Adapting Books - PowerPoint by jennbrink

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									   Adapting Books
Presented by the :
Polk County Schools-Local
Augmentative/Assistive
Technology Team
Resources for the presentation:
Materials used in the presentation and
your handout packet were from
workshops presented by:

Patti King-DeBaun
Linda Burkhart
Caryolyn Musselwhite
Elizabeth S. Rush
“No Child it too low or
    too involved to
 participate in early
 literacy activities!”
   Pattie King-DeBaun
       The Pleasure of Books
Learning to associate books with
pleasure is an important emergent
literacy skill. We can show children that
books are full of wonderful things and
share books with children at what ever
level they are able to enjoy them.

Linda Burkhart
  Supported Story Readings

Supported story reading utilize books for
literacy/language learning. These books
which carry a theme should be used for
repeated reading experiences, developing
literacy related extension activities and for
communication/language learning goals
     Strategies for Supported
          Story Readings


small group- learning
works best when
introduced in small
groups of no more
than three or four
children.
Repeated Readings-
When children are
allowed to select the
stories to read with
partners they
frequently choose the
same ones over and
over again,
sometimes fatiguing
parents or other
readers.
Repeated reading is a very productive
strategy in supporting language and
literacy development.
It gives the child the opportunity to
establish and practice powerful strategies
that they will later use.
It is more likely to bore the adult.
Research reports that children prefer
multiple readings of their favorite stories
rather than “book of the day” approach.
         Storybook Centered
         Thematic Approach
Musselwhite and King-Debaun (1997)
 distinguished between two basic
 categories of books based on how they are
 used for Supported Story Reading

 Books for enjoyment/enrichment
 Books for literacy/language learning
            Books for
  Literacy/Language Learning
These books carry a theme.
Should be used for repeated reading
experiences.
Attention is given to content and text of
the story.
Features predictable text, repeated text,
simple text, and simple graphics.
Scaffolding or
prompting is used
to involve the
reader.

The adult
gradually reduces
hid responsibility
in reading and
gives more
responsibility to
the child.
Primary goal is building on emergent literacy
skills: book handling, book reading skills,
linking text with graphics, and building
language concepts.




Literacy learning occurs in an incidental
manner
Guidelines when adapting books:
Selecting Books
Consider reader’s interest or appeal.

Identify age appropriate topics and
graphics.

Look for books that are predictable.
Selecting Symbols
– Single symbol adaptations:

    Use a single symbol for each page for
        early emergent readers.

    Identify what concept to teach: nouns,
        verbs, descriptors, etc.

    Use same symbol for a repeated line.
 Multiple word Adaptations:
  – Identify books that support transition to use 2
    or 3 symbols
  – To aide in reading in sequence find books that
    have one short sentence per page.


•Word for Word adaptation
  •Attempts to keep symbols on a single line by
  making cells smaller for little words.
Basics for symbols
– Early readers: scan the image of the character
  of the story.

– Use the color symbols with words in black ink.

– Use a symbol for the cover.

– Use “The End” symbol on the inside back
  cover.

– Use a “Read Again” symbol on the back cover.
          Adding Symbols
Below Book: If possible add the symbol
below the book so the symbols don’t
become buried in the graphics.

In a Book:
– Make symbols visually apparent.
– Use Velcro to easily attach or detach symbol.
         Using Symbols:

Have additional symbols available to
match with those in the adapted book.

To support text use a large front label the
symbol.
       General Guidelines:
Velcro: place soft/female Velcro on the
surface of the book. Place the rough/male
Velcro on the symbol.
Use software to support adapting books
like Boardmaker or Writing with Symbols.
Laminate books or use soft contact to save
on wear and tear.
      Physical Adaptations
Books Stands:
– Use foam wedges with Velcro to secure the
  books.

– Velcro sensitive fabric to cover lap trays and
  male Velcro on the back of the book.

– Purchase stands.
Book Fluffers: items between pages to
help with turning pages.




Sturdy: make books sturdy using 7 mil
laminate or card stock.
     BE AN ACTOR WHEN
         READING!




Don’t hesitate to be an actor when reading to children.
Vary your voice, whisper to draw in the attention of the
children and show emotion in your voice to simulate
what the characters are feeling. Communicate to the
children that this is neat and he is fun to read and write
with.
Show and Tell

								
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