q conventional reading print awareness - education service center

CONVENTIONALREADING/ PRINT

AWARENESS

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T.E.K.S. (2.5) The student uses a variety of word identification strategies.

Area: Conventional Reading/Print Awareness

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OBJECTIVE TEACHING ACTIVITIES

1. The student will decode simple words usingletter-sound knowledge.

Decoding skills for students withdevelopmental delays may appear verydifferent from decoding skills for typical learners.For these students the goal may be todiscriminate between words that have subtledifferences, such as “cup” and “cut.” Ratherthan breaking the word down sound by sound,these students may focus only on beginning andending sounds. Learning to decode mayencompass the total experience of the word andwhat the word represents. To decode “cut” willmean discriminating “cut” from “cup” by sightand through the experience of what it means to“cut” whenever the word is used.

1. Provide each student plastic letters, cardswith word family endings andcorresponding pictures. Assist students inbuilding word families. For example, givestudents the letters s, m, c, b, f, h, and theending -at. Provide corresponding picturesof sat, mat, bat, fat, hat, and cat.Demonstrate for students how “c” can becombined with -at to make “cat.” Ask thestudents to make the word with you andthen to find the appropriate picture thatmatches the word.

Remove the “c” and add “h” to the -at tomake “hat.” Ask students to do this withyou and to find the corresponding picture.Continue adding letters to the -at by askingstudents to what the word will be if theyadd “b” to the –at. Repeat this process withother word families (“ug,” “an,” “it,” etc.).


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2. Compose a variety of booklets using wordfamily vocabulary. Introduce the words inthe booklets by having students build thewords in each word family, using plasticletters and the ending of the word family(-an, -at, etc). Read each page of thebooklet aloud to the students before askingthe students to read independently. Asbooks are completed, add them to theclassroom library. Encourage students totake the books home to read to familymembers. Refer to Teaching Reading toChildren with Down Syndrome (PatriciaOelwein) for stories using word families.

Sample story: from Teaching Reading toChildren with Down Syndrome, (pg. 333-338).

The At FamilyPat, the Fat Cat

Pat, the fat cat, sat on the mat.Nat, the rat, ran under the hat.Pat, the fat cat, sat on the mat.Nat, the rat, jumped onto the bat.Pat, the fat cat, sat on the mat.Nat, the rat, jumped into the vat.Pat, the fat cat, left the mat.Nat, the rat, sat on the mat.Pat, the fat cat, sat on the rat on the mat.Now Nat, the rat, is flat on the mat.


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3. Make self-checking books to reinforcedecoding of words from word families.Lunch sack books may be used as selfchecking books (The Book Shoppe, JeanFeldman):a) Take 5-6 lunch sacks and fold over

the bottom of each sack.b) Write a different word from the same

word family on each sack in theempty space before the fold.

c) Place a picture representing eachword under the fold of each sack.

d) Place sacks on top of each other andfasten together with brads or rings.

e) Have students identify each word,then lift fold to self check.

4. Simon Sounds It Out (Don Johnston,Inc.) is a software program that targetsdecoding skills and word recognition.Students learn sounds, build words,practice, discriminate and recall words.Students read words into a microphoneand hear them read back. Switch accessis also built into the program.

5. After students are familiar with words ina specific word family, create a cross-word puzzle using the words from theword family. Take sentences from theword family books, leaving out the targetwords. Students fill in the appropriatesection of the puzzle using the wordsfrom the word family.


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RESOURCES/MATERIALS Adaptations:

Simon Sounds It Out software (Don Johnston)Plastic lettersWord family cardsPicture symbolsLunch sacksGlueBrad fasteners, ringsTeaching Reading to Children with Down

Syndrome (Olewein, 1995)

• OverlayMaker and IntelliKeys(IntelliTools) may be used to makeoverlays for making words in Activity 1.

• Provide picture symbol displays forstudents to indicate the words he/she reads.

• Use Dial Scan (Crestwood) to allowstudents to indicate words to be used incrossword activity.

T.E.K.S. (K.7) The student develops an extensive vocabulary.



2. The student will learn new vocabularywords through selections read aloud.

1. Allow students to choose a book to read.Read the story aloud with the students,showing them the pictures and talking withthem about the pictures on each page.After reading the story, help the students toidentify the main character, places andthings. Using these words and actionwords in the story, make flashcards withthe word and the picture symbol. Assiststudents in reading each word and putting itin the correct category on a bulletin board(see Reading/Print Awareness E-24).

2. Provide students the opportunity to readand use new vocabulary words learnedthrough selected stories. Incorporate thenew words into a classroom center toencourage practice and repetition in anenjoyable activity. For example, afterreading the story Stone Soup (MarciaBrown), a house or grocery center may becreated. A variety of food containers withlabels on them, plus enlarged recipe cardsare posted at eye level. Provide additionalmaterials for student creativity andparticipation such as paper and markers forlists, dry erase boards, stamps, newspaperswith food coupon sections, adaptedscissors, etc.


StorybooksWord and picture flashcardsMaterials for classroom centerPaper, markers, adapted scissorsNewspaper advertisementsDry erase boards

• Battery operated/adapted scissors (AbleNet).• Adapted stamps.• Step-by-Step (AbleNet) for giving

directions/making requests.

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T.E.K.S. (1.10) The student reads widely for different purposes in varied sources.


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3. Use graphs, charts, signs and captions toacquire information.

1. Call attention to and assist students in usinginformation in the classroom. Examples ofinformation found in the classroom to beused by students include:• classroom rules with picture cues;• labels on student lockers and cubbies;• labels on areas where materials are

kept;• information on bulletin boards (lunch

menu, dates, special occasions, etc.);• organizational information about

classroom centers and students whowill work in them;

• areas and information for individualclassrooms that can be labeled withprint and picture cues/object cues andused by students frequently each day.

2. Calendar or schedule systems help studentsorganize their days, understand sequenceand time concepts, and give them valuableinformation. Assist students in usingcalendar/schedule systems to know:• the sequence of daily activities;• when special events will occur;• when to bring things to school or take

things home;• time sequence such as before, after,

tomorrow, yesterday, today.


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3. Graphing information is an excellent wayfor students to collect and organizeinformation as well as to compareinformation. Graphs can also reinforcevocabulary words, if appropriate.

