The purpose of this video collection is to share research-based strategies to support educators and families in understanding how students with significant cognitive disabilities can learn and make progress in the Iowa Core English Language Arts Essential Elements.
The videos show Iowa educators demonstrating research-based instructional strategies in literacy, language, and communication including the use of augmentative and alternative communication systems. Videos of students in both general education classrooms and separate settings can be found.
The videos were developed through a collaborative partnership with the Iowa Department of Education, the University of Northern Iowa, Iowa Public Television, the Center for Literacy Disabilities Studies, UNC Chapel Hill, and Iowa general and special education teachers.
Through this team effort, the literacy lives of Iowa students with significant cognitive disabilities have dramatically improved and the expectations and beliefs of what students with complex learning requirements can know and do have been transformed.
| # | Title | Description | Essential Elements | Deeper Information |
|---|---|---|---|---|
| 1 | Character's Feelings and Events | In this elementary classroom, students work as a group with a teacher to complete an "Internal States Chart" that identifies events, characters involved, and the feelings of the characters in a text. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.RL.K.3 With guidance and support, identify characters and settings in a familiar story. |
Deeper Information on Character's Feelings and Events Video |
| 2 | Acknowledging Communication Attempts | In this inclusive upper elementary classroom, the teacher acknowledges a student's communication attempts as he learns to use a communication device to participate in a group lesson. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.SL.5.1.d Engage in collaborative discussions. Make comments that contribute to the discussion and link to the remarks of others. | Deeper Information on Acknowledging Communication Attempts Video |
| 3 | Story Retelling with AAC | In this early elementary classroom, a teacher and second adult guide and support a student using an augmentative and alternative communication (AAC) device to retell a story. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.K.3 With guidance and support, identify characters and settings in a familiar story. | Deeper Information on Story Retelling with AAC Video |
| 4 | Retelling Key Events in a Story | In this high school classroom, a teacher supports students in retelling a story, including characters and events. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.9-10.2 Recount events related to the theme or central idea, including details about character and setting. | Deeper Information on Retelling Key Events in a Story Video |
| 5 | Multiple Means of Communication During Book Discussion | In this high school classroom, students use a variety of communication approaches to support their ability to identify and talk about the feelings of a character. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.9-10.3 Determine how characters change or develop over the course of a text. | Deeper Information on Multiple Means of Communication During Book Discussion Video |
| 6 | Key Ideas and Details | In this high school classroom, the teacher supports the recall of key ideas and details of a text by asking students specific questions about what they had read. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.9-10.2 Recount events related to the theme or central idea, including details about character and setting. | Deeper Information on Key Ideas and Details Video |
| 7 | Utilizing a Cloze Activity to Promote Decoding | In this upper elementary classroom, a teacher uses a cloze activity with her students as they identify the beginning sound in a word, then match the sound to the correct letter on the word wall. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RF.4.3.a Use letter-sound knowledge to read words. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words. | Deeper Information on Utilizing a Cloze Activity to Promote Decoding Video |
| 8 | Making Words Using a Tile Manipulation Board | In this upper elementary classroom, a student practices substituting initial consonant sounds using a letter tile manipulation board. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RF.4.3.a Use letter-sound knowledge to read words. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words. | Deeper Information on Making Words Using a Tile Manipulation Board Video |
| 9 | Rhyming Words and Spelling Patterns | In this upper elementary classroom, a teacher presents pairs of words that students previously identified and asks them to remove pairs that do not have the same spelling pattern. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.5.2.e Demonstrate understanding of conventions of standard English. Spell untaught word phonetically, drawing on letter-sound relationships and common spelling patterns. | Deeper Information on Rhyming Words and Spelling Patterns Video |
| 10 | Opportunities to Engage with the Word Wall | In this high school classroom, students identify the beginning sound in a word, then match the sound to the correct letter on the word wall. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.9-10.2.c Demonstrate understanding of conventions of standard English. Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words. | Deeper Information on Opportunities to Engage with the Word Wall Video |
| 11 | Conveying a Clear Message | In this high school classroom, a teacher supports her student in being persistent in her communication attempt. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.9-10.3 Use language to achieve desired outcomes when communicating. | Deeper Information on Conveying a Clear Message Video |
| 12 | Indicating Letters with an Eye Gaze System | In this high school classroom, a teacher supports a student through his thinking process as he uses a color-coded alphabet and eye gaze system to choose an initial letter in a word. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.9-10.2.c Demonstrate understanding of conventions of standard English. Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words. | Deeper Information on Indicating Letters with an Eye Gaze System Video |
| 13 | Planning for Communication | In this high school classroom, a teacher uses aided language input to help a student build a sentence. The teacher encourages the student to use the communication system as well as a vocal response. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.9-10.4 Demonstrate knowledge of word meanings. | Deeper Information on Planning for Communication Video |
| 14 | Using a Communication Device to Participate in a Small Group Discussion: Part 1 | In this inclusive upper elementary classroom, a student uses his communication device to tell another student what he liked about her story. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.SL.3.1.a Engage in collaborative discussions. Engage in collaborative interactions about texts. | Deeper Information on Using a Communication Device to Participate in a Small Group Discussion: Part 1 Video |
