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.
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