Assist students in completing varioussurveys with classmates, other groups ofstudents, staff members, etc. Examples ofinformation that can be collected andgraphed include:• favorite colors;• favorite pets;• number of boys, girls, men, women;• months of birthdays;• colors of eyes;• food and/or beverage preference;• weather and/or temperature;• preference of Girl Scout cookies.

Information collected can be put on thegraph by using written words, stickers,construction paper squares, etc. When thegraph is complete, assist students incompleting a written summary to display inthe classroom or hall.


Classroom rulesClassroom labelsCalendar/schedule systemsMaterials for making graphs/charts

• Picture symbols associated with text maybe used in each of the above activities.Picture symbols may be used by studentswho do not speak, and may also be used byall students to assist with recall ofinformation.


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T.E.K.S. (K.11) The student generates questions and conducts research about topicsintroduced through selections read aloud and from a variety of other sources.


4. The student will ask relevant questions anduse a variety of resources (with assistance)to gather information.

1. Using a recipe for cooking activity, assiststudents in identifying the ingredientsneeded, the sequence of the preparationsteps, and who will be responsible for eachstep. After reading the recipe as a group,make a chart listing ingredients, a chartlisting the steps, and a chart with jobresponsibilities. (See illustration below.)Read the charts as the class prepares therecipe.

2. Using the weekly or monthly calendar keptby the students, review each week or monthas it is completed. Have students generatequestions about the calendar for others toanswer. The teacher can model a questionsuch as, “On what day did our class go tothe library?” The student answers bysaying, “On Tuesday, March 13”. Once thestudents understand the concept, they cantake turns asking questions for otherstudents to answer.

IngredientsMilk 1 cup

2 eggs….…..

Steps1. ….2…..3…..4…..

Who

Stir – JohnPour – MaxGrease--Sue


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VARIATION: Keep a timeline around the roomshowing a linear representation of the calendarwith actual photos of class activities. Questionstudents as described in Activity 2.

MarchMonday

1Tuesday

2Wednesday

3Thursday

4


Simple adapted recipes and cookingsupplies

Chart paper and markersWord and picture symbolsClassroom calendarPicture symbols for class activities and

months of the year

• Use a speech output device with multiplelocations to allow students to answer/askquestions related to each of the activities.


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T.E.K.S. (1.15) The student generates and conducts research about topics using informationfrom a variety of sources including sections read aloud.


5. Draw conclusions from informationgathered, with assistance.

1. Use the calendar at circle time to reviewdays of the week, words that describeweather, and names of students. Using thecalendar, have a student point to and readthe current day. On the board write andcomplete the statement, “Today is Friday.”Read the completed statement with thestudents.

Go through the same process for previousday and the next day. Have the studentslook at the calendar to identify whenspecific events will happen (i.e. Judy’sbirthday, class trip, etc.).

2. In connection with holidays or other specialevents and topics, assist students inresearching the topic, the symbolsassociated with the holidays, the season, orother important facts. Read a variety ofbooks to the students, but do not initiallyshow the pictures on each page to thestudents. At the conclusion of each page,leave out one important fact and ask thestudents to draw a conclusion to fill in theportion that is left out or to answer aquestion. For example, as a part oflearning about Christmas, read Shhh! (JulieSykes, Tim Warnes, 1996). One page ofthis book tells about Santa falling on apatch of ice and crashing to the ground.After reading most of the page, ask studentsto draw a conclusion as to what made Santafall.

Use literature regularly to help studentsdraw conclusions on a small, manageablescale.


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3. Make a game using a bingo format forstudents to listen to a clue and answer byputting a marker on the appropriate answer.Concepts that can be used include colorwords, number words, names of studentsand teachers, days of the week, and othervocabulary words that have a commonfocus. Student cards will have the wordsthat are the answers; teacher cards will havethe clues. An example of clues for colorsmight include:• I’m the color of your blood if you

scrape your knee. When you eat anapple, its skin might look like me.

• I’m the color of the sun and bananas,too. Lemons and daffodils are coveredwith me, too.

• I am the color of grape juice. Plumshave my shading, too. When in artclass, mix red and blue to make mycolor true.

Student cards would contain the color words toanswer the clues.


Classroom calendarStorybooksWord bingo games

• Provide vocabulary words and/or picturesymbols placed on communication overlaysor an eye-gaze frame so that students whodo not speak can participate in activities.

• Program vocabulary words into multi-location voice output devices.

T.E.K.S. (1.9) The student reads with fluency and understands in texts at appropriate difficulty levels.


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6. Self-select from a variety of texts based onpersonal interests (e.g. magazines, books,poems, etc.)

1. In an effort to create a print-richenvironment, create an “Authors Center” ora “Reading Center”. Have a variety oflibrary books and student-made books inthe center. Provide time each day forstudents to go to the center in small groupsor individually to either look at picturebooks, to read a book or to ask an adult toread to them.

2. If the school as a whole does not participatein Drop Everything And Read (D.E.A.R.),establish a time for D.E.A.R. in theclassroom. Provide comfortable areaswhere students can go to read (beanbagchairs, pillow buddies, carpet, etc.). Allowstudents to read individually some days andto have selections read aloud other days.Provide a variety of forms of literature(poems, student generated books, librarybooks, magazines).

If the school has a D.E.A.R. time set asidedaily, participate in that as part of theclassroom routine. Adopt the school’sD.E.A.R. slogan. If the school does nothave a slogan and mascot for D.E.A.R., orif the school does not set aside a D.E.A.R.time, create a slogan and mascot as areference point for the students.


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3. Participate in as many activities as possibleto provide the students access to the printedword and to encourage interest in booksand reading. Set up a regular time to go tothe school library each week. Ask thelibrarian to share a story with the students.Have each student check out a library bookto take to the reading enter in the classroomor to take home.

As school wide opportunities arise,actively participate in them. Encourage theschool as a whole to have an author’s daywhere every student in the school shares abook that he/she has written with an adult.As part of this day, help with plans orsuggestions for local authors to share theirbooks with students.

Help set up, plan and prepare a readingnight for the campus, inviting parents tocome to school and read with their children.

Activities like the ones described above caninstill a love for literature in all student, canhelp family establish an expectation fortheir child, and can provide a way forstudents to participate with their peers as amember of the school community.


