43G | Supporting Students with Disabilities / Home-School Connection UNIT 2 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). Executive Functioning Students with organization difficulties may need support to refer to resources when they are completing tasks. Point out for students the information they need to complete activities and prompt them to reread specific passages and/or texts that pertain to questions and answers. For the Making Inferences activity following the text Secrets of the Ancient World students have to consider each wonder, and make notes from the pictures and text, then note their background information and make an inference on how that wonder was made. Help students organize their steps by numbering each part of the task they need to complete with a checklist and have them check off the steps as they complete them. Auditory Processing Students with auditory processing details will need extra time and the opportunity to listen again during listening activities. Give students ample time and the ability to repeat audio as needed, especially for reading activities. Give students access to the text to follow along even during first readings. Enable closed captioning during the playing of A guided tour. listening activity and The Egyptian Pyramids video. Memory Assist students with the recall of new terms relating to world wonders. Before starting activities, remind students to use the word wall, or consider having students create a personal picture dictionary that they can refer back to. Give students opportunities to practice new terms in the context of class conversations. Review and reinforce specific vocabulary that students should practice in conversation. Provide checklists they can use to self-monitor if they have done so. The more students apply new terms in context, the better their recall of those terms will be. In this unit, World Wonders, students write lists of new terms they can bring home to share. Have students talk with parents about how pictures complement the words in the story to give the reader more information. Have students create a personal dictionary and use it to incorporate their new vocabulary in their conversations at home. Students learn about making inferences and noticing when others infer. Brainstorm with students different sources of information can they find inferences. Encourage families to discuss inferences and practice making inferences about things they encounter. This unit covers the simple past tense of irregular verbs. After creating a word list of irregular verbs and their past tense versions, have students use this list to create a daily journal of things they did during the day. Have them highlight their irregular verbs in the past tense and have them take their journals home to share with their families. They can continue this practice during the unit by creating weekend reports with help from their families. The art activity in this unit teaches students about perspective. Students create a picture of a bridge using the component of perspective. Have students share their drawings with their families. Encourage families to find another scene (e.g. mountain road, coastline, row of buildings, etc.) and draw it using horizon and vanishing points as learned in the lesson. Students write an informational text about one of the places they learned about in this unit. They can read their writing aloud at home. Remind students to point out for their families the elements from their graphic organizer (e.g. description, explanation, history, and interesting facts) in their writing. Supporting Students with Disabilities Home-School Connection
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