1. Literacy for All: A Community of Practice for Junior/Senior High Teachers of Students with Significant Disabilities Day Two Karen Loerke, Edmonton Regional Learning Consortium Sandra Gluth, Alberta Education Bonnie-Lynn David, Glenrose Hospital

2. 2011- 2013 Communities of Practice http://abnumeracyforall.wikispaces.com http://abliteracyforall.wikispaces.com

3. A Community of Practice for Junior/Senior High Teachers of Students with Significant Disabilities Wiki Literacy for All

5. Blackboard Collaborate

6. Tour of worthwhile resources!  ERLC ERLC  Literacy for All wiki Literacy for All  Numeracy for All wikiNumeracy for All  Supporting Every StudentSupporting Every Student  Inclusive Education LibraryInclusive Education Library 6

7. 7 Break!

8. Literacy Practices for Contemporary Times immersed Students need to be immersed in all language arts (reading, writing, listening, speaking, viewing and representing) interactive language experiences Students need interactive language experiences (e.g. story-based lessons, LEA) Assessment Assessment should be ongoing, focus on improvement and feeds into instruction

9. Literacy Components individual learners Assess and understand individual learners instructional components Knowledgeable about a variety of instructional components learning opportunities Create learning opportunities that fit the specific needs support to independence Move from support to independence as student takes on each new task

10. http://www.definingthecore.com/downloads/optimal_learning_model.pdf

11. Literacy Components High Teacher Support to Lower Teacher Support Read-aloud…Shared Reading…Guided Reading… Independent Reading Write aloud…Shared Writing…. Guided Writing….Independent Writing Mini-lessons Reader Response Word study Exploration

13. Lunch!

15. 15 Break!

16. Collecting evidence of success evidence What evidence would you accept that your students have made gains? look like What would that evidence look like?

17. How we collected evidence that our students with significant disabilities made literacy gains June 14, 2013

18. Webinars Karen, we can ask participants for ideas for webinars…

19. Important Dates!

21. 21 http://inclusiveeducationpdresources.ca/literacy/conversation_wit h_caroline_musselwhite.php#10

22. Increasing opportunities for participation 22 A key aspect of this work is and

23. 23 Karen Loerke karen.loerke@erlc.cakaren.loerke@erlc.ca Sandra Gluth sandra.gluth@gov.ab.casandra.gluth@gov.ab.ca Thank you!

25. We need to figure out where to use these during the two days.

26. Is this reading?

27. Non-example While the other students in Patty’s Grade 7 class work on writing personal essays, Patty sits at a separate table sorting coloured buttons with an educational assistant. 27

28. Positive example During structured writing time in her Grade 7 classroom, Patty works with a peer to use word prediction to answer questions about what she enjoys doing with her friends. 28

29. Let’s look at examples 1.Brainstorm three positive examples of learning goals, activities or resources that align with this principle. 2.Record on yellow post-its. 29 Your turn!

30. A Snapshot of My Classroom

31. Literature Review (Roberts et al, 2013) 19 studies between 1975 -2011 Prevalent approach to teaching adolescents with significant cognitive disabilities – vocabulary instruction through sight word acquisition Instruction is not comprehensive Does not address the guidelines set out from National Reading Panel

32. Recommendations Students should have access to the general education curriculum Comprehensive literacy instruction should include the 5 pillars of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) advocated from the National Reading Panel Students should be exposed to a wide variety of texts

33. National Reading Panel Components of a comprehensive literacy instruction program –designed for early literacy, but is appropriate but has application for adolescents with significant cognitive delays 1. build motivation for literacy 2. phonemic awareness 3. sound/symbol connections (phonics) 4. letter formation 5. language development

34. National Reading Panel 6. sight words 7. listening/thinking skills 8. world and word knowledge 9. concepts of print 10. spelling 11 schema development 12. real reading 13. real writing

36. 36 Everyone brings expertise to the table!

37. Highly Effective Literacy Activities: LEA & Story-based Involve a multiple of language arts strands and outcomes (reading, writing, speaking, listening, viewing, representing) Flexible and adaptable for a range of learners Engaging and interactive

38. Language Experience Approach Is adaptable to whole group, small group or individuals Five components: – Experience – Discussion – Recording – Reading – Follow-up activities

39. Story-based Lesson (Browder, Trela, & Jimenez (2007) 1.Attention getter –activate background knowledge 2.Review vocabulary/new symbols 3.Make predictions –can be used throughout lesson 4.Student points to title 5.Student points to the author 6.Student opens book

40. 7. Student turns the page 8. Predictable book that allows anticipation of the repeated story line 9. Identify key vocabulary words 10. Word-by-word matching 11 Comprehension questions 12. Word study (phonemic or phonics)