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Week 2 responses to 2 people for DQ 1
Respond to at least two peers by discussing any challenges you might experience or questions you might have in implementing accommodations in your classroom, and how you might provide different accommodations or modifications to meet student needs.
DQ 1 first person name Tehseen
In this lesson the learning needs of student with disability is to be able to associate beginning sounds of words with correct picture. Children are required to match words with picture and complete the bingo game.
I have chosen First Letter Bingo lesson plan, through the bingo game children have to think about the first letter of the name of the picture being shown. We can modify this bingo sheet for children with special needs by reducing the number of blanks in the housie sheet and also have letters written on them instead of having children write on it. This will allow slow learner to win by yelling bingo! By reducing the workload and modifying the sheet we ensure that students receive access to multiple means of learning and opportunities to demonstrate knowledge,
Instead of writing letters in the bingo worksheet, children with writing difficulty could stick the letter card, and children with learning disability can be further aided by having picture cards instead of the blank bingo sheet. So when the teacher shows a picture of the letter for e.g. banana children who has ‘b’ picture like boat will cross the boat, where as other children will recognize the “b” letter and cross. When children are given a visual clue along with print support it further helps them in performing a task independently. Providing large text on the blank sheet can accommodate student with visual impaired in the activity. My lesson plan link:
Second person is Saundra
To present my lesson to my students: the accommodations that I would integrate into my lesson would be 1. Teacher will first explain the lesson that will be presented along with the instructions of what we are going to learn. This lesson will be given according to the level of understanding that the children have. 2. The teacher after explaining the lesson and clearing up any misunderstandings (children may ask questions) teacher will present the lesson demonstrating exactly what she wants the students to know and learn. This can be done by demonstration. 3. According to the disability teacher will break down the instructions to those who are having a hard time understanding. 4. For those students who are ADHD they will be grouped together and allowed frequent breaks so that they will not be sitting to long. A computer-based program explaining the vowel sounds can also be introduced to the class. 5. Teacher will read first, this will be done 3 times or until the children have mastered the first part of the vowel sounds and allow for each students verbal response..
Note if these accommodations can be used as examples of universal design where all students might benefit. I would integrate the teacher’s demonstrations by him/her starting out with teaching the vowel letters first and demonstrating with hands and facial expressions how the sound must come out. Example the long O how the mouth is shaped when an O is said. This gives the students a visual of the facial expression associated with the sound. The vowels will be written on cards and identified and pointed out as the teacher says the letter. This demonstration will lead into adding consonants after the vowel sounds are mastered. Example, long o, eventually teacher will add to consonants L aaaa long sound y. (Lay). The prompt for the students will be the facial expressions as the vowel is said along with putting the hands to the face but teacher not saying the letter. For those student who may be hearing or visual impaired the students hands can be put on the teachers face to demonstrate the facial expression associated with the letter.
Please be sure to share the link to the lesson plan you reviewed so others have context for the lesson plan you are using.
Reference for lesson Plan, http://www.teach-nology.com/tutorials/teaching/phonics/
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