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Sample Integrated Units (K-2), (3-5), & (6-8)

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Engaging, standards-based instruction designed to spark student interests while building real-life skills. These materials are to be used in addition to ODEW’s approved HQIM to provide comprehensive foundational skills instruction, ensuring entry points for every student to show growth from baseline skillsets to end-of-unit outcomes.

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Scroll down to access many lessons that cover the full scope and sequence of phonics skills.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Free and downloadable in PDF and PPT versions. Instructional Handbooks also available in the Free resources link.

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Download SPELD SA Phonic Books

About the North America Edition

The SPELD SA Phonic Book Series complements the teaching of reading and writing using a structured phonics approach. This series of decodable books follows the Sounds-Write scope and sequence with a speech to print orientation.

The stories feature loveable characters Sant the ant and friends, progressing over four sets of 10 titles each.

Freely available to download from our website and purchase if you would like the books in your classroom or at home.

SPELD SA had the wonderful opportunity to collaborate with Aoife Mc Namara, a speech-language pathologist and reading consultant from West Coast Literacy, BC Canada. We have worked to align our decodable texts to North American spellings.

Free sample

We'll post you a free sample so you can experience our wonderful books firsthand!

Request now

SPELD SA aims to help Aboriginal students engage with phonic books by having characters, content and settings that reflect Aboriginal communities.

We understand that the content, settings and characters may not reflect all Aboriginal people and their experiences but hope that Aboriginal students learning to read can find some familiarity in and connection with these books in their literacy journey.

"These decodable books - I love... They develop in complexity as they go along. Once children learn the sound correspondences through blending and segmenting activities and practise these skills in the code knowledge you can start practising these skills reading decodable text. There is quite a bit of material here (in the SPELD SA Phonic books) that you can practise on, which is another reason why I like the books. In many decodable readers all you'll get is 4 or 5 words. Not only have you got that, you've got two sentences to read on one page. These develop in complexity as they go along. Books like this are a huge help." John Walker - Sounds-Write Founder

About the cover

Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

'This artwork represents the literacy and numeracy learning journey, and the path towards independent learning. The circles represent the collaborative learning and supports around children with specific learning difficulties, including children, schools, families, SPELD SA and others.'  Elizabeth Close, Artist.

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Support the teaching of reading by using a structured synthetic phonics approach. Our Phonic Books are designed to build on the pre-reading skills of oral language and phonological awareness needed for reading success.

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Books are downloadable in PDF and PPT formats.

Ten Sets of books.

Multiple books in each set.

Free and downloadable.

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SPELD SA Phonic Book Sets

About the series

The SPELD SA Phonic Book Series complements the teaching of reading and writing using a structured synthetic phonics approach. SPELD SA aims to help Aboriginal students engage with phonic books by having characters, content and settings that reflect Aboriginal communities. In developing this series, SPELD SA has consulted with people who live and work in the Anangu, Pitjantjatjara Yankunytjatjara (APY) Lands.

We understand that the content, settings and characters may not reflect all Aboriginal people and their experiences but hope that Aboriginal students learning to read can find some familiarity in and connection with these books in their literacy journey.

About the cover

Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

'This artwork represents the literacy and numeracy learning journey, and the path towards independent learning. The circles represent the collaborative learning and supports around children with specific learning difficulties, including children, schools, families, SPELD SA and others.'  Elizabeth Close, Artist.

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Our Phonic Books support the teaching of reading by using a structured synthetic phonics approach (Sounds-Write and Jolly Phonics series). They are designed to build on the pre-reading skills of oral language and phonological awareness needed for reading success.

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The Content-Area Word Pictures depict imageable concepts that are essential to specific content areas. When students become familiar with some of the key words within a subject, build on that knowledge by reading aloud tradebooks on those subjects. Take a look at these books in TextProject's Read Aloud Favorites.

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Topical Readers for Middle Grades - Mini Books

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Topical Readers for Middle Grades - Mini Books

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Free and downloadable

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TopicReads™ - Knowledge Building Texts for Middle School

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TopicReads are evidence-based text sets that support vocabulary, background knowledge, and comprehension for struggling middle-school readers

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TopicReads™ – Knowledge Building Texts for Middle School

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Topical Readers for Primary Grades - Mini Books

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Topical Readers for Primary Grades - Mini Books

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Free and downloadable

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TopicReads ™- Primary are informational text sets around a topic. The words in the texts are based on the same decoding and high-frequency curriculum as the DecodableReads. Read more ab...

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Free and downloadable decodable pages.

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DecodableReads™: Decodable texts for grades K-1

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Free decodable texts for beginning readers. These engaging, accessible texts help beginners become independent readers.

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Free downloadable alphabet boards with a variety of letter displays

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Alphabet Boards : Communication Tools and Materials...

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This site puts information about patient-provider communication in one place and invites healthcare providers, family members, patients, researchers, educators and policy makers to access and use...

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"Whatever it Takes": a SWIFT film on Inclusive Academic Instruction

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"Whatever it Takes" is a SWIFT film by Dan Habib. The film features one of the SWIFT domains, Inclusive Academic Instruction, and features schools in Maryland, Mississippi and Oregon implementing the Schoolwide Integrated Framework for Transformation (SWIFT).  SWIFT is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusion. To learn more about the 5 SWIFT domains and 10 features, see the SWIFT guide at guide.swiftschools.org

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Adapted materials and integrated assistive technologies

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How-To Tips and Strategies Videos | Literacy Access for All

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Search results › OCALI Lending Library catalog

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Children's Books on Autism (Grade 6-12) - Individuals with Autism

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The Sherlock Center is committed to helping students with complex disabilities to participate in the general curriculum. As resources permit, the Sherlock Center creates adapted versions of popular literature for use by students, teachers and families. For questions, email Jennifer Carrier.

These resources are searchable in the fields below. You can search by keyword or title in the "Search All Adapted Literature and Lessons" box or you can search by resource type, format, grade level and/or file type. Items are listed alphabetically.
Please let us know what you think of our new website! Website Feedback Form

CVICortical Visual Impairment

These materials have a black background and are created for students with cortical visual impairments who need resources with minimal movement, reduced color complexity and images with minimal details.

VIVisual Impairment

These resources have a black background and are created for students with a visual impairment who need high-contrast, focused images that convey story concepts.

These stories or lessons are presented as simply-stated text with picture symbols.

GDExtended Literacy Guide

These materials provide ideas for using book-specific objects to help with learning and engagement of complex learners.

INTInteractive

These materials present the book in simply-stated text with picture symbols in an interactive manner.

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The Sherlock Center is committed to helping students with complex disabilities to participate in the general curriculum. As resources permit, the Sherlock Center creates adapted versions of popular literature for use by students, teachers and families. For questions, email Jennifer Carrier. These resources are searchable in the fields below.

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This webinar models the use of both the student profile document and class profile template provided below. Both are useful in extracting individual student supports from IEPs and other learning plans and integrating these access supports in plans for instruction and assessments.

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Please Note: All content on the site is the intellectual property of OCALI. You may not reproduce, reprint, publish, or otherwise download or exploit content or technology from the site without our express prior written consent.

October 8, 2020 | 4:00pm

This session focuses on flexible collaborative planning. During this unpredictable time, educators are challenged to maintain high-leverage practices, such as collaborative planning. Collaborative planning is essential to ensuring that all students receive instruction that meets their unique needs, while flexing between face-to-face, hybrid, and virtual learning environments. Get a sneak peek into a co-planning session. This session also explores the integration of Specially Designed Instruction (SDI) and other supports for learners who have IEP-specific supports.
Presented by: Shawna Benson, M.Ed. - Program Director, Teaching Diverse Learners Center at OCALI; Sara Miller, Intervention Specialist, Madison Local School District Access the Zoomcast Resources
If you are interested in obtaining a professional development certificate, please complete an evaluation. Once you have watched the video, then completed and submitted the evaluation form, you will be given access to a Professional Development Certificate for this training. If you have any questions, please contact Sheila Smith at sheila_smith@ocali.org.
Start Evaluation

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Flexible Co-Planning: Integrating Specially Designed Instruction (SDI)

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Please Note: All content on the site is the intellectual property of OCALI. You may not reproduce, reprint, publish, or otherwise download or exploit content or technology from the site without our express prior written consent. October 8, 2020 | 4:00pm This session focuses on flexible collaborative planning.

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Student Profile Data Collection Sheet - SDI and Access

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Student Profile Data Collection Sheet - SDI and Access

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The Intensive Literacy Program includes the phonics, grammar and punctuation skills included in a standard R-3 syllabus, with texts selected for older students, aged 8 to adult. Each module has an instructor handbook and a student workbook. A placement test has been designed to help instructors determine a student’s starting module. The program can be used on a one-to-one basis or with a group for wave 2 and 3 intervention.

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The Intensive Literacy Program includes the phonics, grammar and punctuation skills included in a standard R-3 syllabus, with texts selected for older students, aged 8 to adult. Each module has an instructor handbook and a student workbook. A placement test has been designed to help instructors determine a student's starting module. The program can be used on a one-to-one basis or with a group for wave 2 and 3 intervention.

The development of the Intensive Literacy Program was generously supported and funded by the Department for Correctional Services Community Grant.

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The Intensive Literacy Program includes the phonics, grammar and punctuation skills included in a standard R-3 syllabus, with texts selected for older students, aged 8 to adult. Each module has an instructor handbook and a student workbook. A placement test has been designed to help instructors determine a student's starting module.

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SPELD SA Phonic Books follow the sequence of letter-sounds used in the Jolly Phonics synthetic phonics program and the Sounds-Write phonics program. These books can also be used with other phonics programs.

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About the cover artist

Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

'This artwork represents the literacy and numeracy learning journey, and the path towards independent learning. The circles represent the collaborative learning and supports around children with specific learning difficulties, including children, schools, families, SPELD SA and others.'  Elizabeth Close, Artist.
Click here for printing tips

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About the cover artist Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

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Root cause/Learning Progressions Charts for ELA, Math, and Executive Function Skills

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Montessori Free Downloadable Learning Materials (Early Childhood)

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Montessori Free Downloadable Learning Materials (Early Childhood)

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Note: other ages and grade-levels coming soon.

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ASL Stories Directory makes it easy for you to find hundreds of free videos of ASL retellings of your child’s or student’s favorite books.

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Today, about 11.5 million Americans have some sort of hearing impairment, ranging from difficulty in hearing conversation to total hearing loss. That's about 3.5 percent of the population. In addition, around 50 million of the population experience some level of tinnitus - a constant ringing in the ears.

National Institute on Deafness and Other Communication Disorders: Statistics About Hearing

A deaf quarterback is credited with the invention of the modern circular football huddle. Read more on this Wikipedia page started by UA students.

The Deaf and the Origin of Hand Signals in Baseball

Deaf Culture Facts That Might Surprise You

Deaf Fun Facts You Need to Know

DEAF HISTORY

April 15, 1817 - The American School for the Deaf, the first public permanent school for Deaf children in the United States, was opened. Located in West Hartford, Connecticut, the school is a nationally renowned leader in providing comprehensive educational programs and services for Deaf and hard-of-hearing students.

April 8, 1864 - Gallaudet University, the first and only higher education institution for Deaf and hard-of-hearing students, was founded. Gallaudet, a private federally chartered research university in Washington, DC, is the only university in the world where students live and learn using American Sign Language and English.

A HISTORY OF DEAF RIGHTS, CULTURE, AND LANGUAGE

Encyclopedia Britannica: History of the Deaf includes information dating back to the 16th century.

People and Events in Deaf History

COMMUNICATION

Healthy Hearing: Communication Tips for Talking to People with Hearing Loss

Disability Language Style Guide: Deaf

American Sign Language Classes

NAD's Position on Deaf People in Media

MORE IMPORTANT RESOURCES

National Association of the Deaf

National Association of the Deaf Resources

National Institute on Deafness and Other Communicative Disorders: Quick Statistics About Hearing

American Sign Language Spoken Here - "Before William Stokoe's groundbreaking research, American Sign Language (ASL) was erroneously viewed as a pantomime, a poor substitute for spoken speech. Now ASL is recognized as a language with its own syntax, morphology, and structure." With National Science Foundation grants Stokoe and two of his Gallaudet colleagues created the Dictionary of American Sign Language on Linguistic Principles in 1965. National Science Foundation

Deaf President Now - In March 1988, Gallaudet University experienced a watershed event that led to the appointment of the 124-year-old university's first deaf president. Since then, Deaf President Now (DPN) has become synonymous with self-determination and empowerment for Deaf and hard-of-hearing people everywhere.

How 'Deaf President Now' Changed America - A brief history of the movement that transformed a university and helped catalyze the Americans With Disabilities Act.

D-PAN.TV - In March 2016, Deaf Professional Arts Network, known as D-Pan, launched a go-to source for American Sign Language-related content. The highlight of the network is DTV News, featuring Deaf anchors who share national news in ASL along with captioning and voiceovers. The network also offers a variety of entertainment and educational content produced by and starring some of the biggest names in the Deaf community.

Deaf View/Image Art, also known as De'Via, is art that examines and expresses the Deaf experience form a cultural, linguistic and intersectional point of view.

Museum of Deaf History, Arts and Culture - Located in Olathe, Kansas, the museum exposes visitors to the historical experiences of being Deaf and the numerous contributions of Deaf people to the world.

FILM | TELEVISION | BOOKS

"Deaf U" is a Netflix reality series that follows a group of Deaf and heard of hearing students at Gallaudet University, a private university for the education of deaf and hard of hearing in Washington, DC. Released in the fall of 2020, the series is produced by actor, model and deaf activist Nyle DiMarco.

"Audible" is a 2021 short film documenting a Maryland High School for the Deaf high school athlete. It is available on Netflix.

Documentary: "Through Deaf Eyes" - This two-hour documentary explores 200 years of Deaf life in America and presents various perspectives on being deaf. The film is propelled by the stories of people, both eminent and ordinary, and sheds light on events that have shaped Deaf lives. The film includes interviews with prominent members of the Deaf community, including actress Marlee Matlin and Gallaudet University president emeritus I. King Jordan. Interwoven throughout the film are six short documentaries produced by Deaf media artists and filmmakers.

" CODA," which won an Academy Award for Best Picture and numerous other awards, was the first film to have burned-in subtitles on screen. CODA stands for Child of Deaf Adults. The movie, released in 20201, is about a hearing child in a deaf family who finds herself torn between pursuing her love of music and helping her family's struggling business. CODA is available on Apple TV+

"Sound and Fury" is a documentary that follows the lives of the Artinians, an extended family with Deaf and hearing members across three generations. Together they confront a technological device that can help the deaf to hear but may also threaten Deaf culture and their bonds with each other. The film was nominated for an Academy Award for Best Documentary Feature and won the National Board of Review Freedom of Expression Award. The documentary is available on Amazon Prime, Apple TV, Sling TV and Roku Channel.

"Deaf Jam: ASL Poets in the Spotlight" showcases students who perform in their first American Sign Language Poetry Performance at Lexington School for the Deaf. The documentary is available on PBS.

