F.A.C.E.S. Language Arts Module

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1 F.A.C.E.S. Language Arts Module

2 Region 17 Education Service Center Dr. Kyle Wargo, Executive Director Department of Special Education Functional Academic Curriculum for Exceptional Students (F.A.C.E.S.) Language Arts Module Region 17 ESC Board of Directors Billie Harrison Dennis G. Harrison Bruce Rigler Clifton Gardner Linda Neal Chris Roberts C. David Cobb Written & Developed by: Anita Neff (Region 17 ESC) Mary Jo Lovingier (Region 17 ESC)

3 2003 by Region 17 Education Service Center. All rights reserved. The activities within this module may be reproduced for educational or classroom purposes only. The symbols used within this curriculum were used with permission and taken from The Picture Communication Symbols Mayer- Johnson Inc., Solana Beach, CA.

4 ACKNOWLEDGMENTS This module has been a true labor of love and dedication to developing literacy skills in a population of students who have challenges for learning about reading and writing. As we finish this module, we want to be sure to thank the many people who have helped make it happen. If we have inadvertently omitted someone who has contributed to this process, we apologize. We truly appreciate all of the help along the way from all of our friends and families. We would like to thank a few people personally: During the summer of 2000 the following people began the initial framework for this module. Thanks to Cheryl McKnight, Peggi McNairn, Cindy Shioleno, and Shirley Weaver for their expertise in the area of the development of literacy and curriculum writing. During the summer of 2001 the following people contributed some teaching strategies and activities. Thanks to Pat Tubb, Pat Adams, Connie Fletcher, Stephanie Free, Kayte Pike, Cheryl McKnight, Teri Jones, Shelly Grappe', and Beth Bailey. A very special thanks goes to our typist, Judy Chase, who has waded through countless pages of handwritten notes and edited repetitively with such grace and diligence. It is our hope that teachers will be inspired to take this labor of love and instill in their students an enjoyment of reading and writing, regardless of the form it may take.

5 Table Of Contents Cover Page Copyright Information Acknowledgments Introduction Cover Page i Introduction Intro 1 Policy Statement Intro 2 Best Practices For Literacy Intro 3 Creating a Print Rich Classroom: A Checklist Intro 6 Literacy Levels Cover Page ii Definition of Literacy Levels Definition 1-3 Assessment Cover Page iii Assessment of Literacy Skills Assessment 1-22 Learning Objective and Teaching Activities Cover Page iv Pre-Emergent Literacy Level v Pre-Emergent Listening/Speaking Cover Page vi E1 E5 M1 M5 H1 H5 Pre-Emergent Reading/Print Awareness Cover Page vii E1 E4 M1 M4 H1 H4 Pre-Emergent Writing Cover Page viii E1 E2 M1 M2 H1 H2 Emergent Literacy Level ix Emergent Listening/Speaking Cover Page x E1 E5 M1 M5 H1 H5

6 Table of Contents (Cont d) Emergent Reading /Print Awareness Cover Page Emergent Writing Cover Page Novice Literacy Level Novice Listening/Speaking Cover Page Novice Reading/Print Awareness Cover Page Novice Writing Cover Page Experimenting Literacy Level Experimenting Literacy Level (Continued) Experimenting Listening/Speaking Cover Page Experimenting Reading/Print Awareness Cover Page Experimenting Writing Cover Page xi E1 E8 M1 M8 H1 H8 xii E1 E5 M1 M5 H1 H5 xiii xiv E1 E4 M1 M4 H1 H4 xv E1 E7 M1 M7 H1 H7 xvi E1 E3 M1 M3 H1 H3 xvii xviii xix E1 E3 M1 M3 H1 H3 xx E1 E9 M1 M9 H1 H9 xxi E1 E6 M1 M6 H1 H6

7 Table of Contents (Cont d) Conventional Literacy Level Conventional Listening/Speaking Cover Page Conventional Reading/Print Awareness Cover Page Conventional Writing Cover Page Student Portfolio of Progress Apendices Compendium References Resources xxii xxiii E1 E4 M1 M4 H1 H4 xxiv E1 E8 M1 M8 H1 H8 xxv E1 E2 M1 M2 H1 H3 xxvi xxvii xxviii xxviv xxx

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