tion, educators can identify options for embedded instruction targeting letter identification, letter sounds, recognizing letters in text and producing letter forms. During shared reading, atten- tion can be drawn to an uppercase letter C in a character’s name or the initial /c/ sound can be articulated when read within the text. We can highlight this by saying, “I hear that /c/ sound for c in the word catch ,” as we point to the letter, or word, in print. During predictable chart writing, an abundance of opportuni- ties are available as we write the chart, re-read the chart and write our book. Multiple exposures to the chart provide for various work with letters when write the chart (“We can bring money , money starts with m ,”) letter-sounds when re-reading the chart (“I hear an /m/ sound in money ,”) or producing the letter by typing on a keyboard when creating a book. CLOSING THOUGHTS: In our experiences teaching older learners in high school, many of whom are considered emergent literacy learners, we hear time and time again from parents and students alike that one of the most important goals they have is to learn to read and write. We have also seen far too often that teams have “thrown in the towel” on teaching literacy by the time that students enter their high school years. However, we know that when given comprehensive literacy instruction using a team- based approach, that students CAN learn to read and write, despite their age, disability, or diagnosis. It truly is life changing. RESOURCES AND REFERENCES: Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write . Baltimore, MD: Paul H. Brookes Publishing Co.. Jones, C.D., Clark, S.K. & Reutzel, D.R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Child- hood Education Journal , 41, 81-89. Schuele, M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language Speech and Hearing Services in Schools, 39, 3-20.
Rusnak Creative, Powerpoint Game templates: https://www. rusnakcreative.com/gameshows) Don Johnston, Readotpia: www.donjohnston.com Apps: Pictello: (https://www.assistiveware.com/products/pictello) $19.99 Book Creator: (https://bookcreator.com/) $2.99 Story Creator: (https://apps.apple.com/us/app/story-creator- easy-story-book-maker-for-kids/id545369477) Rap Maker/ Auto Rap: free trial and subscription based https://apps.apple.com/us/app/rap-maker-recording- studio/id1478616650 https://apps.apple.com/us/app/autorap-by-smule/ id524299475
WEBSITES:
Canva: www.canva.com DLMPD: www.dlmpd.com
Tarheel Shared Reader: www.sharedreader.org AAC Intervention: www.aacintervention.com Animated Step by Steps: www.animatedstep-by-steps.com Epic: www.getepic.com Tarheel Reader: www.tarheelreader.org Unite for Literacy: www.uniteforliteracy.com Lessonpix: www.lessonpix.com UNC Chapel Hill, Alternative Pencils: https://www.med.unc. edu/ahs/clds/alternative-pencils
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