"A Look into the Deaf Community" is an 8-minute short that shares information on Deaf culture and American Sign Language. It is available on PBS and part of the Rise and Shine series for children on Arkansas PBS.

"The Power of Silence" is a series on PBS that explores deafness and hearing loss through the many different lenses of education, understanding, compassion and technological advances.

"Why Sign Language was Banned in America" is a 12-minute short on PBS as part of the Otherwords series.

View a more extensive list of movies about the Deaf community, including deaf narrative movies and ASL movies and documentaries.

Films to celebrate national Deaf History Month

FAMOUS DEAF & HARD-OF-HEARING ACTORS & ADVOCATES

Sandra Mae Frank - actress and producer, "New Amsterdam"

Marlee Matlin - author, activist, Academy Award-winning actress for "Children of a Lesser God" in 1986, and starred in "Coda" in 2021

Nyle DiMarco - model, actor, activist, first deaf winner on "America's Next Top Model" and "Dancing with the Stars," an executive producer of"," and president of the Nyle DiMarco Foundation

Heather Whitestone - Alabama native and the first deaf woman to be crowned Miss America

Juliette Gordon Low - founder of the Girl Scouts

Derrick Coleman - first deaf offensive player in the NFL and played for the Seattle Seahawks, including in the XVLIII Super Bowl

Lou Ferrigno - actor, bodybuilder, and personal trainer, known for his role as the Incredible Hulk

5 Famous Deaf People Who Changed the World

Famous people with hearing loss

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ASL Stories Directory - American Society for Deaf Children

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Find your child's favorite books in our ASL Stories Directory! Get links to hundreds of free videos of sign language stories your child will love!

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A Text-Based Approach to Vocabulary Instruction 

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A Text-Based Approach to Vocabulary Instruction

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A Text-Based Approach to Vocabulary Instruction

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How did you learn new vocabulary words as a student? Maybe you flipped through endless flashcards or were given a dictionary to try and memorize words in isolation. At Fishtank, we think there is a better way. We believe in the power of a text-based approach to vocabulary instruction that helps students use their background knowledge to engage with and internalize new vocabulary in context.

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A Text-Based Approach to Vocabulary Instruction - Fishtank Learning

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Learn how to help students engage with and internalize new words through our text-based approach to vocabulary instruction.

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UFLI Foundation Literacy Skills Instruction Toolkit

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UFLI Foundation Literacy Skills Instruction Toolkit

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Access to the General Curriculum Professional Development Website

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Access to the General Curriculum Professional Development Website

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FREE PD resource. Login is required. Have an OCALI Pass account already? Try that login before creating a new account. Tip: Any video within any chapter can be accessed immediately by clicking the "Next Page" button on the top left of the page.

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Trunk Work: Strong Systems, Structures, and Supports

As a collective state-wide group of education professionals, we are all responsible when it comes to meeting the needs of diverse and complex learners. Integrating supports that represent ALL learners, across all levels of the state-system, is a daunting task. This means we will have to work collaboratively across licensure areas, offices, and other silos of practice to ensure that ALL learners receive the expertise we each individually bring to the field. As a collaborative group, we will need to rely on strong guidelines and processes to planfully connect supports and implement to improve learner outcomes. Some examples of these structures within our system include academic learning standards, the assess, plan, teach cycle - Ohio Improvement Process (OIP), Multi-Tiered Systems of Support (MTSS), Positive Behavior Intervention and Supports (PBIS), etc.

Some examples of content targeting this "trunk work" can be found in:

Chapter 2: Designing Rich Tier I Instruction and Assessment: Overview

Chapter 2: Sorting and Clustering Standards for Instruction: Integrated Units

Chapter 4: Language and Communication Access: ALL In!

Chapter 10: Curriculum Screening, Audit, Selection, and Deselection

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Access to the General Education Curriculum

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Access to the General Education Curriculum

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IDEA requires that all children with disabilities be provided with access to the General Education Curriculum. According to ESSA, all students, including those with disabilities, must also be included in state assessments based on a state's academic content and achievement standards.
For More Information see NCDB Webinars on this topic: https://www.nationaldb.org/updates/accessing-grade-level-general-education-curriculum/

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Scaffolded Math: Prime and Composite Numbers

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Scaffolded Math: Prime and Composite Numbers

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A hands-on prime vs. composite numbers investigation

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If your students struggle with the idea of prime vs. composite numbers, this hands-on investigation activity into prime numbers may be…

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In this series of video clips, the presenter explains the importance of a multi-sensory approach to literacy for children who are blind or visually impaired or have other learning and access challenges, with an emphasis on those who have multiple disabilities.

The videos are captioned and transcribed.

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In this series of video clips, I explain the importance of a multi-sensory approach to literacy for children who are blind or visually impaired, with an emphasis on those who have additional disabilities.

The videos are captioned and the transcript follows.

Transcripts

Hello. My name is Gwyn McCormack, and welcome to my workshop, A Multisensory Approach to Literacy. I aim to share with you some of the key elements which are important to the child's emergent literacy skills. This is based on the multisensory approach using some lovely practical examples linked to real experience and also to fiction.

The Importance of Participation in a Rich Variety of Concrete Experiences

Literacy opportunities and experiences don't always occur naturally for the child with additional learning needs. And that's particularly the case if they have a condition that impacts their cognition and learning, or if they have an impaired sense like a hearing impairment, or a visual impairment or a physical difficulty. This can really impede their access. Learning through other senses is slower. The interpretation and understanding of concepts can take much longer. Curiosity and understanding and the desire to explore may not be so easily stimulated.

Our ultimate goal is to build a solid foundation of emergent literacy skills by exposing the child as much as we possibly can and as often as we possibly can to a rich variety of concrete experiences involving objects, people, places, activities, to make sure that the child really does participate in the holistic multi-sensory experience.

Essential Experiences to Undergird the Early Development of Literacy

There's been research done by Alan Koenig and Carol Farrenkopf in 1997, and they analyzed 254 reading schemes to identify the experiences necessary to bring meaning to each story. From that research, they identified 22 essential areas of experience that are required to undergo the development of literacy.

These included experiences of things like being at home, in the community, being with friends, doing or making things, and much, much more. You can download this research from the internet.

It's crucial that we provide many rich experiences, and that we create and encourage those experiences through storytelling, offering objects to hold, role play, dressing up, labelling and map making, exploring objects, collecting objects during the experience, creating a bag or a box to put them in, and making key words and experience books using technology, audio recording, music, and singing.

The key skills that the child will need throughout this are the auditory and language skills, concept building, fine motor/tactile, book and story skills form the pathway of emergent literacy skills. And these enable the child to participate in a meaningful literacy experience.

A Multi-Sensory Journey on a Boat

The first example I want to share with you is multi-sensory journey on the boat. It's all about the boatness of a boat. It could be any form of transport. This is just to give you an idea, and to inspire you. It could be about a bus, a car, a train, a plane, a lorry, whatever. It's the ideas around this that I want to share with you, and to tap into your creative juices when you're working with children.

I have a really good friend who's a cardboard mechanic and he kindly made me this model of a boat. But you could use any cardboard box to create a boat.

So, hopefully, there's a day out involved here, and a journey, some sort of journey. And before you do the journey, you've have taught the children about the boat, or the bus, or the train, and you've felt models, and you've shared stories, and you've sung songs. And you've used the language, of introducing the language about boats, and anchors, and flags, and lights.

And then when you come back to school, or to your setting off to home, if you're a practitioner working in homes, you've helped the child collect a nice bag of objects during the journey to bring back, to recreate the idea and to reinforce that literacy experience.

So just thinking about the boat I've got here, starting off with the tactile portholes these pull off. We can do the portholes of porthole and why their circular. On the circle-ness of the circles. And they can have a look through the port hole. And we can think about windows, and the shapes of windows. And the flag, the shiny flag, we could reflect the light off that to encourage children to look and to attend, and to feel the lovely texture of the flag, and the feel the shape of it.

The lovely lights. Let's attend to the lights, and look at the lights, the boat in the harbor with the lights on. And at the back here, I've got a little light using my fine motor skills and developing finger isolation, and using their fingers on their own to press the little button and set the light going.

And this one vibrates. It can be the sound of the engine, as well. You can put the children in the boat, and we can do the swaying that we might feel in the ocean.

And we could read them a little poem, or make a poem up, or a little rhyme. "Put on your hat and coat, we're going for a ride. We're going in the cardboard boat, we'll catch the morning tide. Climb in the cardboard box, it's going to be our boat. Cross your fingers, cross your toes, let's hope that it will float! Up and down, down and up, high and low the wind will blow." And so the poem goes on. But make it up as short and as long as you wish.

The Boatness of the Boat

And then things to think about on the boat- I'm just going to turn that off (turning off the light) so we're not disturbed by it. All of the things that we might experience is part of the boatness of the boat.

Listening to the horn. [HORN HONKS] And why do we have a horn on a boat? And welcome aboard.

[RINGING BELLS] And the nice few ringing bells to attract the child who finds it difficult to pay attention or to concentrate. And again, much of the circle-ness of the circle to the port hole. And why do we use a life buoy? And what a funny name life buoy is. Wellington boots, to stop my feet getting wet.

And then big flippers. Whose feet do these big flippers fit on? They're funny shoes, and what sort of noise do they make while we're walking down [SOUND OF SLAPPING FLIPPERS] the sand or on the corridor. Great fun. Let's try them on. Let's put the flippers on with a big, chunky life-jacket. Let's all wear our life-jacket and pretend that we're on the boat.

And then while we're on the boat and we're wearing our life jackets, let's shout for the other ships. "Ship ahoy!" Let's make a foghorn, and use it. We're doing science. We're doing maths. We're doing literacy. We're doing a holistic approach. We using all the senses. We're using the spray to represent the waves. We're using the rainmaker to represent the rain. We're using a fishing net to catch the fish. An extendable fishing net, so the little fish don't get away. We're finding the starfish on the seashore, and feeling the shapes in our hand and the texture of this. And we're putting on our sunglasses to protect us from the sun.

And for the children with complex needs, we've got blue organza to represent the sea and this nice, soft, gentle feel. And the big anchor, to explore the shape of anchor. And we might have felt the anchor, or explored the anchor, when we visited the boat.

So it's all about creating a wonderful imaginary mutli-sensory journey. And then creating a book, a simple book, using keywords cards, blank ID cards. But then with a label written on, you can add braille, you can add large print, you can add an audio label. And it just brings the literacy, and the words labeling, and the map-making within that experience, too. All about a multi-sensory journey on a boat.

Traction Man

So the second example I'd like to share with you is this text- a fiction text- called, Traction Man and the Beach Odyssey. But again, I'm just exampling. You could use this approach with any story book at all. It's a great, inclusive way for all children - every child in the class will benefit.

Quite often, children don't necessarily have the imagination or the real experience to base their learning on. And we want them to use their imagination in class, but they've not had the experience to attach the meaning to, so we have to create or bring it to life with real objects. Often, as well, children find it hard to sit still and look at pictures that are being held at a distance.

And this way, they can feel the objects, smell the objects, explore the objects more easily. I've used the idea of a storybook. I've made lots of these, just based on a normal bucket, and I've added a bucket apron, which you can buy from Amazon. And it's just got pockets in- a great way for children to explore.

So really based on the idea of a storybag, but the pockets are great for exploration, aren't they? And each one's got a blank ID card with a label of what's in the pocket just Velcroed on.

So you can use this for lots of other stories, as well, once one's finished with. And they can either feel the initial letter, look at the initial letter, read the whole world- whatever they're up to. So this is a story about a little boy who goes on a holiday to the seaside.

Here he is. So the children can hold the little boy while you're telling the story. And it's the story of the little boy taking Traction Man on his holiday. So Traction Man and his mate Scrubbing Brush have to do an equipment check.

So I bought a second-hand tin from a charity shop- a lovely little tin like this- and I filled it with all the things that are in the picture in the book. So he takes his hoop-os with him. He takes this hobble-nobble biscuits. He takes his soup. He's got binoculars. He's got a head torch, because he's going to dig to the center of the Earth. So he needs the head torch to be able to see.

He takes his scuba suit and his breathing bottle and breathing mask- that I've just made out of a plastic bottle, a bit of tubing from Ikea, and a breathing mask for the bottom of the bottle as well. And here's his checklist. Nice, bright color checklist. You can check it off or put a star when he's checked it. This is a great sorter- teaching children to be organized, to sequence, as well.

Unfortunately, Traction Man gets carried away when he's on the beach, and he gets swept away by the sea. And he ends up going under water, which is why it's a good job he's got a scuba suit with him. And he meets lots of sea creatures under the sea.

So there's some of those for the children to find in the pockets. And his dog Truffles is with him and helps him to escape from the cave, and he ends up washed up on the beach in a sand castle that's owned by some dollies. And the dollies love ice cream, and they look after Traction Man and they help him out of their castle.

And then he digs a big hole to the center of the Earth. So there's his spade, and there's his goggles to wear to protect himself. And in the base of the bucket, there's big gloves to wear and a high-vis jacket so he can be seen. And a bucket to collect the articles from the center of the Earth. And a hard hat to protect himself with.

And they use a flip-flop, and they carry a flip-flop above their head to go and dig the rubble out. So it's a great multi-sensory experience. The smelly shells that the children can find on the beach- the little boy finds on the beach. And the shapes to feel- this tactile exploration- fine motor skills, and a great story to create out of those objects.

But I think story buckets are a great way of bringing a multi-sensory experience to the child, and it makes it meaningful. It's concrete. It's about people, places, activities, form, shape, size, color. And it's fun, and it's a great way of learning. And it's inclusive of all children.

Conclusion

I'd like to conclude my workshop by saying that I think literacy opportunities are available in abundance, and they're all around the child. And the potential experiences are easy to make accessible with a little bit of creativity, keeping the approach concrete and incorporating all the senses.

It brings literacy to life and makes it meaningful. But most of all, it makes it fun for the child. I really hope you've enjoyed this workshop, and I look forward to seeing you all again soon. Thank you.

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Multi-Sensory Approach to Literacy: Video Presentation - Paths to Literacy

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Paths to Literacy Multi-Sensory Approach to Literacy: Video Presentation. For teachers, families, and others interested in literacy for children and youth with visual impairments

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10 Tips for Introducing Books/Reading to Littles

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10 Tips for Introducing Books/Reading to Littles

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One of the first and most important things to remember when introducing books and literacy experiences to a young child with a visual impairment is that the child is a child first. While there are certain tips and techniques that will make reading more meaningful and pleasurable for children who are blind or visually impaired, many of the same principles apply to ALL children. Sharing quiet time together with a family member, teacher or other special person enjoying stories that are funny or interesting is something that all of us love, regardless of our age or the amount of vision we have.

1. Share your love of reading by reading aloud with your child every day.

It is important to set aside time each day to read with your child. This does not mean that you have to read a book from cover to cover or make the child listen to each and every page. This means that you show your child that books are something special to be enjoyed and that they can make life more interesting and fun.

2. Choose times and places that are quiet, comfortable and free from distractions

Life is often busy and can be chaotic, especially when juggling schedules and other children. Turn off your cell phone and the TV, sit close to the child, and really focus on exploring books and literacy materials together. Be sure that the child is comfortable, with proper positioning, so that she can focus on you and the story rather than on trying to sit up. This simple act of sharing focused time together will help to create a routine that is special and enjoyable for both you and the child.

