255 Pico Avenue, San Marcos, CA 92069
When: December 1, 2015, 8:30 - 3:30
Who: Elementary through high school teachers of students with moderate/severe disabilities
What:
The prospect of teaching older students with significant disabilities to begin to read with comprehension and begin to write generatively
can seem overwhelming. This presentation will cover: assessment for students who are difficult to assess, shared reading (developing a
love of reading, and supporting language through reading), emergent writing (beginning to write with symbols, words, and the alphabet),
self-selected story listening (listening to a range of engaging, age-respectful books), and an introduction to phonics (developing letter sound connections) and phonemic awareness (understanding spoken language at the word, syllable, and letter level). Throughout the day,
you will see student samples, videos, and creative use of apps. Use of age-respectful activities and materials will be considered for each
section.
Learning Outcomes:
1) Describe 3 assessment tools that can be used for students who are difficult to assess with standard tools
2) Identify at least 2 activities to support: Shared reading, emergent writing, self-selected story listening, phonics, and phonemic
awareness.
3) Describe at least 3 apps, and tell how you would use them interactively to support literacy learning.
4) Summarize at least two strategies for ensuring that activities and materials are age-respectful for older students.
Download flyer here:
Emergent Literacy Older Students
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.