In preschool, we have so little time each day with the children. In special education classrooms, we tend to have less time for literacy as we work on IEP goals which include self-help skills, social skills, and basic needs. Use this list of good teaching practices for preschool special education classrooms as a self check. Did you do each of these things this week?
Read
a book every day [examples]
Model
reading and writing explicitly [examples]
Let
kids write their own names on their art work [examples]
Plan
units around literature [examples]
Use
augmentative communication to allow for participation in interactive reading
[examples]
Use
electronic versions of books to allow access to repeated readings of stories
and to increase motivation and attention for stories [examples]
Incorporate
activities that use printed names of students into daily routine [examples]
Incorporate
reading and writing into dramatic play areas [examples]
Model
reading and writing functions by explicitly teach how to play in the dramatic
play areas [examples]
Use
communication boards for all children in the dramatic play area [examples]
Read a book every day – we often get so busy, we forget that reading books constantly is very valuable for literacy development. While we read, we model many behaviors that teach children basic concepts of print. Remember to let the children see the text and to point to the text when you read.
Model reading and writing explicitly – we read and write all the time, but don’t always use those natural opportunities to model. When you read or write a note to a parent, make a reminder for yourself on the chalkboard, take the attendance, or make a list draw the children’s attention to what you are doing.
Let children write their own names on their art work – use a pencil to write the child’s name very small in the corner so you know who the owner of the artwork is.
Plan units around literature – we often do units such as apples, butterflies, and eggs. Instead, make your units "Ten Apples Up on Top," "The Very Hungry Caterpillar," and "Humpty Dumpty." Use other books about the theme as supplements, but use the main book to drive your art, cognitive, motor, and language activities.
Use augmentative communication to allow for participation in reading – some examples include:
Use electronic versions of books to allow access
to repeated readings of stories and to increase motivation and attention
for stories – you can use Intellipics (by Intellitools
for Mac or PC) or Scan-n-Read
(Macintosh shareware) to create your own electronic books or you can download
some Intellipics books from various sites.
Incorporate activities that use printed names of students
into daily routine – these include things like check in at circle time,
art activities using letters of children’s names, delivering mail, or writing
sentences about what children did during the day. Make a game using Intellipics
(by Intellitools)
that uses the names of the children in the classroom.
Incorporate reading and writing into dramatic play areas
|
Theme |
Reading and Writing opportunities |
|
Doctor's Office |
Sign in Sheet |
|
Restaurant |
Menu |
|
Grocery Store |
Shopping list |
|
Housekeeping |
Newspaper |
| Office Play | Old typewriters, old computer keyboards, pens,
carbon paper, pads, various forms of stationery, phone books, and phones
(--submitted by Gilda) |
|
[send ideas to add to Linda Bastiani (bastiani@umd5.umd.edu)] |
Model reading and writing functions by explicitly teaching how to play in the dramatic play areas – remember that not all your children will have the same experiences and many children with special needs require explicit teaching on how to play. Use your "circle time" for direct modeling and teaching of play skills in the specific play centers.
Use communication boards for all children in the dramatic play area – communication boards have many uses for children at all levels of verbal abilities. More verbal children will benefit through
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