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.

Measuring with Metric

In fourth grade, the measurement instruction is focused on the metric system. I found some great activities to use but not much that put everything together. So, I made an activity that includes units of length, weight/mass and capacity (meters, liters and grams). I also developed an assessment tool that matched many of the activities we did in class.
I am an Interventionist, so these were designed with my students in mind - they would be great for more hands-on learners, younger classrooms or students who benefit from modifications.
These are some of the puzzles pieces for Measurement Match.
Check out the Measurement Assessment that I created to end the unit.

Capitalization Practice

This is one of those skills that always needs a quick review, especially at the beginning of the school year. This is an easy center or a quick partner activity for Capilatization Rules.
There is a recording sheet, so multiple students could use the cards - but you can also laminate and use dry erase markers. This way, students could practice editing marks too!
Check them out at TpT!  Capitalization Practice Cards

Measuring in FALL

Measuring has been our math focus this week. Because the leaves are changing, I thought I would bring some Fall into our lesson. Collect some leaves and try this activity - download the free App LeafSnap so that students can identify the types of leave sthey are working with!
Measuring with Leaves on TpT