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Shared reading plan for Rap A Tap Tap
Alice
5/14/2015 5:49 AM
Attached is a plan of action our classroom developed in implementing a shared reading experience in a middle school classroom of students with complex communication needs. I had the wonderful experience of meeting Amy Parker recently at Wing Lake and we talked about a couple of lessons that may be fun for students comparable to ours. The most exciting thing about this lesson was the amount of participation and enthusiasm our kids demonstrated. They certainly were more than anxious to participate. In fact, they were "rap a tap tapping" in their own seats! So please share and enjoy; that is my sole hope for contributing this: Passing the passion to others!
2-dimensional symbols,3-dimensional symbols,Body movements,Braille,Facial expressions,SGD/Communication device,Visual Behavior,Information,Social,Answers yes/no questions,Asks questions,Attracts attention,Continues an action,Directs your attention,Expresses interest in other people,Makes choices,Makes comments,Obtains more of something,Polite social forms,Requests a new action,Requests attention,Requests more of an action,Requests more of an object,Shows affection,Level 1. Pre-Intentional Behavior,Level 2. Intentional Behavior,Level 3. Unconventional Communication,Level 4. Conventional Communication,Level 5. Concrete Symbols,Level 6. Abstract Symbols,Level 7. Language,Educator,Other,Speech-Language Pathologist,Wing Lake,Complex Communication Needs; Literacy,Charter
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Statement A
My child doesn't seem to have real control over his body yet.
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Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging