Literacy for All Success Stories 3

7/28/2019 Literacy for All Success Stories 3

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How we used strategies from Daily Fiveto include students with significant

disabilities

June 14, 2013


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The focus for my student was on word work relatedto:

learning formation of the alphabet

learning letter sounds.

An additional focus was on learning to recognize andwrite his first and last name. This skills seem simple,but have been a huge hurdle for this young man.

He has made amazing progress this year! He nowknows all his letters and most letter sounds and isable to communicate more effectively.

We also tried to find things that interested him toread about (Trains and Transformers).

Providing opportunities for him to listen to stories ofinterest has helped his comprehension and promoted

speech development. School A


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I taught and practiced CAF strategies and sent home

the Parent Pipeline for each strategy taught:

I also taught I-PICK and 5 Finger Rule to help mystudents choose `just right` books:

SchoolB


4/27

All our students have severe disabilities. We didnt really doanything that differently than any of our fellow teachers. Wetook our time introducing and teaching each component

before moving on and were amazed by how well studentscaught on! By using appropriately leveled books, pairingstudents in a variety of ways, using lots of adult and peermodeling and tons of positive feedback and visual prompts,students were highly successful!

School C


5/27

Daily 5 Strategies. Our favorite strategies Check for understanding & Cross Checking.

I introduced my students to the word, Schema, using the visual of the stickyroller. At the time, I thought the lesson was way over their heads,

but never underestimate what is being learned. We talk about

our schema all the time. What is the stuff already stuck in ourheads? My students have so much to share!!

Read, read, read Voracious Reading

Tune into interesting words

Retell the storyusing iDiary &

Speech Journal apps on the iPad.

Choosing Just right books

School D


6/27

Using strategies from Daily Five tofoster literacy independency!!

Daily FIVE** more engaging books, moretime to read, more authentic writing

activities and more choice have certainlycreated a lot more smiles!!

Individual book bins with a collection of Just

Right I PICK books have made our read to self

time work so much better!! A comfortable beanbag chair also helps us stay in one spot and build

our reading stamina!!

School E


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HOW I USED STRATEGIES FROM THEDAILY 5

Book Look and Lit Lessons from the CAF Menu

School F


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How did you use strategies from Daily Five to includestudents with significant disabilities

Due to the structure of my program and thefrequent integration of my students into otherclassrooms at different times of the day it waschallenging to follow the exact structure of Daily 5.However, I used many ideas and activities fromDaily 5 and Children with Disabilities: Readingand Writing the Four- Blocks Way.

During reading, I would often have my studentsread from the text at the same time in choralreading to help those with reading difficulties. Iwould also use shared reading between myselfand the student. Pairing these students withsupportive partners during guided reading wasalso very helpful.

Following self selected reading students would sitin an authors chair or come to the front of theclass to present their book. I help some studentscreate cue cards beforehand. During writing, I letstudents choose where they like to work in theclassroom. They are given the choice of printingor using the laptops. One of my students uses theword-predictor program called, Word Q.

School G


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The naturally differentiated

structure of Daily Five allowedour student with significant

disabilities to participate at his

developmental level.

School H


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Daily 5 Strategies in an InclusiveClassroom

Choice allowed students to work

at their level on their ownpersonal goals.

Independence allowed students

to be aware of their needs and

choice to complete tasks that

would improve their own

literacy.

Working with others to model

and assist allowed it to be an

inclusive environment.

School I


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The Daily 5

in action!

School J


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Using Daily 5...

We love to play hangman as a class withour word wall words!

School K


13/27

Using Strategies from Daily 5 to includestudents with Disabilities

Student choice allows all students to

participate.

IPICK Strategies allow students to pick

Good fit books regardless of their

ability.

I Charts & modeling allow students to

meet expectations.

Creating a positive classroom

environment allows students to relaxas

literacy education can be a high stress

situation for many students.

Many literacy activities can be going on

at the same time .All activities ha enin at the same time. School L


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How I used the strategies...

I taught 5 Finger Rule to help my students choose good fit books

I made comfortable places for my students to read and work withinthe classroom.

I used book bins and an organized library to help student choose

books within their reading ability and interest level.

School M


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DAILY 4 BAGS

Depending on what we are working on that week, I will put the

sheets in these bags that I hang on the wall. This way the studentsare independent and feel in control of their learning when theyknow where things are. This also gives me the opportunity to workwith students! Also, if a student misses a day, I have theinstructions on the board all week, and with these bags they know

where to find the paper!

School N


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WORK ON WRITING

A bulletin board isset up withexamples of thedifferent forms ofwriting the

students canchoose from.Throughout theyear the differentforms are

practiced andtaught. As they aretaught they go upon the bulletinboard!

School N


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Once the

students choosea form, they go tothe writing binwhere they canfind the paper to

use for thespecific form.

School N


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OUR STORY FORM WALL . . .

. . .AND OUR FRIED WORD WALL . . . . STUDENTS EXPANDTHEIR VOCABULARY THROUGH SYNONYMS!

School N


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READ TO SELF & READ TO SOMEONE

Here are my studentsbook boxes . . .a littletattered by June. Inside

them they have 5-6books, their DAILY 4duotang, their spelling

journal, writing book,and their personal

dictionary.

School N


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OUR CLASSROOM LIBRARY

School N


22/27

The books in the library are color coded, and thestudents can choose good fit books that are at theirreading level. They monitor where they are at by readingthe legend on the wall. Its neat to see them move towards

the blue as the year progresses.

School N


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No matter what level the students are at in reading, they are each working ona different goal. I can have a high level reader who is strong in accuracy butneeds to work on comprehension and I can have a lower level reader workingon the same goal. They are just reading different books. This way I can groupthe kids according to their goal, not their reading level. The goals are in black

and the strategies to achieve that goal are below the goals in white.

School N


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The students can practice spelling their words withwhiteboards, playdough, wikisticks , they can practice onprinted blackberrys, bananograms etc. I also printed a varietyof different activities and put them on a ring for the students

to use.

School N


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THANK YOU to the teachers who participated in the2012 2013 Numeracy for All community of practice.

The teachers were from the following school authorities:

Battle River Regional Division

Black Gold Regional Division

Buffalo Trail Public Schools

Edmonton Public Schools

Foothills School Division

Fort McMurray Roman Catholic Separate School DistrictFort McMurray Public School District

Grande Prairie School District

Medicine Hat Catholic Separate Regional Division

St. Albert Public Schools

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Literacy for All Success Stories 3