Accommodations 1

Jane Johnson SPED 741 Dr. Lenz

April 29, 2009

Unit Accommodations Project Tad Johnson is a third grader who struggles with decoding. This unit from ASK, Active Science Kit 3D is a self-contained focused unit which was developed from researched based practices. For instance, rather than using a science book with long lines of text this ASK uses worksheets that have guided activities that emphasize chosen skills such as writing definitions, cloze, locating information, scientific vocabulary, and comprehension. This unit is already accommodating for all learners in that it breaks down these specific skills and is also very clear about which content information is important for the student to learn. One accommodation that will be made for Tad is that the packet will not be given to him altogether. The way this unit is formatted it may seem like less reading but for a student with decoding problems it may seem insurmountable. Tad will receive the worksheets one at a time. He will have a folder to keep his work in. The front of the folder will have a place where he can check off the assignments as he completes them. TTW grade assignments as they are turned in and will keep a running grade in the front of Tad’s folder. The study guide will be stapled to the back of Tad’s folder, TTW remind students to fill in the questions on the study guide as the unit progresses. I have broken down accommodations for each worksheet; when considering a child with decoding problems we must look carefully at possible problems with all written text. (Leveled assignments are noted). Page 1, “What’s in Our Solar System?” The skill is writing definitions. This is an introduction to the vocabulary for this unit. This will be a whole group activity guided by the teacher. (No changes have been made directly to this worksheet). Page 2, “Our Sun.” This page has a larger block of text. The skill is locating information. I have accommodated the worksheet by numbering the sentences according to where the answers can be found. I have also highlighted the exact phrases for Tad to find the answers. (This is an example of leveling. Tad is learning this information and due to his difficulties with decoding will need to practice these concepts and the vocabulary that accompany them).Tad will still need to read the information but since he can not just look back at the text and easily scan for the info the numbering and highlighting will assist him in not becoming too frustrated to give up reading. Page 3, “The Planets are Moving!” TTW need to model the concepts taught in this lesson. The skill is scientific vocabulary. I have accommodated the text of the worksheet for Tad by writing numbers at the beginning of the line where a statement corresponds with a question; I have also highlighted the exact phrases in this text. (This also, is an example of leveling. I believe leveling is very important at the beginning of a unit as Tad is learning the vocabulary and the concepts. As Tad becomes more confident he might, working with a human reader, highlight this information beforehand and then complete the worksheet independently, or with paired or group reading). Discussion with teacher, para, parents, siblings, and peers in class, will help Tad understand the concepts of rotating and revolving. Page 4, “Solar System Scramble,” The skill on this worksheet is simply, “Unscrambling words.” This may be very difficult for Tad since he struggles with decoding and the words are in an even more difficult code than usual. I have highlighted the first letter in each word in the word box. Something important to point out is that most of the words begin with a capital letter, so finding that letter in the scrambled words will help Tad in his attempts to unscramble the words. A human reader may read the words in the word box to Tad as he begins the page; she will then have Tad read the words and could have him highlight the first letter in each word. (My highlighting of the letters first would save time for Tad and time may be just the thing he needs for this assignment).