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4. There are numerous books, stories andarticles available in electronic text format (i.e.software, audio tapes, internet, etc.). Provideopportunities for students to read and to listento stories and books using a variety of formsof electronic texts. Some suggested softwareresources include:• Living Books (Broderbund);• UkanDu Little Books (Don Johnston);• Circletime Tales (Don Johnston);• Multimedia Nursery Rhymes (Beachware).

Suggested software resources for makingyour own electronic books include:• IntelliPics Studio (IntelliTools);• Build/Ability (Don Johnston);• Power Point (Microsoft);• Kid Pix (Broderbund).


Age-appropriate books, magazines, poemsStudent generated booksElectronic text such as audio tapes, internet

software, electronic books.

• Authoring software such as IntelliPics andBuildAbility may be used to create electronicbooks accessed by mouse, alternatekeyboard, or switch.

• A PowerLink (AbleNet) may be used with atape recorder for a student to listen to anaudio book by using a switch.



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7. Use adapted forms of literatureindependently for increasing periods oftime.

1. Sources for adapted literature includematerials that are commercially available.Some resources include:

• Creative Communicatingo Story Time Books and Softwareo RAPS (Reading Activities Projects

for Older Students)

• Linda Burkharto Variety of books and software

• Don Johnston, Inc.o UkanDu Little Bookso Circle Time Tales

• Mayer Johnson, Inc.o Variety of symbol-aided bookso News-2-You (adapted newspaper)

• Riverdeep Interactive Learningo Edmarko Let’s Go Read Serieso Stories and More Series

• IntelliTools, Inc.o Balanced Literacy


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2. Software can assist the classroom teacher increating digital books/stories. These booksand stories may contain graphics andpictures, text and sound. Authoring toolsinclude:

• IntelliTools, Inc.o IntelliPics Studio

• Crick Software, Inc.o Clicker 4

• Don Johnston, Inc.o BuildAbility

• Broderbundo KidPix

• Microsoft Corp.o PowerPoint


Variety of adapted literature• See adapted literature suggestions above.• Software listed above can be accessed with

alternate keyboards, adapted mouse,adapted switch, touch screen.


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T.E.K.S. (2.9) The student uses a variety of strategies to comprehend selections read aloudand selections read independently.


8. Make and explain important inferences in atext, with assistance as needed.

NOTE: Inferences differ from conclusions inthat they rely on information that is expressedindirectly, or suggested, rather than statedplainly in the text. A good synonym for“inference” is “to imply.”

1. Social stories may be used to help studentsmake an inference about situations theyencounter. Social stories assist students tointerpret and respond effectively to theirsocial world. Teachers/staff can writesocial stories appropriate for a student ofgroup of students or use stories fromnumerous commercially availableresources. For example, “sharing” is atopic that is appropriate for a social story.

SharingI may try to share with people.Sometimes people will share with me.Sometimes if I share with someone, theymay be my friend.Sharing with people makes them feel good.Sharing with people makes me feel good.

2. Share classic children’s stories withstudents. When students are familiar withthe story and have completed a variety ofactivities associated with the stories, assistthem in recalling events in the stories andmaking appropriate inferences. As anexample, read Goldilocks and the ThreeBears to the students. Help the students tounderstand from the story that the bearsshould have locked their house so that astranger could not wander in.


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Assist students to make applications tothemselves, such as the importance oflocking the door when parents are nothome, always putting their supplies awayso that others cannot get into them, etc.

VARIATION: Assist students in makinginferences with stories where it isappropriate to make an inference and afterthey are familiar with the stories.

3. Regularly (at least daily) read aloud tostudents. After students have becomefamiliar with the story and the charactersin the story, assist them in drawinginferences about the characters and displaythose inferences on a chart. The Arthurseries provides an example. As a bookfrom the series is read to students, assistthem in listing each character on a chart.Once the book is completed and charactersare listed in one column, have students lista one-word character trait (lonely, kind,unfriendly, etc.) associated with eachcharacter and what helped them to makethe inference (how the character shows thetrait).


Social Skills Stories (Johnson, 1995)More Social Skills Stories (Johnson, 1998)The New Social Story Book (Gray 1994, 2000)Classic children’s literature booksChart paper/poster board

• Supplement written text with picturesymbols to increase comprehension.Writing with Symbols 2000 (Mayer-Johnson) is a software program thatproduces picture symbols as words aretyped.

• Short social stories may be programmedinto voice output devices.



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Decoding skills for students withdevelopmental delays may appear verydifferent from decoding skills for typicallearners. For these students the goal may be todiscriminate between words that have subtledifferences, such as “cup” and “cut.” Ratherthan breaking the word down sound by sound,these students may focus only on beginning andending sounds. Learning to decode mayencompass the total experience of the word andwhat the word represents. To decode “cut” willmean discriminating “cut” from “cup” by sightand through the experience of what it means to“cut” whenever the word is used.

1. Make a self-correcting word wheel toreinforce words from specific wordfamilies. To make the word wheel cut twocircles, one slightly smaller than the other,with the larger wheel being approximately8 inches in diameter. Divide both wheelsinto sections by drawing lines across thediameter of each wheel. On the largerwheel put the initial consonant for eachword at the center and a picture toward theedge. On the smaller wheel cut out a smallwindow in one section at the center. Writethe end of the word (-an, -at, -ig, etc.)toward the edge. Cut a larger window(attached on one side to make a flap) onthe opposite side. Attach the smallerwheel to the top of the larger wheel with abrad so that the top wheel can turn.

To use the wheel the student will move thetop wheel so that the consonant lines upwith the ending. After reading the word,the student checks for correctness by liftingthe flap to see the picture.


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2. Introduce Prest-O, Change-O to the class.Write a three-letter word on the board andread it aloud. Explain that you, as theteacher, are magic and can make the worddisappear and another word appear. To doso, erase one letter. With great fanfare,replace it with another letter to make a newword, and read the word aloud. Invitestudents to take turns making a worddisappear and another word appear in itsplace.

Repeat this activity several times to allowstudents to understand and practice theactivity.

3. Refer to Conventional Reading/PrintAwareness E-1, Activity 4 and 5.

4. Reinforce word families by allowingstudents to play Word Family Lotto. Giveeach student a lotto card with a differentword family, such as the -at family,the -an family, etc. Provide acorresponding deck with pictures.Students take turns drawing a card fromthe deck, identifying the picture andlocating the word. If the student does nothave the word on his/her card, it isreturned to the deck and the next studentdraws a card from the deck.

