Literacy Skills Instructional Planning

Literacy - it’s not just reading and writing. Literacy also refers to listening, speaking & interacting. The capacity of a person to generate as well as receive messages w/o having to go through someone else.

Using symbols I can read it. Others can read it.

Finding meaning and pleasure in books & printed material.

Alternative additions to text . pictures objects or parts of objects textures sounds

Why teach literacy to these students? Self esteem Self determination Empowerment Joy

ALL kids have a right to literacy instruction. The kid does not have to “prove” that she/he can benefit from literacy instruction. ALL kids have a right to literacy instruction.

Literacy builds on life experiences. Teaching kids to learn, explore & enjoy new experiences is a keystone of literacy. Then give the kid a way to interact about the experience.

Literacy building blocks: social experiences ways to represent those experiences

Literacy Instruction: For Interaction & Participation For Academics (Aligned Standards)

Literacy for Participation & Interaction Eric will use his “weekend” remnant book to participate in Morning Meeting by sharing what he did over the weekend without assistance from an adult.

Literacy for Participation & Interaction Kayla will use her iPad (with voice output) to talk socially with peers during lunch, and times in classes when social interaction is allowed, without adult assistance, both initiating & responding to interactions.

Literacy: Academics Eric will demonstrate understanding that print makes sense (E-RW2) by reading 10 high frequency words from the current unit of study, and using them to answer questions.

Literacy: Academics Kayla will demonstrate comprehension of fiction and non-fiction (E-RC1)by retelling stories with beginning, middle & end and discussing characters, settings & events.

Functional Skills Upon arrival at school each morning, Eric will get off the bus, walk into the building and report to his classroom with peer support only - no direct supervision required beyond that provided to other students.

Related Skills Eric will greet others by raising his hand for a “hi 5” without special cues, and will respond to greetings by clapping his hand against someone else’s hand the complete the “hi 5” without special prompts or cues.

Will mastering this IEP goal... help my student to be more independent, make choices, or indicate preferences in a way he cannot do now? allow my student to spend time doing something with peers that he is not able to do now, preferably without adult support?

Will mastering this IEP goal... directly allow my student to participate in groups and class activities more successfully than he can now? allow my student to make a real and meaningful contribution to others that he is unable to make now?

Will mastering this academic IEP goal... enable my student to derive meaning? allow my student to experience enjoyment? empower my student to demonstrate knowledge or understanding?

Keep it real. Keep it connected. Keep it cool. Presume COMPETENCE.

Adaptations Planning Guide Start with the class you did your class planning matrix for. Assume you are leaving directions for an instructional aide. Look at my examples (Darrell/Math Class & Morning routine examples) Look at Rachel’s example Reference Chapter 4 in textbook. See pp 134-138 for a variety of examples.