Activity 2 The accommodations I needed to make were as follows: -I had to point out where "center" of the page was for the student. -I needed to use a ruler to explain a letter that was "one inch in size" for the student. -I needed to make sure the student knew her right hand and left hand. - I also needed to help the student with positioning the capital "A & B" in the upper and lower corners of the page. -I also needed to explain drawing a line connecting the three letters... this was the most difficult task for the student to understand. -When I asked her the question; "what did you draw on the paper?" the student explained that she drew numbers and letters but did not know what a "diagonal line" was so I explained the difference between straight lines and diagonal lines. -I pretty much had to "walk her though" every step of the activity.
Agreed. Very frustrating if you have to walk a student through the whole thing. But, in the end, it is a reward knowing you helped that student reach the goal of learning the task and them finally having a smile on their face because of better understanding. Keep your head up :)
I agree. Courtney to take the time to walk through every step is rewarding but stressful. But once they understand then step back and watch them go and succeed.
Activity 2 The accomadations I make are: -I have to translate it for her. -Then I let her get started and if she gets stuck she ask for help. -I try to keep her on track cause her eyes begine to wandar on other peoples paper. - I let her know if she ollks on somone elses it not her doing the work but the other student. -I ask her do you need my help and she will respond by saying she knows how to do it.
Fortunately, Erica, I don't have to translate for my students... but I can identify with what you are saying about student telling you they know how to do an assignment when in reality they need help. I guess they feel the need to do something on their own without any help.
Erica, Yes, you can translate for her but we need to make sure she understands what is asked of her. "Ask the student to repeat the directions to check for understanding" #81, page 89. Make sure the student knows what the subject and the predicate are before doing the assignment. Also the reading level is very important, "# 78, simplify the vocabulary. Accompany verbal explanations with the visual demonstrations whenever possible".
I have to do translation for a low vision student I work with. I watch out for the student transposing numbers, and making sure the proper steps are being completed for some of their work. If the student is telling me that they are "getting" it, and they are not, I will let the student complete the work and instead of me telling them it's incorrect they can hear it from the classroom teacher.
Activity 2 I had two students for this activity, they had a paper and a pencil. I gave them a ruler and made shure they knew what "one inch" was. I read the directions and they did as best as they could. The only thing they had troubble with was the upper case letters. other than that they did pretty good.
That's nice when your students can do things without a lot of intervention on our part. Yet it is a pleasure to help them learn something they don't know how to do when you can. I guess that's best thing about this job for me.
this activity is very helpful not only to the student but for the teacher as well so she/he doesn't have to take the time to point this out for each student
In activity 1 I have found it very helpful for the classroom teacher and also for the student if I copy down all math problems for her. It is very diffocult to read her writing even for her so this is why she gets a lot for her problems incorrect. I don't do the math problem I just copy the problem for the book or board to her paper. I have found this very helpful for her, the classroom teacher and the special ed teacher.
I too have found it very helpful for the teacher, myself,and the student if I write down the problems. This saves time and it helps us all to be able to read the problem more clearly.
I think it is helpful if you wright the notes down too. you have the student wright them down and if they didnt get them all then you can have them copie off yours.
Activity. 1. I try to stay a day ahead so SPED student has proper materials for the math problem. I have graph paper with examples of how to do math problems. Then we review. Ok what changes do we need to make? As far as should the student do all of the 30 problems sure, go as far as he/she can. And then some teachers will count it as extra credit on the assignment. And the student will see on the paper how good they did by continuing the assignment.
I agree with you I do the work and take notes so with there hand writing for a test or notes they can look at mine of what they don't have done so they feel that they have a self confidence of that they tried their hardest but it helps a lot with just hand writing in general
Knowing that even general ed kiddos have a hard times copying from the board to paper or book to paper, its a very good idea to write the problems ahead of time.
I agree with you! Writing the assignments for the students is very helpful, that way the students can stay on task while the teacher is explaining the lesson.
Activity 2: Subject and Predicate: Difficulties: 1. Not knowing for sure what a predicate and subject are in a sentence. 2. Can't tell where the predicate starts when the verb is a linking verb. 3. Had to explain thoroughly what a linking verb was and go over all of them with examples. 4. Had to go over what a "subject" was in general. 5. Drew a line between the suject and predicate on easier sentences with an actual action verb instead of a linking verb. 6. Can take student to another room with a white board so the student can see the sentence in a bigger form and do the lesson with little or no distractions.
Students seem to have a harder time distinquishing a predicate and stubject when the verb is a linking verb instead of an actual action verb. With extra review, depending on how much this has all actually been taught, a little or a lot of review can be extra helpful for a student.
I agree with you Courtney, I think english is very hard for students. It has so many different kinds of speech to rember and how to format the essay papers they have to wright.
english wss one of the hardest subjects for me while in school so I sympathize with student who struggle with this subject. Taking it slow and breaking the sentence down helps
Luckily, in the grade I'm in, we don't have these types of lessons. English is a very hard subject to grasp. Maybe using colored pencils or highlighter to mark the different parts of the sentence could help.
