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Lowrie\u003Cbr>Director, Early On/Related Services, Eaton RESA |  |\n| --- | --- |\n| [alowrie@eatonresa.org](alowrie@eatonresa.org)\u003Cbr>| |\n\n\n| Laurie Hubbert\u003Cbr>Teacher Consultant for the Visually Impaired, Eaton RESA |  |\n| --- | --- |\n| [lhubbert@eatonresa.org](lhubbert@eatonresa.org)\u003Cbr>| |\n\n\n| Ann Castle\u003Cbr>Assistant Professor Literacy Education, Michigan State University |  |\n| --- | --- |\n| | |\n\n\n| Kelly Dunham\u003Cbr>Deaf/Hard of Hearing Education Consultant, MDE RDHH |  |\n| --- | --- |\n| [dunhamk@michigan.gov](dunhamk@michigan.gov)\u003Cbr>| |\n\nSession Objectives  \nParticipants will  \n1. Identify ways to enhance collaboration between classroom teachers and related service providers, particularly for students in  \nlow-incidence populations, to meet the literacy needs of all students.  \n2. Explore effective strategies for incorporating reading aloud and vocabulary development into instruction, with a focus on practical applications for learners, including those who are BLV and/or DHH.  \n3. Understand the roles and expertise of school personnel in supporting emergent literacy skills, and recognize the importance of collaboration to maximize student outcomes.  \nWho’s in the Room?  \nLiteracy Essential Practices  \nThe Essential Practices-Literacy Essentials provide research-supported instructional practices for improving literacy outcomes for Michigan’s students (MAISA GELN, 2023) .  \n● Development of these essentials began in 2015 with a wide array of stakeholders taking part in the process. Collectively, the Literacy Essentials provide a “practice guide” and are considered the Standard of Care for Michigan’s children.  \n● Essential Instructional Practices in Early Literacy: Prekindergarten  \n● Essential Instructional Practices in Early Literacy: K-3  \nThis presentation will provide an overview of the Literacy Essentials with a specific focus on the practices of reading aloud and building vocabulary.  \n\n| Overview of Literacy Essential Practices |\n| --- |\n| Michigan Literacy Essentials Grades K-3\u003Cbr>Adapted from: Michigan Association of Intermediate School Administrators General Education Leadership Network Early Literacy Task Force (2023) . Essential instructional practices in early literacy: K to 3. Lansing, MI: Authors\u003Cbr>Vocabulary\u003Cbr>Read Aloud K to 3rd Grade |\n\nSteps to Literacy  \nLiteracy Essential Practices  \nThis presentation will provide an overview of the Literacy Essentials with a specific focus on the practices of reading aloud and building vocabulary.  \nWe support collaboration between School Based Speech Language Pathologists (SLPs) and classroom teachers, who both can play a key role in promoting emergent literacy skills.  \n● Both classroom teachers and SLPs have limited awareness of the expertise and scope of practice of each discipline, which leads to missed opportunities for collaboration (Stephenson, Serry & Snow, 2023) .  \n● General and Special Education teachers, SLPs and other related services can and should collaborate more effectively to meet the needs of their students. Practical applications of this will be discussed.  \nWhy do all team members need this information? (not all inclusive!)  \n● Special Education services in a school setting are educationally based.  \n○ Educational impact  \n● Collaboration for Dynamic Assessment (for eligibility determination and progress monitoring) -augment standardized testing with activities within the classroom-○ Prompted comprehension questions after book reading activity  \n○ Was the student able to make a prediction with the story?  \n○ Test-Teach-Retest  \n● LRE-services should be in classrooms, not always pulling students out.  \n● When students are pulled out, practices should align with what is happening in the classroom.  \n○ Utilize books used in the classroom  \n○ Utilize same strategies for vocab","cbCaijInUsgwlR7R","https://ap.wps.com/l/cbCaijInUsgwlR7R","pdf",9946225,15,"English","# Session Objectives\n## Enhance Collaboration for Emergent Literacy\n## Strategies: Read Aloud and Vocabulary Development\n## Roles and Expertise of School Personnel\n# Literacy Essential Practices\n## Overview and Research Basis\n## Essential Practices for Early Literacy (PreK and K-3)\n# Steps to Literacy\n## Collaboration Between SLPs and Classroom Teachers\n## Why Team Members Need the Information\n## Collaboration for Dynamic Assessment and LRE Alignment\n# Essential 7: Vocabulary and Knowledge Across the Day\n## Teacher Practices for Selecting and Teaching Vocabulary\n## Word Meanings, Pronunciation, and Spelling Support\n## Discussion Protocols and Morphology Instruction","[{\"question\":\"What are the session’s main objectives?\",\"answer\":\"Participants identify ways to strengthen collaboration between classroom teachers and related service providers, especially for low-incidence students. They also explore strategies for reading aloud and vocabulary development and understand school personnel roles in supporting emergent literacy through collaboration.\"},{\"question\":\"How does the presentation frame collaboration for emergent literacy?\",\"answer\":\"It emphasizes partnership between school-based SLPs and classroom teachers, noting that limited awareness of each discipline’s scope can reduce collaboration. It encourages more effective teamwork among general and special education teachers, SLPs, and related services to meet student needs.\"},{\"question\":\"What does Essential 7 focus on, and how is it implemented by teachers?\",\"answer\":\"Essential 7 centers on intentional, ambitious efforts to build vocabulary and knowledge throughout the day. The teacher provides repeated opportunities to review and use new vocabulary, selects words from read-alouds and curricula, and uses child-friendly explanations, pronunciation practice, and spelling opportunities.\"}]","Literacy Essentials in Action: Collaborating for Emergent Readers and Diverse Learners - Session Overview | PDF",1790887393,38]