Page 6, “Mercury, Closest to the Sun,” The skill for this worksheet is comprehension. There is a longer block of text. Partner reading will be a valuable tool here. Tad’s partner will be instructed to read the questions first and then read the text, pausing if Tad says that he found an answer. They will attempt to answer the questions without looking back in the text. If needed they will be prompted to use highlighters to mark important information and numbers from the questions to place next to highlighted information to ensure they are answering questions correctly. The Brainwork part of the worksheet is sometimes considered optional. But since it requires a bit of higher order thinking I believe it will be good for all students including Tad to answer the question. The class will be prompted to circle facts that are interesting to them to differentiate from highlighted answers. Tad may have a scribe write the answers on the back for him exactly as he dictates. (No changes have been made directly to this worksheet). Page 7, “Venus—Earth’s Twin,” This is an assignment using Cloze. There is a word bank but to break it down even more for Tad I have highlighted the statements and answers in chunked groups. Tad will cross out answers in the word bank as he uses them. The human reader will read each sentence to Tad as he completes it. She will also read the entire passage once Tad completes it. Tad will confirm after each reading whether or not the passages make sense. Page 8, “Our Home Planet,” This is also an assignment using Cloze and is accommodated as above. Page 9, “We See Our Moon,” The skill for this worksheet is vocabulary development. To accommodate this worksheet I have printed the bolded vocabulary words and cut them out individually so Tad can glue them under the definitions rather than writing them in. Taking the word and comparing it to the words in the text and bringing it down to the correct location under a definition will assist Tad as he finds the definitions in the text. Page 10, “Mars—The Red Planet,” The skill is finding details, I have written numbers at the end of each line corresponding to the cloze statements at the bottom. This will make it so Tad does not have to go back and read the entire passage to find the details. Page 11, “Jumbo Jupiter,” This is a true or false worksheet. Once again I have numbered the sentences according to the true/false statements to make it easier for Tad to find the needed information. Page 12, “Stunning Saturn,” The skill is comprehension. For this worksheet the class will partner read. Tad’s partner will be instructed to read all three paragraphs, they will then read a question and see if they can remember the answer without searching back in the text. If needed, they will work together to find the answers in the text. Tad’s job will be to highlight the answers as they find them in the text. (This is an example of how progression has been made to remove the scaffolding of pre-highlighting or writing in of numbers to prompt Tad in finding information, this is important for the skill of comprehension focused on by this worksheet). (No changes have been made to this worksheet). Page 13, “The Blue-green Giants,” the skill is locating information. For this worksheet the class will partner read again. Tad will be instructed to listen and use a blue highlighter to mark statements that are exclusively about Neptune and a green highlighter for those statements which are exclusively about Uranus. (Once again the scaffolding has been removed. No changes have been made to this worksheet). Page14, “Faraway Pluto,” The skill is unscrambling facts. I have numbered the sentences according to where the statements are found in the paragraph. The class will be instructed to use a highlighter to mark the statements as they find them. This worksheet will also be a partner read. Page 15, “So Far Apart,” This worksheet will be completed in groups. Each group will have 4 members with individual jobs. #1 will be the Reader, #2 the scribe, and #s 3 and 4 will work together to make a model of the solar system using yarn and approximating the distances during an outside activity. Tad is in the #3 spot at his desk and so will be doing the hands on work. (No changes have been made to this worksheet).

Page 16, “The Planet Names,” I have highlighted the planet names emphasizing that they are at the beginning of each statement. This will be good practice for Tad to match up the symbols and write in the names. Page 18, “Interesting Moons,” This worksheet will be done as a partner read with Tad acting as scribe. (No changes have been made to this worksheet). Page 19, “Beyond Our Solar System,” Comprehension For this worksheet the class will partner read. Tad’s partner will be instructed to read all of the text, he will then read a question and see if he or Tad can remember the answer without searching back in the text. If needed, they will work together to find the answers in the text. Tad’s job will be to highlight the answers as they find them in the text. (No changes have been made to this worksheet). Page 20, “A Review Riddle,” The skill is vocabulary review, Tad will partner read. Because this is the end of the unit he will be familiar with the terminology. After the teacher gives clear directions, Tad and his partner will take turns reading the words in the word bank and the statements. If Tad reads, his partner will write and visa versa. Rather than just crossing out the words in the word bank students will be instructed to write the number of the statement to which the word corresponds. (No changes have been made to this worksheet, all scaffolding with the exception of partner reading has been removed).

Assessment: The picture of the Solar System on the front of first page of this test is very dark making it difficult to discern what is labeled. A large colored version of this picture will be projected on a screen for students in general. Tad will take this test in a quiet room with a human reader and with highlighters and other items that will remind him of good strategies for taking tests. Tad will be expected to do his own writing. Tad will be allowed extra time as needed and may take the test in sections. I have accommodated Tad’s test by reducing the choices in the multiple choice questions to only three. (No changes have been made to the first 3 pages of the test).

Study Guide: A study guide for the above test was found at http://teachers.olatheschools.com/kglasscockwl/files/2009/01/solar-system-study-guide.doc it correlates perfectly with the test and must have been written based on this unit. However, I feel that this study guide gives the information to the students, and would compromise actual proof of gaining and retention of knowledge. Using this study guide as a model, I have changed it so that students will fill it in themselves as they progress through the unit. Tad will need the questions read to him. The vocabulary will be printed out into strips for matching, so Tad can practice with a human reader. A copy of my improved study guide is included with this packet.

