1. Enhancing the ABC’s of Literacy and Learning to Read with Intellectual Disabilities District Learning Day TBA 10:40 -11:40 and 12:40 -1:40 Wednesday, August 5, 2015

2. Do Now Each participant will receive a letter of the alphabet then position themselves in ABC order without talking or making any gestures.

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Objectives What will participants: The participants will know the ABC’s of literacy. The participants will understand literacy is made up of a number of different skills, which often build on one another. The participants will keep track of what goes into learning to read as a result of this presentation.

5. Research According to research, educators often make little effort to teach students with Intellectual Disabilities to become fully literate, and only one in five children with mild or moderate ID achieves even minimal literacy skills. TEACHING Exceptional Children, v42 n3 p6-12 Jan-Feb 2010.

6. Section One “The ABC’s of Literacy” How can we enhance literacy skills while working with students with intellectual disabilities?

7. Airtight Activity: MODELING Today, the participants will Discuss the ABC Literacy Chart. Next, the participants will Create the word that is missing from the ABC Literacy Chart. Then, the participants will Give Examples of incorporating literacy skills in the classroom.

8. The ABC’s Literacy Chart A is for alphabet. Before your student even begins reading, he/she needs to learn not only the letters of the alphabet, but also be able to identify the sounds that each one makes. B is for books. Having books around the classroom for children to read, for you and your student to read together, and they see you reading will help build an environment in which literacy is not only encouraged, but celebrated. C is for context. As your student starts reading, they will use a number of strategies to become a more fluent reader. Handout is Attached

9. Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

10. Think About It What skills can you describe based on the ABC Literacy Chart?

11. Airtight Activity: Application The participants will use the letter they chose to generate the word that is missing from the ABC’s Literacy Chart. The participant will support their ideas to incorporate the ABC Literacy skills in their classroom.

12. Activity A is for ______. Before your student even begins reading, he/she needs to learn not only the letters of the alphabet, but also be able to identify the sounds that each one makes. B is for ______. Having books around the classroom for children to read, for you and your student to read together, and they see you reading will help build an environment in which literacy is not only encouraged, but celebrated. C is for _______. As your student starts reading, they will use a number of strategies to become a more fluent reader.

13. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

14. Closing Questions, Comments, and Concerns

15. Revisit Objectives The participants: The participants know the ABC’s of literacy. The participants understood literacy is made up of a number of different skills, which often build on one another. The participant kept track of what goes into learning to read as a result of this presentation.

16. Next steps and activities for follow up The participants will review lesson plans, create stations, and activities to implement the ABC Literacy Chart.

17. District Contacts Angela Baker Sherwood Middle bakerad@scsk12.org and Erica Bryant American Way Middle saulsberrye@scsk12.org

18. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?