3. Choose books that relate to the child's own experience.

Many young children who are blind or visually impaired have limited experience with the world, and if they have additional disabilities or are deafblind this is even more true. Books about rocketships or monsters will have limited meaning to children who don't know these concepts, and it is best to begin with simple books that relate directly to a child's own experience. One favorite that many children enjoy from a young age is Little Rabbit's Bedtime. It includes familiar routines, such as taking a bath and brushing teeth, and real objects can be shown to the child while reading the book (i.e. a real toothbrush and washcloth).

Click here to see how it can be used with real objects.

For older children or children with multiple disabilities Lunch Crunch offers a simple story line where you can use real carrots, crackers, etc. to accompany the story. See this post for more ideas on how to set this up.

4. Use objects to support the story, in place of illustrations (storyboxes).

As with the examples above, real objects can be used to illustrate and expand the story. These can help children to identify objects mentioned in the story (e.g. a pair of shoes) or to encourage them to act something out (e.g. brushing hair). Story boxes are collections of items from a given book that are stored together with the book in a convenient way. There are many examples of story boxes on this site.

Read more about story boxes.

5. Add textures or bright colors to call attention to important parts of the page.

The type of adaptation used will depend on the individual child, including the amount of vision they have and the specific vision condition. CVI or Cortical Visual Impairment, for example, often calls for different types of adaptations. In general textures or bright colors can be used to call the child's attention to a certain part of the page or to make the meaning clearer.

See Modifying Books for Students with Multiple Disabilities for more ideas.

6. Use interactive language to make the story more engaging and meaningful.

7. Provide books in braille and/or large print.

Braillable labels or sheets can be created as overlays that can be added to individual pages. There are also many sources of braille books, some of which are free. Work with your child's teacher of students with visual impairments (TVI) to identify sources of books or to find help creating braille books. One parent had the idea of hosting a book making party! Click here to read how she did it.

8. Encourage the child to be actively engaged in the handling of the book.

Invite the child to:

find the cover

open the book

turn the page

find the "top of the page"

9. Create tactile books with the child, based on their experiences.

Blogger Liam's mom shares lots of great ideas for creating experience books for your child. Experience books are created by collecting real objects associated with a given experience and making them into a book. Look at her post on How to Create an Experience Book.

10. Store the books and other literacy materials in an accessible place that the child can find.

Designate a shelf or cabinet that the child can locate and reach. Label it with braille and/or a tactile symbol or picture to indicate that this is where to books are kept. Encourage the child to find the shelf and choose a book to look at. Invite her to return the books to the shelf after reading time, so that she will learn about where things are stored and can thereby take a more active role in selecting books and making literacy an active choice in her life.

Most important of all - Enjoy!

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10 Tips to Introduce Reading to a Young Child Who Is Blind or Visually Impaired - Paths to Literacy

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Paths to Literacy 10 Tips to Introduce Reading to a Young Child Who Is Blind or Visually Impaired. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Create your own books and activities for the blind or deafblind child in your life!

Liam's story

A brief summary (very brief) of our Liam's story: When my son was 2 ½ years old, he became sick with meningitis, the end result left him deafblind. God spared our son's life...he is our little miracle boy. After months in the hospital and in therapies we finally were able to go home. Our world was changed drastically. Liam's interests before (books, toys, cartoons, technology, etc..) no longer held the same meanings to him. The excitement of just having him home and alive was also shadowed by a big question, "what does a child who is deaf AND blind enjoy? What is he going to do for play?" along with many other questions. Determination set in for me. My son was STILL going to enjoy books like he did before, he was STILL going to be happy, he was STILL going to have toys and games to play with if I could help it. It was just going to be a 'little' different and I was just going to have to get a little creative and make 'things' for him myself.

Fast forward to today...Liam is a happy, busy, intelligent, ASL tactile signer, deaf/blind 4 ½ -year-old. He has books he loves and he has many 'hobbies' and things he enjoys. It was a journey to get here. A journey that stretched my creativity and couldn't be done without the help of Pinterest , imagination, research and my ever growing 'craft cupboard' ! I wanted today's blog to be an encouragement and a tool to help parents, grandparents, and teachers who may work with a blind (vision impaired) or deaf/blind child; you can do it too!

Where do I start?
Creating books and/or activities for your child who is blind or deafblind

Tools to invest in and collect:

hot glue gun

pre-cut out books that are cardboard and are 3-hole punched (see picture) found mine at Michaels. You also can make books out of cardstock but they are not as sturdy.

materials, of all different textures, that can be glued to a book or puzzle.

a brailler (I was able to borrow mine)

an ASL picture dictionary (if applicable)

Adapting books and creating tactile books

Touch and feel books:

I started out buying touch and feel books. You can add your own braille, or even hot glue textures or objects to the pages that match the book. For example: I bought Liam a little touch and feel book for Valentine's Day. I added hearts that I had cut out, to each page (each heart had a different texture-ribbed, glitter, dots, etc.) and I also added some braille to the pages. Tada...a book Liam can feel and read!

Creating books:

I have created many books tailored to fit my Liam's interests and needs. He can't hear or see, so many stories that had a lot of words wouldn't work for my son at this point in his literacy journey. I have made many concept books and storyboxes for Liam that he loves and are appropriate and meet him at his level.

Concept books

Here are some examples of concept books I have made for Liam:

Steps in creating a concept book:

Planning:

What is your child interested in, what does he/she know and need to know, what do you need to buy or gather? Let's use the idea of a shape book for an example. On a scratch piece of paper I would plan out each page-what 'real life object' (to use as the 'illustrations) each page would have and also what text would be used. I would then create a list of things I would need at the craft store. At the craft store I would be in search of different shapes in different textures. For example: I found a cookie cutter in the shape of a star. Then I found a 'bumpy' plastic heart. I also found a wooden circle.

Creating:

Once you have planned your book and bought/gathered supplies it is time to build the book. Hot glue the objects to the page. Add the words in braille (I taught myself braille using a book and taught myself how to use the brailler on a video on YouTube. I also have asked my son's teacher to make some words for me in braille before I borrowed the brailler.) You also can add a picture or drawing of the ASL signs that are used (if applicable).

Other examples of concept books you could make:

A story box (in my definition) is simply collecting real life objects that help aid in telling a story. You put the story/book and all the corresponding objects in a box or a bag. Liam LOVES story boxes!

Advantages of storyboxes:

The objects motivate the child to actively participate in reading the story and retelling.

The objects used for the story help aid in comprehension.

You can use story boxes to introduce new vocabulary and ASL signs.

I personally create the books that go into my son's story boxes. I then know that they perfectly suit his needs, interests, are at his level, and meet a certain learning goal. You don't have to create your own book. You can use any book you have at home (preferably braille book). For example: if the story is about Cinderella (just an example) you may want to include a doll to represent Cinderella, a shoe to represent the glass slipper, a pumpkin, and a wand. Then make sure to label the outside of the box with braille and an object so the child can more readily choose what story he or she wants to read!!

To learn more about story boxes, see my earlier post on Adapting Goldilocks and the Three Bears.

The most important thing is to have FUN! Be creative in finding ways to include your child in activities with the rest of the family.

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You Can Do It! Tips for Families Who Are Just Getting Started - Paths to Literacy

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Paths to Literacy You Can Do It! Tips for Families Who Are Just Getting Started. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Creating Literacy Kits for Instruction and Assessment

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Creating Literacy Kits for Instruction and Assessment

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By Patricia Weismer and Deirdre Leech

A literacy kit is a set of activities that are designed to allow a student to actively participate and communicate during book reading activities. The primary purpose is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience.

First, a literacy kit starts with a simple story box which includes an accessible copy of the story using the modifications most motivating and appropriate for the child. A story box is also a collection of objects and materials that are related to the story.

There should be objects to represent main characters. These could be stuffed animals, dolls, or paper cut-outs of characters. Then, any other concepts in the story that can be represented with objects and/or tactile representations should be gathered. If possible, it is good to collect as many real objects as possible so that the child can make real-life connections with the concepts in the story. These items can be used act out the story, explain new concepts, and engage in creative play.

In order to expand on the story box, it is necessary to create a variety of multi-sensory activities that are designed to expand on concepts included in the book. This could include the use of a communication board, switches or other devices so that the child can make comments while reading a story. The literacy kit may also have materials for other types of activities. It gives the professional the opportunity to be creative when developing expanded lessons which may include the use of computer based activities to enhance comprehension. Each literacy kit is individualized based on the developmental level and sensory needs of each student and is most often teacher made.

Assessment

Exposure to books and print is important, but how do we assess what our students are learning as they read? We must always find new ways to assess how our students are learning, how they are receiving information, and what they are getting out of books that are read to them or that they read to themselves. It's easy to say, "I know my student understands this idea," but in reality, we need proof and instructional data in order to confirm our thoughts about the students we know so well.

Assessing your students' reading comprehension requires teachers to be creative, use their students' abilities to answer questions and respond, and be open to whatever communication your student may give you during reading time. Assessing whether or not your student likes or enjoys a particular book is most likely a lot easier than actual facts, events, characters, or plot of a story. For some students, they may be able to answer questions regarding a story using sign language or their voice. For many of our students, however, this is not an option based on their developmental level.

Here are some examples:

If you read the book "Worm Builds," show the student three object choices and ask, "Who builds the tower - Worm, Turtle, or Rat?"

Use symbols that the child already has in their repertoire.

After you read a story that has a weather theme, you can ask "What is the weather in this story?" You can then use familiar symbols such as a raincoat to represent rain, a mitten to represent cold weather, and sunglasses to represent sunny weather. By using symbols that the student already knows, you are then creating a "crossover" or connection between calendar symbols and story themes.

Use the "extension activities" that you have created to go along with your Literacy Kit.

Using a communication board that goes with the book, "Worm Builds," see if your student can expand on a simple story and answer more complex questions. In this case, the book is about worm's tower getting knocked down. The communication board is about how he feels when it tumbles down.

Check your students' vocabulary comprehension.

Using the verbs from a sports article, use the communication board from your literacy kit to play a ball game and you will see if they have learned the article vocabulary. By being creative and using the materials that are around you, there are many ways to assess your students' comprehension for the stories that are being read.

Sample assessment activities

The assessment activities will depend on the individual student. Here are some sample assessment activities:

1. In the story, the mouse builds a house with blocks. Build a house from blocks together...then count the blocks. Who has more blocks?

2. In the story, the mouse draws a picture with markers. Draw your own pictures! Use a paint program on the computer too.

3. In the story, the mouse has a lunch box. Pack your own lunch box. What kind of things go in a lunch box? This is a great sorting activity!

4. In the story, the mouse writes a story. Write your own story about school. Use objects, record your story, or use an adapted word processor.

5. Take pictures of things you have that are the same as the story words. He had a basketball....take a picture of your basketball. Then make a vocabulary PowerPoint book.

From: Every Child is a Potential Reader
By Patricia Weismer, MS. Ed. and Deirdre Leech, M.Ed., Perkins Deafblind Program, Perkins School for the Blind
Photos by: Megan Majors; New England Center Deafblind Project: In Touch Newsletter, Vol. 6, Issue 4 (February 2008)

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Creating a Literacy Kit - Paths to Literacy

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Paths to Literacy Creating a Literacy Kit. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Story boxes have been around for years. When I taught Head Start they were called "prop boxes". As a Head Start teacher, I used my prop boxes to make the story more fun, engaging and interactive. When I became a TVI I realized that story boxes were prop boxes. They still enhanced story times, but story boxes for students with visual impairments are essential. Story boxes bring the story to life; they make it meaningful, real and interesting. Story boxes are essential when teaching students with visual impairments, and they are a critical support to students with dual sensory loss.

The following books lend themselves well to a story box. When building a story box, use as many real items as possible. Many books in the age group are about animals and you may have to use a stuffed animal in its place. Although I realize children don't always like stuffed animals, some do like them. For the students with some vision, they can see the stuffed animal. I have yet to find a way to use real animals on a regular basis, but fortunately the story is about so much more than the main character. Be creative when reading and acting out the story. Use the items you have gathered, but use additional supports that include all of the senses. For example, there are a number of story support apps available that have every sound imaginable, divided up by category. Use movement: move in the manner the story describes providing prompting and support as needed. When possible taste the items. Each student should have repeated opportunities to touch and explore the story box items before and during the story.

Below are ten stories - one for each month of school.

August: Mouse Loves School by Lauren Thompson

This is a good book to introduce classroom items to the students at the start of the school year.

September: Sometimes I Like to Curl Up in a Ball by Vicki Churchill

Students explore different ways to move when reading this story.

Cozy items: pillow, blanket (peek a boo)

Jumping: Trampoline, or items to stomp on- bubble wrap, cereal in a zip bag

Scream: Microphone or megaphone

Branch from a tree

Mirror

Mud, chocolate pudding, dirt, chocolate cool whip or play dough

October: The Little Old Lady Who Wasn't Afraid of Anything by Linda Williams

When reading this story, provide each child with the item mentioned. It has a repeating phrase such as "two shoes go clomp, clomp". Students can act out each movement on each page. They work on anticipation, turn taking, and movement.

November: Apples, Apples by Salina Yoon

Apples- red, yellow, and green

Applesauce

Apple pie

Apple juice or cider

Apple Basket

December: If You Take A Mouse to the Movies by Laura Numeroff

January: Sam's Winter Hat by Albert Lamb

February: Be My Friend, Floppy Puppy by Ann Tobias

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Easy to Create Story Boxes - Paths to Literacy

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Paths to Literacy Easy to Create Story Boxes. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Adapted Book Example: Alexander Who Used to Be Rich Last Sunday

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Adapted Book Example: Alexander Who Used to Be Rich Last Sunday

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As part of the graduate coursework for Visual Impairments and Multiple Disabilities in the Teacher Preparation Program in Visual Impairments at the University of Kentucky, students were asked to complete four projects: a Story Box with at least 10 objects that correspond to the story, picture communication symbols and tactile communication symbols designed to go along with the story, and a talking book to go along with the story or represent concepts from the story.

We are sharing them on Paths to Literacy and hope that others will use them!

I chose Alexander, Who Used to be Rich Last Sunday by Judith Viorst and illustrated Ray Cruz because it is truly one of my favorites. It is such a fun and silly story about a boy spending all of his money on things he truly doesn't need, but really wants. After creating a story box, tactile symbols, picture symbols, and a talking power point book, I believe the possibilities of using this book with students with visual impairments and multiple disabilities are endless. The book illustrations are all completed in black and white, so the book is great to use with students that have cortical visual impairments to work on salient feature skills. The book also lends itself to being used to practice sequencing and cause and effect activities. It can be used in conjunction with learning to count money, learning about wants versus needs, and other important life skills.

Throughout the story Alexander spends his money on a variety of things he wants but doesn't really need. This allowed me to be creative in my selection of items for the story box and it allows me to provide students with the opportunity to be actively engaged in their learning. While all the items are directly related to the story, many of them can also be used to teach broader concepts to students.

