Creating an Effective Curriculum for Children with Learning Disabilities

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Some HeadlinesIt's Official: OUR KIDS CAN'T READ-New York PostBush's Pl<strong>an</strong> to Push Reading in 'HeadStart' Stirs Debate -New York TimesL.A. Workers Held Back by LowEducation Rate -Los Angeles TimesU.S. Suffers from Wide Literacy Gap-Chicago Sun-Times
One Sample StatisticU.S. Reading Results 4 th gradersReading: The Nation’s Report Card, National Center <strong>for</strong>Education Statistics http://nces.ed.gov/
Page 1: Literacy for All: Creating anEffect
Page 5 and 6: "I always tell people that from the
Page 7: A Sample SegmentA World Transformed
Page 10 and 11: Why Is This Important ?• Students
Page 12 and 13: Key Features of theLanguage of Lite
Page 14 and 15: Language of the “Thereand Then”
Page 16 and 17: Characteristics of “Thereand Then
Page 18 and 19: When the Concepts areUnfamiliarSmit
Page 21 and 22: The Invisible LanguageSystemorHow t
Page 23 and 24: For millions of years the bones lie
Page 25 and 26: Organization of the Texts•Narrati
Page 27 and 28: So To Recap• Language of the “t
Page 29 and 30: A Possible Option: UsingClassroom D
Page 31 and 32: A Sample Segment ofClassroom Discou
Page 33 and 34: Evaluating the Discourse onthe Key
Page 35 and 36: The Organization of theTextThe Topi
Page 37 and 38: “There and Then: MovingNonpresent
Page 39 and 40: ConceptsLimit the concepts you are
Page 41 and 42: Recording the Informationeatingmoth
Page 43: Organization of the Text:Moving OnT

Creating an Effective Curriculum for Children with Learning Disabilities

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