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Learning Language through Adapted Literature

(PreK-Grade 5)

Jessie Moreau, M.Ed., NBCTGwinnett County Public Schools, GeorgiaJessie_Moreau@gwinnett.k12.ga.us

GSHA Convention, 2015Athens, GA

Financial Disclosure Statement I am an employee of Gwinnett County Public Schools and            

receive an annual salary from them as an Instructional Coach. I am not receiving any other compensation for this presentation.

I am contracted by the Georgia Department of Education (GDOE) to adapt curricular materials. I am not receiving any compensation from them for this presentation.

I have no relevant nonfinancial relationship(s) to disclose.

Parental permission has been given for the use of all photographs of students in this PowerPoint.

Permission has been received to use and give credit to teachers who may have created materials in this PowerPoint other than myself.

Communication

Rule #1All students must have

a consistent way to communicate…

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…receptively and expressively.

Why Use Adapted Literature for Communication &

Language Development? Provides support to students through increased practice        with AAC materials, devices, and                                                 other technology (IT & AT)

Provides appropriate communication                                          and language models for students

Encourages interaction                                                                between students

Increases comprehension of literature                                   for students who read with                                                            little comprehension

Motivates students to communicate

Can provide insight into higher order                                      thinking skills students may have

Why Use Adapted Literature for Communication &

Language Development?

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Allows for shared reading experiences and communication attempts with non‐disabled peers                 and family members

Use of humor can elicit                                                              student responses

Why Use Adapted Literature for Communication &

Language Development?

Working on Speech articulation is a given for every story.

If students are functionally nonverbal:All students need access to verbal output,

via their own voice or the use of a voice output device.*

Various terms used for voice output devices:

Augmentative and Alternative Communication (AAC) devices

Speech Generating Devices (SGD)

Voice Output Communication Aide (VOCA)

Earn, Spend, Save materials created by Jessie Moreau, Gwinnett County Public Schools

Include print, pictures and/or tactilize AAC devices

Repeated story line

Questions/Answers

Yes (Want) / No responses

AAC Devices – Always visually include the message!

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Brown Bear, Brown Bear, What Do You See?(Bill Martin, Jr. / Eric Carle)

-Animal Identification-Color Recognition -Sequencing-Matching -Introduction to -Repeated Lines AAC device use-Tactile recognition

Enlarged tactilized pictures for matching, choice making, and retelling the story

The Gingerbread Man(Pictures by Karen Schmidt)

-Animals-Family members -AAC use-Sequencing -Choice making-Repeated line-Following directions

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“Stop. Sit down.”

“Run. Run. Faster. Faster.”

Tactilized pictures; hair “scrunchy” to attach

characters; iTalk2 to give and follow directions

Reading “Gingerbread Man” story and acting it out like “Duck, Duck, Goose” game

Students take turns being the Gingerbread Man & characters

Students take turns giving directions:  “Run, run. Faster, faster!”  and “Stop, sit down.”

Big Red Tub(Julia Jarman/Adrian Reynolds)

-Vocabulary Development -Sequencing - Prepositions-Compare/Contrast - Sizes-Physical Characteristics -Choice making

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Learn concepts by interactive tactilized pictures Compare sizes of animals (large/small)

Prepositions (in/out)

Baby kanga attached with stretchy cord to material pocket

Show comprehension of story using tactilized pictures Refer to the text of the story to find character

Refer to the text to determine a quote from the story

Make prediction to what happens next or refer to text

Show comprehension of story using tactilized pictures Refer to the text of the story to find character

Refer to the text to determine a quote from the story

Make prediction to what happens next or refer to text

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Additional “Big Red Tub” activities contributed by

Kayse Harshaw, GCPS/GDOE

“Jello Tub” with animal crackers and gummy animals

“Bubble tub” art project with animal stamps and hand prints

Stone Soup - *Public Domain(As Retold by Kayse Harshaw & Jessie Moreau)

-Vocabulary (vegetables)-Pot with “Fire” to “Cook”-Repeated Lines

Stone Soup

Vocabulary development (vegetables)

Repeated line for speech/AAC practice

Prepositions and verbs

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Stone Soup

Sequencing story parts

Go Away, Big Green Monster(Ed Emberley)

-Body Parts -Adjectives-Colors -AAC use-Sequencing-Build a Face Art

http://supersimplesongs.com/cd1-19.html

Photo Credit: Go Away Big Green Monsteron Photobucket, Creative Commons

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Good Night Moon(Margaret Wise Brown)

