Through the use of photographs and video clips, this section of the Access Guide provides examples of adaptations, modifications, and supports used to actively engage students with significant disabilities in literacy activities.  NOTE:  Additional photographs and video clips specific to the use of "alternate pencils" are posted under the "Alternate Pencil" heading under the Literacy tool bar.

Photographs

The documents listed below provide photographic images of students engaged in literacy activities.  To open the documents, simply click on the highlighted titles.

Accessing Literacy Using a Variety of Methods

General Literacy Support Pictures (1)

General Literacy Support Pictures (2)

General Literacy Support Pictures (3)

General Literacy Support Pictures (4)

Video Clips

The following chart provides links to brief video clips of students with significant disabilities engaged in literacy activities.  Information is included regarding the type of activity/strategy depicted in the video clips, as well as the Extended Standards addressed. NOTE:  The examples are listed in grade level order (K -12th grade).

When observing these clips, consider the following points:

• Level of student engagement in activity
• Adaptation/modifications linked to student needs
• Clarity of instruction
• Learning outcomes for student
• Age appropriateness
• Strategies that might be used to include this instruction within the context of a general education class/activity

Video clips (minutes: seconds)	Grade level	Extended Standards	Activity description/strategy
Reading at Elementary School   Part 1 (2:38)   Part 2 (3:08)	1st - 2nd	ELA ES-42/37:  Use listening strategies	Students are engaged in a reading activity using different techniques (searching, pointing, touching, reading, questions, big vs. little, M (mmmm) sound, repeating words).    Observe: instruction on components of reading, use of assistive technology to support engagement
Reading – Symbol manipulation increases attention (1:03)	K, 1st, 3rd	ELA  ES-8/5: Identify story elements, including: characters   Benchmarks/GLEs: Kindergarten:   ELA-1-E1, ELA-1-E2, ELA-1-E4, ELA-1-E5, ELA-7-E3   First Grade: ELA-1-E4, ELA-4-E4, ELA-1-E1, ELA-7-E1   Third Grade:  ELA-1-E4, ELA-7-E1	As the teacher reads a big book to the students, each student is given a job to Velcro pictures or repetitive story lines onto the book pages.  This increases attention and engagement in the lesson because they feel they are an important part of reading the story.  This also increases comprehension because the students are matching story pictures and repetitive story lines. Note: Pictures were created using Picture It! Software.  Repetitive story line cards were created using Boardmaker software.
Reading- Differentiated responses to predict outcomes (1:02)	K, 1st, 3rd	ELA ES-22/20: Write a composition that is organized with: central idea and a logical, sequential order.   Benchmarks/GLEs: Kindergarten ELA-1-E5, ELA-7-E2, ELA-2-E1, ELA-2-E3, ELA-2-E6, ELA-3-E5   First Grade              ELA-7-E2, ELA-2-E6   Third Grade            ELA-7-E2, ELA-3-E1	The teacher created 3 differentiated levels based on the student’s instructional level. Level 1 – The teacher created a sentence cloze worksheet and the student had to choose a picture of an animal to complete the sentence cloze.  The student will glue the picture onto the paper under the cloze. (Note: Photos were from Picture It! Software.) Level 2 – The teacher created a sentence cloze worksheet and presented the students with 3 choices of possible outcomes using Boardmaker software.  The student chose the picture and glued onto sentence cloze then drew a picture to support the sentence. Level 3 – The teacher created a sentence starter worksheet and the student had to think of another possible outcome to the book and write on the lines of the worksheet.  The student then drew a picture to support the sentence. (Modification – The student could dictate & the teacher could write on paper or have the student copy the dictation.)
Interdisciplinary Connections- Numeracy & Science in the midst of Literacy (0:27)	K, 1st, 3rd	ELA ES-8/5: Identify story elements, including: character ES-42/37: Use listening strategies Science ES-A1 Classify objects based on properties (size, color, numbers) Benchmarks/GLEs include:  Kindergarten   (ELA, math, science) 1st grade (ELA, Math, science) 3rd grade  (ELA, science)	The teacher reads the book and asks comprehension questions.  The teacher guides the students to describe the fish using colors, numbers, and size words. Note: This extension activity is provided by Unique Learning System in the March Elementary lesson plans.
