Inspiration

I'm linking up with Dana, from Fun in First Grade . . .
Something that always inspires me is a great Torey Hayden book! Hayden was a special education teacher, among other jobs in the same field. She wrote numerous nonfiction books about her experiences. Each book allows me to refocus on WHY I teach and reminds me that I can make a difference in the lives of kids. Hayden works through some serious behavior and emotional trials. She approaches her students in a way I admire and she believes in them, when many others have given up. If you haven't read one of her books, pick up One Child.

Giveaway Link

Check out the giveaway on Teaching and Tapas!! I gave my guided reading mini lesson for Alexander and the Wind-Up Mouse, by Leo Lionni. There are so many great products you could win - they are sorted by grade level, K-5. Thanks to Alyssha, from Teaching and Tapas, who set this all up!

Enjoy :)

Concept Confessions

Week One

I want to start a post each weekend . . . where I confess the concepts I have been working on with everyone. Feel free to confess your concepts! We can all gain from everyone's' productive weekends – or we can gain from other people being productive! 

Okay, this weekend was all about GRAPHING. Many of my students need to work on interpreting graphs and have IEP goals linked to such skills. SO, I was on the prowl for graphing activities. I found some I really like, take a look:


             A graphing lesson by Ashlyn Ellsworth     
St. Patrick's Day graphing by Ashley Hughes


            Create-A-Graph, by Amanda Richardson


I will use these activities with my kids, as a fun introduction or quick review. I wanted to go into some depth about parts of graphs/charts (labels, titles, types, etc,). I made a SmartBoard lesson with some links to help with that. 

I also created a quick, generic form to practice some basic questions that go with interpreting graphs/charts. I attached that to the SmartBoard lesson, along with some pictures of graphs/charts. Use these resources to model, teach or allow independent practice. 

My concept confession is "Gotta Graph It!" 

       






                           

Groundhog's Day

Groundhog's Day is a fun time to HOPE for spring . . . and get the students excited about weather, making predictions and seasons. There are some great groundhog books, but one that I like to read is, Go to Sleep, Groundhog!

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!

I have made some wh- question books to help my students work on these basic questions. Many of my students are working on answering WHO or WHAT using pictures supports and visually supported text. Check this out in my Groundhog Goodies Activity Pack at TpT.

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.

Fall . . . and Math Games

Fall is here. Today we had class parties and I am more tired after those than a full day of teaching!

I have been working on math activities and games to help build number sense. Many of my students are able to complete math operations with hundreds charts, fingers or taught strategies, but they do not UNDERSTAND numbers. I have been going "back to the basics" to build these concepts and games always help!
Here is a game that works on adding/subtracting 10s and 100s. I start by teaching the 10-shortcut on the hundreds chart and build from there.
Check out the game on my TpT store: Build an Equation.                                 

Jumping in the Extended Standards - Space

Here in Ohio, we are at the beginning stages of the Extended Standards - an extension of the Common Core designed for students with cognitive disabilities. These standards have a continuum that stretches from most complex . . . . .least complex. As an Intervention Specialist (Moderate/Intense), I am developing materials and reorganizing current supplies to align with these concepts. Luckily, I have many resources already gathered and made - but I wanted to refine things.

So, I started with the Science Standards, grades 3-5. I jumped in with Solar System.

I posted some of the activities I have created on my TpT store along with this description - I will re-post here for you to get a better idea of what this packet contains: Space 3-5 Extended Standards

1. Identify what can be found in the solar system
2. Recognize that the sun is a star
3. Recognize that Earth rotates on its axis
4. Recognize that Earth revolves around the sun while it rotates on its axis
5. Recognize that properties of the sun are the same properties that stars have.

Includes 2 poems, 2 space themed-books (one with wh- questions), planet cards with labels, story sequencing activity, and poster.

These activities were developed for students with severe cognitive disabilities or multiple disabilities.




 This is a book I created with wh- questions on each page. The main teaching objectives from the Extended Standards are assessed on the pages of this book. The choices are visual - not word-based. I use these types of books a lot in my classroom, as it teaches students to use the words and pictures from the text when answering the question - on the most basic level.

 This is a poster with information about the SUN. The properties of a star are listed - which is one of the main concepts in this unit (the sun is a star).

 These are examples of planet cards I made. I am using these to sequence the planets - which also allows me to touch on number lines.
I am also using these for identification of specific planets in a Discrete Trial format.

This was made to go with the book There Was a Bold Lady Who Wanted a Star. After you , laminate, assemble and Velcro the pieces, you can use this as you read to sequence the events.