NOTE: Rules may be adapted to thegroup playing.


Crossword puzzles with word familiesSimon Sounds It Out software (Don Johnston)Word wheelsWord family lotto

• OverlayMaker and IntelliKeys may beused to make overlay for making words inthe “Presto-O, Change-O” activity.

• An All-Turn-It Spinner (AbleNet) may beused to adapt the word wheel activity. Theword family or rime can be written on thesmall overlay and the initial sound or onsetcan be written on the large, outer overlay.After spinning, the student points or gazesto the picture representing the word.



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1. The teacher should select a new theme orunit to focus on (e.g. China, Christmas,eating out, etc.). The new unit can beinitially presented to students by reading avariety of short stories from books,magazines, newspapers or the internetwhich relate to the unit. The teacheridentifies a brief list of new vocabularywords found in the reading selections. Newvocabulary words maybe listed onindividual flashcards or on a poster boardalong with associated picture symbols inorder to facilitate discussion.

2. Using vocabulary that is currently usedwith the word wall in Reading/PrintAwareness M-24, develop an experiencestory around a theme, such as cookinglunch. Add five new words that will beused when cooking lunch: lunch, spaghetti,lettuce, cashier, green. After cookinglunch, write a short story illustrated withphotos of the students. The story mightsay: (Pg1) We cooked lunch today. (Pg2)We had to buy groceries at the grocerystore on Tuesday. (Pg3) Jim bought greenlettuce. (Pg4) Jane bought three tomatoes.(Pg5) Bryon bought spaghetti. (Pg6)Alonzo carried the money to pay thecashier. (Pg7) Lunch was very good! Afterthe pages are written and laminated, theycan be bound together to make a book forthe classroom library.


Short stories from books, newspapers,magazines, etc.

FlashcardsPoster boardPicture symbols

• An All-Turn-It Spinner (AbleNet) may beused to allow students with physicaldisabilities to select vocabulary words.

T.E.KS. (1.10) The student reads widely for different purposes in varied sources.


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3. The student will use graphs, charts, signs,and captions to acquire information.

1. Graphing information is an excellent wayfor students to collect and organizeinformation, as well as to compareinformation. Graphs can be also used toreinforce vocabulary words as informationis collected and summarized.

Assist students in collecting and graphing avariety of information. Some ideas ofinformation to graph might include:• amounts of money or number of items

sold during various fundraisingprojects;

• scores of football or basketball games;• preference of movies, CD’s, movie

stars, vocal artists or bands;• job preference;• favorite foods or beverages;• favorite stores for purchasing clothing

or cosmetics;

Assist students in summarizing informationfrom the graph and drawing conclusionsfrom the information that has beencollected.

2. By the time students at the conventionalliteracy level are in Middle School/JuniorHigh, they should be moving toward usingcalendar or personal schedule systemswhich focus primarily on text, rather thanon pictures.


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(Continued)Calendar or personal schedule systems helpstudents organize their lives, understandsequence and time concepts, and give themvaluable information. Assist students inusing calendar/schedule systems to know:• the sequence of daily, weekly, monthly

activities;• when special events will occur;• when to bring items to school or take

items home;• about time sequence vocabulary such

as before, after, today, tomorrow,yesterday, next, first, last.

3. Choose the classroom or a portion of theclassroom for this activity. Draw a simplemap of the area that has been selected.Label locations on the map and havestudents use the map to complete anactivity. For example, if a small group ofstudents is baking brownies for a mix,make a map of the kitchen area in theclassroom. Depending on the skill level ofthe students, one map may have alllocations labeled on it or separate mapscan be copied and labeled with only onelocation. If using several copies of themap, label the location of the brownie mixand have one student use the map to locatethe brownie mix. Label another copy ofthe map with the location of the eggs andhave one student use the map to find theeggs. On another copy of the map labelthe location of the vegetable oil and have astudent get it. Continue until allingredients and utensils have been broughtto the area where the brownie mix will beprepared.


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(Continued)This is a skill that can be adapted to manylocations for a variety of activities. Forstudents to learn to successfully use maps,it will be necessary for them to practiceregularly throughout the year.

4. While visiting an ice cream store onCommunity Based Instruction or afterpurchasing a variety of flavors of icecream at the grocery store while onCommunity Based Instruction, studentssample various flavors of ice cream thatare listed on a chart. After tasting oneflavor of ice cream, student takes a drinkof water and gets a clean (disposable)spoon. After the final flavor is taste, thestudent tapes a clean spoon next to his/herfavorite flavor. Students use theinformation from the pictograph todetermine the most popular and the leastpopular flavor of ice cream. Use the graphto solve simple addition and subtractionword problems, as appropriate.

Variation: Create similar graphs whentasting fruits or vegetables, smellingflavored lotion, using soap with afragrance, trying out perfume samples, etc.Students can mark their favorite choicewith an appropriate symbol.


Materials for making charts, maps, graphsCalendar/personal schedule systemsOrientation and Mobility (O&M) Specialist

• Personal schedule systems may bepresented in a variety of formats, such ason tag board with holes punched for 3-ringbinders, wallets, on a large ring, onfolders, etc.

• Picture symbols may be added to assistwith recall and understanding as needed.


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1. To develop problem solving skills, usebooks that present situations or discuss day-to-day opportunities that require gatheringinformation. Organize information as it iscollected in a K-W-L chart.

KWhat Do YouKnow?

WWhat You Wantto Know? WhoCan Help?

LWhat You Learn.

Guide students to ask relevant questions togain needed information. After allinformation has been gathered and put onthe chart, help students to draw conclusionsas to what they have learned and whatshould be done. Two resources are WhatWould You Do (Schwartz, 1990) and WhatDo You Think (Schwartz, 1993).

2. An ongoing activity to reinforce gatheringinformation and asking relevant questionsmay involve selecting and reading aloud tothe group a series of easy chapter booksthat are appropriate for young adolescents.As each chapter is read, guide the studentsto answer questions such as who was thechapter about, what happened, and whatwill happen next. Post this in chart formfor each chapter of the book. Onsubsequent days, refer to the chart toreview information gathered and theprediction made. Suggestions forappropriate easy chapter series include:• Thoroughbred series (Cambell)• Little House series (Wilder)


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• The Boxcar Children (Warner)• Clue Jr. series (Scholastic Books)• The Secrets of Droon (Scholastic

Books)• Hank the Cowdog (Erickson)• Encyclopedia Brown (Sobol)• Goosebumps (Stine)


Problem solving booksEasy chapter booksK-W-L charts

• Program a multi-location voice outputdevice with K-W-L questions to gatherinformation for activity 1.