-Nouns -Matching -Repeated line-Size concepts-Passage of Time (day/night)-Social Greeting (“Good night!”)-Vocabulary Development

Goodnight Moon

Recreated story using PowerPoint program (must have legally purchased edition of book to do so for copyright purposes)

Tactilized pictures aid in comprehension of story concepts 

3 different sized bears & chairs

Goodnight Moon

Supplemental activities for Goodnight Moon

Vocabulary development using pictures, print, tactile items 

All‐Turn‐It Spinner with tactile items for Bingo

Move items from green room to “Good night!” board to retell story

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Playing Bingo with All-Turn-It Spinner; Interactive book using Boardmaker symbols to retell story;

Scavenger Hunt pictures

In greatroom

there telephone and

picture cow

over moon

balloon

Retell story using sign language

Three Little Pigs(Retold by Jennifer Farner & Jessie Moreau)

-Repeated Lines -Inflection/intonation-Counting -Sequencing

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Three Little Pigs

-Use of descriptors -Choice making-Hairdryer Wolf & Milk Carton Houses to show concept of weak/strong houses

http://www.dltk-teach.com/rhymes/paper_bag_wolf_puppet.htm

http://www.youtube.com/watch?v=Olo923T2HQ4&feature=related

Three Little Pigs

-Moving from object to picture representations-Retelling story using AAC device

(jelly bean switch activates hair dryer)

Goodnight, Gorilla(Peggy Rathmann)

-Animal Recognition -Sizes-Sequencing -Counting-Social Greetings (“Good night!”)-Vocabulary Development -Choice making

http://www.youtube.com/watch?v=-wD_poPr7gk&feature=related

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Cut out enlarged characters with front & back sides. Laminate only printed side of character, then glue to white craft foam

Retell the story using cut out pictures on the board book.

Have You Seen My Cat?(Eric Carle)

-Answering Yes/No questions-Same and Different-Repeated Lines-Introduction to Variety of Feline Friends-Use of AAC

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Communication and Comprehension activities created by Marti Yelverton)

TechTalk 8 AAC board to help retell story

If You Give a Mouse a Cookie(Laura Joffe Numeroff)

-Vocabulary development (household nouns)-Functions of nouns-Cause and effect (If….then….)-Verbs-Sequencing

When you give him the milk he’ll probably ask you for a straw.

If You Give A Mouse A Cookie by L.J. Numeroff adapted by Kayse Harshaw, Gwinnett County Schools, 2005,                                                    Boardmaker symbols © Mayer‐Johnson, LLC  and  Microsoft Office PowerPoint

Photo credits: David L Thomas, GDOE

Head switch for computer accessScanned story with picture symbols added into PowerPoint adapted story

Picture symbols velcroed in book

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Mrs. Wishy-Washy’s Farm(Joy Cowley)

-Animal recognition -Puzzle completion-Repeated lines-Sequencing-Retell story with tactilized story pieces

Big Mack AAC device with repeated line:“Wishy Washy, Wishy Washy, wash, wash, wash;

Enlarged tactilized pictures for retelling story

Mrs. Wishy-Washy’s Farm

Mrs. Wishy Washy’s Farm Barn door opens/closes

Chef (apron & spoon) fits into outlined puzzle piece

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Tub with bubble wrap attached    to plastic container

Mrs. Wishy Washy’s Farm

Animals inside “jail” made of clear                          lamination taped to picture

Animals in animal control “truck” plastic container

I Know an Old Lady Who Swallowed a Pie (Alison Jackson)

-Vocabulary-Sequencing-Repeated lines-Prepositions

http://www.makinglearningfun.com/themepages/OldLadyPieLiteracyActivities.htm

Picture/word matching; Interactive story with cereal box or baggie “Old Lady” and food pictures

or “play food”

Ideas from website: http://www.makinglearningfun.com/themepages/OldLadyPieLiteracyActivities.htm

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The Mitten(Jan Brett)

-Animals-Seasons (Winter)-Sequencing-Sizes

http://www.janbrett.com/index.html

http://www.janbrett.com/index.html

The Napping House(Audrey Wood)

-Sequencing-Repeated Lines-Animals-Adjectives

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Enlarged picture symbols velcroed onto bed in order of appearance in story.

