All ChildrenCanRead:LiteracySkillsChecklist

Section1
YES / NO / SOMETIMES / DON’TKNOW
Demonstrateslittleor nointerestin peoplearound him/her
Uses behavior ascommunication
Seemsreluctantto engagein theenvironment
Engages in self-stimulating behavior fora significantpart oftheday
Demonstratesbehaviorsthat are difficulttointerpret(e.g.criesforno reason,appears topreferbeing alone)
Demonstratespassivebehavior
Disengageswheninvitedtoparticipate in alearning activity
Has littleor no experiencewith rhythmactivities
Has littleor no experiencewith booksorstories
Has littleor no experiencewith literacylearning activities
Results:
If youansweredYES orSOMETIMESto severaloftheitemsabovethenBuilding aFoundationiswhereyou willwanttobeginon theliteracywebsite.
If youansweredNOtomostoftheitemsabove thencontinueto the nextsection.
If youansweredDON’TKNOWto mostoftheitemsorif no clear patternexists itis suggestedthat you beginwithBuildinga Foundation.
Section2
Attendstoacommunication partner
Participates inturn-takingactivities
Attendsto objectsand/orpictures ina familiarroutine oractivity
Is beginning touseconsistentobjects/symbols/signsforcommunication
Child is beginning tounderstand thatpeopleandobjectshavenames/labels/signs
Enjoysand/orparticipatesin music andrhythmactivities
Showsinterest in books,storiesand/orothersengaged in literacy activities
Handles, mouthsorexploresbooks(even in non-traditionalways)
Attendstopictures(orobjects)in traditionalor adaptedbooks
Showsinterest in writing materials
Results:
If youansweredNOorSOMETIMESto severaloftheitemsabovethenEarlyEmergentLiteracy
is whereyouwill wanttobegin ontheliteracywebsite.
If youansweredDON’TKNOWto mostoftheitemsorif no clear patternexists itis suggestedthat you beginwith EarlyEmergentLiteracy.
If youansweredYES tomostoftheitemsabovethencontinueto thenextsection.
Section3
YES / NO / SOMETIMES / DON’TKNOW
Holds,carriesand/orturnspages ofa book(adaptations or assistanceallowed)
Letssomeoneknowhe/shewantsto lookat a book/beread to
Searchesforfavoritepictures/objects
“Reads” toself
Participatesin storyreading using child’spreferredcommunicationmethod(s)
Beginstoprefercertain stories
Showsinterest in print,Brailleand/ortactilerepresentations
Noticesand/orprotestswhen adultleavesourorchangespartof thestory
Repeatsfamiliar partsofstories using his/herpreferred communicationmethod(s)
Scribbles, stamps,finger-paints,placesstickersor usesalternativepencils
Pointstoand/ornames(orsigns)objects
Understands thattext/picturesconveymeaning
Makes theconnection betweensigned orspoken languageand print,Brailleor tactilerepresentations
Recognizesand beginstoread familiarlogos and signs in theenvironment(e.g.McDonald’s,restroom,cafeteria,hospital)
Beginstorecognizeandread familiarwords(name on cubby,personalinformation,lunchmenu)
Results:
If youansweredNOtoseveral oftheitemsabovethenEmergentLiteracyiswhereyou willwanttobeginontheliteracy website.
If youansweredSOMETIMESto severalofthe itemsabovethen you willwantto exploreEmergentLiteracytoidentifyand implement literacylearning activities thatwill facilitatemoreconsistentdemonstrationofthose literacyskills.
If youansweredDON’TKNOWto mostoftheitemsorif no clear patternexists itis suggestedthat you beginwith EmergentLiteracy.
If youansweredYES orSOMETIMESto mostoftheitemsabovethenyouwill wantto:
1.ExploreEmergent Literacytoidentify and implementliteracylearning activitiestofacilitateconsistentdemonstrationoftheliteracyskillsmarkedSOMETIMES.
2.ExploreWriting,Vocabulary,Comprehensionand IncreasingFluencytoidentifyliteracylearning activitiestoenhancecurrentskills.
If youansweredYES tomostoftheitemsabovethencontinueto thenextsection toidentifyand implementstrategiesfromWriting,Vocabulary, Comprehension,IncreasingFluencyandExpandingLiteracy.
Section4
MovingBeyond EmergentLiteracy:
Writing,Vocabulary,Comprehensionand Increasing Fluencyrepresentkeyliteracycomponents.
It is importanttothinkofthesecomponentsas inter-related ratherthanstagestobecompleted.
Effectiveliteracyinstruction involvesaddressing eachof thecomponents.
Instruction ismosteffective whenthesecomponentsare addressedconcurrently, ratherthaninisolation.
A teamapproach is recommendedto identifyandselectliteracylearning activitiestoexpandcurrent skillsandmovea child furtheralongthe literacycontinuum.
ResourcesinPlanningMaterials will behelpful in creating lessons,determining adaptations andlinking lesson planstoindividualand/orCommon Core StateStandards.
Thenextsectionincludesstrategies designedto maintainliteracyskills,demonstrateliteracyskillsinnewsettings andcontexts,and increaseanalyticandcreativereading andwritingskills.Explore thestrategies in thissection forevenmoreideasforinstruction.
Section5
IncreasingIndependentLiteracySkills:
ExpandingLiteracysupportsand encouragesincreased independent literacyactivitiesacrossthe spanof academicareas,aswellasaddressing accommodationsneeded forsuccess.
A teamapproach is recommendedto identifyandselectappropriate literacylearning activitiesand continueto movechildren, youthandyoung adultsfurtheralong theliteracycontinuum.
It is importantto ensurethatchildren,youthand young adults continuetoreceivetheindividualizedadaptationsand modificationsneededtosucceed in increasinglychallengingacademicsituations.
In addition toinstructionalactivities,children, youthandyoung adultswill benefitfromlearningself-advocacyskillsin ordertoplay an activerolein obtaining neededsupports.
Resources inPlanningMaterials will behelpful in creating lessons,determining adaptations andlinking lesson planstoindividualand/orCommon Core StateStandards.

B.PurvisandN.Steele,4/2012,Revised2/2013.NationalConsortiumonDeaf-Blindness