Reading, writing, listening and speaking are the four essential components of literacy (Teale & Sulzby, 1986). For these activities to become meaningful and interesting, they need to happen within the context of genuine and meaningful activities. Unfortunately, so many of our AAC users - and other students with significant disabilities - are not accessing literacy learning within meaningful contexts.
So I thought I’d provide a short list to get you started thinking about some really simple ways to provide those for your own students. Because there can be cross-over between the components, I decided not to make a 4-column list, but rather a single list that you can allocate to meet the needs of your own students.
- chat about current or past experiences/activity
- make choices
- read a book, paper, or magazine
- make a list
- write an email or text
- create a poster for a school project, club, or election
- greet others
- write in a diary/journal
- follow directions in a recipe or art project or to construct something
- write a book for younger children
- caption a photograph
- create their own schedule
- make reminder notes
- take attendance
- follow teacher directions
- answer questions after listening to a story or informational text
- asking or answering questions
- making requests
- finding items in a store or at the library or on a shelf
- chatting on the bus, on the playground, in the cafeteria
- delivering notes or papers to the office or other teachers
- reading a menu/choosing lunch
Teale, W. H., & Sulzby, E. (1986). Emergent
literacy: Reading and writing. Norwood,
NJ: Ablex.
You might be interested in my resources for:
Writing with Captions for Early Writers
Writing Activities for Reluctant Writers - lists to stories
Shared Reading Strategies and Templates
Shared - Guided Reading for Special Education
Keep on talking - and reading!
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