Story Box Tactile Objects:

Piggy Bank: Represents the idea of saving money. The entire story of Alexander, Who Used to Be Rich Last Sunday is about a young boy that had money, but then he spent it all on silly things that he didn't really need. It also acts as my creative storage container because it has a lid and all of the materials fit into the container.

Money: The entire story centers around Alexander having money but then foolishly spending money. I also chose money because I feel like this book offers a lot of extensions into being able to teach students about money, identifying coins, counting money, or even the idea of saving money.

Bus Tokens: They are a big focus because they are the only thing Alexander still has left after spending all of his money. I used gold coins to help gain visual attention for students with CVI.

Toy Car: Represents the idea of being rich and it creates a CVI friendly environment for my students that are attracted to bright colors. I used a miniature car so the student would need to have the concept and experience of a car to fully understand the miniature.

Plant: Faux plant so that it can be used repeatedly. It is can be used for sequencing of events and as a simple recall comprehension question to ask the students what the grandparents bring the mom when they visit.

Walkie-Talkies: Alexander refers to them throughout the story and how he really wants to save his money for them but...They could also be used to practice communication skills.

Bubble Gum: Small pieces of individually wrapped gum. In the story, Alexander goes to the drug store and buys gum, also used for added sensory experience while reading.

Marble: Real marble, he attempts to hide a marble in his hand and have his mom guess which hand the marble is in and bets her some money that he ends up losing.

Plastic Snake: He rents his friends pet snake for an hour; the plastic snake represents the snake and gives the idea of the length and curviness of a snake.

Play Noise-Making Toilet: Alexander drops some of his money down the toilet and flushes it. The student could act out dropping money down the toilet and flushing it; they can also work on fine motor skills. Provides added sensory experience. You could also use the real handle from a toilet.

Butter Knife & Scissors: Real butter knife and scissors to use for sequencing of events when Alexander drops money down the crack and tries to use the butter knife and scissors to retrieve it.

Mini-Chocolate Candy Bar: Silver wrapped miniature candy bar to gain visual attention and o represent the candy bar Alexander eats by accident and then must pay for, as an extension activity students could count money to buy candy and eat it adding to their sensory experiences for the book.

Half-Melted Candle, Deck of Cards & One-Eyed Teddy Bear: Alexander goes to a yard sale and purchases a half-melted candle, a teddy bear with one eye, and a deck of cards without the seven of clubs or two of diamonds. I included these items to work on many skills, including sequencing, as well as sensible buying skills.

Story Box Procedure/Ideas for Implementation:

Story Prediction: Before reading the story, go through each story box item and have the student predict what they think the story will be about based on all of the items.

Vocabulary & Language: The story box items and pre-taught vocabulary words can be used to develop language skills and expressive descriptions of items. For students with CVI the salient features of each object can be discussed.

Sequencing: Each item from the story box can be used to present the story sequentially for the students to follow along, presenting a few items at a time to allow time for exploration. After reading the story, the items could then be used for the student to sequence the events of the story.

Student Engagement: After the student was given time to explore each item and provided the needed background knowledge they could utilize the story box to become an active participant during the reading of the story. When the item is mentioned in the story the student could present that item or be able to experience the story tactually.

Cause and Effect: The items could be used to discuss cause and effect. For example, Alexander must pay 11 cents to his brother because he eats his candy bar. Alexander loses money because he makes a bet with his mom.

Money/Economics: The book can be utilized to discuss saving money, spending money, sensible spending, and to identify coins, and count money.

Retelling: The items from the story box can be utilized by the student to allow them to retell the story. The ability to retell the story is an essential skill that indicates comprehension.

Comprehension: Students will be asked basic recall comprehension questions, such as, "What did Alexander buy at the yard sale?" They can use the items from the story box to help assist them with their answers and to help engage them in answering. They may also be asked higher level comprehension questions such as, "Why did Alexander spend all of his money?" The story box items may help them to understand why/how Alexander spent all of his money.

These are the Tactile Communication symbols that I will utilize to improve language and comprehension skills for my students before, during, and after reading the story Alexander, Who Used to Be Rich Last Sunday. Each symbol has been placed on a tactile communication card taken from the Tactile Connections Kit available from www.aph.org. These cards will be utilized for students that are beginning to use visual and tactual skills and for students that are beginning to work on language skills. The cards can be used as a low-tech augmentative communication device. Most of these cards have been created using fringe vocabulary words, which are words that are more specific to a topic, environment, and individual. I have also added in some core vocabulary words, which are words that can be used across a variety of settings and activities, such as yes, no, cancel, happy, sad, today, yesterday, get, look, love, and do.

Creative Display

The tactile cards are displayed on a Velcro folding board with Velcro attached to each of them. The folding board was purchased from Amazon. Using an Invisiboard available through APH is also an option if you have one available to you.

The felt folding board is also very CVI friendly with a black felt background. It folds easily, can be adjusted to many angles to help with glare and providing the correct position to meet student's needs, and is easy transport. The Velcro does not stick incredibly well to the board, however, strips of Velcro across the board help to alleviate that problem.

Creative Storage

When the communication symbols are not in use, they will be stored in a super stacker container, which is very useful because it has a divider in the top to allow placement of symbols that stick out more on bottom and thinner symbols on top.

Characters:

These cards were all placed on the yellow tactile symbols card, yellow cards are used to represent a person. Each card contains a small dollhouse figure dressed in different attire with different facial expressions and hairstyles, as well as a card that says "who." The who cards was created to encourage the student to communicate questions. The who card can also be utilized as a core vocabulary term through other activities. The other included cards are Alexander, brother, mom, dad, grandma, and grandpa. Unfortunately, the book does not contain a lot of background knowledge or items that stick out for each character. Therefore, I decided to use the dollhouse figures that each contain some distinguishing features, a tie for the father, a hat for the brother, gray hair for the grandfather, an apron for the grandmother, a sweater for mom, and a bright green shirt and blonde hair for Alexander. If I were creating these items to pertain to a student's family, I would create cards that had more distinguishing characteristics of each family member. For example, maybe the grandmother has glasses, I would create the grandmother card with similar glasses or features.

Questions about the characters:

Who is the main character of the story?

Who comes to visit?

Who calls Alexander names?

Who tells Alexander to save his money for walkie-talkies?

Who takes Alexander's money when he makes a bet with them?

Who tells fines Alexander for being mean to his brothers?

Who tells Alexander to save his money for college?

Who is your favorite character in the story?

Objects:

The tactile objects have been placed on the white cards from the Tactile Connections kit. The white cards are utilized to represent objects.

Feelings Symbols:

The feelings tactile cards were created on the gray expansion card from the Tactile Connections kit, using knuckle eyeballs from the Target birthday party favor section and red reflective pipe cleaners with a happy and sad face. The reflective pipe cleaners in the shade of red are very beneficial for students with cortical visual impairments that require movement to help them sustain visual attention, the reflection creates this movement. These cards can be utilized as core vocabulary terms for a variety of activities and settings.
Questions about feelings:

How does Alexander feel when his brothers are unkind to him?

When Alexander is buying stuff things how does he feel?

How does Alexander feel after he has spent all of his money?

If Alexander's grandparents came to visit again and brought him money, how would he feel?

Does this story make you happy or sad?

Action Symbols:

All the action symbols could be used as core vocabulary for a variety of stories and activities. They were all placed on the green, Action card, from the Tactile Connections Kit.

Place Symbols:

The places tactile cards were created using the red Places Tactile Connections card. The where, restroom, and bus card could be utilized as core vocabulary for a student across activities and settings, although when making the restroom card being more specific to the student would yield greater benefits, for example, maybe a tile shape from their bathroom floor, toilet bowl handle, or a piece of fabric from their hand towel in their bathroom?

Time Symbols:

The time symbols were created on the blue Tactile Connections cards that are used to represent Time. The Tactile Connections teacher's guide suggested using rope to represent today and then moving the rope to different areas to represent different days of the week and different concepts of time. I decided to use green pipe cleaner because that is what I had available to me and would be more readily accessible for future cards. The important process to is to make sure the materials used for each card are similar and allow the student to make connections with each card to develop concepts of time. These cards could be utilized as core vocabulary for a variety of activities across a variety of stories and settings.

Expression Symbols:

The expression symbols were created using the Tactile Connections Teacher's guide recommendations, they were placed on black Expression tiles. These tiles would be considered core vocabulary for the student, as they can be used across multiple settings and activities. All of these cards would be used to allow the student to express their responses to simple yes and no questions. The cancel card allows the student the opportunity to opt-out if they feel the answer is incorrect or they want to change what they would like to say.

Tactile communication symbols are a great low-tech form of augmentative communication with direct, consistent, and repetitive practice students can achieve great success. It is also important to make sure not to introduce all of these symbols at one time but gradually introducing a few at a time to allow the student to gain better understanding.

Pictured here are the Boardmaker Picture Communication symbols that I utilized to improve language and comprehension skills for my students before, during, and after reading the story Alexander, Who Used to Be Rich Last Sunday. Each Boardmaker symbol was created on a black background, with a red 8mm boarder, and yellow background for the words. These modifications allow students with visual impairments, particularly cortical visual impairments to have a more engaging experience.

Creative Display

Each symbol was printed on cardstock, laminated, and creatively displayed using an All-In-One Board which is available through American Printing House, www.aph.org, and is eligible for purchase with federal quota funds.

The All-In-One Board is also very CVI friendly with a black Velcro background, and a white board on the other side. It folds easily, can be adjusted to many angles to help with glare and providing the correct position to meet a student's needs, and can be carried by the red handle to and from schools, especially handy for itinerant teachers.

Creative Storage

When the communication symbols are not in use, they will be stored in a 4 x 6 picture storage container that allows for 16 sets of symbols to be stored. They could be organized by book title or by parts of speech.

Characters:

The characters in the story include, Alexander, grandma, grandpa, Alexander's brothers, and his mom and dad. I included these communication symbols because I feel they are vital in helping students to demonstrate understanding of the main character and supporting characters. They allow the student to communicate and use language to sequence events of the story.

Comprehension questions for characters:

1. Who is the main character of the story? How do you know? (Alexander because the entire story is about him and how he wants to save money, but he struggles to do so and spends his time buying things he doesn't really need.)

2. Who brings Alexander money when they come to visit? (Grandma and Grandpa)

3. Who tells Alexander to save his money for college? (Dad)

4. Who tells Alexander to save his money for walkie-talkies? (Mom)

5. Who is mean to Alexander and sometimes he gets in trouble for being mean and calling names with them? (Brother)

6. Who tells Alexander to plant his dollar in the garden and a money tree will grow? (Brother)

7. Identify the characters in the story. (Alexander, Grandma, Grandpa, Mom, Dad, Brothers)

Objects:

I included the objects to work on main idea, sequencing, cause and effect. The objects can be used to answer both explicit and implicit questions.

Feelings Symbols:

The feelings symbols were included in the story to allow the students to answer questions about how Alexander was feeling. At the beginning of the story, Alexander talks about how he used to be rich. The feeling of being rich is hard to emulate or express. Because the story focuses on being monetarily rich, I created a symbol using money and demonstrating having an abundance of it. Alexander gets mad at his brothers when they call him names and tell him to do silly things with his money. So, the mad symbol was created represent that. Alexander is mean to his brothers and gets fined money by his dad for calling them names and kicking them.

5 Who's and H Symbols:

I included the 5 W's and H symbols to allow the student to participate in asking comprehension questions to the teacher or a peer. The student could use these symbols to ask another student a question. For example, "Who was mean to Alexander?" These symbols are also very versatile and could be used with many other stories. I have placed these in a separate storage area in the storage case to use with a variety of stories in my teaching. The teacher could also use these symbols to ask questions, "Who gave Alexander money?"

Talking Book

This is a talking book I created for the story Alexander, Who Used to Be Rich Last Sunday. I chose the book to work on salient features with my students with cortical visual impairments. The story pictures are all in black and white. So, by creating the talking book it will provide the students with CVI a friendlier learning environment, while also allowing us to work on identification of salient features. I used a black background, red large print font, and simple pictures to create the CVI friendly learning tool. Other story sounds are embedded in the power point to encourage active listening. Students can be actively engaged in the story by turning the pages with the click of the mouse or a switch device. The story can be used to teach the concepts of sequencing, cause and effect, retelling, as well money identification and counting money.

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Adapting "Alexander, Who Used to be Rich Last Sunday" for Students with Visual Impairments - Paths to Literacy

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Paths to Literacy Adapting "Alexander, Who Used to be Rich Last Sunday" for Students with Visual Impairments. For teachers, families, and others interested in literacy for children and youth with visual impairments

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All of the strategies provided on Paths to Literacy have broad application for many students who have complex learning and access needs.

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I remember the first story box I made almost 20 years ago. It was for my preschool-age son who was legally blind, and it was a book about his favorite toys. I still have the photos we took of his red silky, Elmo doll, magnet numbers, Animals See 'n Say toy, and LEGO musical toy. He would sit and explore that book for hours. He loved it, so we made more!

Eventually, I created a variety of story boxes to enjoy together at home. I used cloth bags to store the objects I had collected to go along with the stories. Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr., and Eric Carle, was one of the first books I tackled. At the time, my son loved Beanie Babies, so I drove around town to find as many as I could to go along with the story. The memories of snuggling with my son to read those story box books brings me great joy to this day.

My son is now a senior in college, but I have continued to make story boxes to share with local teachers for the visually impaired. The story boxes I've created are intended for students who are blind or visually impaired. Each box contains an original book, a braille book, and a variety of relevant tactile objects.

Over the past several years, I have worked with the Washtenaw Intermediate School District visual impairment team on creating and adapting materials for students who have cortical/cerebral visual impairment (CVI). This work has led us to reimagine how we can use story boxes. As we began to add CVI materials to the story boxes, a "starter kit" resulted.

Read on for tips to create your own story box! If you would like visual examples, this article is also available in a PDF format with sample images: Create a Cortical Visual Impairment Story Box [PDF]

Creating a CVI Story Box

Always include the original print book in addition to a braille book in your story box. If you are creating a personalized story box, such as a "favorite toys" box or a "daily routine" box, make up a short story to go along with the tactual items you choose.

Next, create an inventory list of the tactile objects needed for each book. Flip through the pages and pick out objects that are important for conveying the concepts of the story. Remember, you don't have to include a tactile object for every object in the book.

Try to include objects that:

can be found around the home or in a classroom

are as realistic as possible

can be cleaned

are large enough for tactile discrimination

are made from materials that provide a variety of tactile feedback

can be purchased again if they disappear from the box

The following items are "accessible copies" (as outlined in the Chafee Amendment) that can be included in your story box.

1. CVI-Adapted Book

Create a CVI-accessible copy of the book to include in your story box. My process for creating this type of book starts in PowerPoint or Google Slides.

Large print: Make the text large print (at least 16- to 18-point font) so all of your students who are visually impaired can benefit from the story box.

Salient features: Add text to describe the image's most important, or salient, features. This can also be useful for any adult (classroom teacher, teaching assistant, or caregiver) who might use the story box with a student.