• Picture symbols may be paired with ideaswritten to answer K-W-L questions.


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T.E.K.S. (1.15) The student generates and conducts research about topics using information froma variety of sources including selections read aloud.


5. The student will draw conclusions frominformation gathered, with assistance.

1. Refer to Reading/Print Awareness E-3.Use the bingo game to reinforce vocabularywords such as foods, store names, timewords, months, holidays, money words, andsigns that are seen in the community.Student cards have the word; teacher cardshave the clue. An example of holiday cluesfor teacher cards might include:• February fourteenth is my day to shine.

You send cards to your sweetheart andask, “Will you be mine?”

• Trees are dressed up with lights galore.See a fat little man with presentsgalore.

• To honor our past presidents we have aday each year. Both Washington andLincoln we raise our voices to cheer.

Student cards would have the names of theholidays, including Valentine’s Day,President’s Day and Christmas.

2. To reinforce the concepts of “fantasy” (ormake believe) and “reality” (or what isreal), read a variety of books to studentsover a length of time. Ask students torecall the events and the characters in thebook and decide whether or not they arereal or make believe. Provide an area in theclassroom, such as a bulletin board, todisplay the words “Fantasy” and “Reality.”If using the book as a whole, have studentsplace a small copy of the book cover on theappropriate section of the area provided. Ifusing characters in a book, add the pictureof the character to the title of the book.Place characters in the appropriate space.


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(Continued)3. Assist students in collecting information

about the weather and understanding theupcoming forecast.

One internet site that is easy to use and hasmany learning activities is:www.wxdude.com. This site features aperson know as “The Weather Dude.” The“Weather Dude” site has songs usingweather terms, weather games, forecasts,etc. Another easy-to-use site is the“Schoolday Forecast” atwww.weather.com/activities/homeandgarden/schoolday/?from=footer

4. Sort a variety of coupons by category(food, personal care, cleaning products,etc.). Assist students in reading expirationdates in order to determine which couponscan still be used and which coupons haveexpired. Maintaining the coupon file maybe used as an ongoing activity in order touse the coupons while shopping onCommunity Based Instruction.

5. Students compare different versions of afamiliar story, such as “The Three LittlePigs.” Read several versions of the story tothe students over a period of several days.Provide students with a story-mappingformat to assist in gathering informationand drawing conclusions.


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Start the project by reading the standardversion of the story to students. (It may benecessary to read each version severaltimes to gather information.)

Story Map 1• Who is in the story?• Where does the story take place?• When does the story take place?• What is the problem?• What happened first…next?• How was the problem solved?

Story Map 2• Title of the story:• Main characters:• Other characters:• Setting-time and place:• Problem or problems:• Resolving the problem—

Beginning:Middle:End:

Students map each version of the story andtalk about the implications of character,setting and plot in each version. Questionsthat may assist students to drawconclusions include:

• Why do you think there are somany versions of the story?

• Which parts of the story vary?• Why do they vary?


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• Do you like the way this versionends?

• Do you have other ideas for theending of this version?

VARIATIONS:• Students write another version of the

story.• Students dramatize each version by

using puppets.• Students vote on favorite versions and

graph results.


Shopping coupons and fileInternet weather sitesWord bingo games

A variety of age appropriate factual andfiction books

Xerox copy of book coversBulletin boards

• Provide vocabulary words and/or picturesymbols on communication overlays or aneye-gaze frame so that students who arenon-verbal may participate in activities.

• Program voice output devices withvocabulary messages needed to participatein activities.

• To access the computer and internet sites,use an adapted mouse, touch screen, orIntelliKeys.

T.E.K.S. (1.9) The student reads with fluency and understanding in texts at appropriate difficulty levels.


Conventional M-6


6. The student will self-select from a varietyof texts based on personal interests (e.g.magazines, books, poems, etc.).

1. If the school participates in DropEverything And Read (D.E.A.R.) as acampus, or if D.E.A.R. is set up only in theclassroom, set aside time every day forstudents to choose literature to have readaloud to them either as a small group orindividually. Move away from storybooksfor young children to simple chapter booksfor young adolescents. Several series thattarget young adolescents are Hank theCowdog series, the Boxcar Kids series,Babysitters Club series, Goosebumpsseries, or any other series that targets sportsheroes, or other topics of interest to theindividual student. Once the student orsmall group of students has chosen a book,read one chapter per day. Take time to askquestions while reading to check forcomprehension. Review each day theinformation that was read the previous day.

2. Plan a time each week for students to go tothe school library to check out books, todownload News-2-You, to look at currentmagazines and newspapers.

Plan Community Based Instruction to thecommunity library on a regular basis.Assist students to become familiar with theresources provided by the communitylibrary. Help each student obtain a librarycard so that books, tapes, recordings, etc.can be checked out. Explain to studentshow they may get assistance when it isneeded.


Conventional M-6

OBJECTIVE TEACHING ACTIVITIES(Continued)

Help them to locate the librarian asquestions arise to ask for assistanceappropriately.

In the classroom provide a variety ofcurrent magazines for the students andplace them in an area set aside for readingappreciation and enjoyment. Providemagazines that target teenagers, sportsmagazines, car magazines, etc. As studentslook at the magazines, offer to read anarticle to them and to discuss the pictures inthe magazine.

3. Books and stories in electronic text formatcan be an excellent resource for students toself-select reading material. Provideopportunities for students to read and listento stories and books presented through thisformat. Some resources for digital booksinclude:• Selected titles from Start-to-Finish

series (Don Johnston)• Edmark Reading Program (Riverdeep)

Resources for making your own digitalbooks include:• BuildAbility (Don Johnston)• IntelliPics Studio (IntelliTools)• Clicker 4 (Crick Software)• PowerPoint (Microsoft)


Library resourcesDigital books (software)Age appropriate chapter booksPeriodicalsNews-2-You (Clark, 1997)

• A PowerLink (AbleNet) may be used toallow a student to use a switch to operate atape recorder for listening to an audio book.

