Animal Adaptations or Bust

My fifth graders are starting work on biomes, ecosystems and animal adaptations. I developed a biome packet for students with significant cognitive disabilities . . . over at TpT. I also created a Farm unit to focus on food chains and animal resources. But the topic of animal adaptations was untouched. I was stretching myself - trying to think how to make this relevant for my two students who require extensive modifications to the curriculum. Every year, I go back and forth with myself . . . one of those philosophical struggles you have with yourself . . . how should I utilize the instructional time I have with these students. Hitting all of the curricular standards spelled out in the Extended Standards does provide these students access to the general education curriculum. It does hold all teachers more accountable to expose ALL students to this rich content and material. It does allow for more opportunities for "inclusive" teaching that is connected to peers' work and topics. BUT . . . I still think life skills need a place. I want to make sure my students can hang up their coats, follow a visual schedule to brush their teeth, find the specials classes in the building and identify their teachers, as well as many other skills not directly listed in the Extended Standards. I can stretch some of the standards to include some of these skills, but you catch my drift . . . I am talking about the basic skills - grooming, bathrooming, eating, greeting, even walking and sitting and requesting . . . the list goes on and on. These real life skills are SOOOOO important.
I am a huge advocate for balance . . . hit all of this and make the teaching meaningful. Embed these basic life skills within the curriculum. And I do believe that most of the time I can manage this . . . with a lot of planning, creating, searching & borrowing and resourcing. But, I get stuck once in awhile ...

Here's some of the wording:
Most Complex: 
LS.35.1a Describe how an animal’s
behavior helps it to survive (e.g., a cat will
stalk its prey so it can go undetected in the
hunt).
LS.35.2a List two or more survival
behaviors that parents teach their offspring.

Middle Complexity: 
LS.35.1b Given a physical trait, match the
trait to its specific function (e.g., birds have
wings to fly).
LS.35.2b Recognize one survival behavior a
parent teaches his or her offspring.

Least Complex:
LS.35.1c Match animal babies to their
parents.
LS.35.2c Identify a survival behavior.

To think through all of this and plan for how to meet each student at his or her learning level, well, it's hard!
I know many of you are out there trying to do it every week  - planning and prepare your lessons, your "stuff" - buying, making, borrowing.
Here are a couple things I made to go with some books I have access to . . . hoping to hit some of these ideas. I am posting them here, hoping some others can get use.

        

LLI book The Baby Animals - here are some activities for reading the book AND a animal baby/parent match (ABOVE)

Reading A-Z book Legs, Wings & Fins - two sorting activities (identify animals with wings and animals with fins) (ABOVE)

And, for those of you that made it all the way down here . . . I am posting my Farm Fun Unit - Extended Standards free - just download from google docs for a limited time! Hope it helps!

This freebie is no longer available - you can purchase at Teachers Pay Teachers.

                      

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.

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.