Lee & Smith, 2011
1
STORY-BASED LESSONS
Presented by Angel Lee and Bethany R. Smith
UNC Charlotte
Acknowledgement
2

Some of the slides used in this presentation were
de eloped b
developed
by the staff of the General Curriculum
C rric l m
Access Projects University of North Carolina at
Charlotte
Lee & Smith, 2011
1
Why Teach Literacy?
To allow students with significant disabilities access to
grade
d appropriate
i t reading
di materials
t i l as wellll as grade
d
level content standards
 To systematically engage these students in meaningful
literacy activities
 To allow students with significant disabilities the
opportunity to experience some of the same rich
reading
g experiences
p
as their typically
yp
y developing
p g
peers
 Even with the 1% of the 1% it is important to provide
access to the enriching and engaging literature that
grade level content provides

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3
Selecting Grade Appropriate Books

What books are typical students reading?




4
Askk a generall education
A
d
teacher
h at your school
h l what
h hher
students are reading
Consult the reading curriculum guide that your school district
uses to teach reading
Ask a librarian
Search the Internet
http://childrensbooks.about.com/od/agegradebooksby/
p //
/ / g g
y/
www.lexile.com
http://www.corestandards.org/assets/CCSSI_ELA%20Standar
ds.pdf
Lee & Smith, 2011
2
Why do we need to adapt books?
5
•
Challenge of the text
–
–
–
–
–
•
Are not able to read the
words
May have no pictures in
older grades
Short attention spans vs.
amount of text if read
aloud
Limited receptive
vocabulary
May need to add in visual
or tactile cues
Challenge of the book
–
–
–
May not be able to hold/
manipulate book
Book may be too “fragile”
for students’ motor
planning
Book mayy appear
pp
unappealing if all text
Lee & Smith, 2011
Adapting the Book: Shorten or Rewrite
6

Shorten or rewrite the text
 After
Af
reading
di the
h book,
b k decided id
 If
the vocabulary is basic and easy to understand (e.g., K-1
level)- will I need to eliminate some pages/ parts of page
to shorten the story?
 If the vocabulary is complex- will I need to rewrite the story?
Will it be one summary story or by chapters?
 How much do I need to condense? Four chapters down to
two chapters or each chapter down to one page?
 If
in a middle school or high school, have students
rewrite books as a service project
Lee & Smith, 2011
3
How to Shorten/Rewrite Text
7
Pre-read text
 Summarize
S
i eachh chapter
h t tto capture
t
main
i
idea- provide details
 Re-write chapter summary using considerate
text:

 Grade
2-3 listening comprehension level (Send plain text
file to Lexile Framework for Reading™ website, obtain
lexile level, adjust if needed to Level 400600)(MetaMetrics, Inc., 2005)

When choosing vocabulary to focus on, consider high
Lee & Smith, 2011
frequency words
Typical Elementary Reading
A typical reading lesson consists of the teacher
reading a book to a group of students
 Teacher sits in front of the group with the book
facing the students
 Students take turns interacting with the story under
teacher direction
 Phonics instruction is taught separately, but these
skills may also be embedded in story reading

8
Lee & Smith, 2011
4
Physically alter the book
9

Begin by cutting the
b k apart
book
Lee & Smith, 2011
Laminate the pages of
the book.
This will make the
book sturdier and will
allow it to be cleaned.
Using a heavy laminate
will make it easier for
students to turn the
page.
If you do not have
access to a laminator,
sheet protectors will do.
10
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5
Re-bind the book pages using
spiral binding
11
12
You will need to make the book
accessible for students with physical
challenges.
g Above left: a handle has
been added for opening the book.
Above right: Popsicle sticks may make
turning the page easier. Bottom right:
page fluffers separate the pages and
make it easier to turn one at a time. Use
cut up sponges, or stacked foam
squares.
or
Hole punch the pages and insert
into 3 ring binder
Lee & Smith, 2011
Lee & Smith, 2011
6
Adding physical cues to books
Add foam
letters to
the title
13
Add a
colorful
frame
around the
author’s
name. Fade
away over
time
Trace the title in puff paint
Lee & Smith, 2011
Lee & Smith, 2011
14
ELEMENTARY LITERACY
ENGAGEMENT SKILLS
7
Story-based Lessons

