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Adapting Books

Adapting Books. Presented by the : Polk County Schools-Local Augmentative/Assistive Technology Team. Resources for the presentation:. Materials used in the presentation and your handout packet were from workshops presented by: Patti King-DeBaun Linda Burkhart Caryolyn Musselwhite

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Adapting Books

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  1. Adapting Books Presented by the : Polk County Schools-Local Augmentative/Assistive Technology Team

  2. Resources for the presentation: • Materials used in the presentation and your handout packet were from workshops presented by: • Patti King-DeBaun • Linda Burkhart • Caryolyn Musselwhite • Elizabeth S. Rush

  3. “No Child it too low or too involved to participate in early literacy activities!” Pattie King-DeBaun

  4. The Pleasure of Books Learning to associate books with pleasure is an important emergent literacy skill. We can show children that books are full of wonderful things and share books with children at what ever level they are able to enjoy them. Linda Burkhart

  5. Supported Story Readings • Supported story reading utilize books for literacy/language learning. These books which carry a theme should be used for repeated reading experiences, developing literacy related extension activities and for communication/language learning goals

  6. Strategies for Supported Story Readings • small group- learning works best when introduced in small groups of no more than three or four children.

  7. Repeated Readings- When children are allowed to select the stories to read with partners they frequently choose the same ones over and over again, sometimes fatiguing parents or other readers.

  8. Repeated reading is a very productive strategy in supporting language and literacy development. • It gives the child the opportunity to establish and practice powerful strategies that they will later use. • It is more likely to bore the adult. • Research reports that children prefer multiple readings of their favorite stories rather than “book of the day” approach.

  9. Storybook Centered Thematic Approach Musselwhite and King-Debaun (1997) distinguished between two basic categories of books based on how they are used for Supported Story Reading • Books for enjoyment/enrichment • Books for literacy/language learning

  10. Books for Literacy/Language Learning • These books carry a theme. • Should be used for repeated reading experiences. • Attention is given to content and text of the story. • Features predictable text, repeated text, simple text, and simple graphics.

  11. Scaffolding or prompting is used to involve the reader. • The adult gradually reduces hid responsibility in reading and gives more responsibility to the child.

  12. Primary goal is building on emergent literacy skills: book handling, book reading skills, linking text with graphics, and building language concepts. • Literacy learning occurs in an incidental manner

  13. Guidelines when adapting books: • Selecting Books Consider reader’s interest or appeal. Identify age appropriate topics and graphics. Look for books that are predictable.

  14. Selecting Symbols • Single symbol adaptations: • Use a single symbol for each page for early emergent readers. • Identify what concept to teach: nouns, verbs, descriptors, etc. • Use same symbol for a repeated line.

  15. Multiple word Adaptations: • Identify books that support transition to use 2 or 3 symbols • To aide in reading in sequence find books that have one short sentence per page. • Word for Word adaptation • Attempts to keep symbols on a single line by making cells smaller for little words.

  16. Basics for symbols • Early readers: scan the image of the character of the story. • Use the color symbols with words in black ink. • Use a symbol for the cover. • Use “The End” symbol on the inside back cover. • Use a “Read Again” symbol on the back cover.

  17. Adding Symbols • Below Book: If possible add the symbol below the book so the symbols don’t become buried in the graphics. • In a Book: • Make symbols visually apparent. • Use Velcro to easily attach or detach symbol.

  18. Using Symbols: • Have additional symbols available to match with those in the adapted book. • To support text use a large front label the symbol.

  19. General Guidelines: • Velcro: place soft/female Velcro on the surface of the book. Place the rough/male Velcro on the symbol. • Use software to support adapting books like Boardmaker or Writing with Symbols. • Laminate books or use soft contact to save on wear and tear.

  20. Physical Adaptations • Books Stands: • Use foam wedges with Velcro to secure the books. • Velcro sensitive fabric to cover lap trays and male Velcro on the back of the book. • Purchase stands.

  21. Book Fluffers: items between pages to help with turning pages. • Sturdy: make books sturdy using 7 mil laminate or card stock.

  22. BE AN ACTOR WHEN READING! • Don’t hesitate to be an actor when reading to children. Vary your voice, whisper to draw in the attention of the children and show emotion in your voice to simulate what the characters are feeling. Communicate to the children that this is neat and he is fun to read and write with.

  23. Show and Tell

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