Visual Strategies for reading and language acquisition for students with and without special needs.
Each of these fantastic books utilizes the power of visual strategies to help young learners with the basics of reading. By associating pictures with words students learn that sentences are made up of a series of mental images that communicate an intended meaning. Using detachable pictures with hook and loop backing, students create sentences in a very interactive way! There are 7 levels of use that make these books appropriate for students of varying ability levels. Matching, identifying, labeling, sequencing, reading simple sentences with pictures, reading simple sentences without pictures, and reading simple sentences in random order
I go to school uses the vocabulary and activities you might find in a typical school day. Using 4 picture pages and 12 sentence pages, the pictures in this book resemble a visual schedule.
Aside from matching, identifying, labeling, creating sentences and learning to read, the students can also use the pictures to answer simple questions. If the student is verbal he can respond verbally, if non-verbal he can point to a picture. (ex: What do you do with a pencil? Answer: Write)
How to use interactive reading books
These books have been designed to be used on many levels. Pre-schoolers, kindergarteners, early elementary, general and special education children can all participate in the joy of learning how to read!
Begin by removing the library of picture pages from the front of the book and lay them out on your workspace. Leave the sentence pages on the binding rings.
The instructions in each book may vary slightly, depending on the topic. There are 7 levels to work on in each book.
LEVEL 1. Matching - Remove the picture cards from the library pages and have the child return them by matching picture-to-picture.
LEVEL 2. Matching unlike pictures – for example: In the "What Color Is It?" book, have the child match a color square to an item (ex. Put the 'green' color square on the 'green hat' picture.) In the "How Many?" book, have him match a number card to a picture with the same number of items. (ex. Put the 'two shoes' card on the number '2' card.)
LEVEL 3. Picture identification - Ask the child to give you or point to a named picture.
LEVEL 4. Picture labeling - Hold up a picture and ask the child, "What is it?" The child may respond verbally or use sign language. If the child is non-verbal, label the picture for the child to reinforce their receptive language.
LEVEL 5. Sequencing - Read a sentence aloud while pointing to the words and the squares where the pictures should go. Remove the correct picture cards for the sentence you have just read and give the pictures to the child to put in the squares. Assist as needed. Re-read the sentence with the pictures together.
LEVEL 6. Reading with pictures - For children who have learned to identify the pictures, leave the cards on the library pages. Read a sentence aloud and ask the child to locate, remove and place the pictures on the correct squares. Have him read and touch the picture sentence while you point to the corresponding words above. If a child does not have speech, reread the sentence to him to reinforce his receptive language.
LEVEL 7. Reading without pictures - When a child can consistently read each sentence without the pictures, take the sentences off the binder rings and rearrange their order. Instruct him to reread the sentences. This will determine if he is reading the words or has just memorized the sentence order. Provide more practice as needed.
When you are done, have the children return the picture cards to the llibrary pages by matching picture-to-picture, Enjoy!
This product was added to our catalog on Saturday 23 October, 2010.