Preparation for teaching literacy skills using story-based
lessons




Select grade-level picture book or an adapted chapter book
Select key vocabulary from book
If using symbols or pictures pair with the word
Choose a few words that are high frequency in addition to those
needed to understand the story (e.g., trolley)
Find repeated line or create one that tells main idea of the book
Select comprehension questions with answers and distracters


15
Consider Blooms taxonomy; go past “knowledge”
Modify book as needed for student access
Lee & Smith, 2011
Steps of the Story-Based Lesson at the
Elementary Level
1) Anticipatory set
2) Read
R d the
th title
titl
3) Read the author
4) Prediction
5) Open book
6) Text pointing
7) Identify vocabulary
8) Repeated story line
9) Turn the page
10) Comprehension question/review prediction
Items in BOLD Print should be done in specific order, all other items can be completed in
the order of teacher’s discretion.
16
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Lee & Smith, 2011
17
Step 1: Anticipatory Set
Description
Anticipatory set is the presentation of an object or
concept that
h can be
b accessed
d through
h
h any one off
the five senses
 The anticipatory set can include:

An
object to be touched---(ex. an stuffed animal or a pair
of mittens)
A food that can be experienced through taste or smell--(ex. a lemon or a fortune cookie)
An object that describes a concept--- (ex. An ice cube or
a cup of warm water)
A recording that represents a part of a story--- (ex. a
violin piece or a mooing cow)
18
Lee & Smith, 2011
9
Step 1: Anticipatory Set
Teacher Action
19
Present an object that can
be accessed through at
least one of the five
senses to represent a
major theme and create
an sense of anticipation
Example: Earth Dance by
Joy Rider
You can give the students a
plastic blow up earth
For The Case of the Sassy
Parrot, use a talking
parrot

Lee & Smith, 2011
Step 2: Read the Title
Description


Students need the opportunity to interact with the
story in a specific sequence
When presenting the title page of the book, the
teacher should use the word “title”


20
“I am going to read the title of our book.”
The teacher should also sweep
p their finger
g under
the title, to further emphasize their statement
Lee & Smith, 2011
10
Step 2: Read the Title
Teacher Action
21

Every student should have
an opportunity to touch
and/or
/ read the title.


Can place title and record the
title of the book on a voice
output device
The title of the book can be
highlighted, underlined with
a pipe cleaner, raised with
puff paints, or traced over
with glue and sand
Example: Teacher says “This
title of our book is ‘Earth
Dance’. Touch/tell us the
title of this book.”
Lee & Smith, 2011
Step 3: Read the Author’s Name Description

When p
presenting
g the title page
p g of the book,, the
teacher should use the word “author” to describe
the writer of the story


22
“I am going to point to the author’s name. The author is
the person who wrote this book.”
The teacher should also sweep their finger under
the author’s
author s name, to further emphasize their
statement
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11
Step 3: Read the Author’s Name
Teacher Action
23

Every student should have an
opportunity to engage with
and/or read the name.
name


Can place the author’s name
and record the title of the book
on a voice output device
Pair the author’s name with a
photo of the author
Example: Teacher says “This
author of our book is Joy
Rider. Touch/tell us the
author’s name.”
Lee & Smith, 2011
Step 4: Ask a Prediction Question Description


Students make a prediction about what they think
the story will be about.
about
Front cover and pictures in the story can provide
context clues that assist the child in making that
prediction


There are no wrong answers.