Enthusiasm Influences Learning! (0:57)	K, 1st, 3rd	ELA ES-8/5: Identify story elements, including: character ES-42/37: Use listening strategies Science ES-A1 Classify objects based on properties (size, color, numbers) Benchmarks/GLEs also include: Kindergarten (ELA, math, science) 1st grade (ELA, math, science) 3rd grade (ELA, science)	The teacher will read the book and ask comprehension questions.  The teacher is excited and engages the students during the reading and in turn the students are excited about reading the book which decreases behavior issues. Note: This extension activity is provided by Unique Learning System in the March Elementary lesson plans.
Composing sentences using symbols Part 1 – 0:33  Part 2 – 1:09	K, 1st, 3rd	ELA ES-22/20: Write a composition that is organized with: central idea and a logical, sequential order.   Science ES-A1 Classify objects based on properties (size, color, numbers)   Benchmarks/GLEs:   Kindergarten (ELA, Math, Science)   First Grade (ELA, Science)	The students will compose sentences using describing words such as color, numbers, and size words.  The teacher will provide the sentence cloze and picture icons to complete the sentences.  The sentences will be based upon the students’ individual levels.   Level 1 – The teacher will provide a laminated copy of the sentence cloze worksheet with picture icons that will be velcroed.  The teacher will give the students picture choices & the student will Velcro 1 size word picture (small, medium, large), 1 color word picture, and 1 number word picture into sentence cloze.  The student will then find the appropriate fish cut outs and place onto top of page.  The student will repeat for each size word: small medium, large.   Level 2 – The teacher will provide the student with 3 copies of the sentence cloze worksheet and copies of the fish cutouts and picture icons.  The student will make a page for each size word picture and choose their own color & number pictures.  The students will glue the picture icons on the sentence cloze then get the appropriate amount & correct size fish cutouts and color to match their sentence.  Then glue the fish to the top of each page to support the sentence.   Level 3 - The teacher will provide the student with 3 copies of the sentence cloze worksheet and copies of the fish cutouts and picture icons.  The student will make a page for each size word picture and choose their own color & number pictures.  The students will write the words from the picture icons on the sentence cloze then get the appropriate amount & correct size fish cutouts and color to match their sentence.  Then glue the fish to the top of each page to support the sentence.   Note – Materials are provided in an extension activity by Unique Learning System in the March Elementary Unit lesson plans.
Small, Medium, Large Comparison Activity (0:33)	K, 1st, 3rd	Science ES-A1 Classify objects based on properties (size, color, numbers)   Benchmarks/GLEs: ELA Kindergarten            ELA-4-E3   Math Kindergarten              M-3-E, M-1-E, M-2-E,  G-2-E   First Grade                G-3-E, G-2-E	The teacher will present Early Language Concept Kits – Comparing Sizes.  (Kit available at Lakeshore Learning) The teacher will guide the students to complete one card through guided practice then complete 1-2 cards independently to check for comprehension of size words.   Note – If you do not have a comparing sizes kit you can still practice the skill by going to the English/Language Arts Unit link and looking under the Stone Soup unit for some additional activities.
Early Literacy Skills Builder session Preparation  (:28) Class Participation(1:57) Touching Words (:52) Reading Sentences (2:12) Read-Sing-Touch (2:26)	1st-2nd		Multiple students are engaged in a reading lesson using the Early Literacy Skills Builder program. Observe:   different needs of students and how these needs are accomodated/supported in the instructional section
Beginning Engagement in Literacy (1:51)   Joint attention (:00 - :15)   Student interaction (:16 – 1:02)   Skimming and Scanning (1:03 – 1:51)	3rd-4th	ELA ES- 8/5: Identify story elements, including: character   ES- 21/19: Apply basic reasoning skills, including: skimming and scanning text for specific information (field of two)   ES-38/35: Follow simple directions	Students are engaged in the foundations of reading a book – Book knowledge/ Appreciation/Print Awareness/Story Comprehension (from The BRIDGE. Pierce, Summer, O’DeKirk, in progress).   Students display joint attention while being read to.   Students interact with symbols/print.      Observe: Teacher using a least to most prompting strategy to introduce skimming and scanning to make choice from a field of two.
