Back in the Swing . . .

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.