24
Take a “picture walk” through the book. Point-out pictures
that are important in determining what the story is about.
The student is simply indicating what they THINK the story
will be about.
Lee & Smith, 2011
12
Step 4: Ask a Prediction Question Teacher
Action



Show the students the cover page and take a pictureg the text.
walk through
Ask the students what they think the story will be about.
The child may choose from pictures, objects, or give a
verbal response.



You can vary the number of options the students to select from
You can vary the difficulty of the options by using distracters that are very
dissimilar or similar to pictures in the book
These responses can be displayed on a felt or magnet
board to remind them later of their answer.
Example: “What do you think our story will be about? Do
you think it will be about the earth, a steam train, or an
apple pie?”
Lee & Smith, 2011
25
Step 5: Model Opening the Book Description
Students with significant disabilities may not have had
an opportunity to “handle”
handle books
 Students need to understand how to orient the book

Front,
back, top and bottom of the book
Students should be given the opportunity to position the
book so that it can be read
 Point out the front, back, top and bottom of the book
and model how to open
p it
 Present the closed book to a student
 Partial participation is acceptable, book may need to
be modified

26
Lee & Smith, 2011
13
Step 5: Model Opening the Book Teacher Action
27

The teacher hands the closed book to
a student and ask him/her to get the
story
y started



Avoid directly saying “open the book”
The book can be handed to the
student in an upside-down and/or
backward fashion to create
additional challenge
If the student has physical limitations,
present the book in a variety of
positions, and ask the student, “Is the
book ready to be read now?
now?”

The student can respond by using their primary
method of indication (e.g. head nod, AAC
device, pointing, eye gaze)
Example: “How do we get our story
started?”
Lee & Smith, 2011
Step 6: Text Pointing
Description



Point to the text as you read. Text pointing teaches
the concept
p that the words on the page
p g are
correlated to the pictures in the book and story being
told and reinforces the concept of reading from left
to right, and from top to bottom
Students should be given the opportunity to text point
a sentence from the book
Read the words as the student points to them



28
Read at the same pace as the student points from word to
word
d
For students with physical limitations, text can be
enlarged and displayed on a large piece of clear
plexi-glass for eye-gazing or on a vice output device
Sentences can be highlighted and may become the
repeated story-line Lee & Smith, 2011
14
Step 6: Text Pointing
Teacher Action
29
Read and point to the text
 Each student should have the
opportunity to point to the text
and “read” with the teacher
once throughout the book
 Text can be enlarged or written
on sentence strips for students
who eye gaze

Example: “Help me read this
sentence. “Let’s do the earth
dance!”
Lee & Smith, 2011
Step 7: Identify Vocabulary
Description

Vocabulary:



Teach word meaning through specific instruction



Teach specific words prior to reading
Repeat exposure to vocabulary words in many different
contexts
Select up to 5 words/pictures



30
Words that we must know to communicate effectively
Words in text that we must know so that we can connect to the
text
They may be highlighted
Pair picture vocabulary with the word
May use voice output device
Lee & Smith, 2011
15
Step 7: Identify Vocabulary
Teacher Action
Identify the vocabulary as the story is read
 Students
S d
are given
i
the
h opportunity
i to read
d and
d
point to the selected vocabulary as they appear in
the text

Example: One of the vocabulary words for Earth
g the line “Let’s
Dance mayy be dance. After reading
do the earth dance!” The teacher may say, “Dance
is one of our vocabulary words. Find the word
dance
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31
Step 8: Read the Repeated Story Line
Description


Elementary books often have a line from the book
that
h is
i repeated
d that
h describes
d
ib the
h main
i idea
id off
the story
If there is no repeated line, the teacher can
create one that emphasizes a theme central
throughout the story


32
This text can be taped into to the book and/or emphasized by
highlighting or underlining
Each child should have an opportunity to read the
repeated story line (or part thereof) or they may
read the line as a choral response
Lee & Smith, 2011
16
Step 8: Read the Repeated Story Line
Teacher Action
33