Adapted story using Writing with Symbols (or Boardmaker Symbolate)

with scanned pictures from original book

Today is Monday(Eric Carle)

-Days of the Week-Animals-Food items-Repeated Lines-Sequencing

http://www.eric-carle.com/bb-monday.html

Tuesday

TechTalk 8 AAC overlay

Scanned pictures; days of the week symbols; photos of food

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Other related PowerPoint materials focused upon the days of the week and schedules

What Makes a Rainbow?(Betty Schwartz)

-Colors-Animals-AAC board for art projects

Art focused AAC board for use during art projects

(Created by Gina Gelinas, GDOE)

TechTalk 8 AAC boards for story comprehension and color identification

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The Emperor’s New Clothes(Hans Christian Anderson)

- Real / imaginary concepts- Choice making- Vocabulary development- Measurement

The Emperor’s New Clothes

“The Emperor’s New Clothes” created by Jessie Moreau, Gwinnett County Schools & Debra Bruster, Banks County Schools

What robe will the Emperor wear now? Choose one.

Where did the Emperor march? Show how he did it.

The Emperor’s New Clothes Choose Emperor’s robe and  

velcro it onto him

Use real tape measure for students to measure arms/legs

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The Emperor’s New Clothes Invisible robe is outline of robe 

on lamination film

Weave potholders to teach concept of loom weaving

Stone Fox(John Reynolds Gardiner)

- Age differences - Counting- Good vs Bad - Death & Dying - Dudley Do-Right Skit- Nonverbal communication

Stone Fox

Interactive tactile materials assist comprehension

Hand turns up/down for yes/no as with Grandfather

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Stone Fox

Skit works great for                  articulation and/or for AAC devices

Stone Fox

Compare/contrast the dogs

Students act out Willie carrying Searchlight across the Finish Line

Students help Stone Fox lead his Samoyed dogs in the race

“Mr. Popper’s Penguins” adapted story created by Sandra Murray, Cobb County

Mr. Popper’s PenguinsCharacter, Setting & Event Activities

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How to Eat Fried Worms(Thomas Rockwell)

-Counting to 15 -Adjectives/Adverbs-Sequencing -Choice making (preferences)-Chapter summaries via repeated line variants- Identification of variety of tastes (condiments)

• Tactilize Characters with variety of items,                                                      e.g. buttons, ribbon, hair, freckles, clothing, physical traits

How to Eat Fried Worms

Retell the story using sequenced overlays                               with story characters, settings, events 

How to Eat Fried Worms

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Students can smell, taste, feel                     

the various condiments that Billy used to eat  his 15 worms.

Place some condiments into 

small jewelry bags; Velcro® all 

condiments onto the printed, 

laminated picture

What did Billy put on his worm to eat it?  (Can use match to sample)

Use preprinted iconic text (symbols/words) for students to write descriptive sentences

Work on matching small iconic text to larger sample

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Shed door made of mini‐popsicle sticks glued onto cardstock.

Door opens/closes on cardstock strip “hinge” taped to shed picture

Plastic basket Velcroed® onto picture; rubber worm in basket.  

Hole punched into laminated basket picture and strung through hole in bedroom window picture.  

Students pull dowel tied to string to raise worm up to window

How to Eat Fried Worms

Because of Winn Dixie(Kate DiCamillo)

- Identify quotes- Verb recognition & comprehension- Emotions- Animals- Vocations

Because of Winn Dixie Refer to the text of the story to find character

Compare & Contrast characters

Make prediction to what happens next or refer to text

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Because of Winn Dixie Write “Lists of Ten”

Identify quotes from the story

Character descriptions                                                                          (adjectives, adverbs)

Loop Comprehension Activity

Ask/answer cross curricular questions on Loop Cards

Can match tactile items on question and response

Higher level comprehension activity 

Can work for any curricular area and/or grade level

Who has Miss Franny Block?“I have Miss Franny Block!”

Pictures courtesy of Jessie Moreau, Gwinnett County Schools

Asking & Answering Loop Comprehension Questions Using Speech & AAC (Step by Step)

Who do you have?“I have Winn Dixie!”

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Who has Opal Buloni’s dad?“I have the Preacher!”

Pictures courtesy of Jessie Moreau, Gwinnett County Schools

Asking & Answering Loop Comprehension Questions Using Speech & AAC (Step by Step)

Who has the character with the dog bone?“I do!”

“Alice in Wonderland” Loop Game materials created by Jessie Moreau, Gwinnett County Schools from Penni Singleton, Cherokee County Schools, adapted story .ppt

Alice in WonderlandAnswering Loop Activity Comprehension Questions

ResourcesThe electronic resources listed on the slides below all have free components. Each site has literature that has either been adapted or is accessible with voice output and some even allow for switch access.

Disclaimer -- No claims are being made in any regard by Jessie Moreau for any of the websites listed. I do not receive any compensation for sharing these websites. Use at your own risk.