Balanced Literacy for Students with Autism and other Significant ...

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Making Text Available for ALL Learners• Determine the purpose (e.g., silent reading or guided)• Adapt the materials (It doesn’t always have to be high tech)• Adapted books– PowerPoint Books and other Talking Books– Tactile books– Online books– Write your own books (big books, LE books, etc.)– Embed music and interactive materials• Text to Speech/Speech to Text Software
Engaging Learners with the Text• Language Experience Approach• Reader’s Workshop• Shared reading• Partner Reading• Guided Reading• Each activity includes– Before reading activities– During reading activities– After reading activities
Page 1 and 2: Balanced Literacy for Studentswith
Page 3 and 4: Reading and Writing as Communicatio
Page 5 and 6: Interactive to Independent Literacy
Page 7 and 8: Reading Profiles in HighFunctioning
Page 9 and 10: High Functioning Comprehension, Mar
Page 11 and 12: Text Bound ComprehenderInstructiona
Page 13 and 14: Imaginative ComprehenderFocus on fa
Page 15 and 16: A Balanced Literacy ApproachDaily r
Page 18 and 19: Let’s Explore Reading
Page 22 and 23: Small Group InstructionalFramework1
Page 24 and 25: Guiding Questions for Selecting Bef
Page 26 and 27: Tactile BooksStrategies for making
Page 28 and 29: Write Your Own BooksResources for w
Page 30 and 31: Interactive Books
Page 32 and 33: ExampleTheme: Living and Nonliving1
Page 34 and 35: Selected Text: Living and Non-Livin
Page 36 and 37: Living and Non-Living Scavenger Hun
Page 38 and 39: Working with Words• What is word
Page 40 and 41: Developing Core WordsWhy core words
Page 42 and 43: Autobiography: Working with WordsAu
Page 44 and 45: Let’s Explore Writing
Page 46 and 47: Importance of Writing Daily• It
Page 48 and 49: Big Ideas: Teaching Writing• It
Page 50 and 51: Writing Process• Discursive• Mo
Page 52 and 53: Tool: Co:Writer(Don Johnston)From:
Page 54 and 55: Building Narrativehttp://www.symbol
Page 56: Questions

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