123G | Supporting Students with Disabilities / 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). Visual-spatial processing In this unit, Healthy habits, students are often asked to match words with images to new words they hear or read. This unit focuses specifically on healthy foods. Provide students with image cards to help them keep their place 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. Auditory Processing Students with auditory processing issues 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 text, like the song Spinach, Chard, and Kale, to follow along while listening. For activities that do not come with text, like the oral language activity about healthy habits, provide students with a copy of the script as well as enable closed captioning. In this unit, Healthy Habits, students write lists of new terms they can bring home to share. Have students talk with families about how pictures complement the words in the story to give the reader more information. Also encourage families to talk about the big idea of healthy habits and how these habits apply to food choices, and other ways to be healthy. Students apply the reading strategy of determining fact vs. opinion during this unit. Brainstorm language around facts versus the key language around opinion. They can share these findings with the class and then share ideas with their families. Encourage students to write down a list of several statements, some facts and some opinions, to take home and quiz their families. In the oral language lesson, students learn about expressing intention by using statements of things they could do, want to do, or are going to do. Have students create a list of goals they have concerning incorporating healthy habits into their daily lives. Have them write this list as statements of expressed intention. (For example: I’m going to eat a fruit and a vegetable each day.) Have students take their lists home and share them with their families. Families can discuss together and add to this list as well. After studying about fruit in art, give students a chance to look through magazines and online for other art pieces, from famous artists to modern advertisements. Encourage families to notice pictures of healthy habits they may come across in magazines at home, online research, drawings, or pictures they have taken themselves. Students can bring in these items to add to their boards, and then present their collages to their classmates. They can even add text boxes to these boards with expressed intentions of goals they wish to add to their routines at home. In this unit, students write scenes for a play. Encourage students to act out their scene with their family members and have their family help to add another scene to their play. Students can present their new scene to the class. Supporting Students with Disabilities Home-School Connection UNIT 4 Suggestions
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