Partner Four word review(1:54)	3rd-4th	ELA ES-1/1: Reading and responding   Benchmarks/GLE’s: ELA-1-E1	Through consistent use of manual signing and graphic symbols, the student demonstrates his ability to understand and use the symbols. He utilizes a Partner Four to communicate the vocabulary words for the weekly story.  The student is engaged in The Early Literacy Skills Builder reading series developed by Dr. Diane Browder.
Counting and one-to-one correspondence     (1:17)	3rd - 4th	MATH ES-1/1: Read and write place value 3. Read and/or write numbers 2. Identify numbers 1. Count objects to a given number.   Benchmarks/GLE’s: N-1-E	The teacher models for the students how to roll the die, count and stamp the correct number using one-to-one correspondence.  The students are highly engaged and interested in the activity.  Rolling the die and using the ink blotter are also addressing fine motor skills.
Literacy and writing (1:47)	3rd - 4th	ELA ES-1/1: Reading and responding ES-27/26: Write for various purposes ES-42/37: Use listening strategies. EX-17/14: Understanding information in text    Benchmarks/GLE’s: ELA-1-E1, ELA-2-E6 ELA-7-E1	The teacher engages the students in literacy activities by stating the title and setting a purpose for reading the book by looking for specific information and vocabulary. Writing is modeled by the teacher before the students are given unprompted writing opportunities.  The students’ writings are then read back for reinforcement and further modeling.
“Chunking” activity (1:17)	3rd - 4th	ELA ES-1/1:  Reading and responding.     Benchmarks/GLE’s: ELA-1-E1	This group of students works with the teacher in “chunking” words into syllables. “Chunking” is an activity used to teach phonics skills with The Early Literacy Skills Builder reading series developed by Dr. Diane Browder.  Physical support is provided for some of the students, while one student decides to complete the activity independently.
Writing with an Expanded Keyboard (1:45)	3rd-4th	ELA ES- 21/19: Apply basic reasoning skills, including: skimming and scanning text for specific information   ES- 17/14: Demonstrate an understanding of information in texts ·   identifying main idea ·   sequencing events   ES- 22/20: Write a composition that is organized with ·   central idea ·   logical, sequential order	Teacher/student utilizing expanded keyboard to write about a story read.    Maximum prompting used by teacher to keep student engaged in the activity.   Student able to independently write last sentence with an “errorless” technique.
Alternate Pencil(1:15)	3rd	ELA ES-42/37:  Use listening strategies	Student is engaged in a reading activity using a communication device to select a word.
Reading for Multiple Purposes (1:30)			Students read The Very Hungry Catepillar multiple times for multiple purposes (e.g., title, main character).
Word Wall (1:03)			Students select words related to text (The Very Hungry Catepillar) for word wall.
Interactive Board-Old MacDonald (0:42)	5th	ES-12/11 Demonstrate understanding of information in text, including sequencing events and making predictions   ES-17/16 Demonstrate understanding of text by using reasoning skills, including: cause and effect.   Benchmarks/GLE’s:   ELA-7-M4 ELA-4-M4	Student actively engaging in independent reading with a song on an interactive board.  Student interacts with symbols, makes predictions, turns pages (advances slides), listens (phonemic awareness), participates verbally and demonstrates shared/joint attention with class.
Adapted Book-Reading Group(0:52)	5th-6th	ES-4/3 Develop a vocabulary of common content-specific words   ES-12/11 Demonstrate understanding of information in texts, including sequencing events and making predictions   ES-38/37 Demonstrate active listening skills   Benchmarks/GLE’s: ELA-1-M2, ELA-7-M1, ELA-4-M4	Small group of students who are non-verbal reading an adapted book with a repeatable line. A single switch voice output device is used to facilitate verbalizations with correct timing during book reading.  Students use symbols during book reading demonstrating comprehension and increased vocabulary knowledge.