Formatting: I typically place the text (28- to 36-point font) on one side of the page against a white background. I place the image on the other side of the page against a solid black background.

Image outline: I often use a "glow" tool to add a colorful outline around the image. I also use a free online tool called Remove Image Background to remove any distracting background patterns from the image.

If you follow these tips, the result is an "accessible copy" of the book that can be used as a "starter" with students and can be easily adapted to meet individual needs in terms of complexity, color, and movement.

Three Adapted Book Types

There are three types of adapted books I try to include in my story boxes, in addition to the original book. You might only be able to include one or two types, depending on the book you are adapting. Each includes the original text from the story and replaces the images in some way to meet students' unique visual needs.

Book with Object Images: Replace the original book images with actual photos you have taken of the objects that are in the story box.

Book with Realistic Images: Replace the original book images with realistic images that go along with the objects in the story box. Two sites to start with are Pixabay and Unsplash, which offers images that are free for commercial use. If I can't find what I am looking for on those sites, I look for images that fall under the personal use and creative commons user rights categories.

Book with Adapted Illustrations: Edit the original book images to reduce visual complexity. Remove the background from the original drawings to adapt them for the unique visual needs of students who are Visually Impaired.

Images of polar bears from a stuffed animal, to an illustrated one, to a picture of a real polar bear all with black backgrounds.

Book Formats

The great thing about starting with a PowerPoint (or Google Slides) book is that you can complete your book in a variety of formats.

CVI Print Book: Save the document as a PDF. Then, you can print it on cardstock, laminate, trim, and bind it into a handheld print book.

Apple Books: Each PDF can also be converted to an EPUB file that can be opened in Apple Books. There are a variety of PDF to EPUB conversion tools. I use ABBYY FineReader PDF. In Apple Books, you can change the view settings to a variety of backgrounds. Additionally, the built-in backlighting from an Apple computer, iPad, or iPhone can also be helpful for some students.

Movies: A PowerPoint book can also be created to include audio and animation and can then be exported as a MP4 or MOV file to watch as a movie. I have found this format to be particularly useful for students who may need backlighting and movement to visually access the content.

2. Object-to-Image Flashcards

Matching an object to an image is an important skill for students with CVI. A variety of objects are in the story box, so it makes sense to use them to create object-to-image cards. Flashcards can be created in any size, but I tend to make them half-page.

1. As with the "accessible copies" of the book, place the image on a solid black background on one side of the flashcard, and 28- to 36-point text on the opposite white side, with the name of the object and its salient features, if applicable.

2. For the text side, put the name of the object in large red block letters, or create bubble letters on the Roman Word Bubbling site.

3. Optional: Add salient features for the object. This is also useful for any adult who may be using the story box with a student.

The result is a starter set of flashcards that can be easily adapted for individual students.

Three Types of Flashcards

I try to include three types of flashcards in the story box:

Object-to-image flashcards: Take a photo of each object and remove the background.

Realistic-image flashcards: Use realistic images that go along with the objects in the story box and remove the background.

Black and white flashcards: Use black and white drawings that go along with the objects in the story box and remove the background.

3. Image-to-Image Matching Cards

Another important skill is being able to match an image to the same image. For the image-to-image matching cards, print two sets of the object-to-image cards (six images per page, no text on the back). Each card will be about the size of a business card, which is easy to manipulate in matching games.

4. Background Complexity Cards

The fourth "starter kit" item is a set of background complexity cards. This concept is a digital adaptation of Dr. Christine Roman-Lantzy's practice of using a variety of fabrics as backgrounds for visual activities with objects. The ideas are endless, but remember that these materials are intended to be "starter" materials that can be easily altered for individual needs. Here are my tips:

Format: My cards are full page, front and back. Each side has the same background.

Complexity: I include cards with three backgrounds that vary in complexity; for example, solid green grass, a large polka dot on white background, and a colorful rainbow stripe.

One image: I choose one object image from the story box and place that object somewhere on the background card. I then place two of the same images on the flip side to increase the visual array. I do this for 3-4 different objects in the story box.

What you end up with are an assortment of "starter" background cards that can be made more complex depending on the student's needs.

Conclusion

The materials in these CVI story box "starter kits" provide teachers and parents with visual activities to work on with their students as they become familiar with the story. The kits are intended to be a starting point that can easily be adapted for the specific visual needs of each student. Enjoy creating your own story boxes!

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Creating A Story Box For Our Students With CVI - Paths to Literacy

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I remember the first story box I made almost 20 years ago. It was for my preschool-age son who was legally blind, and it was a book about his favorite toys. I still have the photos we took of his red silky, Elmo doll, magnet numbers, Animals See 'n Say toy, and LEGO musical toy.

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Reducing the Cognitive Load for Students

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Reducing the Cognitive Load for Students

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Working memory can only hold 3-5 items for 10-20 seconds at a time. For students with cognitive processing delays or challenges those numbers may be reduced. Clarity and scaffolding are key!

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How to Reduce the Cognitive Load on Students During Lessons

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A look at ways teachers can refine their practices to help ensure that students absorb and process information so they can retrieve it later.

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What does inclusive instruction for all students, including those with extensive support needs, look like in practice? How can teams take a grade level standard and adapt instruction to be inclusive for all students? The TIES Center is developing a variety of videos to help answer these questions and more. Check them out and see if they spark ideas for instruction in your classrooms.

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What does inclusive instruction for all students, including those with extensive support needs, look like in practice? How can teams take a grade level standard and adapt instruction to be inclusive for all students? The TIES Center is developing a variety of videos to help answer these questions and more. Check them out and see if they spark ideas for instruction in your classrooms.

Inclusive Leader Series

Inclusive Leader Series with Audio Description

Inclusive Science Lessons

Inclusive Science Lessons with Audio Description

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What does inclusive instruction for all students, including those with extensive support needs, look like in practice? How can teams take a grade level standard and adapt instruction to be inclusive for all students? The TIES Center is developing a variety of videos to help answer these questions and more.

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Create tactile maps using a 3-D printer with Touch Mapper

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Paths to Literacy Touch Mapper. For teachers, families, and others interested in literacy for children and youth with visual impairments

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To Develop Skills of Counting, Matching and Sorting, Categorizing, and Discriminating

Using different textures, make sounds, play and extend the learning. Rattle the spoon in the cup, fill the cup and the jug with water find out which holds the most, squeeze water from the sponges. Match the socks, cate- gorise the brushes, find all the circular, square shapes, longest, shortest objects.

Understanding the Qualities of Objects: 'Woodness of the wooden spoon'

Experience and maximize the learning opportunities:

Shortest-longest

Handles of wooden spoon, different top (fork)

Categorize by spoon head: Thinnest-widest

Measure using the spoon as a unit of measurement.

Understanding the Qualities of Objects: 'Whisking of the Whisk'

Explore the qualities of the different whisks:

Whisk bubbles in a bowl

Make cupcakes using whisk

Make a mobile with whisks

Add plastic whisk to the collection

Explore electric hand whisk (not plugged in)

Listen to the sound each whisk makes when it is used.

Find out which is the heaviest- lightest whisk

Concept Hanger

Hang Bracelets, metal objects, wooden objects, square/circular/rough/smooth/cold to touch objects.

Change the objects each week, collect the objects with the child.

Sort by shape, size, length, texture, height

Metalness of Metal

Oval metal tin

Bracelets

Shirt cufflets

Clock

Bolt

Pastry cutter

Classification/Concept Bags - Silver and Shiny Bag (two attributes)

Beads, belt with sequins, make up bag, buckle, boxes, bracelet

Understanding Number as a Whole

'Numerousness' The oneness of one, the 'twoness' of two, the 'threeness' of three.

The box contents can be used to understand the oneness of one, the 'twoness' of two, as well as to understand the 'pencilness' of the pencil, or the woodeness of the wooden spoon.

Pencils, fans, bottles, spoons, toy cars, brushes, any objects from around the house.

Sorting / Matching

Shells, buttons, beads, etc.

Big and Little

Small and large objects from around the house or from within the child's daily environment.

Same and different

Objects which are exactly the same and objects which are different, some with more subtle differences, e.g. pattern on the bracelets

Positive Eye's Supermarket Comparison

Sorting by Shape Ordering by Size

Largest to smallest using pots, jam jar and

Create Games and Activities to Match 3D Shapes to Real Objects and 2D Shapes

Use Lazy Sue or a large tray divided into four areas.

(include names of shapes, number of sides)

Matching 3D to 2D shapes and naming the shape.

Real object-3D model-2D model of plane-name of shape-number of sides.

Foam board cut to size of tray to make interchangeable work activity card.

2D shape cut out in foam board with zychem outline shape stuck on top.

Early Number Line

Bucket Number Line-add number to each bucket and appropriate number of objects to each. Add letter to each bucket, e.g. To spell the word bucket and add number of objects beginning with each letter.

Number Line

Counting, adding, subtracting activities

Detachable individual boards stuck on with Velcro, can be used for other counting activities. Use with spinner to play snakes and ladders (up and down the number line)

Make homemade dice up to 3

Write number in letters using discs

Write numbers in large print or braille

Subtraction and Addition Activity

Spin the spinner to get a 6 then choose a flag from the central pot, read the sum, there is a number missing, place the flag in the correct tower which has the missing number at its base.

Lazy Sue with activity mat added.

Unifix used to make towers

Unifix velcroed to base with number added in sticky back braille.

Matching Patterns

Matching patterns, subtle patterns made of different textures and also matching lines of patterns (see picture on right)

Make patterns on laminated strips, use small cubes or flat felt shapes (Hobbycraft)

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56 Tactile Math Ideas: Ideas and Suggestions for Development of Basic Concepts & Early Maths Skills - Paths to Literacy

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Paths to Literacy 56 Tactile Math Ideas: Ideas and Suggestions for Development of Basic Concepts & Early Maths Skills. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Integrating Native Languages Into Instruction

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Integrating Native Languages Into Instruction

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Learn More: https://www.edutopia.org/article/incorporating-students-native-languages-enhance-their-learning/

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Making Space for Native Languages in Newcomer Classrooms

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Sensory Bins Paired with Academic Topics

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Sensory Bins Paired with Academic Topics

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Creating interactive learning among our students creates interest, exploration, and uses a variety of skills. Using sensory bins for theme based learning touches on various learning objectives.

Why Sensory Bins are Great Teaching Tools:

Using theme based sensory bins involves tactile skills practice along with other fine motor skills

They promote play and using imagination

Makes learning more meaningful than just a book or a one time activity

By allowing children to use the sensory bin over a course of time, they can reconnect with concepts taught

Sensory bins cross curriculum by integrating math, science, art, language arts, etc., depending on the theme and materials

Sensory Bin Ideas

Here are some great examples of learning bins that this mom of three, Sarah, does in her home for her young children. Sarah has a child, age nine, who has as diagnosis of CVI (cortical/cerebral visual impairment). She has bought a sensory table with two bins but you can make it with a container and items you already have in your house to make a theme your own child would enjoy.

Buried Treasure

A buried treasure sensory bin can focus on coins, small shovels, sand, a treasure container, and even some fake jewels or gold. Look for some fun books to go with it. Maps can come into play with this sensory bin.

Buried treasure sensory bin

Farm

Lots of classes use a farm as the unit of learning so a farm sensory bin is a great addition to that learning. Items to include in the farm sensory bin can be farm animals, tractors, plastic vegetables and fruits, a small toy barn, and dried beans.

Farm sensory bin

Health

A sensory bin that addresses the body is a new twist that can include a Melissa & Doug body puzzle.

Health sensory bin

Dinosaurs

If you are adventurous you can put dirt in the sensory bin to dig up plastic dinosaurs. Use little shovels and brushes to be like a real paleontologist.

Dinosaurs sensory bin

Spring

A spring sensory bin is a great fine motor activity if you use plastic eggs with "surprises" in them. Open and close the eggs and then count how many items you found in the eggs. It's fun to use paper grass and to use tongs to pick out materials like plastic flowers.

Spring sensory bin

Butterflies and Flower
This seasonal sensory bin is great to use with a science unit about the life cycle of a butterfly and/or the growth of a flower. There are so many great books to include with this theme, including a favorite to most, The Very Hungry Caterpillar, available in braille with touch and feel pictures.

Sensory Bin Variations:

Sensory bins are endless teaching tools that can include many different topics related to your theme

Try brailled objects that are "hidden" in dried rice or beans

In winter bring snow into the sensory bin

During warmer months make the sensory bin into water play activity

Practice washing dishes in the sensory bin

Place plastic letters in the sensory bin and a magnetic board next to the bin

Make a favorite book into a sensory bin like Chicka Chicka Boom Boom, available in braille. PLUS- See the lesson on this book

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Creating interactive learning among our students creates interest, exploration, and uses a variety of skills. Using sensory bins for theme based learning touches on various learning objectives.

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The Communication Matrix Intervention Modules are organized so that the three-part “Communication Matrix Life After the Assessment: The Foundation for Intervention” is viewed first. The “Essential Strategies” should be viewed next, followed by viewing the videos for the one or two levels where the individual is functioning as identified on the Communication Matrix

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The Communication Matrix is an assessment tool created to help professionals and family members support individuals with complex communication needs. The Matrix evaluates expressive communication skills typically developed between 0-24 months of age. It is appropriate for individuals of any age who do not use some form of language fluently. They may have varying types and degrees of disabilities, including severe sensory, motor and cognitive impairments. The Matrix considers any type of communication including pre-symbolic, manual, braille, AAC and more. (Note: The paper version is a free download and the use of the intervention modules is free; however, there is a nominal fee to administer more than five of the on-line versions of the CM.)

Holli Decker, a speech-language pathologist , provides her personal experience with the Communication Matrix and the West V irginia Intervention Modules as tools for determining goals and providing therapy for her students with complex communication needs in a short video.

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WVDE Communication Matrix Intervention Modules

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The Communication Matrix is an assessment tool created to help professionals and family members support individuals with complex communication needs. The Matrix evaluates expressive communication skills typically developed between 0-24 months of age. It is appropriate for individuals of any age who do not use some form of language fluently.

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Literacy Instruction for Individuals with Complex Disabilities

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Literacy Instruction for Individuals with Complex Disabilities

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This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs (CCN) such as:

Autism spectrum disorders

Cerebral palsy

Down syndrome

Developmental apraxia

Multiple disabilities

This website provides information on:

What skills to teach

How to teach these skills

Videotaped examples of instruction with learners with special needs

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What is the purpose of this website?

This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs (CCN) such as:

Autism spectrum disorders

Cerebral palsy

Down syndrome

Developmental apraxia

Multiple disabilities

This website provides information on:

What skills to teach

How to teach these skills

Videotaped examples of instruction with learners with special needs

Meet one of our students
Krista

Krista has multiple challenges, including a hearing impairment, a visual impairment, and a motor impairment. She also has a tracheostomy.

Krista has a dynamic personality. She makes everyone smile.

Like many of her peers, she loves Zac Efron from High School Musical and Zack and Cody from the Suite Life of Zack and Cody.

She uses sign approximations and a computer with speech output (a Mercury with Speaking Dynamically Pro software). Because of her hearing impairment, she does best when others sign as they talk.