Students have the opportunity to point
to and “read” the repeated story line


You may add the repeated storyline in symbols as
shown here
The repeated story line may also be
recorded into a student’s voice output
device, so the student can “read
along”

If using
g a voice output
p device,, leave the
device near the student so they may show
anticipation of the line by activating the
device at the right moment rather than
handing the device to them at the time of
the line
Lee & Smith, 2011
Step 9: Turn the Page
Description

Indirectly ask the student to turn the page



For students with physical limitations:



34
Helps
H
l make
k th
the connection
ti b
between
t
printed
i t d ttextt and
d
hearing the story
The request is implied to prevent the student from following
the teacher’s direct command and encourage the student to
think about what is needed
Pipe cleaners
Pi
l
or craft
ft sticks
ti k glued
l d tto the
th pages to
t create
t
handles
Pieces of sponge glued to separate the pages
Have a picture or program a voice output device to
indicate “turn the page”
Lee & Smith, 2011
17
Step 9: Turn the Page
Teacher Action
35


Every student is given the
opportunity to continue the story
by turning a page
Requests can be made by asking
the student:
“How do we keep the story going?”
“What do you think happens next?
How can we find out?”
 “What do we need to do to find
out what is going to happen?”


Example: “How do we keep our
story going?”
Lee & Smith, 2011
Step 10: Comprehension
Description


Construct comprehension questions with Bloom’s
Taxonomy in mind.
The six areas for comprehension are:
1.
2.
3.
4.
5.
6.
36
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Lee & Smith, 2011
18
Sample Comprehension Questions

Knowledge- questions that involve basic recall skills



Comprehension- questions that identify, clarify, or
sequence



Who was in the story?
Where did the girl visit?
What happened at the end of the story?
What happened first, next, last in the story?
Application- making connections to the text


The girl was dancing. What are you doing?
The boy was happy. Tell me about a time when you were
happy.
Lee & Smith, 2011
37
Sample Comprehension Questions

Analysis- categorizing/classifying and
comparing/contrasting



Synthesis- main idea; and cause and effect



What was our story about?
Wh it started
When
d to rain, what
h did
d d the
h little
l l girll do?
d ?
Evaluation- real/not real, fact/fiction


38
Jack rode his bike to the store. How else could he have
gotten to the store?
How are the two boys alike? How are they different.
Can an elephant really talk, dance, and sing?
Is the book Elmer fact or fiction?
Lee & Smith, 2011
19
Step 10: Comprehension Questions Teacher
Action



Comprehension questions can be asked immediately
after reading the line in which the answer appears
or after
f reading
d the
h book.
b k
Student can also complete comprehension tasks as
Individual Work Time
Support student responding with offering choices
with


distracter options varying number of options, and types
off distracters
di t t
voice output devices, pair pictures with words, eye gaze
board, etc.
Example: “Who was in our story?” Was it a dog or a
basketball player?
Lee & Smith, 2011
39
Reading and Writing Standards
40






Ask questions about the author’s purpose
M k connections
Make
i
across content areas
 Tie in the book you are reading with history or
social studies (e.g., Number the Stars and WWII)
Ask about the main idea, character, setting, problem
Distinguish between fiction and non-fiction
Have a student practice sequencing by retelling
events using a set of sentences, symbols, or photos
In high school teach figurative language like
metaphors and symbolismLee & Smith, 2011
20
Writing
41





Begin writing activities by prewriting activities such
as mapping to organize
organi e thoughts
tho ghts and ideas
Ask students to complete sentences that state an
opinion
Then back up that opinion with supporting details
from the story of facts
Practice revising when the student is not able to
support an opinion
Complete a KWHL chart and incorporate research
Lee & Smith, 2011
42
Video of Story Based Lesson
www.attainmentcompany.com
Lee & Smith, 2011
21
43






