In this module, participants will briefly review the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies.

Participants in this module will learn about alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and analyze samples of emergent writing.

This module describes ways to get students started with writing when they cannot use a traditional pencil, pen, or computer keyboard. The content of this module applies to students at all levels of literacy understanding, including students who do not yet know letter names or sounds.

This module provides a brief overview of writing in the DLM Essential Elements with an emphasis on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons.

This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them.

This module addresses the need to provide students with significant cognitive disabilities access to a means of writing as well as sound and well-balanced instruction in the cognitive acts that writing requires.

This module describes narrative writing and explains how to support students in writing about familiar experiences. Participants will identify possible topics for students to write about, as well as examine narrative writing drafts by students with significant cognitive disabilities.

After completing this module, participants will be able to describe the difference between persuasion and arguments, identify ways to use familiar student experiences in instruction, and create mentor texts based on student preferences.

This module focuses on what predictable chart writing is and why it is important for students with significant cognitive disabilities. Participants will examine student and teacher roles and ways predictable chart writing can be adapted to meet the needs of students.

This module describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills.

This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. The content in this module is important to understand the DLM Essential Elements in Speaking and Listening and across all of the strands of Essential Elements in English language arts.

This module provides an overview of symbols to support communication and interaction. It also describes the use of symbols and photographs in text.

This module focuses on the use of core vocabulary as a support for communication for students who cannot use speech to meet their face-to-face communication needs and require augmentative and alternative communication.

In this module, participants will review the goals of supporting participation in discussion and the need of an expressive means of communication for all students. Participants will also be given 5 strategies to use in supporting students during discussions with teachers and peers.

This module focuses on writing instruction designed to help students with significant cognitive disabilities ultimately develop the capacity to build knowledge on a subject through research and to respond through writing while keeping a focus on a range of purposes and audiences for writing.