Supporting Students with Disabilities / Working with Video | 3F UNIT 1 Suggestions These support notes are meant to offer general suggestions. They should be considered neither comprehensive, nor label-based. As always, a student’s unique needs drive any curricular accommodations and modifications (as delineated in their individual IEP or 504 plans). Visual-spatial Processing This unit includes several visual supports that will require visual-spatial processing. Point out the many visual icons that offer organizational guidance, so students can use these as cues. Direct students to watch for the color highlighting of vocabulary, which is repeated throughout the unit. For other items, such as graphic organizers like the “Supporting Evidence Organizer,” have students: • point to each circle • say each phrase • trace each arrow with their finger, stopping on the central idea in the center of the web • look at the paragraph below and verbalize how to use the reading strategy and trace each arrow with their finger Consider photocopying pages containing multiple graphics, enlarging them, and cutting them into sections. Place each section separately on a sheet paper, so the image is the sole point of focus in the activity. Physical Disability Be aware of any student with mobility issues, especially when small groups are asked to act things out or role play. Auditory Processing Provide additional time for tasks where students listen to audio. Replay the audio multiple times, as needed. Auditory Processing Provide additional time for tasks where students listen to audio. Replay the audio multiple times, as needed. The videos in this unit provide more ways to enhance language and literature instruction. The first video, Bridges to the Theme, introduces students to the language and concepts of identity. After playing the video, pause to highlight key images that reinforce the theme. Have students discuss what they see adding details based on the comments of their peers. The second video is the Book Club, where students view an academic discussion. Have students listen for key vocabulary from the reading strategy and the reading selection. Next, pause the video at a phrase that demonstrates academic discourse. Write it on the board or a sheet of paper (e.g., These stories share a central idea that is…). Note the sentence starters in the box or have students record these themselves. Then, have them repeat some of the sample sentences aloud. They will use language in a similar manner when they have an added discussion later. Finally, the Bridges to Media lesson provides many connections to the unit theme. Have students serve as a media director. Let them control the video display and have them pause at their favorite part. Ask students to explain what is shown, and discuss why it is their favorite scene, sharing the reasons they feel connected to that segment of the video. Supporting Students with Disabilities Working with Video
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