Introducing Counting (0:28)	5th-6th	ES-8/9 Add and subtract numbers   Benchmark/GLE’s: N-5-M	Student engages in counting activity on an interactive board using Early Learning I software by Marblesoft. Teacher demonstrates prompting student to succeed by modeling the correct number via pointing on the board.
Daily Sign In(0:52)	5th-6th	ES-25/24 Write for various purposes   Benchmarks/GLE’s: ELA-2-M6	Teacher offers choices of colored markers to students to expand communication opportunities during daily writing routine. Students sign in authentically as teacher follows up with modeling of printing child’s name.
Supporting Independent Reading with AAC (2:12)	5th-6th	ELA ES- 4/3: Develop a vocabulary of common content-specific words.   ES- 17/16: Demonstrate understanding of text by using reasoning skills, including: ·   skimming and scanning ·   cause and effect	This student participated in class readings of a higher level version of this Unique Learning Intermediate book.  She is somewhat prompt dependent and her speech is unintelligible in unknown contexts.  She is working on becoming more independent with activities.  This version of the book was given to her as an independent reader that she can take home and read to her family. Observe: Student pointing to words to indicate she has an understanding of text. (:09)   Student using picture cues to read words. (:16)   Student reading word then pointing to correct picture to verify comprehension. (:40)   Dots were used to assist student with attending to reading each word. (:49)   Student using learned scanning technique to locate word on device. (:59)
Identifying Vocabulary Using Symbols (:46)	ELA 5th-6th   Science 8th	ELA ES-4/3: Develop a vocabulary of common content-specific words   Science ES-C3: Recognize that different types of familiar animals are suited to different habitats (i.e., ocean, lake/river, forest, grassland, desert)	Students identify vocabulary words using symbols then read lesson on Biomes.
Checking for Understanding (:36)	ELA 5th-6th 9th-11th   Science 8th	ELA 9-11: ES-11/11 - Demonstrate understanding of information in texts, including: summarizing information, comparing and contrasting literary elements and ideas within and among texts, sequencing events or procedures, making inferences, drawing conclusions, making predictions about a story	Student identifies different Biomes after lessons on ecosystems
Informal Assessment Using Symbols (2:06)	ELA 5th-6th 9th-11th   Science 8th	ELA 9-11: ES-11/11 - Demonstrate understanding of information in texts, including: summarizing information, comparing and contrasting literary elements and ideas within and among texts, sequencing events or procedures, making inferences, drawing conclusions, making predictions about a story   ELA 5-6: ES-4/3 - Develop a vocabulary of common content-specific words   Science 8: ES-C3 - Recognize that different types of familiar animals are suited to different habitats (i.e., ocean, lake/river, forest, grassland, desert)	Students categorize plants and animal into the correct Biomes after lessons on ecosystems.
Reading with Story Boxes (0:39)	6th	This student is addressing the access skills of attending to the story and indicating to a partner when to turn the page.	The student is engaged in listening to a simple, age-appropriate story from Tarheel Reader.  Exploring a Story Box containing story related sensory objects increases engagement and supports comprehension for students with visual impairments and students with more significant cognitive disabilities.  Observe:  Note the use of wait time in the video.  Students with more complex needs often require a longer period of time to process and respond to stimuli.  Appropriate use of wait time enhances student learning.  For students with the most complex needs wait time as long as 30-60 seconds may be necessary in the beginning. Also note that the teacher attributes meaning to the student’s behavior, waving, to shape the behavior into an intentional gesture for communicating “I’m finished” or “I want to stop.”
AAC Supports Class Discussion (1:03)	6th-8th	ES-38/38: Participate in a group discussion	Using augmentative communication strategies allows students who are non-verbal to participate in class discussions.  These students are brainstorming ideas for a group writing activity about a story they have read.
