203G | 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). Visual-spatial Processing In this unit, Building a Country, students are often asked to match words with images to new words they hear or read. This unit focuses specifically on the creation of our country’s government. Provide students with image cards to help them keep their place as they follow along with the text. 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 the text in the song “The Star Spangled Banner” to follow along. For activities that do not come with text, like the oral language activity of a presentation about Crispus Attucks, provide students with a copy of the script, as well as enabling closed captioning. Memory Assist students with the recall of new terms relating to government and the creation of our country. Many terms are important symbols of America and its history. 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 as they use new terms. The more students apply new terms in context, the better their recall of those terms will be. In this unit, Building a Country, students write lists of new terms they can bring home to share with their families about how our country became a nation and the people who impacted this development. Before and after reading “Great Americans,” students use a KWL chart to formulate questions about what they wish to learn. Have students share their charts with their families and discuss how asking questions before reading a text focuses them on its content. It also guides their future research if not all their questions were answered in the text. Encourage families to help students look up the answers to these unanswered questions, which students can share in class. In this unit, students draw a portrait of themselves imitating the early American portraitists who painted the key figures of that time. Have students show their self-portrait to their families and explain their choice of pose (frontal or profile) and why they chose it. Send home some supplies for students to create a family portrait that they can share in class. Students will write a poem about an American hero, famous person, or personal hero. They will plan their writing in a graphic organizer. They can perform their poetry for their family. Encourage students to share the concepts explored in Science (An American Astronomer), Social Studies (Native Americans and the American Revolution), and Mathematics (Measurement) to solidify the Big Idea that many people have been a part of building our country into what it is today. Encourage students to discuss how they might contribute to our country now and in the future. Supporting Students with Disabilities Home-School Connection UNIT 6 Suggestions
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