• Digital books may be accessed on thecomputer by using an adapted mouse, touchscreen, alternate keyboard, switch, etc.



Conventional M-7


7. The student will use adapted forms ofliterature independently for increasingperiods of time.



for Older Students)







Conventional M-7


(Continued)








Variety of adapted literature• See adapted literature suggestions above.• Software listed above can be accessed with



Conventional M-8

T.E.K.S. (2.9) The student uses a variety of strategies to comprehend selections read aloudand selections read independently.


8. Make and explain important inferences in atext, with assistance as needed.

NOTE: Inferences differ from conclusionsbecause they rely on information that isexpressed indirectly, or suggested, rather thanstated plainly in the text. A good synonym for“inference” is “to imply.”

1. Social stories may be used to helpstudents make inferences aboutsituations they encounter. Socialstories assist students to interpret andrespond effectively to their socialworld. You can write your own socialstories or use stories from the numerouscommercially available resources. Anexample of a simple social story is oneabout sharing.

SharingI may try to share with people.Sometimes people will share with me.Sometimes if I share with someone, theymay be my friend.Sharing with people makes them feel good.Sharing with people makes me feel good.

2. Read chapter books to students, readingat least one chapter per day. (Chapterbooks appropriate for this age include:Boxcar Kids, Babysitter’s Club, Hankthe Cowdog, etc.). At the end of eachchapter have students make or add to alist of characters posted on a chart.Beside each character’s name havestudents list a one-word trait exhibitedby the character (lonely, kind,unfriendly, etc.) and what led them tomake the inference (how the charactershows the trait in the story).


Conventional M-8


(Continued)An example of this activity is readingCharlotte’s Web to the students. Post achart and label it with the title of the book.Have students assist with identifying themain characters by name and usinginformation in the story to make aninference about each character.

Charlotte’s WebCharacter Trait How character

shows the traitWilbur Lonely • Complains

about having nofriends• Cries

Charlotte Kind • Offers tobe Wilbur’sfriend• Tries tosave him

Templeton Unfriendly • Refuses toplay withWilbur• Onlythinks abouthimself


Social Skills Stories (Johnson, 1995)More Social Skills Stories (Johnson, 1998)The New Social Story Book (Gray, 1994, 2000)Age-appropriate classic literature booksChart paper/poster board

• Supplement written text with picturesymbols to increase comprehension.Writing with Symbols 2000 (Mayer-Johnson) is a software program thatproduces picture symbols as words aretyped.

• Short social stories may be programmedinto voice output devices.



Conventional H-1



Decoding skills for students withdevelopmental delays may appear verydifferent from decoding skills for typicallearners. For these students the goal may be todiscriminate between words that have subtledifferences, such as “cup” and “cut.” Ratherthan breaking the word down sound by sound,these students may focus only on beginning andending sounds. Learning to decode mayencompass the total experience of the word andwhat the word represents. To decode “cut” willmean discriminating “cut” from “cup” by sightand through the experience of what it means to“cut” whenever the word is used.

1. Refer to activities listed at Reading/PrintAwareness E-1 and M-1.

2. Reinforce decoding skills by allowingstudents to play “Word Family Bingo.”Each player has a card with words from aspecific word family, such as the -anfamily, the -ug family, etc. Caller cardshave pictures from the word families. Thecaller names the picture that he has chosen;the players check their cards and mark thewords as they are called.

VARIATIONS: a) Caller cards have wordsinstead of pictures. The caller reads theword that is chosen; the players mark thecorresponding word on their cards. b)Instead of player cards having only oneword family per card, each player card hasa mixture of words from the word families.(Other words may be added as decodingskills increase.) As the caller chooses apicture (or a word), the player marks thecorresponding word on his/her card.


Conventional H-1


(Continued)

3. Assuming that a foundation of decodingskills has been provided at Elementary andMiddle School/Junior High, encouragestudents to apply these skills as theyencounter familiar and new words incommunity locations, job sites, and home.Decoding skills can be applied to shoppinglists, recipes, instructions, cleaningsupplies, etc.


Word family bingo gamePicture symbols

• An All-Turn-It Spinner (AbleNet) may beused to allow a student with a physicaldisability to be the “caller” for the bingogame.

• A picture symbol display maybe used by astudent who is non-verbal to indicate whichspace on the bingo card to cover.



Conventional H-2



1. Have students download News-2-You (anon-line adapted newspaper) each week. Insmall groups read the newspaper articlestogether and discuss any vocabulary thatmay be unfamiliar to the students. Allowstudents to complete comprehension pagesof the newspaper to reinforce vocabulary orconcepts that have been discussed duringthe week.

To further reinforce new vocabulary, addwords to the class word wall, individualword books or a class dictionary made bythe students.

VARIATION: Allow students to select anduse articles from the local newspaper forthe above activity.

2. Encourage students to select a chapter bookto be read to small groups or to the class.As unfamiliar words are encountered,discuss them and the concept representedby the word. Add words to the class wordwall or dictionary.

3. Ask Jeeves Kids (www.ajkids.com) is awebsite that has a variety of resourceactivities. Demonstrate how to use thestudent dictionary section of the website.Help students enter an unfamiliarvocabulary word into the text box and clickon the “Find” button. Read and discuss thedefinition of the word.


Conventional H-2


(Continued)

Other sections of the student dictionary toexplore with students include the “DailyBuzzword” and the “Verse Composer”.The “Daily Buzzword” can be added to thedaily calendar that is kept by the students.


News-2-You (www.new-2-you.com)Ask Jeeves Kids (www.ajkids.com)

• Students may access web sites using atouch screen or IntelliKeys (IntelliTools).The IntelliKeys will also provide a way toenter text when navigating web sites.

T.E.K.S. (1.10) The student reads widely for different purposes in varied sources.


Conventional H-3


3. The student will use graphs, charts, signs,and captions to acquire information.

1. Refer to Reading/Print Awareness M-3Activity 3 for the process of developingbasic map skills in a small area.

As students move into community and jobsites, using a map becomes a veryimportant skill that should be practicedregularly in a variety of locations, such as agrocery store, the mall, the public library,the post office, a large discount store, etc.It will be imperative for the teacher to visitthe location before taking students in orderto map the store, know where specific itemsare located, and to inform the managementof the activity and purpose of activitiesplanned for students.

