Category:Shinese Anderson

 Scenario #1: Elementary (grades K-6) classroom 23 students

1 IEP: S tudent has dyslexia. Student should have notes provided in written form. Alternatives/modifications to written assignments should be provided.

Content

 Provide a listening center with books on audio, this can help them get a better understanding without having to stare at a paper or screen.

Process

Give step-by-step directions, personally, always checking that the student is on track.

Hear and see notes being read for the lesson, given an opportunity to either write notes or just listen.

Affect

Read aloud stories and ask questions related to those stories enhancing comprehension and understanding of read books or information.

1 IEP: Student has dyscalculia. Opportunities for computer applications should be provided.

Content

Math applications on computer or IPad such as, ST Math, Singapore Math, or Jumpstart.

Process

Use counters or base ten blocks to help solve math problems and count.

2 IEPs: 2 Students have ADHD. Students should have preferential seating and opportunities for movement.

Affect

Allow students to move around the classroom either through guided centers or choice time, so they are not confined to one spot the whole class and lose focus.

Give students breaks to stretch or take a moment to breath, get water, walk or use the bathroom.

Learning Environment

Move seats from time to time, rearranging the seats of the students, giving them a new change.

6 ELLs: 3 at the Intermediate Fluency Stage and 3 at the Advanced Fluency Stage.

Process

Use gestures to help students understand what your are saying.

Allow students to read books in both English and their native language, so that they can put both languages together and understand the story. Seeing the words of both languages allows students to connect the two and strengthen their vocabulary.

Listen to stories either on audio (CD or tape) or out loud enhancing and broadening students vocabulary.

Product

Give lots of opportunities for students to write which also builds vocabulary and handwriting skills.

Affect

Put labels on all materials and furniture in the classroom that has the English vocabulary word and the students’ first language vocabulary word, allowing them to see both words at the same time helps them connect to two vocabulary words and become familiar with seeing them. This can also fall under the Learning Environment Category.

Incorporate students’ first language into lessons, i.e., books, vocabulary words, pictures, toys. This creates a sense of belonging within themselves and in their classroom and gives them a deeper understanding of the lesson. This can also fall under the Learning Environment and Process Category.  Learning Environment

Allow students to freely express themselves either by speaking, writing or drawing, to help boost confidence in themselves and be comfortable around their peers and teachers.