Autism and Reading Comprehension

Autism and Reading Comprehension
Автор книги: id книги: 1601594     Оценка: 0.0     Голосов: 0     Отзывы, комментарии: 0 1675,23 руб.     (18,81$) Читать книгу Купить и скачать книгу Купить бумажную книгу Электронная книга Жанр: Медицина Правообладатель и/или издательство: Ingram Дата добавления в каталог КнигаЛит: ISBN: 9781941765371 Скачать фрагмент в формате   fb2   fb2.zip Возрастное ограничение: 0+ Оглавление Отрывок из книги

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The predictable format, repetition, and routine of these lessons will create a relaxed learning environment, while the variations in the topics will hold students attention and help them generalize the reading skills they need to succeed! Starting with Level 1 (The Cat) and ending with Level 9 (The Lizard), special-educator Joseph Porter has developed an amazing 90 hours of animal-themed, whole-group instructions. There are two student worksheets for each of nine animals, totaling eighteen worksheets. Each worksheet has four variations, and there is a ready-to-go lesson plan for each one! There are also two sentence-building exercises for each animal theme, which will build students observation skills and help them transform those skills into conversation and written language. In addition to the step-by-step lesson plans, Joseph provides a detailed description of what the lessons will look and feel like in the classroom, complete with valuable, first-hand advice. In the back, you'll find an appendix with numerous suggestions for complementary activities for each animal theme, so you can supplement on the days with art projects, music, books, and videos. There is even a section containing Data-Collection Sheets, assessment forms that will help you record students progress, per IEP standards. All of the worksheets, lesson plans, visual tools, and assessment forms are available for quick-and-easy print at www.fhautism.com/arc.html.

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Joseph Porter. Autism and Reading Comprehension

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Ready-to-Use Lessons for Teachers

Joseph Porter, M.Ed.

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32. Praise students and pass out reinforcers.

33. Say: “Now we will draw a picture to go with our sentences.” Lead students to read the first sentence and then draw a picture of it. Do this for each sentence, one sentence at a time at first. Monitor the drawings and try to limit them to drawing only one cat. If a higher-functioning child is drawing three cats, clearly intending one cat for each sentence, without exhibiting difficulties, then that is okay. Later in the program, they may be able to remember two or three details at once and incorporate them all into one cat picture.

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