The grocery store provides an excellentopportunity for using a map. Preparecopies of the store map so that each studenthas a map. Put specific items such asvegetables, fruit, meat, various cannedgoods, dairy items, frozen foods, health andbeauty products and seasonal items on themap. Ask individual students to use themap to locate a specific item. If desired,the student can carry a checklist to note theaisle number where the item is located.

This process can be applied to a variety oflocations with the goal being tosuccessfully use of the map rather than theskill of purchasing items.


Conventional H-3


(Continued)

2. Assist students in using a personal calendaror day planner to acquire information aboutupcoming events, as well as plan theirschedule.

If students are not familiar with usingcalendar/schedule systems, refer to Activity2 in Conventional Reading/Print AwarenessE-3 and M-3.

Students should learn to use calendars torecognize and plan for events such as:• which days are school/work days;• when special events will occur;• when someone is coming/going;• appointments such as doctor, haircut;• when to bring things to school/work;• when to pay for items/services;• shopping for special events such as

family birthdays;• when daily responsibilities are due.

Teach students how to write in information(or symbolize information) to help themremember responsibilities/assignments.Teach students a daily routine for checkingtheir calendars to access information. It ispopular in the business world to carry sometype of daily planner. Teach students to usesome type of planning system.


Conventional H-3


(Continued)

3. Assist students to use a schedule for publictransportation as they go out onCommunity Basic Instruction and to worksites. Visit the main public transportationoffice to get a bus schedule, obtaininformation about fares and routes, and toask about discounts.

As students set up their daily (or weekly)calendars, assist them in using the busschedule to identify the location where theyare going, the bus that goes to that location,the time to catch the bus, the place to catchthe bus, and what transfers, if any, arerequired to get to the location.

After students have used the bus scheduleto plan the route to a specific location,assist them in the same type of planning toget back to school. Regular practice,moving from assistance to partialindependence, is essential for studentsuccess.

4. As students perform jobs at school and at ajob site away from the campus, assist themin setting up a routine of tasks to be done tocomplete the job, being sure to note anychange in the job from day to day. Bysetting up a routine (either written or usingpicture cues), the student can beindependent in completing the job.


Conventional H-3


(Continued)

If the student’s job requires specificsupplies to complete the job, such ascleaning supplies, tools, equipment, havethe student set up a checklist or othersystem to ensure that he/she has suppliesfor completing the job successfully. Careshould be taken to provide a way, either bythe student writing or using picture promptcards, for the student to indicate when moreof a specific item is needed.


Orientation and Mobility (O&M) SpecialistVariety of simple mapsVariety of simple daily plannersTransportation schedulesJob lists

• A Talking Mini Memo from RoyalNational Institute for the Blind(www.rnib.org.uk/), or a Hip TalkCommunicator (Enabling Devices) may beused for speech output in order to “remind”students about an activity sequence, neededsupplies, or schedule.


Conventional H-4




1. Assist students with reading the articleseach week in News-2-You. Discussunfamiliar topics and new vocabulary inthe issue. Encourage students to askquestions related to what has been read anddiscussed. Assist students in completingthe issue’s quiz pages in order to reinforcenewly learned information.

2. There are several “kid-friendly” internetsites where students can ask simplequestions and search for answers oradditional information. Some suggestedsites are:www.ajkids.comwww.yahooligans.comwww.yahooligans.com/content/ask_earl/www.sikids.comwww.nationalgeographic.com/kids/

3. As students prepare to interview someonewho has knowledge of a special topic (seeActivity 4), assist them in preparing aformal invitation or request for aninterview. On the request, let the personknow that the students would like to set upan interview. Propose a specific date andtime, a place to interview the person and aplace for the person to respond (RSVP).Include a photograph of the group whowants to interview the person.


Conventional H-4


(Continued)

4. One way to gather information about atopic is by interviewing people in thecommunity who have knowledge about atopic of interest. Assist students incontacting the individual and making anappointment for the person to come to theclass or for the class to meet with theperson at a place of employment, etc.

Before the interview assist students indeveloping with a list of questions. Haveeach student choose a question to ask.Supply picture prompts/written prompts, asneeded. Ask the person being interviewedto pose for a photograph. Take anyadditional photographs that will assist withthe project.

After the interview is completed, havestudents summarize information gatheredas a group. On the summary include thephotograph of the person and informationsuch as:• the person’s name;• the person’s occupation;• if the person likes his/her job;• the person’s hobbies;• where the person lives;• how many people are in the person’s

family;• what one wish the person would like to

have come true.


Conventional H-4


(Continued)

5. Assist students gather information by usingthe Yellow Pages from a telephonedirectory. Students may look forinformation about specific topics such as:• contact information for doctors;• information about restaurants;• beauty salons/barber shops.


Question/answer sheet for interviewsInternet sitesNews-2-You book (Clark, 1996)Telephone directoryNews-2-You internetwww.news-2-you.com

• Students may use an adapted mouse orIntelliKeys for accessing internet sites onthe computer.

• Attach large paperclips, clothes pins, orpage fluffers to telephone directory pagesto assist with turning the pages.

• A sequencing voice output device may beused to ask questions during interviewactivity.

T.E.K.S. (1.15) The student generates questions and conducts research about topics using information froma variety of sources including selections read aloud.


Conventional H-5


5. The student will draw conclusions frominformation gathered, with assistance.

1. Allow students to select a chapter book foran adult to read to them. At the end of eachchapter, have students complete a simplepage as a group on chart paper tosummarize the chapter. Have studentsanswer questions such as:• the chapter number and name;• what the chapter was about;• what happened in the chapter;• who were the characters in the chapter.

At the conclusion of the book, summarizethe book as a group in the same way:• the name of the book;• the author;• what the book was about;• was the book a good one (a great

survey to include);• where the class got the book.

With the book summary include aduplicated picture of the cover of the book.

This process can evolve into a book ofbook reviews that is kept in the classlibrary, into a book report or into a bulletinboard.

2. As students discuss current movies andvideos, as students go to a movie onCommunity Based Instruction, or asstudents rent movies, assist the group incompleting a review of the movie. Withthe students discuss the movie. Answerquestions as a group such as:• the movie byline;• the title of the movie;


Conventional H-5


(Continued)

• what the movie was about;• who was in the movie;• was the movie good, great, boring or

bad;• would you recommend the movie to a

friend;• where you saw the movie;• if it was a video or DVD, where did

you get it.

