243G | Supporting Students with Disabilities / Home-School Connection UNIT 7 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). 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 cause and effect during the oral language activity. Have students pause audio at specific points and have them repeat important information from their listening. Memory Assist students with the recall of new terms relating to all of the wonders of nature around us. Before starting activities, pre-teach vocabulary to give students a chance to associate with the new terms and then place them in context and remember them. Create a vocabulary card for each term, explain the meaning, and add a picture that illustrates the meaning. Have the students verbally repeat the word multiple times, and enable students to interact with the words in games and activities that develop mastery. Add vocabulary cards to the word wall and have students refer to them as they work through the unit. Visual-spatial processing In this unit, Our earth, students are often asked to match words with images to new words they hear or read. This unit focuses specifically on nature and biomes of the world. Provide students with image cards to help them to keep their places 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. In this unit, Our earth, students write lists of new terms they can bring home to share. Have students talk with parents about how the natural world is so important to our everyday lives. Have them think about all of the ways that nature impacts their lives. During the oral language activity, students listen to a conversation about water. Students are asked to determine the impact of situations in some photographs if they were to have no water. Have students share these ideas with their families and encourage them to look around their home and neighborhood. Have them discuss the impact of not having water in their own lives. This unit teaches the mathematical concepts of area and volume. Encourage students to share their strategies to find area and volume and work with their families to find the area and volume of common household items, such as the area of a rug, the area of the front door, or the volume of a cereal box. Students learn about adjectives and write sentences about certain adjectives provided to them. Bring in a select group of items for the students to describe. Choose one item to show the class and brainstorm a list of descriptive adjectives that would match that item. Then have students write lists of words for a few other items that you show them. Students can take home this list to share with their families. Encourage students to work with their families to come up with adjectives to describe items around their home. Encourage students to share the concepts explored in Science (Managing Waste), Social Studies (Irrigation), Art (Landscapes) to solidify the big idea that the natural world around us is important to all aspects of our lives. Have students think about and discuss with their families how their environment meets their needs and what parts of their environment are vital for survival. Supporting Students with Disabilities Home-School Connection
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