different levels of literacy suitcases are found in the activities in this chapter. Teachers often select predictable books to include in the literacy suitcase.Books with a predictable story structure provide opportu- nities for teachers to select high-interest words for the word cards included in the suitcase. For example, the book Dear Zoo,by Rod Campbell (Washington, DC: Four Winds, 1982) is appropriate, contains a predictable sentence, and focuses on zoo animals. The teacher can make word cards to coordinate with the specific ani- mals in the book. Children are typically very interested in the story and enjoy reading the names of the animals and attempting to copy those high-interest words. How do age levels affect what is included in literacy suitcases? Younger, less-experienced children benefit from a smaller selec- tion of writing materials, while older,more-experienced children are ready for more elaborate writing accessories.Ayounger child may not make appropriate use of a literacy suitcase that contains a large quantity of supplies or developmentally inappropriate mate- rials. Likewise, a more-experienced child may become bored if the literacy suitcase is too basic for the child’s developmental level and interests. Howcanteachers adaptthe literacy suitcase for children with disabilities? Teachers can modify the type of materials, the format of the materials, and the quantities of materials included in the suitcase to meet the needs of children with disabilities. Teachers may include aphotograph of each child on the name cards for a child with a cognitive delay.Some teachers include this for all children, since it is very appealing. Teachers may also reduce the quantities of supplies for children with cognitive or physical delays to ensure a more successful writing experience. Picture cards for sign-language symbols can be included for children who are communicating using signs. For children with low muscle tone, teachers might include a pencil that is only about three and a half inches long. This helps children hold the pencil in a moremature grasp rather than an overhand or fisted grip. Teachers may modify the word cards for children with a visual disability by enlarging the print or highlighting letters in puffy paints. In some cases, the teacher might use a Braille machine to create wordcards. A tape record- ing of the book might be included for non-English-speaking children. Literacy Suitcases 261 chapter 8.qxd 11/12/10 11:10 AM Page 261