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

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Selected Text: Living <strong>and</strong> Non-Living
Living <strong>and</strong> Non-Living Scavenger HuntSmall groups or individual studentsCan physically obtain items or take pictures of the itemsCan be assigned to find specific items (matching) or asked tofind a specific number of each item
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 20 and 21: Making Text Available for ALL Learn
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 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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