Be sure to include a duplicated picture ofthe movie cover or a character in the movie.Information collected from these reviewscan become a book to keep in the classlibrary or a bulletin board posted to sharethe information with other students.

VARIATION: Review restaurants in thesame way, answering questions relevant toeating at the restaurant.

3. Refer to Activity 3 in ConventionalReading/Print Awareness M-5.• The “Weather Dude”

www.wxdude.com• Schoolday Forecast

www.weather.com/activities/homeandgarden/schoolday/?from=footer


Conventional H-5


(Continued)

4. Encourage students to use the localnewspaper as a resource for information.Times that might be appropriate forstudents to use the newspaper wouldinclude:• using advertisements from local

grocery stores to look for items on saleand compare prices at stores for thelowest price;

• information about apartments (whatspecific apartments offer, cost of theapartment, etc.) in order to comparefeatures and costs;

• locating information about movies andcomparing cost of movies at variouslocations and cost at various times ofthe day.

Help students generalize the concept ofusing the newspaper not just to gatherinformation, but also to draw conclusionsby comparing the information.


Simple age-appropriate chapter booksReview sheets for books, movies, restaurantsWeather forecasting internet sitesNews-2-You book (Clarke, 1996)Newspaper advertisements

• Review sheets may be created usingOverlayMaker and IntelliKeys(IntelliTools).

• To access the computer and internet sites,use an adapted mouse, touch screen, orIntelliKeys.

• Program voice output devices usingmessages which ask questions aboutinformation found in newspaper ads (i.e.,“How much is it?”, “Which is cheaper?”,etc.)

T.E.K.S. (1.9) The student reads with fluency and understanding in texts at appropriate difficulty levels.



6. The student will self-select from a varietyof texts based on personal interests (e.g.,magazines, books, poems, etc.).

1. Refer to Reading/Print Awareness M-6, allactivities.

2. Extend Community Based Instruction tostores that sell literature and/or magazines.Assist students to locate the topic ofinterest, browse through the books ormagazines, determine the cost of specificbooks or magazines, and make a purchase,if appropriate. Assist students in locatingaudio books, browsing through titles andmaking a purchase for classroom use. Asstudents need assistance or have questions,help them to locate a store clerk and eithermake a request or ask for assistanceappropriately.


Library resourcesDigital books (software)High interest/low vocabulary chapter booksPeriodicalsNews-2-You internetwww.news-2-you.com

• Program voice output devices withmessages which can be used to ask forassistance, to make comments, etc.

Conventional H-6



Conventional H-7


8. The student will use adapted forms ofliterature independently for increasingperiods of time.



for Older Students)







Conventional H-7


(Continued)








Variety of adapted literature• See adapted literature suggested above.• Software listed above can be accessed with


T.E.K.S. (2.9) The student uses a variety of strategies to comprehend selections read aloud and selectionsread independently.


Conventional H-8


8. The student will make and explainimportant inferences in a text, withassistance as needed.

NOTE: Inferences differ from conclusionsbecause they rely on information that isexpressed indirectly, or suggested, rather thanstated plainly in the text. A good synonym for“inference” is “to imply.”

1. Social stories may be used to help studentsmake inferences about situations theyencounter. Social stories assist students tointerpret and to respond effectively to theirsocial world. Write your own social storiesor use stories from the numerouscommercially available resources. Asimple social story about complying with arequest is given as an example:

Complying with a Request.______asks me to help.I listen.I say, “Okay!”I help.______is happy with me.I am happy when I help.

2. Assist students in investigating variousoccupations and is dividing them intocategories, such as restaurants and foodservice, trades and manufacturing,janitorial, office and clerical, child care,etc. In small groups set up opportunitiesfor students to visit job sites to observeemployees in various capacities, asappropriate. Provide time for students toask questions that have been prepared and


Conventional H-8


(Continued)

practiced ahead of time. Document eachvisit to a job site with photographs anddescriptions of jobs observed. After allidentified job sites have been visited andphotos have been labeled with an appropriatedescription, place photographs in theappropriate category and display in chartform. On the chart list the job site and jobthat would be appropriate for consideration.

Job Category Job Location AppropriateJob

Office/Clerical MangroveLibrary

• Shelvebooks

• Collectbooks fromreturn bin

Childcare Mother’s LoveCare Center

• Snackpreparation

• Laundry• Assist with

babies

Assist each student to identify one job ofinterest to the individual. Have the studentidentify qualifications required for the jobthat he/she has chosen and give examples ofways he/she meets the job requirements.


Conventional H-8


(Continued)

One example of ways an individual canmeet the requirements of a job might looklike Samuel’s:• I want to work in food service.• I would like to work at McDonald’s.• I want to clean tables.• I need to be organized. I need to wait

for people to finish eating.• I can be a good employee at

McDonald’s because:o I can use my picture cards to

complete a job.o I do a good job of cleaning tables.o I like people.o I have a big smile.

3. Product advertisements may be used toteach students about the power ofsuggestion. Assist students in reading,understanding, and comparing informationpresented in advertisements. Discuss theconcepts of fact and opinion and how theseterms relate to a company’s claims abouttheir product. When using advertisements,students need to be able to make inferencessuch as:• Is it appropriate for me?• Do I need it?• Do I have enough money to pay for it?

Students also need to learn to ask anotherperson about their opinion of the product.


Conventional H-8


(Continued)

4. As students learn to use publictransportation, assist them in makinginferences that will help with their success.Once a student has identified the locationwhere they are going, inferences to bedrawn include:• route that goes to the specific location;• closest place where the student can

catch the bus (or other form of publictransportation);

• if it will be necessary to make a transferto get to the location;

• if the student has enough money for thefare;

• how much time the student will need toallow to get to the location, if time is afactor;

• how long it will take to get to thelocation where the student will catchthe bus (or other means oftransportation).


Social Skills Stories (Johnson, 1995)More Social Skills Stories (Johnson, 1998)The New Social Skills Stories book (Gray,

1994)Product advertisementsPhotographs of job sitesPoster boardTransportation schedules

• Supplement written text with picturesymbols to increase comprehension. Writingwith Symbols 2000(Mayer-Johnson) is asoftware program that produces picturesymbols as words are typed.

• Program voice output devices withquestions related to job sites the studentvisits.

q conventional reading print awareness - education service center

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