We started to work with Krista when she was 8 years old. At that time, she was in a special education class at school and was not receiving literacy instruction.

Watch this video of Krista at 9 years of age. She is independently reading a personalized book about a summer adventure with Zac Efron.

She is so excited to be a reader!

Visit the rest of the website to learn more about how Krista learned to read stories independently.

Krista reading about Zac Efron from AAC Learning Center - Penn State on Vimeo.

Last Updated: December 21, 2018

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This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs (CCN) such as: Autism spectrum disorders Cerebral palsy Down syndrome Developmental apraxia Multiple disabilities This website provides information on: What skills to teach How to teach these skills Videotaped examples of instruction with learners with special needs Krista Krista has multiple challenges, including a hearing impairment, a visual impairment, and a motor impairment.

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Lots of categories aligned with grade-level concepts. Audio text available. Great photographs and simple-clear text. (not decodable text)

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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A deeper dive into the Communication Matrix. Learning modules from W. Va. DoE

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A deeper dive into the Communication Matrix. Learning modules from W. Va. DoE

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A language/communication data collection tool for baseline and progress monitoring.

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The Communication Matrix is an assessment tool created to help professionals and family members support individuals with complex communication needs. The Matrix evaluates expressive communication skills typically developed between 0-24 months of age. It is appropriate for individuals of any age who do not use some form of language fluently. They may have varying types and degrees of disabilities, including severe sensory, motor and cognitive impairments. The Matrix considers any type of communication including pre-symbolic, manual, braille, AAC and more. (Note: The paper version is a free download and the use of the intervention modules is free; however, there is a nominal fee to administer more than five of the on-line versions of the CM.)

Holli Decker, a speech-language pathologist , provides her personal experience with the Communication Matrix and the West V irginia Intervention Modules as tools for determining goals and providing therapy for her students with complex communication needs in a short video.

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WVDE Communication Matrix Intervention Modules

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The Communication Matrix is an assessment tool created to help professionals and family members support individuals with complex communication needs. The Matrix evaluates expressive communication skills typically developed between 0-24 months of age. It is appropriate for individuals of any age who do not use some form of language fluently.

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Alphabet Arcs Free Printable Arcs and How to Use Them

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Alphabet Arcs Free Printable Arcs and How to Use Them

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Alphabet Arc: 8 Free Printable Mats & How to Use Them!

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8 FREE printable alphabet arc mats to help build speed and accuracy in alphabet knowledge, letter recognition, and sequencing.

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Accuracy: Reading words without errors.

Affix: A general term that refers to prefixes and suffixes.

Alphabetic Principle: The concept that letters and sounds work togther in systematic ways to form words.

Auditory Drill: Quick-paced practice of matching sounds (phonemes) to letters or letter combinations (graphemes). Presented with a sound, the student repeats the sound and says the name of its associated letter(s).

Automaticity: Reading without conscious effort or conscious attention to decoding.

Background Knowledge: Forming connections between the text and the information and experiences of the reader.

Base Word: A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme.

Behavior-Specific Praise: Verbal reinforcement intended to increase the occurrence of a specific behavior. Worded to clearly identify the desired behavior.

Blendable Sound: A sound that is pronounced in a manner that facilitates combining it with other sounds. Close approximation of how the sound is produced during the flow of speech. For consonant sounds, this generally entails taking care not to add a schwa or "uh" sound.

Blending: The task of combining sounds rapidly, to accurately represent the word.

Blending Drill: Quick-paced practice in which the student combines the sounds of two or more phonemes to make a word or nonword.

Closed Syllable: A syllable with only one vowel, where the vowel is followed by one or more consonants. The vowel sound is short (cat, cobweb).

Comprehension: Understanding what one is reading, the ultimate goal of all reading activity.

Connected Text: Words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs.

Consonant: A speech sound produced by at least partly obstructing the air flow.

Consonant Blend: Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string).

Consonant Digraph: Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/).

Continuous Sounds: A sound that can be held for several seconds without distortion (e.g., /m/, /s/).

Decodable Text or Book: Text in which a high proportion of words (80%-90%) comprise sound- symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading.

Decodable Words: These words contain phonic elements that were previously taught.

Decoding: The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out.

Derivational Affix: A prefix or suffix added to a root or base to form another word (e.g., - un- in unhappy, -ness in likeness).

Digraph: A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing).

Diphthong: A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

Dolch Word List: A list of the 220 most common words identified by E. W. Dolch.

Elkonin Boxes: A framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word. This can also include writing the letter or letter combinations that represent each sound in the box.

Encoding: Spelling, or the ability to translate a word from speech to print.

Error Correction: Immediate corrective feedback during reading instruction.

Etymology: The origin of a word and the historical development of its meaning (e.g., the origin of the word etymology comes from late Middle English: from Old French ethimologie, via Latin from Greek etumologia, from etumologos 'student of etymology,' from etumon, neuter singular of etumos 'true').

Final Stable Syllable: A syllable that includes consonant-le (e.g., candle, juggle) as the second syllable, as well as other final units, such as -tion, -ture, -cian)

Fluency: Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension.

Fluency Probe: An assessment for measuring fluency, usually a timed oral reading passage at the student's instructional reading level.

Fry Word List: A list of high frequency words developed by Edward Fry.

Grapheme: A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).

High Frequency Words: A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading.

Inflectional Suffix: In English, a suffix that expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs. A major difference between inflectional and derivational morphemes is that inflections added to verbs, nouns, or adjectives do not change the grammatical role or part of speech of the base words (-s, -es ,-ing, ¬ed).

Informational Text: Non-fiction books, also referred to as expository text, that contain facts and information.

Invented Spelling: An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat).

Irregular Words: Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been).

Lax Vowel Sound: A vowel produced with minimal tension of the vocal cords. Often referred to as a "short" vowel (e.g., cat, pin).

Letter Combinations: Also referred to as digraphs, a group of consecutive letters that represents a particular sound(s) in the majority of words in which it appears (e.g., /ai/ in maid; /ch/ in chair; /kn/ in know; /ng/ in ring).

Letter-Sound Correspondence: The matching of an oral sound to its corresponding letter or group of letters.

Long Vowel: A term used by educators to denote a tense vowel sound.

Manipulative Letters: Letters that can be moved to form and change words.

Modeling: Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.

Morpheme: The smallest meaningful unit of language. Includes prefixes, suffixes, and roots.

Morphemic Analysis: An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word.

Morphology: The study of the forms of words and the meaningful parts (morphemes) that make up words.

Most Common Letter Sounds: The sound that is usually pronounced for the letter when it appears in a short word, such as /a/ apple...

Multisyllabic Words: These are words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades.

Narrative Text: A story about fictional or real events.

Onset and Rime: In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip").

Open Syllable: A syllable with only one vowel, which is the last letter in the syllable. The vowel sound is long (he, silo).

Orthographic Mapping: The formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory.

Orthographic Units: The representation of the sounds of a language by written or printed symbols.

Orthography: A writing system for representing language.

Phoneme: The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words.

Phoneme-Grapheme Correspondence: The matching of a spoken sound (phoneme) to its corresponding letter or group of letters (grapheme).

Phoneme Isolation: Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan).

Phoneme Manipulation: Adding, deleting, and substituting sounds in words (e.g., add /b/ to oat to make boat; delete /p/ in pat to make at; substitute /o/ for /a/ in pat to make pot).

Phonemic Awareness: The ability to notice, think about, or manipulate the individual phonemes (sounds) in words. The ability to understand that sounds in spoken language work together to make words. This term is used to refer to the highest level of phonological awareness: awareness of individual phonemes in words.

Phonic Analysis: Attention to various phonetic elements of words.

Phonics: The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences.

Phonogram: A succession of letters that represent the same phonological unit in different words, such as "igh" in flight, might, tight, sigh, and high.

Phonological Awareness: One's sensitivity to, or explicit awareness of, the sound structure of words in language. This is an "umbrella" term that is used to refer to a student's sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.

Prefix: A morpheme that precedes a root and that contributes to or modifies the meaning of a word as "re" in reprint.

Prosody: Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity.

Progress Monitoring: Periodic assessment for the purpose of tracking students' response to instruction. Used to plan future instruction.

R-controlled Syllable: A syllable that contains one vowel followed by an r. The vowel is not long or short. The vowel is said to be controlled by the r (e.g., start, corner).

Rate: The speed at which a person reads.

Readability Level: Refers to independent, instructional, and frustrational levels of text reading.

Regular Words: Any word in which each letter represents its respective, most common sound (e.g., sat, fantastic).

Repeated Reading: Rereading of text until the reader is able to read at a predetermined rate to produce fluency.

Retelling: Recalling the content of what was read or heard.

Rhyming: Words that have the same ending sound.

Root: A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meanings.

Scaffolding: Refers to the support that is given to students in order for them to arrive at the correct answer. This support may occur as immediate, specific feedback that a teacher offers during student practice.

Schwa: A quick, unstressed, neutral vowel pronunciation very close to a 'short u' /ʌ/. The purpose of schwa is to allow unstressed syllables to be said more quickly.

Scope and Sequence: A "roadmap" or "blueprint" for teachers that provides an overall picture of an instructional program and includes the range of teaching content and the order or sequence in which it is taught.

Screening: An informal inventory that provides the teacher a beginning indication of the student's preparation for grade level reading instruction. It is a "first alert" that a child may need extra help to make adequate progress in reading during the year.

Segmenting: Separating the individual phonemes, or sounds, of a word into discrete units.

Short Vowel: A term used by educators to denote a lax vowel sound.

Sight Words: These are words that are recognized immediately after orthographic mapping. Sometimes sight words are thought to be irregular, or high frequency words (e.g., the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

Spelling Patterns: Refers to digraphs, vowel pairs, word families, and vowel variant spellings.

Stop Sounds: A stop sound can only be said for an instant, otherwise its sound will be distorted (i.e., / b/, /c/ /d/, /g/, /h/, /j/, /k/, /p/, /q/, /t/, /x/). Words beginning with stop sounds are more difficult for students to sound out than words beginning with a continuous sound.

Structural Analysis: A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

Student Friendly Explanation: An explanation of the word's meaning rather than a definition. Characterizes the word and how it is typically used, and explains the meaning in everyday language.

Suffix: An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word, as "en" in oxen.

Syllable: A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant.

Syllable Types: There are six syllable types: (a) Closed: cat, cobweb; (b) Open: he, silo; (c) Vowel-consonant-e(VCE): like, milestone; (d) R-controlled: star, corner; (e) Vowel team: count, rainbow; and (f) Final stable: candle, -tion, -ture, -cian.

Tense Vowel Sound: A vowel produced with tension of the vocal cords. Often referred to as a "long" vowel (e.g., rain, kite).

Think-Alouds: During shared read aloud, teachers reveal their thinking processes by verbalizing: connections, questions, inferences, and predictions.

Timed Reading: Student reads appropriate text with a predetermined number of words to be read within a specific amount of time.

Trade Book: A book intended for general reading that is not a textbook.

Visual Drill: Quick-paced practice of matching letters or letter combinations (graphemes) to sounds (phonemes). Presented with a grapheme, the student says its name and its associated phonemes(s).

Vowel: A speech sound produced without obstruction of airflow, with vibration of the vocal cords.

Vowel-Consonant-e (VCE) Syllable: A syllable that contains a pattern with a vowel, followed by a single consonant and a silent e. The first vowel has a long sound (like, milestone).

Vowel Digraph: Two vowels together that represent one phoneme, or sound (e.g., ea, ai, oa).

Vowel Team: A combination of letters that, together, represent one vowel sound. Can be a vowel digraph (e.g., ai, ea), a diphthong (e.g., oi, ou), or a longer combination that can include consonant letters (e.g., igh, ough).

Vowel Team Syllable: A syllable that contains a vowel team (e.g., count, rainbow).
W
Word Family: Group of words that share a rime (a vowel plus the consonants that follow; e.g., -ame, -ick, -out).

Word Work: The act of deliberately analyzing words, generally for practice in decoding or encoding.

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Accuracy: Reading words without errors. Affix: A general term that refers to prefixes and suffixes. Alphabetic Principle: The concept that letters and sounds work togther in systematic ways to form words. Auditory Drill: Quick-paced practice of matching sounds (phonemes) to letters or letter combinations (graphemes).

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UFLI Foundations Toolbox - Phonics Scope and Sequence with Phonics Lessons

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UFLI Foundations Toolbox - Phonics Scope and Sequence with Phonics Lessons

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently. UFLI Foundations Manual available for purchase within the site.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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UFLI Decodable Text Guide Aligned to Phonics Lessons

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UFLI Decodable Text Guide Aligned to Phonics Lessons

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This AMAZING decodable text guide is aligned with the UFLI foundations phonics scope and sequence. So, decodable books from many different sources are aligned with phoneme-grapheme correspondences/phonics lessons.

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March 2020 -

We're making this free version available to support teachers and parents impacted by the pandemic. We'll keep in online for free for as long as possible. If we do have to start charging to support this edition we promise to post news of any changes here at least three weeks prior to implementing them.

Please contact us if you find errors, problems, or have suggestions for making this edition more useful.
If you are new to Reading for All Learners please spend a few minutes reviewing the Instructor Guide. The Instructor Guide is a very quick read and following this guide is vital!
If you are new to teaching reading take a look at the pronunciation guide to make use you are modeling sounds accurately. If you aren't sure which books to start with please consider running our free placement assessment series. Also you can find a correlation to leveled readers which can be useful in determining a starting point. Finally, visit the Reading For All Learners resources page to find progress tracking sheets, completion certificates and lots more.

Thanks for all you are doing to help kids learn during this challenging time. We are grateful for the opportunity to be able to support your efforts. Please help us with this effort by sharing this resource. As always, feel free to reach out to us using any of the methods found at the bottom of this page with any questions or concerns.

Sincerely,

Andy Hofmeister
CEO
Academic Success for All Learners

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reading for all learners home education and school closure edition

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Reading for All Learners Home Education and School Closure Edition

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March 2020 - We're making this free version available to support teachers and parents impacted by the pandemic. We'll keep in online for free for as long as possible. If we do have to start charging to support this edition we promise to post news of any changes here at least three weeks prior to implementing them.

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Decodable passages: Fiction and Non-fiction

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Decodable passages: Fiction and Non-fiction

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From FreeReading

Decodable passages are short stories that can be read by a student who knows:

Many decodable stories included in commercial reading programs are redundant and lack the authenticity of a real reading experience. We have tried to create stories that are more authentic as well as being 100% decodable. That means you can discuss the meaning of the story after reading it, building your students' comprehension skills. These stories are also more cognitively demanding and use slightly more sophisticated language than typical decodable stories. This is an opportunity to better develop your students' oral language skills. In some cases, it will require repeated readings of a passage for students to understand it fully.

FreeReading includes activities to introduce students to reading connected text (see Reading connected text accuracy (passage)) and to help students become fluent in reading connected text (see Reading connected text fluency (passage).