| 15 | Using AAC to Communicate About a Book | In this self-contained lower elementary classroom, a student uses an augmentative and alternative communication (AAC) device to communicate with the teacher about a self-selected alphabet book. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.SL.K.1.a Participate in conversations with others. Communicate directly with supportive adults or peers. | Deeper Information on Using AAC to Communicate About a Book Video |
| 16 | Book Share | In this inclusive upper elementary classroom, students use augmentative and alternative communication (AAC) devices to have a conversation about a book. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.SL.5.1.a Engage in collaborative discussions. Come to discussion prepared to share information. |
Deeper Information on Book Share Video |
| 17 | Big Paper Writing | In this inclusive lower elementary classroom, a group of students are gathered around a table doing "Big Paper Writing." One student uses a comprehensive communication system to interact directly with others. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.SL.K.1.a Participate in conversations with others. Communicate directly with supportive adults or peers. | Deeper Information on Big Paper Writing Video |
| 18 | Communication System to Support Active Engagement in Predictable Chart Writing | In this inclusive lower elementary classroom, a student uses an augmentative and alternative communication system to engage in a predictable chart writing lesson. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.W.K.7 With guidance and support, participate in shared research and writing activity. | Deeper Information on Communication System to Support Active Engagement in Predictable Chart Writing Video |
| 19 | Selecting a Topic for Writing | In this self-contained lower elementary classroom, a teacher supports students as they select topics for writing. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.W.K.3 With guidance and support, select an event and use drawing, dictating, or writing and share information about it. | Deeper Information on Selecting a Topic for Writing Video |
| 20 | Communicating My Writing with Others | In this self-contained lower elementary classroom, a student uses her communication book to tell an adult about a picture she has created. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.W.1.3 Select an event and use drawing, dictating, or writing to share information about it. |
Deeper Information on Communicating My Writing with Others Video |
| 21 | Setting a Purpose for Reading: Story Map, Part 1 | In this self-contained lower elementary classroom, the teacher uses a literature book to set a purpose for reading and the students successfully listen to achieve the purpose. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.1.3 Identify characters and settings in a familiar story. | Deeper Information on Setting a Purpose for Reading: Story Map, Part 1 Video |
| 22 | Setting a Purpose for Reading: Story Map, Part 2 | In this self-contained lower elementary classroom, the teacher reads a book and asks students to identify the story elements, specifically the problem in the story. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.1.1 Identify details in familiar stories. | Deeper Information on Setting a Purpose for Reading: Story Map, Part 2 Video |
| 23 | Setting a Purpose for Reading: Story Map, Part 3 | In this self-contained lower elementary classroom, the teacher reads a portion of a book and asks students to identify the story elements, specifically the solution to a previously identified problem. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.1.1 Identify details in familiar stories. | Deeper Information on Setting a Purpose for Reading: Story Map, Part 3 Video |
| 24 | How Do We Know What the Character is Feeling? | In this self-contained lower elementary classroom, the teacher conducts a read-aloud while the students try to identify how the character feels in the story. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.SL.1.2 During shared reading activities, answer questions about details presented orally or through other media. |
Deeper Information on How Do We Know What the Character is Feeling? Video |
| 25 | Retelling a Story | In this self-contained high school classroom, students use event cards to retell or recall the story events. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RL.9-10.2 Recount events related to the theme or central idea, including details about character and setting. | Deeper Information on Retelling a Story Video |
| 26 | Using a Timeline Containing Historical Events to Illustrate Text to Self | In this self-contained classroom, a teacher uses a timeline to guide a discussion with students reflecting on previously read material on the Civil Rights Movement. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.RI.9-10.2 Determine the central idea of the text and select details to support it. |
Deeper Information on Using a Timeline Containing Historical Events to Illustrate Text to Self Video |
| 27 | Book Talk | Students in this inclusive classroom meet in a book group to talk about their stories. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. |
EE.SL.5.1.a Engage in collaborative discussions. Come to discussion prepared to share information. |
Deeper Information on Book Talk Video |
| 28 | Rounding up the Rhymes | In this upper elementary classroom, the teacher selects a familiar text that the class has already read for meaning, then guides the students in identifying the rhyming pairs that have the same spelling pattern. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RF.1.2.a Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize rhyming words. | Deeper Information on Rounding up the Rhymes Video |
| 29 | Word Study | In this elementary classroom, a teacher introduces a new high frequency word to her students using a classroom word wall. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.RF.1.3.c Demonstrate emerging letter and word identification skills. Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word. | Deeper Information on Word Study Video |
| 30 | Sentence Combining | In this upper elementary classroom, two students are working together to combine short sentences into longer, more complex sentences. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.L.5.1.e Demonstrate standard English grammar and usage when communicating. Use frequently occurring conjunctions: and, but, or, for, because. | Deeper Information on Sentence Combining Video |
| 31 | Using a Communication Device to Participate in a Small Group Discussion: Part 2 | In this inclusive upper elementary classroom, a student uses the text-to-speech option on his voice output communication device to share a story he wrote with his peers. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction. | EE.W.3.5 With guidance and support from adults and peers, revise own writing by adding more information. | Deeper Information on Using a Communication Device to Participate in a Small Group Discussion: Part 2 Video |