Page 230 - Diretrizes do Programa Marista Bilíngue - 4ª Edição

COMMUNICATION SKILLS COMMUNICATION SKILLS

Strategy: Accessible Literacy—Reading Example:
Strategy: Phonological Awareness Skills Example: click image to link to the website
Book for Emergent Readers
I see...How Many? Color? What? Phone
Audience: Kindergarten to Grade 12 Adapted Book
Audience: Kindergarten to Grade 4

What:
What:
• Targeting phonological awareness skills • Adapted literacy materials for Inclusive Practices to Consider:
emergent/non-readers
is an essential part of pre-literacy • Interactive materials for increased
development student engagement • Consider students vision when
• Phonological awareness skills help all • Online tools for promoting early literacy selecting font size
children learn to read development • For non-readers/emergent readers,
repetitive text is best
• Students with augmentative and
alternative communication (AAC)
devices can learn to read using their
How: • device for output
This strategy supports emergent
• Support the following areas of How: readers, students with autism spectrum
phonological awareness development: • Supporting student literacy by using disorder (ASD), students with
– rhyme visual supports and simplified text intellectual disabilities, students who
– segmentation Inclusive Practices to Consider: are non-verbal/minimally verbal, etc.
– isolation
– deletion • • Use visual supports where possible
Use choices for students who may not
– substitution
– blending be able to verbalize an answer
• This can be done through various Materials:
online platforms or sharing of hands-on
activities with families Reference and Links: • Boom Learning: search for Reference and Links:
Phonological Awareness: A Guidebook for • interactive/adapted books
Adapt4SpecialEd: digital and print
Parents Literacy for All Instruction
https://www.uwo.ca/fhs/lwm/teaching/dld2_ based books for emergent readers on a http://literacyforallinstruction.ca/communica
variety of topics
2020_21/Kung_dld2.pdf tion/
Materials: • • Epic Books: text to speech
Tar Heel Reader: high interest/low level
• Online platforms: Seesaw, Boom Phonological Awareness: An Instructional readers, book creator, text to speech Comprehensive Literacy for ALL Students
and Practical Guide for Use in the
https://www.janefarrall.com/comprehensive
Learning Kindergarten Classroom (shared online resource where any -literacy-instruction-meeting-the-
• Florida Centre for Reading Research https://www.uwo.ca/fhs/lwm/teaching/dld_2 individual can upload created books. instructional-needs-of-all-students-in-our-
printable activities 018_19/Woldmo_PAGuideKindergarten.pdf Can search by topic of interest. classrooms/
• Linked phonological awareness Teacher/parent should vet books prior
guidebooks with your online platform Florida Centre for Reading Research to use)
https://www.fcrr.org/student-center-
activities/kindergarten-and-first-grade

Fonte: https://www.mbremotelearning.ca/teaching-strategies
Convidamos também o docente a explorar o sítio que contém abas para o de-
senvolvimento profissional e plataformas de interesse para estudantes, que
incluem o MS Teams.
Fonte: https://www.mbremotelearning.ca/teaching-strategies
230 Diretrizes do Programa Marista Bilíngue