Select a story from:

Passages to practice letter combinations

We also have a selection of stories that provide practice for students who have learned the letter combinations (such as sh, oo). These sentences and passages can be read by a student who knows:

Select a story from:

Passages to practice advanced phonics skills, fluency, and comprehension

Click here for illustrated reading passages designed to help students practice advanced phonics skills (word families, double-letter words, silent-letter words, compound words, contractions, -ed words, -s words), fluency, and comprehension.

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FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

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Second page contains links to videos, social media resources and additional information.

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Directions, examples and templates provided

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I have downloaded and compiled these into a folder. Ask me for a link to these copies.

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What is Phonics? Phonics is a method translating the 44+ sounds (phonemes) of spoken English to individual or groups of written letters (graphemes).

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Please note these are not free books, but great for more advanced sound symbol pattern practice. For other free options scroll down in this list.

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Moon Dogs at Home Series - US Editions Stories about our popular Moon Dogs characters doing activities at home. These are free resources to read and print at home. Check the reader knows the target sounds before reading. Encourage them [...]

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See the Building trusted relationships, Touch for connecting and all of the Communication modules

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Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

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The modules, created by a diverse group of experts in the field of deaf-blindness, were designed to be used as part of comprehensive intervener training programs offered by qualified agencies or institutions. The content is aligned with Council for Exceptional Children standards that outline knowledge and skill competencies for interveners.

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Short verification login required
Tutorial available for how to use Virtual Blending Boards: https://www.youtube.com/watch?v=o9hDsQru0bk

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Learn more about the value of using decodable books in phonics instruction to reinforce your students' decoding skills and reading fluency.

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K-12 reading passages, different genres, subject area topics and both fiction and non-fiction

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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Virtual manipulatives are an essential component in guiding students through the three phases of learning: concrete, representational, and abstract. ...

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Ten Frames, fractions, geoboards, spinners, dice, etc.

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Really Great Reading: Letter and Sound Tiles

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Really Great Reading: Letter and Sound Tiles

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Virtual Manipulatives for PA and Phonics

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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5, 15 or 45 Minute Planning Supports

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TIES Lessons for All: 5-15-45 | Forty-five Minutes

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Really Great Reading: Letter Tiles and Sound Squares

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Really Great Reading: Letter Tiles and Sound Squares

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Virtual Manipulatives for PA and Phonics

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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Check out the ideas, videos, and downloadable pamphlets.

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.

You will learn:

This toolkit includes:

Explore More Toolkits

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills. You will learn: This toolkit includes:

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COVID-19 Supports for Individuals with Developmental Disabilities

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COVID-19 Supports for Individuals with Developmental Disabilities

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Curated resources for those working with individuals who have developmental disabilities. Thanks to all the creators from around the...

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This page provides resources to answer some of the most common and pressing questions parents and educators have about maintaining IEP services and supports during COVID.

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In light of the on-going COVID-19 pandemic and school closure, you probably have many questions about important educational services for your child. We created this document to answer some of the most common and pressing questions parents have about their child's services. DRO encourages parents to put the health and safety of their families first. Also, please understand that this situation remains in flux, so this guidance could change. As always, if you have specific questions about your child, please call our Intake at 614-466-7264 or 1-800-282-9181, press option 2, and leave a voicemail. We will return your call.

DRO's Special Education FAQs and Factsheets

Additional Resources:

Back to School Webinar

Guidance from the U.S. Department of Education

CDC guidance for schools

Guidance from the Ohio Department of Education

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Midwest New Media, LLC - http://www.midwestnewmedia.com

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In light of the on-going COVID-19 pandemic and school closure, you probably have many questions about important educational services for your child. We created this document to answer some of the most common and pressing questions parents have about their child's services. DRO encourages parents to put the health and safety of their families first.

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COVID-19 Response Information

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The worldwide COVID-19 outbreak is impacting Ohioans with disabilities in unique ways. During this crisis, Disability Rights Ohio (DRO) is continuing to advocate with individuals with disabilities:

Ensuring policymakers understand and integrate a disability perspective in Ohio's COVID-19 response.

Providing resources for individuals with disabilities to self-advocate through our dedicated COVID-19 page.

Continuing to accept cases through our modified intake process.

You are not alone. DRO stands in solidarity with our community during this extremely challenging time. Please reach out to us with questions or concerns and we hope you, your loved ones, and your communities are staying safe and healthy.

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Midwest New Media, LLC - http://www.midwestnewmedia.com

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The worldwide COVID-19 outbreak is impacting Ohioans with disabilities in unique ways. During this crisis, Disability Rights Ohio (DRO) is continuing to advocate with individuals with disabilities: Ensuring policymakers understand and integrate a disability perspective in Ohio's COVID-19 response. Providing resources for individuals with disabilities to self-advocate through our dedicated COVID-19 page.

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Literacy for young learners

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Sing a Song

Thanksgiving Song
(Tune: "Twinkle, Twinkle, Little Star")

Let's be thankful for this day
For our friends and for our play
Let's be thankful; let's be glad
For the food and things we have
Let's give thanks for you and me
And our home and family

Try This

Talk about the history and meaning of Thanksgiving.

Read a Book

Here are two book recommendations for today. Check out the picture book collection at your local library, where there are lots of books to choose from! Find nearby libraries.

There Was an Old Lady Who Swallowed a Turkey! by Lucille Colandro; illustrated by Jared Lee

The Ugly Pumpkin by Dave Horowitz

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Thanksgiving Song(Tune: "Twinkle, Twinkle, Little Star") Let's be thankful for this dayFor our friends and for our playLet's be thankful; let's be gladFor the food and things we haveLet's give thanks for you and meAnd our home and family Talk about the history and meaning of Thanksgiving.

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This website was developed to help Ohio's families learn more about reading.

Visit the website often to see new fun and engaging activities. These activities will be archived in one of the tabs at the top of website. You can also search the website using the Search feature to find information of interest to you.

We hope you'll find helpful tips and activities to encourage your child to become a successful reader. We also have reading research and resources for those who would like more detailed information.

Reading Tips for Families Accessibility features

Featured Storyline Online Story Video

Watch more stories from Storyline Online

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This website was developed to help Ohio's families learn more about reading. Visit the website often to see new fun and engaging activities. These activities will be archived in one of the tabs at the top of website. You can also search the website using the Search feature to find information of interest to you.

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Examples, virtual template and printable student template

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Google Classroom Directions with Screenshots

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Google Classroom Directions with Screenshots

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This Google folder contains the STAR at Home resources from OSU PLUS sample Boardmaker symbols for several books in the kit. Ohio SST Regional Early Literacy Specialist have full kits with additional accessible materials including braille books and tactile objects to go with books.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Switch access Choose It Maker

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Explore online resources that offer switch access, choice-making activities, age-appropriate cause and effect activities, and a collection of online books that are scaffolded to those with significant needs. Symbol supports are embedded in all of these activities and alternative access options are available.
Resources
OCALI's 4 Minutes at 4 p.m. video series offers tips, ideas, resources, and strategies to support families, caregivers, educators, and other professionals who support people with disabilities. The videos will premiere on Facebook weekdays at 4 p.m. over the next few weeks and then made available on the video gallery shortly after the initial broadcast.

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Remote Learning Access for Students with Complex Needs

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Explore online resources that offer switch access, choice-making activities, age-appropriate cause and effect activities, and a collection of online books that are scaffolded to those with significant needs. Symbol supports are embedded in all of these activities and alternative access options are available. Resources OCALI's 4 Minutes at 4 p.m.

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Download a copy of this sample word list and turn it into your own unit word list template that can be used to guide weekly learning of new words. Remember: NOT all words are spelling words. Tier III vocabulary is content specific and rarely become part of everyday language usage. We need to know how to decode them for reading and to understand what they mean to engage around new content, but not how to spell accurately at that moment. Save spelling for commonly used Tier I and II words.

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Words to Read_Write_Know - Communities and Government

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When developing units of study across the curriculum it is essential that we gather text sets to explore and learn about new topics. This book list focuses on learning about Energy but this document can be edited and used as a Template for other unit lists. Created by Katie Deans

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Edutopia Article: Educators Turn to Bitmoji to Build Community and Engagement

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Edutopia Article: Educators Turn to Bitmoji to Build Community and Engagement

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Great article with SOOO MANY great links to sample virtual classes, virtual bookshelves and more!

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Since remote learning started this past spring, Bitmojis have taken the education community by storm.

Available through the Bitmoji app, these customizable, mini-me avatars have become stand-in teachers running virtual classrooms, enforcing rules and expectations, collecting assignments-and making students smile, we've heard. Simply put, they're fun.

Amber Weaver, a second-grade teacher in Louisville, Kentucky, says she likes that her Bitmoji classroom-a virtual replica of her real one-makes resources like the school calendar easily accessible to her young students and provides them with a sense of virtual familiarity and stability during a tough time.

But not everyone is a fan of the Bitmoji craze. Some educators believe that they're a distracting fad and that teachers should be focusing more on creating effective lessons and supporting students' well-being instead of creating cutesy virtual classrooms, according to an article in Education Week. They also claim that Bitmoji resources raise issues of digital equity, as not all students have easy access to the internet or to digital devices to use them. Proponents counter that effective instruction and Bitmojis aren't mutually exclusive, and say they're broadly helpful in engaging students in virtual learning.

As teachers prepare for the fall, many are considering ways to bridge virtual and hands-on learning to keep kids engaged-and Bitmoji may provide the leg up to do so. We talked to more than 50 K-12 educators about how they're using Bitmoji and gathered links to their resources that you can download and customize for your own use.

Getting Started

To get started creating your Bitmoji universe, you need to download the app (available for iPhone and Android) and create your Bitmoji by selecting physical features like hair and eye color and an outfit. After creating your character, you can cast it in a huge array of activities, such as reading, dancing gleefully, or even eating a sandwich.

Next, download the Google Chrome extension, which allows you to choose a favorite image of your Bitmoji-perhaps your doppelganger washing its hands or saying "hello"-to copy and paste it into whatever format you'd like, such as Google Slides where you host your virtual classroom.

For inspiration, Facebook groups like Bitmoji Craze for Educators offer a range of templates and tutorials that show newbies the ropes, like this step-by-step video tutorial on setting up a Bitmoji classroom, and hacks that inspire veterans with new ideas. And of course, the examples below are a great starting point.
Note: Most of the examples mentioned in this article are linked to templates that can be downloaded. One type of link goes directly to a copy that can be customized to your heart's desire. The other goes to an open Google Slide. If taken there, click "File," pause your cursor over "Make a copy," and select "Entire presentation." From there, it's yours.
Bitmoji Classrooms

The most popular use of Bitmojis in education is for creating virtual classrooms, or virtual learning hubs (typically hosted on Google Slides, which can be integrated into a learning management system (LMS) like Seesaw, Google Classroom, or Schoology) where teachers post classroom materials and resources for students. Every teacher's Bitmoji classroom is unique. Some teachers have made them resemble their real-life classrooms or homes, while others have leaned toward fantasy.

Kindergarten teacher Sara Hannah's Bitmoji classroom looks a lot like her real classroom, she says, but with some elements of fun. In the virtual room, clickable icons link to assignments, games, read-alouds, and short video lessons-even the virtual cats are clickable. Incorporating Bitmojis has created more excitement around classes, which she says helps motivate students in virtual learning.

Brittney Harvey, an elementary school-certified occupational therapist assistant, created an occupational therapy room for her students in Oklahoma. The virtual room links to resources like Zoom for one-on-one sessions, pre-writing video lessons, and GoNoodle-a video library filled with exercises that help Harvey's students develop gross motor skills.

The Bitmoji classroom isn't limited to core subjects. Educators have created Bitmoji classrooms for at-home recess (grades pre-K-3), art classes (first grade), and maker spaces (grades K-6).

Setting Expectations and Norms

Teachers say they've found that Bitmojis can be a helpful (and fun) way to get students to remember the rules and expectations in their virtual classrooms.

Jillian Graham, a high school math teacher from Fort Mill, South Carolina, created norms around how to act during Google Meet classes and used her Bitmoji character to remind students about them, for example. While her students waited to join a Google Meet session, they saw her Bitmoji explaining how they should act on video calls with instructions like "dress appropriately" and "be an active participant."

Aimee Wilson, a 10th-grade U.S. government and English teacher, on the other hand, created a Bitmoji cell phone policy poster that outlined when it is and isn't OK to use a cell phone, while Brandi Dudley, a first- and second-grade teacher in California, created Bitmoji Covid-19 posters to remind her students of protective measures like handwashing.

Bitmoji Libraries

Many educators say they are using Bitmoji to create "libraries," or virtual bookshelves, linked to video read-alouds, PDFs, and digital books.

Cammie Duval, an elementary school teacher in Milwaukie, Oregon, created a K-2 growth mindset library for her district, for example, and has 29 libraries in total on different themes like " Mad Scientist," which have been downloaded as templates more than 90,000 times by teachers. To stimulate excitement, Duval hides a digital worm ("a bookworm") in every library that kids can search for as they peruse the books.

"Most of my students cannot read and don't have family members who have a lot of time to read with them," says Duval of the benefits of the digital read-alouds. "Bitmoji libraries give those kids the ability to fall in love with reading at home by themselves."

In light of recent events, some educators have been inspired to create libraries with a host of diverse books. Overcome with emotion after the murder of George Floyd, Tracey Burton, a pre-K-5 technology teacher in Ishpeming, Michigan, created a Bitmoji library that houses VideoLink links-YouTube links without the ads-that connect to read-alouds of books about different races and cultures like Mixed Me and Too Many Tamales.

"I didn't think I could change the world, but I do feel like I [can] make a change," says Burton. "Reading about other cultures makes the world smaller and more connected."

Relationship-Building Activities

Other educators have found that Bitmojis can play a role in building relationships and making deeper connections with their students from afar.

Last spring, Angie Baton Ritenour, a fourth-grade teacher in Farmington, Michigan, collaborated with two grade-level colleagues to create an iSpy Bitmoji room, which they used during a video call to get students more engaged in remote learning. They filled the virtual room to the brim with objects, like photos of students and items from their classrooms. During the video call, students took turns saying "I spy with my little eye...," and their peers had to guess what object they had picked-helping students build connections with one another.

And Amanda Wells says she plans on having her eighth-grade students complete an All About Me Bitmoji assignment so she can get to know them better this fall. On a templated Google Slide, students will share their interests coupled with a drawing or photo, such as a drawing of them playing with their dog, and write two complete sentences explaining why they enjoy each activity.

While some educators argue that teachers should be spending their time on developing engaging lessons rather than creating superfluous Bitmoji resources, educators have proved that they can do both.

Laura Hoomes, a kindergarten teacher in Huntsville, Alabama, says she's spent more time planning this summer than in previous ones, having already created over 40 Bitmoji libraries to use next year. She's also created home learning kits, weekly at-home crafts, and 22 center games for each of her students-none of which are Bitmoji-to give students a range of activities to choose from.

"I have two young kids, so it's mostly what I can accomplish at night after they go to bed!" says Holmes. "I'm just trying to be ready for virtual kindergarten."

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Educators Turn to Bitmoji to Build Community and Engagement

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Both fun and practical, Bitmoji classrooms are adding some levity to fall planning this year.

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Calendar skills are linked to the mathematics skills of time telling in primary grades. Days, weeks, months and years are all part of telling time. Use and edit this fun filled calendar.