Alternate Pencils Writing with Alternate Pencils: Scanning (1:35) Writing with Alternate Pencils : Direct Selection – Low Tech (1:14)   Writing with Alternate Pencils: Direct Selection – High Tech (0:35)	6th-8th	Grades 5-6 ES-15/15: Write a composition Grades 7-8 ES-22/22: Write for various purposes	Alternate Pencils provide access to writing with for students who are unable to hold a traditional pencil.  Students are presented with all 26 letters of the alphabet and dictate their choices using either scanning or direct selection.   During each writing session, the teacher models use of the student’s alternate pencil, the student writes, and the student reads back his writing.  Writing with Alternate Pencils allows students with significant disabilities to develop beginning writing skills in the same way as typical students at the emergent writing level.  The three students in the videos show three different methods of accessing writing.  All three students are at the very beginning emergent stage of writing.  The instructional focus is on the process of “scribbling” with their alternate pencils rather than attempting to spell or produce a specific end product.  Meaning is attached to their choices when possible to increase engagement and to highlight sound/symbol relations.  Students who are non-verbal use their communication devices to read back their writing.  Observe:  Note in the first video, Writing with Alternate Pencils: Scanning, how the teacher incorporates recording the student’s writing on the device into the teaching session. In the third video, Writing with Direct Selection – High Tech, note the use of a tactile Braille overlay on the Intellitools board, the use of hand-under-hand modeling, and reinforcement of left-to-right fingering. When writing was first introduced, some students actively resisted participating by irritated vocalizations, turning their heads away, and pushing materials away. One student simply seemed unaware of the materials or the teacher’s modeling or instruction.  With continued exposure and modeling over several months, the students have begun to actively participate in the writing process.  Additionally, growth has been seen in areas such as intentional responding, switch use, cause/effect relations, attending to task, social interaction and communication skills. Additional information on "writing with alternate pencils" is available on the following links: http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx http://www.med.unc.edu/ahs/clds/available-for-purchase-1/available-for-purchase http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/Emerg%20Wrtg%20Obs%20Inventory.pdf/view http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/EmergentLiteracyGoals2009.pdf?searchterm=iep
Beginning Writing (0:43)	7th	ES-22/22: Write for various purposes	Modeling rather than copying or hand-over-hand assistance is used to instruct a beginning writer.  Using this approach the student has increased time on task from 5-10 seconds to over 15 minutes. He now produces more than 30 marks per session and uses a variety of pre-writing strokes. He is now being exposed to letter writing.    Observe:  Note the “High 5” reinforcement at the end. Hitting to request attention is being shaped into the more socially appropriate behavior of giving a “High 5.”
Interactive Board- Reviewing Story Elements (:48)	9th-12th	ELA   ES-2/2: Identify story elements   ES-11/11: Demonstrate understanding of information in texts   ES-29/32: Follow procedures for complex procedures/routines   Benchmarks/GLE’s ELA-1-H2, ELA-7-H1, ELA-4-H2	This video clip shows a student using a Promethean Board to complete a teacher-made ActivInspire activity. The activity reviews story elements (title, author, main idea and setting) of a Start to Finish Literacy Starter book (Don Johnston, Inc.).
Interactive Board- Reviewing Vocabulary (:27)	9th-12th	ELA   ES-11/11: Demonstrate understanding of information in texts   ES-29/32: Follow procedures for complex procedures/routines   ES-35/38: Participate in a group discussion   Benchmarks/GLE’s ELA-7-H1, ELA-4-H2, ELA-4-H6	This video clip shows a student using a Promethean Board to complete a teacher-made ActivInspire activity assisted by the para-professional. The activity uses text, pictures and voice recordings to review vocabulary words.
Interactive Board- Spelling (:46)	9th – 12th	ELA   ES-29/32:  Follow instructions for complex procedures/routines   ES-35/38:  Participate in a group discussion, including- acting as facilitator   Benchmarks/GLE’s: ELA-4-H2, ELA-4-H6	This video clip shows a student using a Promethean Board to complete a teacher-made spelling lesson. The lesson was created using ActivInspire Software.