An alternative assessment might be to have Tad, or the other students for that matter, write a report on the solar system. A graphic organizer and outline for such a report are included in this packet. All of the students will be given the option of presenting their report orally to the class for 20 extra credit points. Alternative assessment for high stakes testing: As was determined by testing and is now written in Tad’s IEP, Tad struggles with math computation and has not progressed far enough in the third grade math curriculum to know the concepts of fractions, adding fractions, etc… that will be on state assessment tests. Tad also struggles with reading and relies heavily on a human reader or peer reading to cover information across the curriculum. Tad’s comprehension in reading and other content areas such as science and social studies that require extensive reading and understanding of vocabulary and concepts is within an average range as long as the material is read for him. After careful consideration of the eligibility requirements for the two choices of alternate assessments I will request that Tad be given the Kansas Alternate Assessment for reading and math. (My informal analysis of general eligibility rules is included in this packet).

Solar System Study Guide 1.

Name 4 things you know about Earth.

2.

Name 4 things you know about Saturn.

3.

Name the gaseous planets:

4.

Name the rocky planets:

Vocabulary: Cut out the words and definitions. Match. Use these strips to practice vocabulary.

-------------------------------------------------star Earth moon orbit --------------------------------------------------gravity asteroid belt planet --------------------------------------------------rotation revolution solar system one complete trip around the sun an object in space that produces its own heat and light the spinning of an object on its axis the only known location of life in the solar system a large solar system object that orbits the sun a sun and all the objects that move around it the group of rocks that separates the inner from the outer planets the path that one object in space takes around another object in space the force that pulls objects toward each other

Study questions: Answer these questions as we study the solar system.

1. How long does it take the Earth to revolve around the Sun? __________________________________________________ 2.

How long does it take the moon to revolve around Earth?

____________________________________________________

3.

About how long does it take for the Earth to rotate on its axis.__________________________________________

4.

How are all the planets held in their orbits around the sun?

____________________________________________________ 5.

What determines the seasons?

____________________________________________________ 6.

Which object in space is the center of our solar system? _______________________________________________ __________________________________________________

Solar System Report

There are many different ways to write a report. Chose one that you think is fun. Be creative! Some ideas are… Write a newspaper article about the solar system. Include illustrations, clipart, or photographs. Make a picture of the solar system on a large poster board. Show all 9 planets (in the correct order), the sun, the asteroid belt and a comet. Write at least 2 facts about each heavenly object on your poster. Design a travel brochure, be creative and try to convince people that it would be fun to visit our solar system. Do a cereal box report. List the information you’ve learned on all sides of the box. Or . . . Come up with your own idea for a report on the solar system. Make sure you get my stamp of approval before you begin. My idea of a fun report is:

My signature: ____________________________________ My teacher’s signature: _____________________________ Due Date—rough draft______________________________ Due Date—final draft_______________________________ (You may present any of these reports orally in front of the class for 20 points extra credit).

Solar System Report planning guide (Write down at least 2 interesting facts about each item).

The Sun 1.____________________________________________________________ _____________________________________ 2.____________________________________________________________ ____________________________________ Earth 1.____________________________________________________________ _____________________________________ 2.____________________________________________________________ ____________________________________ Mercury 1.____________________________________________________________ _____________________________________ 2.____________________________________________________________ ____________________________________ Venus 1. _________________________________________________________ _________________________________ 2. _________________________________________________________ ________________________________ Mars 1.____________________________________________________________ _____________________________________ 2.____________________________________________________________ ____________________________________

Saturn

1.____________________________________________________________ _____________________________________________2._______________ _____________________________________________________________ ____________________________ Pluto 1.____________________________________________________________ _____________________________________________ 2.____________________________________________________________ ____________________________________________ Uranus 1.____________________________________________________________ _____________________________________________2._______________ _____________________________________________________________ ____________________________ Neptune 1.____________________________________________________________ _____________________________________________2._______________ _____________________________________________________________ ___________________________ Other interesting facts: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ __________________________________________________

Pages that follow are those upon which direct accommodating changes have been made:

The following are pages that show generally why Tad is elibible for the Kansas Alternate Assessment and why he is not eligible for the KAMM. (Of course this decision is based on much more data driven specifics written into Tad’s IEP).

The FRAME maps out main ideas and details that will be covered in this unit: A Blank FRAME will be given to students at the beginning of the unit, students will fill in their FRAME during introductory in class discussion.

The Original Written Test:

These are the multiple choice questions on the last three pages of the test that have been reduced to 3 choices. The first three pages of the test are not shown; no changes were made.