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Do you know of any learners who are still trying to develop their mode of communication? Do they get frustrated when they are not understood? Is it hard to assess what they know and don't know? Use this toolkit to develop a Learner Profile that can be used to match with features of communication modes, access points and communication tools.

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Student Friendly Phone, Text and Video Interaction Prompts

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Student Friendly Phone, Text and Video Interaction Prompts

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These chore charts help to outline the steps in specific home chores and help to document our little helpers at work.

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Step-by-step video: Creating a Bitmoji Classroom

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Step-by-step video: Creating a Bitmoji Classroom

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Wide variety of decodable books featuring a wide array of phonetic patterns.

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Our E-Book Library is a resource designed for teachers and families to share with their young learners.

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Printable and virtual versions of decodable readers with word cards and other features.  Also see the instructional handbooks https://www.speldsa.org.au/SPELD_SA_Instructional_Handbooks

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About the cover artist

Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

'This artwork represents the literacy and numeracy learning journey, and the path towards independent learning. The circles represent the collaborative learning and supports around children with specific learning difficulties, including children, schools, families, SPELD SA and others.'  Elizabeth Close, Artist.
Click here for printing tips

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About the cover artist Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

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Lorem ipsum dolor sit amet consectetur. Amet scelerisque aliquet integer ullamcorper id etiam. Risus faucibus.

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See a full selection of sample decodable books and other books for purchase within an instructional series at All About Reading (Levels 1-4)

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Download and print decodable books related to your topic aligned unit of study. Most text feature advanced decoding skills within text.

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You searched for decodable | Core Knowledge Foundation

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These 100% decodable texts provide children an authentic reading experience and reinforce their sense of success by eliminating the distraction of encountering untaught spelling patterns. The texts are written in the style of chapter books to inspire children to want to read more.

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This decodable reader is down-loadable and printable. Great for use as a shared reading or independent reading text paired with a unit of study on this time period in history.

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This down-loadable and printable text is an advanced decode-able reader.

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Reading decoding strategies visual cue card.

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These decoding cues bookmarks will come in handy as learners begin to master reading decoding skills. It is helpful to have a quick reminder of strategies we can use when come upon a word we don't know.

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Paraprofessionals provide critical support to educators and learners. Here are a few ideas to keep para and teacher collaboration running at high speed.

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The shift from physical classrooms to virtual spaces forces teachers to reflect on previous practices, and to view standards, instruction, and assessment in new ways. State standards and content have not changed, and the "what" of learning is a constant for students and teachers. Student engagement remains critical during this time, and the "why" of learning requires a personal connection to students as well as intentional strategies to monitor engagement. The "how" of learning is accomplished, as teachers use innovative approaches when planning virtual instruction, which ensure multiple means of student action and expression.
Tips for Engaging Paraprofessionals
The role of paraprofessionals is to support students with specific goals or instructional tasks, and to provide teachers with the implementation of supports and services outlined in the Individualized Education Plan (IEP), 504 Plans, English Learner Plans, etc. Paraprofessionals often provide supplemental instruction, modify materials, support students in general education classes, collect data, and support communication with parents and families. Paraprofessionals can provide the same supports in a live classroom and through a virtual format; the instruction just looks slightly different. The following tips provide ideas for utilizing paraprofessionals in a virtual setting:

Prepare for Virtual Instruction. As teachers plan to deliver instruction in a new, virtual way, paraprofessionals can:

Research resources, websites, and technology tools that support specific needs identified by the teacher.

Create video instruction using scripts created by the teacher.

Make audio recordings of books, text, etc.

Convert materials to formats that are easily accessible in online learning platforms.

Adapt or modify curriculum materials, develop graphic organizers, etc., according to needs of each student.

Create schedules for students each week, including visual schedules.

Provide students and families with logistical support for setting up new technology, accessing materials, testing equipment, etc.

Review the use of Alternative Augmentative Communication (AAC) and Assistive Technology (AT), and identify students who will need specialized supports.

Supplement Instruction. Utilize paraprofessionals to reteach skills, provide additional practice, or support instructional activities. Once a teacher has delivered virtual instruction, paraprofessionals can follow up with students using web conferencing, FaceTime, telephone calls, etc., in order to:

Teach the same skill in a new way.

Lead additional activities reinforcing the skill(s) taught.

Provide support as students complete activities to demonstrate skill(s).

Break down components of the instruction into smaller parts, and present again.

Support small groups of students with follow-up activities, additional instruction, etc.

Provide specific accommodations outlined in a student's Individualized Education Program (IEP), such as reading aloud certain text; providing detailed notes; repeating, clarifying and explaining directions; etc.

Host open office hours to provide support with assignments, and answer student questions.

Provide a supportive role in related service provision via telepractice, specifically serving as a support to the related service provider on a web conference, and supporting data collection and behavior management.

Monitor Student Progress. Paraprofessionals assist teachers with maintaining accurate records of student progress. Shifting to a virtual setting means that the process of collecting information must be reconsidered. What information is typically collected during the school day? How? How could the same information be captured differently? Paraprofessionals can help monitor student progress in the following ways:

Use formative assessment strategies during virtual one-on-one or small group instruction sessions, and record observations.

Record observations on a template created for each student-to monitor engagement and/or behavior.

Complete a data collection form created for each student-to monitor progress on IEP goal(s) during instruction or scheduled assessments.

Provide anecdotal feedback to the teacher regarding specific student successes and challenges related to skills, and responses to virtual instruction.

Communicate. Consistent and clear communication during this challenging time is as important as it has ever been. Paraprofessionals can support teacher and school communication by:

Meeting with the teacher of record or case manager weekly to review instruction plans and determine how students will be supported.

Meeting with general education teachers to learn about upcoming instruction, activities, assignments, and assessments, and reporting information to the teacher of record or case manager.

Communicating the weekly schedule to students and parents, and review visual schedules as needed.

Leveraging relationships with students and parents to provide emotional support by regularly checking in via phone, text, etc.

Provide Professional Development. Paraprofessionals serve a vital role in the education of many students, but they often have limited access to professional development. Districts and schools can use this time to:

Survey paraprofessionals to find out the topics they would like to learn more about, and direct them to relevant resources.

Offer full access to school or district resources, and suggest training that may be of particular interest.

Provide opportunities to attend teacher-led instructional sessions, and debrief after the sessions to reinforce evidence-based practices.

Allow time for paraprofessionals to connect with other paraprofessionals, so they have opportunities to discuss experiences and provide support to each other.

Provide opportunities for professional development that aligns with paraprofessional roles and responsibilities, and allow time to research new instructional strategies, tools, and tips for supporting students.

How PCG Can Help During This Unprecedented Time
COVID-19 is creating significant challenges for school districts across the U.S. Public Consulting Group, Inc. (PCG) is always looking for ways to support school districts and students.

Special Education Research, Action Planning, and Facilitation Subject matter experts and consultants can research best practices, inventory resources, guide action planning, and facilitate the development of digital learning instructional continuity plans to help you address emergency situations that result in interrupted education for students with disabilities.

Online Special Education Paraprofessional Courses Whether you're just getting started or you're a seasoned paraprofessional, these courses provide practical, universal tips and strategies that can be implemented immediately. Each three-hour course is self-paced and develops knowledge and skills to better understand roles and responsibilities, improve communication and collaboration, and maintain high expectations by using the right tools to support students.

Virtual Instruction Toolkit This toolkit contains a library of tools and resources to help educators establish Online and Distance Learning instructional models based on best practices.

Virtual Staffing Solutions Provide trained professionals to augment staffing needs, and work directly to support your efforts to deliver continuity of instruction and services during this emergency period-using your available digital learning solutions or providing PCG's EDPlan™ suite of tools.
About the Author
Amy Howie is a Senior Associate at PCG and provides thought leadership and consulting services in the areas of special education and leadership to states and districts across the country. Amy serves as the advisor to Indiana's Project SUCCESS, a resource center developed and managed by PCG in collaboration with the Indiana Department of Education to support higher academic achievement for students with disabilities. Amy also leads a variety of professional development engagements with district and state partners to build leadership capacity and improve student outcomes.

Prior to coming to PCG, Amy served as a building administrator for six years where she led efforts to improve instruction and increase achievement by developing and supporting special education programming; Response to Intervention initiatives; and Positive Behavioral Support programs. Amy was also a special education teacher for 10 years, including experience at elementary and secondary levels and covering a range of disability areas and instructional settings.

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Utilizing Paraprofessionals to Support Virtual Learning

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EDPlan Blog - EDPlan | Plan on success for your students. - Recently, due to the COVID-19 emergency, school districts, teachers, and families across the U.S. have scrambled to create and provide meaningful virtual instruction to students.

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Listen to authors share their stories with these events and recordings.

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It's no surprise that authors are incredibly good at bringing their own books to life. Whether through live or pre-recorded visits, read-aloud videos, or other virtual author activities, kids will connect with books like never before! Here are some of our favorite options to try.

Pre-Recorded Virtual Author Visits

Check out these videos of presentations authors have given at schools and libraries. There are authors here that will interest students at any age.

Arree Chung

Hear Chung talk about the process of creating his book Mixed: A Colorful Story. The allegory of one color who thinks it's better than the others is meaningful at any age.

Bao Phi

Bao Phi's lovely book A Different Pond showcases the relationship between a father and his son. As they fish for the food their family needs, the father tells his son about a pond from his own childhood in faraway Vietnam.

Jasmine Warga

Author of the Newbery Honor book Other Words for Home, Jasmine Warga gives an engaging talk about how she writes.

Jennifer L. Holm

From her Babymouse graphic novels to the Sunny series and beyond, Holm writes books that middle grade readers absolutely love.

J.H. Reynolds

Do your students love the thrills and chills of the MonsterStreet series? Then they'll love seeing its author answer kids' questions about reading and writing!

J.K. Rowling

Every kid will recognize the author of the beloved Harry Potter books! See her interview with the Harry Potter Reading Club in this video.

Kate Messner

Kate Messner writes fiction, nonfiction, novels, chapter books, and picture books, so there's a good chance most kids have read at least one of her books.

Katherine Applegate

Lots of kids read The One and Only Ivan in class, and Applegate has plenty of other popular and award-winning books as well. Hear her talk about her books (and even show off her adorable dog!).

Lois Lowry

Here's another name kids will recognize. Whether they love The Giver, the Gooney Bird series, or any of her other numerous works, they'll enjoy listening to her speak and answer audience questions.

Max Brallier

The Last Kids on Earth book series is now a Netflix series too! Listen to author Max Brallier talk about his writing process and give kids a writing challenge of their own.

Live Virtual Author Visits

Want to set up a virtual author visit live for your class or school? If you have a particular author in mind, visit their website (or their publisher's) to contact them and find out if they do virtual visits. Scholastic offers virtual author visits through their catalog, so that's a great place to start.

The Society of Children's Book Writers and Illustrators has a terrific roundup of virtual author visits and writing workshops too. Here are some to consider.

Gutman has written all sorts of books for kids, and he's happy to do virtual school visits. Find his offerings and prices at his website.

Nonfiction children's author Kurtz loves to present his books to kids of all ages. His virtual offerings include readings, interviews, and concept-based workshops.

Long does both in-person and virtual author visits based on her popular books, like How I Became a Pirate. Visit her website to see her offerings and book a visit.

Biebow's colorful book about the inventor of Crayola crayons is a delight. She offers free virtual visits, plus interactive in-person workshops.

Known for Dahlia in Bloom, Koehler offers both virtual author visits and writing workshops. She does professional development workshops for teachers too.

Virtual Author Read-Alouds

When you hear authors read their own books, it gives you a whole new perspective on their works. That makes read-alouds some of our favorite virtual author activities.

Hale's YouTube channel includes a playlist called Storytime With Uncle Bruce. Hear him read about Clark the Shark and other hilarious characters.

Gutman has a whole collection of read-alouds on his Facebook page, like Miss Blake Is a Flake. Kids will love his wacky style!

Visit her YouTube channel to see the author read her book Where Are My Books? She's got a few other read-alouds too, along with drawing tips.

Fabien Cousteau is the grandson of famed sea explorer Jacques Cousteau. His book series explores his own experiences under the water, and you can watch his read-aloud on Facebook.

You'll feel inspired when you hear Byers read her heartfelt book I Am Enough.

Lin reads aloud from her picture books as well as chapters from her longer books on her YouTube channel.

Watch Knowles read the first chapter of her middle-grade novel Where the Heart Is, while giving students a fun writing exercise.

Hear Cook read a variety of books from her collection, like Wilma Jean the Worry Machine. Her YouTube channel also includes interviews, advice, and other fun virtual author activities.

Watch Messner read Fergus and Zeke and the 100th Day of School in this YouTube video.

This read-aloud of Fry Bread includes some of the author's thoughts on writing the book and the recipe he included at the end.

Listen to Henderson read the first chapter of her book The Magic in Changing Your Stars on YouTube.

The author regularly shares read-alouds of his books, like I Love You Like a Pig, on his Instagram page.

The author has added a collection of videos of herself reading from her picture books on Instagram. Titles include When We Are Kind and You Hold Me Up.

Hear readings from Shusterman's books on his YouTube channel, including excerpts and complete short stories.

The author created a Stay at Home: Story Time section on his website. Initially made during the 2020 COVID lockdown, these videos are still lots of fun to watch.

Visit Reynolds' Facebook page to see him read from some of his most popular books, like The Dot.

The award-winning author and illustrator reads from her book The Story of Ruth Bader Ginsburg in this YouTube video.

The author reads his picture books on his YouTube channel, where he also has lots of drawing videos for inspiration.

Other Virtual Author Activities

So many wonderful authors and publishers have YouTube or Instagram channels! Join them as they teach you how to draw, offer writing tips, and lots more.

Kids will do more than just watch these videos. They'll write, draw, and create on their own, inspired by famous authors and illustrators.

Watch story time, Cressida Cowell's summer camp, author interviews, how-to-draw videos, and a whole lot more.

The prolific author has a robust website full of videos, activities, podcasts, and more virtual author activities to engage kids of a variety of ages.

The Lunch Lady author and illustrator has a series of videos showing kids how to draw some of their favorite characters. His YouTube channel also has cartooning tips, writing tips, pep talks, and shorts.

This YouTube channel is rich with content, including interviews, tour journals, how-to-draw tips, and so much more.

The Kennedy Center sponsored this series of videos with the beloved author of classics like Don't Let the Pigeon Drive the Bus!

Author and illustrator of hits like Smile and Drama shares drawings, time-lapse videos, and more on her Instagram page.

Aspiring illustrators will enjoy this series, where any kid can learn to draw creatures of every kind.

These half-hour chats with well-known middle grade authors are the perfect length to share with your classes.

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The Big List of Virtual Author Activities

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Check out live and pre-recorded author visits, read-alouds, and other virtual author activities like drawing sessions to share with students.

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Want to know more than just a definition to new words? How about songs and videos to engage with new words.

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What is Google Hangout? How is it like and different from Zoom?

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Video Conferencing With Google Hangouts Meet

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Quick guide and reminders for Zoom settings for meetings with learners.