By: Carmen Willings
Research has found that instruction in the area of Language Arts should integrate both explicit instruction and contextual experiences, whereby the teacher provides meaningful settings for learning with explicit strategies. Providing many reading and writing opportunities in the students’ literacy modes (print, Braille, or auditory) will ensure repeated opportunities to learn and practice their skills in reading and writing.
In reading aloud, the teacher reads aloud from a book. Reading aloud to the students should be a daily occurrence for students of all ages as studies have shown that it positively impacts students success in learning to read. Prior to reading the book, provide a summary of the story. Also explain vocabulary that may be unfamiliar to the students. This will give the students a chance to identify the word, place it in context and remember it. Concentrating on concept and vocabulary development will assist students with learning disabilities including those with visual impairments. As you read the story, point to key words on each page to help students make the connection between print and spoken words. If the student is a braille learner, someone knowledgeable in the braille code should ensure the student is able to be exposed to these same opportunities. Remember to read with inflection and intonation.
When presenting the selected reading to the students, discuss with them that you are going to read a book and for what purpose (e.g. learn more about the topic, to read a certain style, etc.) Discuss the title and describe the picture. Encourage students to answer literal question (review and update answers after story is read). Ask students to predict who, what, where, when, and why events happen. Consider having a story helper to hold the book and help turn the pages.
Before you begin a story, read the title and ask your student what the story might be about. Take some time to recall similar experiences that you and your student have had that relate to the story. Present the objects from the story. Encourage the students to explore the materials and make educated guesses about what the story will be about. As you read aloud to your student, you can help them develop a sense of “book behavior” or basic conventions of reading. These behaviors are things like holding a book right-side-up, turning one page at a time, and reading from top to bottom and left to right, using page numbers, and taking care of the books.
Incorporate concepts during this time by talking about how thick/thin the book is, whether or not it is big or small and if it is hard or soft bound. Be sure to describe pictures to the students to help them interpret the pictures, and take time to enjoy the pictures on each page. While reading predictable stories, leave off the ends of sentences and let the student attempt to finish them. After reading aloud, act out stories with the student. When you have advanced to longer stories and books that cannot be completed in one reading session, be sure to finish the story the next time or over several successive readings.
After reading the story, have students identify characters, setting, and events in the story. Have students retell or re-enact the story. Discuss if the story was fantasy or reality. Recognize main incidents, plot, and how problems are solved, relate to personal experiences. Compare/Contrast to different versions of the story
Encourage students recall information and retell sequence of events. Compare and contrast it to others stories that have been read. Tell main idea of selection that has been read. Ask “wh” questions about the story. Generate or list questions regarding the main idea. Compare information from books, magazines, newspapers and on-line resources about unit topic. Create maps, diagrams, charts, and graphs to convey information learned about topic.
Encourage students to recall important ideas and respond to questions. Scaffold the questions and provide multiple choice if necessary. Be accepting of answers – reflect on responses and expand. Ask students "wh" questions about the story (incorporate questions about characters, setting and events in the story). Ask students to determine the main idea of the story (Use title page, photos, captions, and illustrations to help develop comprehension). Discuss main incidents, plot, and how problems are solved, relating this to personal experiences.
Building vocabulary can be natural when discussing items related to the current topic or identifying words in the stories, poems, and songs. The following is a list of ways to develop vocabulary: Make a list of words from the book, poem or song. Determine meaning of unknown words through use of classroom dictionary. Look in thesaurus to identify words that have similar and opposite meanings.
Discuss similarities and differences between: characters; between events in the story and their lives; between current books and other books on the topic or other books by the author, etc.
In independent reading, the student is in charge of reading independently, using strategies to decode unfamiliar words. Students should select books that they can read at the independent level and avoid books that are at the instructional or frustration level. The goal is to build fluency in reading. Time should be set aside for daily opportunities to read independently whether during the course of the school day, at home, or both.
Test Ready: Plus Reading
is a test prep series that offers practice for today's standards-based assessments for grade level 3-12. This program is designed to help students practice: recalling information, constructing meaning, evaluating literary forms, interpreting fact and option, and evaluating and extending meaning.
All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence."
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.
The core activities listed in the Activity section can be adapted to each thematic unit. These include:
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.
Unique Concepts within the Units include:
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.
Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.
Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.
Digital pdf download: 364 pages (11 pt font)
Publisher: Teaching Students with Visual Impairments
Author: Carmen Willings
Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements
This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.
Visual Efficiency & Near Magnifier Fluency Worksheet Details:
Digital pdf download: 210 pages
Publisher: Teaching Students with Visual Impairments
Author: Carmen Willings