar book and turn it into a play.

• Plays give great opportunities for inclusion with peers.

• Use voice output devices for students who are non verbal to say their lines.

• The lesson should focus on comprehension and students understanding the setting and mai8n characters.

85

Poetry

Edgar Allan Poe’s The Raven

Teaching story based lessons using poetry can be rewarding. Most middle school students will read poetry by Edgar Allen Poe. You might also choose more modern poetry like that of Maya Angelou. Poetry is great because you do not have top shorten it. You will still include vocabulary, comprehension, and possible a repeated storyline. You may also add some new components to your lesson and teach similes and metaphors.

86

Adapted books have chapters

This is a sample page from the adapted version of Number the Stars.

87

Pictures or symbols are age appropriate

Pictures like this: Not this:

Both images from www.clipart.org

88

Students sit at desks; not in reading circles. Students will also have their own books

Image from Microsoft clip art, search term : teacher

89

Themes are age appropriate

• In middle school themes like:

– Social justice

– Colonial days

– The environment

• In high school themes like:

– Current world events

– Classics such as Shakespeare

– Topics relating to personal interest such as sports

90

Including Students with the Most

Significant Disabilities in a Literacy

Activity

• Adapt the book in the following ways:

– Shorten length of book.

– Shorten text.

– Incorporate student’s name throughout the

book; use Velcro to change names.

– Create a repeated story line for each page.

– Find objects to represent nouns or events in

the book.

Including Students, continued

• Things to remember:

• Use age appropriate books. It can be

tempting to use books such as those by

Eric Carle, which are preschool books,

because they have bright pictures and

simple text, but students must be provided

access to grade level content regardless of

their disability.


• Remember to use the earlier suggestions

of ways to select age appropriate books.

• In adapted books, use simple objects to

represent items in the book and use them

for comprehension.

• Laminate your books.

• The following is a task analysis that can be

used to teach a story-based lesson to

students with significant disabilities.

What teacher will do What student will do

Present two books.

“Which book would you like to read?”

Student will select one book to read.

Present selected book.

“Good! You chose Anansi. Look at the book Anansi.”

Student will look at selected book.

Present sensory material to introduce story.

“Anansi is a spider. Here is a toy spider like Anansi. Look at the

spider.”

Student will look at sensory material.

Present two novel items for student to make a prediction.

“What do you think this book will be about, a spider or a baseball?”

Student will make a prediction.

Read student’s name in story at least 3 times.

“He is so lazy!” said Lewis.

Student will react to their name in story.

Introduce repeated story line and allow student the opportunity to

complete it at least 3 times.

“Anansi is a lazy spider. This is the repeated storyline. I will say it

again and you help me read by pushing the switch.”

Student will finish repeated story line.

Present at least 3 different objects from text.

“Feel the stick; this is what I will be reading about.”

Student will look at objects from book.

Present a surprise element during story. Spray a water bottle in the air

while reading:

“The magic stick kept watering, watering, watering.”

Student will react to surprise element.

Present items (same two from prediction question) and ask what story

was about.

“What was the story about? A baseball or a spider?”

Student will correctly identify object that the

story was about.

Present option to read again or be finished.

“You did a great job! Would you like to be finished or hear the story

again?”

Student will select more or finished.


• Things to consider for each individual

student (Universal Design for Learning

components: representation, expression,

and engagement):

– Representation-how can I modify materials to

make them more accessible?

• Adapting your book, enlarging the text, adding

objects to support the concepts, using a light box


– Expression-what can I provide to allow

students to show what they know?

• Assistive technology including voice output devices

and computer programs, eye gaze boards

– Engagement-how can I increase opportunities

for the student to engage and increase

motivation?

• Use systematic instructional procedure to use a

balance of novel and familiar content


• View slides that follow for examples of

books adapted for students with the most

significant disabilities. They are also

available at

http://mast.ecu.edu/modules/sscd_sbl/lib/

media/slides03/SlideShow.html



Story Based Lessons for Students with the Most Significant Disabilities

• Here are some helpful ideas for students who need more concrete representations.

• These ideas are also helpful when working with students who have visual impairments

98

Add objects that represent the pictures in the book

99

Using objects that the student can feel, taste, smell, hear increases engagement.

100

101

Add texture to pages in the book.

Patches of different textured material are added to this cover.

Felt stars are added to the sky

102

Sand paper added to page to represent the text “deserts of golden sand.”

A “coat” added onto the fish to represent the text “A fish in a coat.”

103

Use assistive technology

Students can use the objects on a voice output device to answer comprehension questions.

Students who are non verbal will need to “read” the repeated story line using a voice output device.

104

For students with limited movement use an eye gaze board.

• For instructions on how to make an eye gaze board go to the following site: http://www.ehow.com/how_5782665_make-eye-gaze-board.html

105

Activity - Including Students

• Select an individual book to adapt.

Incorporate at least two of the strategies or

techniques discussed in this session in

adapting the book.

• If materials are available and time allows,

make the adaptations; otherwise, share

and discuss what adaptations you would

make.

Differentiation

• Why make your story-based lessons more

challenging?

– If your students already have some emerging

literacy skills, even some sight words, the 10

steps may not provide enough challenge.

– Following repeated readings of a book,

students are now familiar with the characters

and the main ideas in the story…they are

ready for some more difficult questions!

Differentiation, continued

• The first thing to look at it is the level of

questions.

• Look at Bloom's Taxonomy. We move

from lower level questions asking for

literal facts in the story toward higher level

thinking.

