83G | Supporting Students with Disabilites / Home-School Connection 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 the information they need to complete activities and prompt them to re-read specific passages and/or texts that pertain to questions and answers. For example, after reading “Kiki’s Journey,”students are asked to sequence events from the story. Support students as they try to put the events in order, having them find that event in the story and highlight it. Then, have students start with the first highlighted section and label it number 1. Continue until they have all of the events highlighted and labeled in order so they can write them in sequence for the assignment. Receptive-expressive language support The unit Roots contains many activities that make use of audio. Replay the audio in small chunks. Pause at key words or instructions (or do so orally). Check students’ comprehension. Have students repeat key words and phrases aloud. Remind students to read the illustrated text of songs, oral language activities, or media activities. Point out the images in all texts and how they specifically connect to the words on the page. In this unit, Roots, students write lists of new terms they can bring home to share. Have students talk with families about their family roots; where their family comes from, and some of the traditions they have learned from the generations before them. Students can also talk to their families about where the food they eat came from and what natural resources were used to create the items they eat in their meals. This unit includes a how-to activity. Students listen for steps on how to make spring rolls. Encourage students to write or record themselves telling the steps of how to do something they love. It could be a recipe, rules for a game, or other activity the family enjoys together. Have students share these with their families and have their families follow the directions together. Send students home with language frames of transitional word phrases. In math, students learn about types of angles. Have students create an angle reference sheet with pictures and labels of angle names. Encourage students to take this sheet home and find different types of angles around their homes and in the neighborhood. Students write persuasive letters in this unit. Have students share the persuasive letters they have written on class topics with their families. Encourage students to talk to their families about issues that they feel are important to address in a persuasive letter and who they could send their letters to. In science, students learn about farms, and how bigger, or industrial, farms cause a lot of environmental issues. Brainstorm with students ideas of ways they can help solve this problem (e.g. plant a garden at home, write letters to local community members to start a community garden, etc.). Have them write down some of their ideas and share them with their families. Supporting Students with Disabilities Home-School Connection UNIT 3 Suggestions
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