Students with Disabilities / Working with Video | 7F 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). Visual-spatial processing In this unit, students are often asked to match words and images. They may also have to refer to word banks on various parts of the page. Zoom in or enlarge images to make certain details more visible. Have students track with their fingers from one area to another to help them be aware of where they are in the task. Executive functioning Students with organization issues may need assistance navigating tasks that require looking back at other sections of the book. Have students name each step in the activity and hold up a corresponding finger (e.g., hold up one finger for the first item and say the direction). They can say this to themselves, a peer, or a paraprofessional. Memory Assist students with recall of student names, various greetings, and spelling their names. Provide slips of paper with terms from the word banks. A kinesthetic set of letters (e.g., magnetic letters) for spelling activities will also enhance support. Physical disability Be aware of any student with mobility issues, especially when small groups are asked to act things out or role-play. When asking students to move around the classroom, ensure that there is a clear path for students to travel from one spot to the other. Auditory processing Provide extra time for tasks where students listen to audio (e.g., the readings, phonics activities, etc.) and replay the audio multiple times as needed. Video can augment English language development in a variety of ways. There are four videos in Unit 1. The first, Connect to the Theme, introduces students to the language and concepts they will encounter in the unit. After playing the video, offer additional support by replaying it and pausing to highlight key vocabulary (e.g., school, student, hallway, locker, gestures used for greetings such as a wave, etc.). You may also wish to pause on a scene and ask students what they see or what is happening. This open-ended questioning may reveal additional vocabulary and syntax students possess. Also, invite students to verbalize their thoughts in their home language and then follow up with English statements about the video to reinforce the language. The second video, Connect to Language in Action, includes a printed script on pages 12–13. After viewing the video once all the way through, replay it and have students follow along with the script as they are able. When a question is posed and displayed on the screen, (e.g., “What’s your name?”), pause the video, read the question slowly, and have students repeat. The visual representation of the language can assist with spelling and syntax. Again, pause the video in key places and discuss. The Connect to Language & Literacy Review video is an engaging piece of video “realia” that is designed to motivate students. Finally, the Connect to Media video provides many opportunities for cultural connections. Repeat the same routine of play, replay, pause, reinforce, and discuss. Supporting Students with Disabilities Working with Video 37
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