163G | 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). 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). In this unit, students are expected to listen for main events and relevant details during the oral language activity. Have students pause the audio at specific points and have them repeat important information from their listening. Executive Functioning Students with attention issues may need support breaking down multi-step activities, such as the reading strategy for “The Story of Arachne” in which they use a graphic organizer to summarize relevant details of the story. The graphic organizer asks students to find a few relevant details from each part of the story (e.g. beginning, middle, end). Have students number each bubble on the organizer as a step they must complete in their task. Then have students retell the steps, pointing to each number, and marking off each step as they complete it. Visual-spatial processing In this unit, Tales about the Universe, students are often asked to match words with images to new words they hear or read. This unit focuses specifically on myths, legends, and stories told that have been told for generations to explain the world around us. Provide students with image cards to help them to keep their place as they follow along on the page. This will help them focus on one word. In this unit, Tales about the Universe, students write lists of new terms they can bring home to share. Have students talk with their parents about how words can have positive or negative connotations. Discuss each new term and what connotation it may have. Also, point out other words they notice as they read at home that have positive and negative connotations. Students learn to make note of relevant details and events in the story they are reading, so they can summarize it. Students will use a cluster web organizer to keep track of events and relevant details and when they occur in the story (e.g. beginning, middle, or end). Encourage students to highlight relevant details and events in the text with different colors to match each section of the story. Then, they can use these highlighted details to help summarize the story. Have students share these summaries with their families. In this unit, students learn about using adverbs and how they describe actions taken in a fun way. Have students brainstorm a list of adverbs they would use to describe actions they do at school. Encourage students to read their list to their families and have them create a list of things they do at home, including adverbs in each item on the list. Students create a sculpture, gargoyle, or mythical character in this unit. Encourage students to take home their sculpture and discuss with their families the parts of the sculpture, including the terms proportion, scale, and balance. Have students share these new terms and encourage them to create another sculpture with them. Encourage students to share the concepts explored in Science (The Planets in Our Solar System), Social Studies (Viking Exploration), Mathematics (Patterns in Place Value) to solidify the big idea that we learn from all of the wondrous things around us in the world and beyond. Have students discuss with their families how stories are carried on by generations and teach us about the world. Encourage students to ask about any cultural or traditional stories their family has passed down through generations. Supporting Students with Disabilities Home-School Connection UNIT 5 Suggestions
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