When adapting for students with most
significant disabilities
Keep themes simple, use a few objects to represent the
most important things in the book
If possible, repeat an object more than once
Chapter books may be adapted down to one or two
pages per chapter
Use a few photographs to represent key events or key
people in book.
Plan your questions and student responses using the
same objects or photographs
Find ways for the students to Leemake
connections with the
& Smith, 2011
text
SBL for Students at the Presymbolic or
Awareness Level


Teaming
Consider components of UDL
Representation
Engagement
 Expression




44
Specific focus on Systematic Instruction
procedures and AAC devices
Adapt book to include students name,
name objects
from story, a repeated story line, and a surprise
element
Lee & Smith, 2011
22
Steps of SBL for Students at the Presymbolic
or Awareness Level

Choose a book from 2





Focus on chosen book
Focus on sensory material to
introduce book
Makes prediction from a choice
of 2 objects




Focuses on object
j named on
page (3 different objects)
Shows recognition of repeated
story line (3 times)
Reacts to surprise element
Indicates more or finished
Identifies what story was about
(same objects as used in
prediction))
p
Reacts to hearing their name in
story (3 times)
Lee & Smith, 2011
45
46
Video of Story Based Lesson for
Students with the Most Significant
Disabilities
www.attainmentcompany.com
Lee & Smith, 2011
23
Lee & Smith, 2011
47
LITERACY ACROSS THE
SCHOOL YEARS
48
Literacy Needs to “Grow Up” with the
Student


Changing Priorities
U off grade
Use
d
appropriate literature
Lee & Smith, 2011
24
A New Model of Literacy
Less
Emphasis
More
Emphasis
49
Functional
Reading
↑
LiteratureShared Stories
(Books)
Narrative and
I f
Informational
i l
↓
Secondary
Middle
How
to read
(decoding,
etc.)
Elementary
Lee & Smith, 2011
How Story-Based Lessons Change
50

In middle and high school
 Story
S
comes from
f
a novell
 Adapted books have chapters
 Pictures are symbols; not childish
 Students sit at desks; not in reading circle
 Themes are age appropriate
Lee & Smith, 2011
25
Not Just Stories…
51

Nonfiction
 Newspapers
N

and
d
Fiction
 Novels
N l
magazines
 Autobiographies
 Nonfiction books
 Social studies
summaries
 Science summaries
 Short
stories
 Drama
 Poetry
Lee & Smith, 2011
Changing Focus on Learning to Read
52

Student A




K 2: early literacy
K-2:
2-5: beginning reading
6-8: continues to learn to
read; expands listening
comprehension
9-12: builds fluency and
reading skills; functional
reading
di as well
w ll as novels
l

Student B




K 2: early literacy
K-2:
2-5: still at early literacy; but
expanding listening
comprehension
6-8: some phonics in context;
emphasis on listening
comprehension
9 12 lots
9-12:
l t on functional
f ti l
reading; but still shared
stories with adapted novels
Lee & Smith, 2011
26
Finding the Balance
53

Elementary
 Every
student have the
opportunity to learn to
read
 Lots of school day (2
hours minimum) spent
on literacy
 Shared
stories
 Systematic instruction
on components of
reading

High School
 Some
students may still
work on learning to
read
 More focus on
functional reading for
community & job
 Listening
comprehension using
HS novels
Lee & Smith, 2011
Final Questions?
54

For more information on this topic and several more
important topics online modules
mod les are available
a ailable at:
at
http://mast.ecu.edu/picker.php

Email:



[email protected]
[email protected]
Lee & Smith, 2011
27
What We are Trying to Achieve
55

Access to literature


Uses skills to greatest extent possible to participate in
reading of text


IIndependent
d
d t reader
d or through
th
h enhanced
h
d lilistening
t i
comprehension
Whether by reading some of the text or applying early
literacyy skills
Enhanced quality of life through literature
Joy of reading
 Opens the world

