Making the Library Accessible

Evidence suggests that there is positive relationship between reading frequency, reading enjoyment and attainment (Clark 2011; Clark and Douglas 2011).
As with most mainstream classes, my classroom also have time set aside for them to read by themselves. The library corner is not just some old books found in the resource room. It is filled with familiar texts from their guided reading sessions, big books they enjoyed during shared reading and personalized books i have created.
One of my students is fascinated with tools and rubbish bins, another student is a keen fisherman in the weekend so i made books based around their interests. I now have tonnes of well used personalised books that they actively engage with during silent reading.
There are also loads of books on the website (https://tarheelreader.org/) which are able to be printed off and bound easily. I usually make my books on powerpoint and introduce them to the class first before adding them to the library corner.

Using a "First - Then" visual sequence

One of my student's biggest challenge is engaging in a task for extended periods of time.
The purpose of a First - Then board is to provide an expectation on the work task as well as the reward for completing the set work task. The reward should be a preferred activity (my students choose from our choosing board).

https://www.erinoakkids.ca/getattachment/Resources/Growing-Up/Autism/Visual-Supports/First-Then-Board.pdf.aspx 

In my classroom, the First- Then board is presented at the start of the activity. The student will choose an activity to work towards and put it on the board. We use the language, "first reading- then ipad."
Once completing the activity they can then move onto their chosen task for a set amount of time.
My students can cope with the amount of visuals i have displayed in my classroom but other students may find as many choices overwhelming; something to remember when setting up a choosing board.


http://help.bcotb.com/blog/7-tips-for-successfully-dining-out-with-children-on-the-spectrum/

Word Wall - is it worth it?

I first set up my word wall last year, however my students were not able to attend for long enough periods to make it worthwhile.
This year however my word wall is going strong and i can vouch for its success with the noticeable changes in my students sight word recognition. I am now a converted word wall advocate.
Dr Sally Clendon uses a word wall to "teach words that you don't want students to have to work to decode or spell." Sally recommends adding 5 new words a week however in my classroom i add 2 new words a week. Sally Recommends cutting around the shape of the word and having a different colored background on each word.

Above slide is an exert from Dr Sally Clendon's workshop notes. 

We play a different word wall game each day and each student focuses on different skills within our session. My students love our word wall so much they like to play our games as a reward for completing work!

Lighting the Literacy Fire

At our school we have been under Dr Sally Clendon's guidance to implement literacy strategies in both reading and writing.
I have been making my way through Jill Eggleton's book "Lighting the Literacy Fire" and many of her teachings marry well with Sally Clendon's.

I have been using Jill's book to inquire into my own reading programme. In her book she outlines a list of "teacher targets" which i am working towards this term to ensure my reading programme has all the qualities of growing skilled readers. She suggests that in order to establish a balanced reading programme students should have opportunities to "read with, to and by students daily".  Sally Clendon spreads the same message however some texts need to be adapted for my learners so they are accessible. 

2017 Inquiry

IS THERE A CORRELATION BETWEEN AN EMPHASIS ON THE KEY COMPETENCIES AND IMPROVED OUTCOMES IN LITERACY?

Scanning: My students need to learn how to manage themselves as individuals as well as in a group to be able to engage and participate in reading.

Focusing: In 2017 for my inquiry i will be focusing on how the Key Competencies (Managing Self and Relating to Others) increase student engagement and improve reading outcomes for students aged 5-10.

Developing a hunch: An emphasis on behavioral and cognitive engagement as well as teaching social skills will enhance my students ability to focus and increase their reading skills.

I will be using Helen Timperley's Sprial of Inquiry throughout my inquiry which meshes well with the specifically designed for Manaiakalani framework "Learn Create Share". You will see labels from both models as they interlock well.

Initial Reading Levels

My target group of students i am focusing on for my inquiry are at all different levels. They all have different challenges that i am going to focus on in order to progress their reading levels.

• Toby : 8 year old boy currently reading at level 1/2 Magenta. Toby uses 1-2 keywords to communicate but does not have the vocabulary yet to answer questions. 
• Evan : 8 year old boy with great vocabulary, reading is a strength of his but he gets frustrated with decoding words he doesn't know. Evan is currently reading at level 14 Green.
• James : 10 year old boy who has been verbal for 5 years. Currently reading at level 2 Magenta, has good initial sound knowledge and uses picture cues when reading unfamiliar text to decode words. 

My boys struggle to focus for extended periods of time. Once they have read their book they want to move onto the next activity quickly so there are limited opportunities to complete activities on each book to further their comprehension of the text. My hunch is that if i focus on extending their 'on-task' behavior by strategies to manage themselves then they their reading levels will improve. Over the course of the term i will share the strategies i am using to increase their on task behavior. 

Why a reading inquiry?

I have been in special education for 6 years, 4 of which were in a PMLD (profound and multiple disabilities) classroom. I moved to Sommerville Special School with the hope of a new challenge and that is exactly what i have in my current classroom. I have a class of five energetic boys with Autism aged 7-10 years old. I have spent a year implementing routines and research based strategy in my class to achieve a environment where my boys have thrived. 

http://www.inspiremykids.com/2017/20-inspiring-quotes-about-reading-for-kids-and-students/

At Sommerville we have been fortunate enough to have Dr Sally Clendon take professional development over the last few years. As a result of Sally Clendon's guidance as well as strong routines and behavior support i have noticed a huge shift in my students reading skills. 

My students need to learn how to manage themselves as a prerequisite to becoming engaged in learning. They also need to be able to relate to others in order to participate in group work and social situations and of course participating and contributing is reliant on all of these. 

My inquiry will be focusing on improving these Key Competencies to see a shift in my students reading.