Making Connections with the SSS Reading and Language Arts Access Points

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Making Connections withthe SSS Reading and
Language ArtsAccess Points

• Session 2

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Developed by

• Bureau of Exceptional Education and Student
  Services, Florida Department of Education
• Accommodations and Modifications for Students
  with Disabilities Project (FSU)
• Accountability and Assessment for Students with
  Disabilities Project (PAEC)

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Review of Previous Session

• Introduction to the SSS Reading and Language Arts
  Access Points for Students with Significant
  Cognitive Disabilities
• Overview of the organization, content, and
  structure
• Access points progression across complexity
  levels

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Session Objectives

• Participants will
• Become familiar with access points that relate to
  the students in their classes
• Identify access points that correlate to the
  curriculum they are currently using
• Make connections among access points within and
  across strands

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Revised SSS Strands

• Reading and Language Arts
• Reading Process
• Literary Analysis
• Writing Process
• Writing Applications
• Communication
• Information and Media Literacy

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Access Points

• Three Levels of Complexity

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Finding and Focusing

• Activity Steps
• Find the right levelidentify a student or group
  of students and their grade level and level of
  functioning.
• Focus on one familiar strandidentify access
  points for that student/group of students.
• Focus on other strands.

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Finding and Focusing
Communication
Penmanship
Listening and Speaking
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Finding and Focusing
Concepts of Print
Phonological Awareness
Phonemic Awareness
Reading Process
Phonics/Word Analysis
Fluency
Vocabulary Development
Reading Comprehension
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Finding and Focusing
Information and Media Literacy
Informational Text
Research Process
Media Literacy
Technology
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Access Point Connections

• Use access points from your highlighted grade
  level chart.
• Look at language arts scope and sequence and
  content area instruction.
• Identify access points that correlate with what
  you currently teach.

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Elementary Connections

• Listening and Speaking standard
• First Grade Supported Level The student will
• Communicate effectively about familiar
  experiences and stories.
• Language for Learning objective
• Describing Places
• When the teacher shows a picture of or names a
  place (such as city or jungle), the student names
  and gives a simple description of the place.

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Secondary Connections

• Listening and Speaking standard
• 11/12th Grade Independent Level The student
  will
• Adjust voice, tone, and language to match
  requirements of real-world settings
• LCCE Objective 16.68.1
• Demonstrate a variety of verbal expressions
  related to communication
• Lesson Objective Recognize different levels of
  communication

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Curriculum Discussion

• How Do the Access Points Match Your Curriculum?
• Reading programs
• Communication activities
• Independent living skills
• Content areas (social studies, science, etc.)
• Other

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Session Objectives

• Participants will
• Become familiar with access points that relate to
  the students in their classes
• Identify access points that correlate to the
  curriculum they are currently using
• Make connections among access points within and
  across strands

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Connections Within a Strand Reading Process
IndependentGrade 5

• Phonics/Word Analysis
• Decode phonetically regular multi-syllabic words.
• Recognize high frequency words with irregular
  spellings.

• Fluency
• Read text with high frequency sight words and
  phonetically regular words with accuracy.

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Connections Within a Strand Reading Process
IndependentGrade 5

• Vocabulary
• Development
• Use context clues and graphics to determine
  meanings of unknown words.

• Reading
• Comprehension
• Use strategies to repair comprehension,
  includingchecking context clues.

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Connections Across StrandsSupportedGrade 8

• Writing Applications
• Informative
• Record information (e.g., lists, map
  labels, and charts) related to a topic.

• Information and Media
• Literacy
• Research Process
• Read and record information from references or
  other sources to answer search questions.

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Connections Across Strands ParticipatoryGrade 2

• Literary Analysis
• Non-Fiction
• Recognize pictures of persons and objects
  associated with daily activities.

• Information and Media
• Literacy
• Informational Text
• Respond to pictures of persons, objects, or
  actions associated with daily activities.

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Lets Discuss the Connections

• I have
• The student will . . .
• (Reading Process Reading Comprehension)
• --------------------------------------------------
  --------
• Who has?
• The student will . . .
• (Literary Analysis Non-Fiction)

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Connecting the Dots for Your Students

• Review highlighted access points from your chart.
• Mark access points within and across strands with
  similar content.

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Connecting the Dots Discussion

• Which access points can be linked?
• Access points within a strand (e.g., Reading
  Process Phonics and Fluency)
• Others?
• Access points across strands (e.g.,Writing
  Applications and Information and Media Literacy)
• Others?
• How many similar ones did you find?

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What Weve Learned..

• Content of the Sunshine State Standards for
  Language Arts access points
• Possible alignment with your current curriculum
• Similar content within and across strands

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Sessions in Review

• Introduction to the SSS Reading and Language Arts
  Access Points for Students with Significant
  Cognitive Disabilities
• Making Connections with the SSS Reading and
  Language Arts Access Points
• Determining the Complexity Level of the SSS
  Reading and Language Arts Access Points for
  Individual Students