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That Fun Reading Teacher - Fun pre-K and primary learning, links and resources for kids, parents and teachers! That Fun Reading Teacher Fun pre-K and primary learning, links and resources for kids, parents and teachers! What are Social Stories? World Autism Awareness Day is April 2 April 2, 2017 By thatfunreadingteacher 3 Comments With April 2nd being World Autism Awareness Day, I felt that it was timely to share a post about Social Stories! I first heard of Social Stories when I was new to teaching children diagnosed with Autism Spectrum Disorder (ASD). There were not many available to us to use with our students, and I was confused about why these stories were explicitly for our children with ASD when it seemed that other young children would benefit from having a ‘script’ to prepare them for new, real-life situations. Carol Gray is the leader in the creation and definition of Social Stories. She explains: A Social Story? describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a Social Story? is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Why use Social Stories? Social Stories are particularly useful for teaching appropriate behaviors and preparing children for transitions or change. Reading social stories helps them know what to expect and provides a script to model the language and steps involved. I have used social stories to prepare students for: reinforcing daily routines (i.e. lining up, raising hand, getting dressed for outside) reinforcing play skills (i.e. sharing, taking turns) making transitions within the school from one room or activity to another making the transition in / out of the school at the beginning / end of the day a change in routine fire drills, bus safety day when they normally do not take a bus going on field trips meeting a new Educational Assistant or teacher The list of possibilities continues. I can attest to the power of the social story. When a child is prepared ahead of time, the anxiety of new situations is removed or lessened, and behaviors are minimized. As teachers and educational assistants, we are often in the position of knowing what to expect in situations that are students do not. That knowledge is power. I think of the social story as a non-medicinal solution to many of our students’ anxiety. The specifics of Social Stories: So how does a parent or teacher know if a Social Story will be effective? Carol Gray explains the details that must be attended to in its creation in this video: Social Skills and Feelings Education Materials: In the past few years, there has been (what feels like) an explosion of resources available for teaching Social Skills and understanding and managing feelings and emotions. Social Stories and resources like them can be found for a variety of topics to suit many individuals with ASD, and are now being recognized as a tool for many children, many of whom do not have an ASD diagnosis. Common themes and high-yield strategies make them useful for children with and without autism, alike. Kids with feelings are kids with feelings after all. To read about how using Social Stories with individual students in a kindergarten got me started on the path of creating the Dealing-With-Feelings series, please click here. For a video playlist about social stories, click here. For resources from excellent educators all over the globe, please visit my collaborative Pinterest board, Supporting Students with Autism. What Social Skills resources do you find helpful for children? Related: I’m a mom too Single mom of 9 yo twins, stepmom to 20 yo young lady, blogging about life, Autism and special needs Copyright: eurobanks / 123RF Stock Photo Share this: Email Facebook Google Twitter Pinterest LinkedIn Filed Under: Uncategorized Tagged With: #DWF Dealing-With-Feelings, Autism Awareness, Book, Carol Gray, child education, grade 1, grade 2, grade 3, I'm a mom too wordpress, ios Social Stories app, iPhone social stories app, kindergarten, reading, social stories, Spec Ed, ThatFunReadingTeacher, The New Social Stories Book, what are social stories, world autism awareness day How reading and writing are linked – tips for building cross-print connections March 15, 2017 By thatfunreadingteacher Leave a Comment Copyright: Hallgerd / 123RF Stock Photo During my training year in Reading Recovery, one of my students’ reading had taken off and I was finally beginning to feel like I was making progress as a Reading Recovery teacher. The writing was still a struggle, but I figured it would come. I can remember reading about the reciprocal relationship between reading and writing, and hoping that my student’s stronger abilities in reading would ‘pull up’ what was missing in writing. I was less sure of myself when we discussed the reading in our professional development group, and had colleagues in to watch me teach a lesson with this student, and they agreed that reading was stronger. The challenge was the timer. Dare I break the three, ten-minute chunk lesson format to dedicate more time to writing? My colleagues and I weren’t sure. We were all new to the game. We called in our teacher leader. My student’s reading did plateau as these visits were scheduled and occurring. It seems I’d had it backwards. What I needed to do was address the challenges that were appearing when it was time to put thoughts into print. I could link through my student’s reading abilities to do so. We added some time to the writing segment of her lesson for a couple of weeks and it helped. I also went into her classroom to ensure she was using her strategies there. Lesson learned! There is a reciprocal relationship between reading and writing. A child’s understanding of and skill in reading, and also in writing, have as much to give to each other as they have to gain. Reading cannot be effectively be taught without writing, and writing cannot be effectively taught without reading. What a child learns about stories, the world of print and his relationship to them while reading, he can apply to writing; just as the same lessons and experiences in writing will aid him in reading. Early readers and writers vary in their ability to make cross-print connections. One child may notice a word in a book that she practiced writing at school the week before, when another may not recognize it at all, for example. This is why it is so important to draw attention to cross-print connections. We need kids to see that reading and writing are essentially two sides of the same coin, rather than two different coins altogether. Tips for building cross-print connections Related: How reading and writing are linked: Tips for building cross-print connections | That Fun Reading Teacher Share this: Email Facebook Google Twitter Pinterest LinkedIn Filed Under: Uncategorized Tagged With: child education, children...

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