3G | Supporting Students with Disabilities / Home-School Connection UNIT 1 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, which focuses on weather and tools to measure weather, realia (e.g., wind sock, thermometer, barometer, etc.) can be used as a support as well. Executive Functioning Students with attention issues may need support with multi-step activities. Facilitate the narrative writing activity by changing the story map into a numbered list: 1. beginning: describe setting, introduce characters, 2. middle: describe the main weather event, 3. end: describe the resolution. Have students count the three steps as they plan their story, and then again, when they write their story. Memory Assist students with the recall of new terms relating to weather. Before starting activities, remind students to use the word wall or help them make lists of new terms to refer to as they work through the unit. Give students ample 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 selfmonitor if they have done so. The more students apply new terms in context, the better their recall of those terms will be. In this unit, Wild Weather, students write lists of new terms they can bring home to share. Have students talk with families about how pictures compliment the words in the story to give the reader more information. After reading the story “A Meteorologists Talks Weather” students practice the reading strategy of compare and contrast by telling what is the same and different about tornados and hurricanes. Encourage students to share these summaries with their families and show how they used a graphic organizer as a tool to visually represent similarities and differences of two types of weather. Encourage students to discuss other types of weather with their families and use their organizer to compare and contrast. Students will learn about how setting influences the plot of the story as they read “Will the Rain Ever Come?” Encourage students to point out the setting in stories that they read at home with families and discuss how that setting may influence the plot of the story. In this unit students learn about wind and how it works. Have students create items that they could set out to experiment with the wind (kites, wind sock, etc.) Have students test out different types of wind at home and discuss with their families. Encourage families to discuss how wind can change, what we do when it changes, and what we may wear. As students write their narratives, give them a copy of the organizer to help guide their writing. Students can share with their families how they use the organizer to establish their characters, setting, and the plot of the story. Supporting Students with Disabilities Home-School Connection
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