School-Based Shared Reading

mpebly

7/9/2018 7:13 PM

The following post is an example of a portion of our professional development as part of a Partnership Grant to support inclusive literacy practices in kindergarten for students with significant disabilities.  Professional development and coaching were provided to address each of the areas identified in the visual schedule as part of our shared reading and writing routine (see image 1).

Partnership Grant to Facilitate Shared Reading and Writing in an  Inclusive Kindergarten

Dr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.

Portland State University

During the 2018-19 school year, faculty from Portland State University led three half-day professional development meetings with faculty at a local elementary school in order to collaborate on how to plan, implement and assess literacy instruction for students with complex support needs.  Our professional development sessions included content related to ecological assessment, applying the principles of Universal Design for Learning (UDL), developing participation plans for students, provision of balanced opportunities to learn reading and writing, infusing core word instruction into the classroom environment and developing adapted materials for reading and writing instruction.

Attached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath.  The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice.   Several versions of the writing templates were created to address the needs of the diverse student population.  Most of the students were asked to practice writing the letter e,  some were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.

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