125G | Supporting Students with Disabilities/Home-School Connection UNIT 4 Suggestions These support notes are meant to offer general suggestions. They should be considered neither comprehensive, nor label-based. As always, a child’s unique needs drive any curricular accommodations and modifications (as delineated in their individual IEP or 504 plans). Visual-spatial processing In this fourth unit, My Community, students are often asked to match words with images to new words they hear. In this unit, they focus specifically on places found in a community. Provide students with image cards to help them keep their places as they follow along on the page. This will help them focus on one word and image at a time as they learn and apply new terms. Executive Functioning Students with attention issues may need support breaking down multi-step activities such as the sequence activity in which they read about the order of events in a story and organize information into manageable chunks. Re-read directions and ask students to repeat them back to you. Have students identify the sequencing word for each step by retelling elements of the story. Check in with students as they work and help them mark off steps in a task or activities on a page that they have completed. Receptive-expressive language support Provide students with additional time to process information presented orally. Repeat and/or replay cues and readings as necessary. Whenever possible, support orally presented information with visual supports (e.g. images from the text). Use speaking or language stems to lower the affective filter. In this unit, which focuses on things that students see and do in the community, realia (e.g., pictures of their home community and people) can be used as a support as well. In this unit, Community, students explore how people can work together to help their community. Encourage students to continue these discussions at home using new vocabulary. Work with students to write lists of new terms they can bring home to share. Have students brainstorm ways they have a positive impact in their communities. After reading the story “The Show Must Go On!” students practice the reading strategy of sequencing the events in the story. Encourage students to share these summaries with their families and to talk about who is in the story and what happened in chronological order. Ask students to discuss the difference between a fact and an opinion. Students can share important facts and opinions about their communities while integrating grammar topics of common and proper nouns. Encourage students to share the concepts explored in Science (Animal Groups), Social Studies (The Federal Government), Mathematics (Metric Units of Measurements) to solidify the cross-curricular vocabulary explored. Make connections to the essential question: How can people help their community? Students write an opinion text in this unit. While they might read this at home, they may be self-conscious. If so, encourage them to write another at home about something in their community. Supporting Children with Disabilities Home-School Connection
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