Adapting Books

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Adapting Books

• Presented by the
• Polk County Schools-Local
• Augmentative/Assistive
• Technology Team

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Resources for the presentation

• Materials used in the presentation and your
  handout packet were from workshops presented by
• Patti King-DeBaun
• Linda Burkhart
• Caryolyn Musselwhite
• Elizabeth S. Rush

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No Child it too low or too involved to
participate in early literacy activities!

• Pattie King-DeBaun

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The Pleasure of Books

• Learning to associate books with pleasure is an
  important emergent literacy skill. We can show
  children that books are full of wonderful things
  and share books with children at what ever level
  they are able to enjoy them.
• Linda Burkhart

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Supported Story Readings

• Supported story reading utilize books for
  literacy/language learning. These books which
  carry a theme should be used for repeated reading
  experiences, developing literacy related
  extension activities and for communication/languag
  e learning goals

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Strategies for Supported Story Readings

• small group- learning works best when introduced
  in small groups of no more than three or four
  children.

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• Repeated Readings- When children are allowed to
  select the stories to read with partners they
  frequently choose the same ones over and over
  again, sometimes fatiguing parents or other
  readers.

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• Repeated reading is a very productive strategy in
  supporting language and literacy development.
• It gives the child the opportunity to establish
  and practice powerful strategies that they will
  later use.
• It is more likely to bore the adult.
• Research reports that children prefer multiple
  readings of their favorite stories rather than
  book of the day approach.

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Storybook Centered Thematic Approach

• Musselwhite and King-Debaun (1997) distinguished
  between two basic categories of books based on
  how they are used for Supported Story Reading
• Books for enjoyment/enrichment
• Books for literacy/language learning

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Books for Literacy/Language Learning

• These books carry a theme.
• Should be used for repeated reading experiences.
• Attention is given to content and text of the
  story.
• Features predictable text, repeated text, simple
  text, and simple graphics.

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• Scaffolding or prompting is used to involve the
  reader.
• The adult gradually reduces hid responsibility in
  reading and gives more responsibility to the
  child.

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• Primary goal is building on emergent literacy
  skills book handling, book reading skills,
  linking text with graphics, and building language
  concepts.
• Literacy learning occurs in an incidental manner

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Guidelines when adapting books

• Selecting Books
• Consider readers interest or appeal.
• Identify age appropriate topics and graphics.
• Look for books that are predictable.

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• Selecting Symbols
• Single symbol adaptations
• Use a single symbol for each page for early
  emergent readers.
• Identify what concept to teach nouns, verbs,
  descriptors, etc.
• Use same symbol for a repeated line.

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• Multiple word Adaptations
• Identify books that support transition to use 2
  or 3 symbols
• To aide in reading in sequence find books that
  have one short sentence per page.

• Word for Word adaptation
• Attempts to keep symbols on a single line by
  making cells smaller for little words.

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• Basics for symbols
• Early readers scan the image of the character of
  the story.
• Use the color symbols with words in black ink.
• Use a symbol for the cover.
• Use The End symbol on the inside back cover.
• Use a Read Again symbol on the back cover.

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Adding Symbols

• Below Book If possible add the symbol below the
  book so the symbols dont become buried in the
  graphics.
• In a Book
• Make symbols visually apparent.
• Use Velcro to easily attach or detach symbol.

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Using Symbols

• Have additional symbols available to match with
  those in the adapted book.
• To support text use a large front label the
  symbol.

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General Guidelines

• Velcro place soft/female Velcro on the surface
  of the book. Place the rough/male Velcro on the
  symbol.
• Use software to support adapting books like
  Boardmaker or Writing with Symbols.
• Laminate books or use soft contact to save on
  wear and tear.

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Physical Adaptations

• Books Stands
• Use foam wedges with Velcro to secure the books.
• Velcro sensitive fabric to cover lap trays and
  male Velcro on the back of the book.
• Purchase stands.

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• Book Fluffers items between pages to help with
  turning pages.
• Sturdy make books sturdy using 7 mil laminate or
  card stock.

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BE AN ACTOR WHEN READING!

• Dont hesitate to be an actor when reading to
  children. Vary your voice, whisper to draw in the
  attention of the children and show emotion in
  your voice to simulate what the characters are
  feeling. Communicate to the children that this is
  neat and he is fun to read and write with.

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