• The next table provides examples of

questions that might be used to target

higher level thinking.

Bloom’s Taxonomy

Actions Sample question from Litt le Red Riding Hood

Evaluation Real, not real/ fact or fiction Can a wolf really talk?

Synthesis Main idea; cause and effect Was it a good or a bad thing that the lumber jack came along? Why?

Analysis Categorizing/classifying and compare/contrast

How were the wolf and the grandmother different and the same?

Application Making connections to the text

How do you think Little Red Riding Hood felt when she realized that the wolf wanted to eat her?

Comprehension Questions that identify, clarify , or sequence

Who was Little Red Riding Hood going to see?

Knowledge Question that involves basic recall skills

What color was the little girl’s hood?


• Examples of application questions from

the book Jamaica’s Find.

Jamaica is in her bedroom. Are you in your bedroom right now?

Jamaica ran to the park house. Are you running?


• Following is an example of a synthesis

question from Jamaica’s Find.

“What was this story about?”

Making Progress

• Monitor your student’s progress-

• Continually evaluate the student’s ability to

move toward reading words.

• Begin with objects. These will be gradually

paired with photos, then symbols, then

finally words.

Making Progress, continued

• Begin with the

object labeled with

the word.

• Gradually use a

labeled photo…

Making Progress, continued

• …then move to a

labeled symbol.

Summary

• Story-based lessons can provide

teachers with very powerful strategies for

teaching literacy skills.

• They also allow the student to experience

things that they normally would not.

• For example, students with disabilities

may not get to visit the ocean but with a

well planned story-based lesson they can

experience the breeze, the water, the

sand.

Summary, continued

• Planning is the key to getting the most

from your story-based lessons. Just a

few final tips:

– When reviewing a book to decide which

elements to focus on, make sure you have a

balance of ideas or experiences that are

familiar to the students as well as ideas that

are novel and interesting.

Summary, continued

– Choose simple stories first, stories with only a

few characters and 1 main event or problem.

Beginning stories should have simple text.

– If a book seems too complex, for example in

Lemonade for Sale there are several

underlying themes: math, calendar (days of the

week), and teamwork, adapt the book so that

the focus is only on one theme. Tape together

pages that you don’t need to read. Simplify

pages that are long and detailed.

Summary, continued

– The first and possibly the second reading of a

book should be considered a “teaching

phase”. As you read the book, label any

unfamiliar words, pic syms or pictures that will

later be used for vocabulary or

comprehension questions.

– It will be easier for students to process

information if it is presented through a variety

of modalities.

Summary, continued

– When possible, provide an activity to go along

with the story that is meaningful. For example,

if reading the book Lemonade for Sale, make

some lemonade with your students. Make

sure that everyone has an active role in

making the lemonade. If you will be reading

the story multiple times take photos of the

activity so that you can review. Try to keep a

sample such as a cup of lemonade to use for

your anticipatory set.

Summary, continued

– If necessary, keep the vocabulary simple,

focusing on one or two main words.

– Even at the elementary level, many books

will have too much text. Reading the books

as written may be over stimulating and may

deliver too many details at one time. When

there is too much text pick out the most

important sentences and either cover

unneeded sentences or retype the page to

include only the sentences you need.

Summary, continued

– If working with a small group, do a picture

walk before reading.

– Plan literal comprehension questions and

stop to ask the questions as soon as the

answer is provided in the text. Questions

that are inferential can take more of a

discussion format.

– Add some variety by asking questions where

there is no correct answer such as: Did you

like the story? Or: Who was your favorite

character?

Focus and Reflection Questions

1. We’ve discussed some benefits of story based lesson. Can you name some stories with science or math content that would be appropriate for an elementary age students.

2. When and why is the technique of pointing or touching the book appropriate?

Focus and Reflection Questions -

Continued

3. Teaching story based lessons takes time for preparation. Discuss ways to build a library of books after following the 10 steps.

Application and Extension Activities

1. Using a book of your choice, develop a

questions or activity for each level of

Blooms Taxonomy. These examples

will be based on the book: Little Red

Riding Hood:

• Knowledge: Who did Little Red Riding Hood

want to go visit?

Application and Extension

Activities, continued

• Comprehension: Put these events in the

order that they occurred in the story:

– Little Red Riding Hood knocked on her

grandmother’s door.

– Little Red Riding Hood’s mother told her to go

straight to her grandmother’s house.

– A wolf asked Little Red Riding Hood what

she was doing.



• Application: When Little Red Riding Hood

realized that it was not her grandmother in the

bed but a hungry wolf, she ran and shouted

“help”. What would you do if that happened to

you?

• Analysis: What are two things that are the

same about grandma and the wolf? What are

two things that are different about grandma

and the wolf?



• Synthesis: What do you think will happen

when Little Red Riding Hood gets to

grandma’s house?

• Evaluation: Could a wolf really talk to

someone?

Self-Assessment

• A self-assessment with response

feedback is available at

http://mast.ecu.edu/modules/sscd_sbl/q

uiz/.

• Participants may take this assessment

online to evaluate their learning about

content presented in this module.

http://mast.ecu.edu/modules/sscd_sbl/quiz

http://mast.ecu.edu/modules/sscd_sbl/quiz

Session Evaluation

• A form for participants to evaluate the

session is available or in the Facilitator’s

Guide.

Date post:	23-Apr-2018
Category:	Documents
Upload:	lyhanh
View:	215 times
Download:	0 times

Students with Significant Cognitive Disabilities: Story...

Documents