It's 2013 and I need to get back in the swing of things . . .
Lots of focus on Alternate Assessment right now, with the new version coming out in Ohio. I was just at a training today. When I listen to how we will assess students with significant disabilities, it makes me reflect on my own teaching. I thought I should share some of the systems and strategies I have developed over the years and hopefully help some other Interventionists out there. Please share back - we all need ideas. We service such a wide spectrum of students and abilities - you can NEVER have too many ideas :)
First on the list: SPELLING.
How do you teach spelling to a student who is nonverbal, physically limited in terms of mobility and selection methods and shows understanding at a very basic level? Should spelling be a focus? Should the words come from a "program" or from communication instruction or curriculum/content or somewhere else? If you question this as much as me - I'm glad to know I'm not alone. I think the best laid plans and ideas come from questioning.
Here is what I do for spelling:
3 FORMATS
I developed three different formats for the varying learners I
teach. Some students have started with format two and moved to format three as
they have progressed. I have also used AAC (communication devices), typing and
sign language as part of this spelling system (see **notes below).
format ONE
This format is for students who are working on very basic skills.
Students will be given 1-2 spelling words per cycle (1-2 weeks). These words
will be displayed as a LARGE icon/photograph with the word (label).
Day One: Introduce the word(s)
Day Two-Four: The student is asked to identify the word by touching the correct
icon/photo with label when shown 2 choices
Day Five: Test
Typically, I ask the student to identify the same word 5-10 times in
a row – but, varies depending on student ability.
Example:
Format two
Students are given 3-6 spellings words per cycle (1-2 weeks).
Day One: Introduce the spelling words with icons/photographs and TEACH the
student to look at each letter and find the matching letter tile. Have the
student Velcro the tiles below the letters in the spelling word.
Day Two – Four: After you have introduced the words, the remaining days can be
practice for the student. (I use this as part of a center activity each day).
Each day, the student should spell each word and identify the
corresponding visual. This will also be the format of the test.
Day Five: Test
NOTES
**If a student uses a communication device, the words can be
programmed on the device. Part of the spelling routine can include finding the
word on the device – include this as part of the test.
**If a student can type or identify letters on a communication
device, use this as part of the spelling system. Some students are require to type
the entire word, letter by letter (just like matching the letter tiles) while
other students are required to type the first letter of each word – include this as part of the
test.
**If a student is using sign language, teach the sign with the
visuals. Require the student to sign each word and include this as part of the
test.
Example:
Format three
This format is the same as format
two, except the student does not have individual boxes to place each letter
tile –
there is just a strip of Velcro. This make the activity more difficult, as the
student needs to monitor where they are in the word. Some of my student start
with format two and progress to format three.
Again, use typing, AAC or sign as part of the spelling system if
applicable.
Example:
More information and pre-made spelling cards on my TpT site. Also, a template for making your own words.
This book, by Judy Cox, is about a Groundhog who can't fall asleep, an easy thing for kids to make a connection to! Here is a FREEBIE - questions to use after reading this book!
Check out some other great Februrary books/activities at 1...2...3...Teach With Me - Activity Blog Hop!