Interactive Board- Vocabulary Picture Find (:52)	9th-12th	ELA   ES-11/11: Demonstrate understanding of information in texts   ES-29/32: Follow procedures for complex procedures/routines     ES-35/38: Participate in a group discussion   Benchmarks/GLE’s ELA-7-H1, ELA-4-H2, ELA-4-H6	This video clip shows a group of students using a Promethean Board to complete a teacher-made ActivInspire activity. The activity requires the students to drag a circle over each vocabulary picture.
Interactive Board- Geometry Vocabulary (1:18)	9th-12th	Math   ES-7/4 Use basic concepts of proportional reasoning in real life situations   ES-26/14 Identify a simple transformation   ES-28/22 Use data in real life situations   Benchmarks/GLE’s N-6-H, G-3-8, D-7-8	This video clip shows a student playing a Geometry vocabulary dice game. The die was created using a simple “mailing” box and Geometry vocabulary words/pictures inserted into the CD sleeves (glued on each side of the box). The teacher-made interactive chart was created with ActivInspire software and a Promethean Board is used for chart access.
Reading-Using Voice Output Device (:34)	9th-12th	ELA   ES-29/32: Follow instructions for complex procedures/routines   ES-35/38: Participate in a group discussion (when used with more than 1 student)   Benchmarks/GLE’s ELA-4-H2, ELA-4-H6	This video clip shows a teacher assisting a student in using a Penfriend (voice output device) to read a Start to Finish Literacy Starter book. The teacher has recorded the digital version of the book onto the Penfriend.
Using Technology to Create Graphs and Charts (:55)	9th-11th	ES-28/22: Use data in real-life situations	Student uses technology, a SMART Board, to create a chart/bar graph. Used as reinforcement activity and assessment.
Using Picture Symbols to Make a Presentation(2:01)	9th-11th	ES-35/38: Participate in a group discussion, including: acting as facilitator, time keeper, leader, listener, or mediator  evaluating the effectiveness of participant’s performance   ES-29/32: Follow instructions for complex procedures/routines	Student makes presentation on biome. Other students listen and ask questions.  Para educator is guiding the lesson.
Counting Money: One Up Method (:41)	9th-11th	ES-6/1: Identify and solve simple computation problems   ES-9/10: Model and solve equations using pictures, objects, and letters that relate to real-life relationships	Student using “One Up” strategy to count money.
Spelling (:37)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines ES-29/32:  Participate in a group discussion (when done with other students)	Review a spelling lesson created in PowerPoint.
Using Technology to Extend ABC Patterns (1:08)   Using Technology to Extend AB Patterns I  (:24)   Using Technology to Extend AB Patterns II (1:08)	9th-11th	ES-37/27 – Analyze and extend a pattern	Student uses technology, a SMART Board, to extend a pattern. Used as reinforcement activity and assessment.
Reading Assessment (Errorless) - One choice scanning (:38)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines ES-2/2:  Identify story elements ES-11/11:  Demonstrate understanding of information in texts	After completing literacy unit, assess comprehension via electronic test.  This student is learning the routine of responding to assessment questions.
Reading Assessment – Multiple Choice (1:00)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines ES-2/2:  Identify story elements ES-11/11:  Demonstrate understanding of information in texts	After completing literacy unit, assess comprehension via multiple choice electronic test.
Reading – Chain Switch Access (:30)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines	Independently read an electronic book using a chain switch.
Reading – Electronic Reader (:44)	10th	ESA ES-29/32:  Follow instructions for complex procedures/routings ES-29/32:  Participate in a group discussion	Either independently or with a group, read a book using an electronic reader. Observe: student insists upon independence!
Reading – Modified Switch (:37)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines	Using a modified switch, independently read an electronic book.
Reading – Reviewing Story Elements(:37)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines ES-29/32:  Participate in a group discussion ES-2/2:  Identify story elements ES-11/11:  Demonstrate understanding of information in texts	Review reading comprehension by selecting a question with a spinner device, and by selecting an answer recorded on a communication device.
Reading – Simple Scanning (:29)	10th	ELA ES-29/32:  Follow instructions for complex procedures/routines.	Independently choose and read an electronic book using a switch and a scanning procedure.