Lee & Smith, 2011
Step
56
Which students?
Helpful Hints
1. Provide and anticipatory set all
Keep it simple!
This may be an extension of another lesson
2. Read the title and give
students an opportunity to
point to/say title
Each student should have their own book.
all
3. Read author’s name and
all
give opportunity to point
to/say name
4. Open the book and give one all
student
d
the
h opportunity
If the student cannot hold their own book,
use a music stand to keep the text at eyelevel.
Students should try to find the chapter
that
h they
h will
ll be
b reading
d
5. Identify vocabulary words
in the beginning of the
chapter
6. Make a prediction
all
7. Text point to a predetermined line
8. Read a repeated story line
all
Have the students point to the vocabulary
word on the vocabulary page prior to
reading the chapter
Make the prediction based on the
vocabulary words and the previous storyline
This can be a line from the text or the
repeated story-line
The story-line should reflect the central
theme in the chapter. Allow all students to
“read” it
Ask the students, “How do we keep the
story going?
going?”
Find the initial or final consonant sound in
a selected word. “Sound out” a specific
word to isolate the individual sounds.
all
all
9. Turn the page
all
10. Provide phonetic
awareness opportunity
(Blending, segmenting a
specific word)
11. Give student and
opportunity to find a target
vocabulary word in text
all
12. Answer a comprehension
question
all
all
Using one of the selected vocabulary word,
allow each child to find a vocabulary word
in the text
Ask at least one question of every student.
Comprehension questions may be literal,
or inferential.
Lee &summative,
Smith, 2011
28
Getting past the basic SBL
Units
Lessons
UNIT 1 (Change)
Fiction‐ Holes
UNIT 2 (Values & Decision Making)
Fiction‐ Outsiders
UNIT 3 (Social Justice)
Fiction‐ Number the Stars by Lois Lowry
UNIT 4 (Global Awareness)
Fiction‐ Dragon Wings
Lesson 1
Fiction
‐15 vocabulary
‐Comprehension ‐Read text
‐Story
Story Grammar (main Grammar (main
character and setting)
‐Prediction
‐Recall‐ literal
‐2 step sequence
‐Main idea
‐Writing
‐Opinion‐ Create 2 opinion sentences
‐15 vocabulary
‐Comprehension ‐Read text
‐Story
Story Grammar (main Grammar (main
character setting, problem, and solve
problem) 
Prediction
‐Recall‐ literal
‐3 step sequence
‐Main idea
‐Application‐ make connection with the text
‐Writing
‐Opinion‐ generate 2 opinion sentences
‐Back
Back up opinion
up opinion‐ Support Support
opinion
statement with facts found in chapter
‐Critique‐ Evaluate the initial decision by agreeing or
disagreeing with original opinion
backed up with facts
‐15 vocabulary
‐Comprehension ‐Read text
‐Story
Story Grammar (main character Grammar (main character
Setting, problem, and solve problem) 
Prediction
‐Recall‐ literal
‐2 step sequence
‐Main idea
‐Application‐ make connection with the text
‐Analysis
‐Writing
‐Opinion‐ generate 2 opinion sentences
‐Back
Back up opinion
up opinion‐ Support Support
opinion
statement with facts found in chapter
‐Critique‐ Evaluate the initial decision by agreeing or
disagreeing with original opinion
backed up with facts
‐Argue‐ generate final argument
based on decision made in critique
‐15 vocabulary
‐Comprehension ‐Read text
‐Story
Story Grammar (main character Grammar (main character
Setting, problem, and solve problem) 
Prediction
‐Recall‐ literal
‐Main idea
‐Application‐ make connection with the text
‐Analysis
‐3 step sequence
‐Writing
‐Opinion‐ generate 2 opinion sentences
‐Back
Back up opinion
up opinion‐ Support opinion
Support opinion
statement with facts found in chapter
‐Critique‐ Evaluate the initial decision by agreeing or
disagreeing with original opinion
backed up with facts
‐Argue‐ generate final argument
based on decision made in critique
57
Lee & Smith, 2011
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