English is still hard for me at times because I work with younger children and don't use this stuff on a daily basis anymore. So I can only imagine how hard it is for our SPED kids.
I have to relearn English sentence structures every year too since I don't do them every day. And the best way to learn is it to teach it so I use a lot of questions when helping students so they have to sort of teach me. It works most days.
I totally agree that extra review would help. I also like what Erica said about the colored pencils or highlighters to mark the different parts of the sentences.
Erica, The times table even help with bigger multiplication and division problems and multiplication and division fractions. It is a very good accommodation.
Activity 1 **Coping Error- Accommodation: I would write the problem numbers on a sticky note in case he needed it. # 59, Page 87, modify the length of the assignment. So the student doesn’t get confused with so many problems.
Error Alignment-If a student had alignment problem. Accommodation: Another thing that can be used by the para, she could help him point to the problem he is copying or use a card to keep him in line with the problem. Some students have tracking problems and this kind of accommodation would help.
If Calculation errors is the students problem:
Accommodation: We can use multiplication cards (Cards can have the whole set of tables) this would help him find the answer faster and would be a little less frustration for the student.
Directions error- Accommodations: Maybe the student didn’t understand the directions and mixed his problems-Maybe added instead of multiplying. We need to make sure the student understands the directions given. In page 95, # 138, it tells us about teaching the self- talk methods. The student can verbalize the teacher directions given.
Copying and lining the problems up are the two most often mistakes anyone makes and it is very hard to not do it some of the time. I would give them graph paper or something with lines so they could line them up correctly. I like all your ideas as well.
I think I do better when I get the work sheets that they are doing and do the work when they get done with that work sheet then there answers don't look right or they can not read their own writing or it looks like they wrote the right thing we can review it say is this what you were trying to write or did you find a different answer lets look or find it where you got that answer if it is not right then we will both try to find our answers
It is helpful to get the work ahead of time & do the pre-teaching even the day before if you can. The more the student can work on their own, the more confidence it gives them in that area of study. You can never have too many successes in our SPED classes.
Activity 1 Error- transposition of numbers Accomm- give student a copy of the problems
Error- incorrect alignment Accomm- provide graph paper or lines
Error- calculating mistakes Accomm- have student use a times table or calculator for corrections
Reviewing basic times table before doing problems then worked side by side with the student until they are comfortable working on their own & seem to understand more what they are doing.
The accommodations that needed to be made are: *Needed to use a ruler to show 1 inch in size *Needed to remind student left and right *Student didn't get the right size letter in the correct positions *I had to explain drawing a line to connect the 3 letters-somehow we ended up with a triangle. It's almost like they didn't listen to the instructions, but I know they did. I think the results would have been different had I been able to repeat the instructions or do them step by step.
Activity 1: Accommodations Tell the student the math problems so he can write them on the white board and work them out. No other accommodations were made.
Kerri, The white board is a wonderful too and the students seem to enjoy the change from writing on paper. That is a great idea and one I will use when I can.
I agree Elizabeth! Students love to change it up and I think for ,y younger kids it makes them feel some what in charge when they are able to go up to white board and use it instead of paper and pencil.
Usin the whiteboard can be very helpful and comftarble for some students,because students sometimes are afraid to participate writing on the board when more students are there.
Activity #2: Basically what I do with this assignment depends upon which student I am working with. I have students that would have no problem writing the sentence and then identifying the noun and the verb. I would then explain what the subject and predicate should look like and have them seperate them with a line.
Other students of mine would require more step by step help. I would get a copy of the sentence. I would explain a noun and have them find the noun in the sentence and circle it. I would then describe the verb and have them find the verb in the sentence and underline it. Then I would explain the subject and have them identify the subject for me, I would have them underline the subject with one line. I would then explain the predicate to them and have them identify the predicate for me, I would have them underline the predicate twice. I would then have them draw a vertical line between the subject and predicate. I would also be doing the assignment along with them so they could understand what I am expecting.
Note-taking skills seems to be an issue, not only for special education students, but for general ed. students as well. I purchased a Livescribe pen for my son, a sophomore in high school who has horrendous handwriting and was unable to study from his own notes because even he could not read them. What a Livescribe pen does is record what the teacher is saying while the note taker is writing down key words from the lecture. Then when the student goes to study from his notes, all he has to do is touch a key word that he had written and the teacher's lecture is replayed for him. The are about $100 and come with special paper. I have even found myself taking the pen with me to conferences so that I can get more out of them. Another note taking device is Notability which is a free app for the iPad. It records the teacher as the student types the notes. Educreations is an app that would be good for math. It is basically a white board on the iPad that records sound. That way the student can record what the teacher says as they explain the problem while they do it on the iPad. What results is a mini lesson on how to do each kind of problem.
Activity 1: The accommodations was I had to show him center, he did very well. I think it would have been different if i could have repeated the instructions. But in my class that is one think we work on is following directions, basic concepts. We made a task strip for one of our students and he picked that right up!! Helped so much so instead of the using a camera like it says in the book we just used PECS pictures. I liked this chapter it had good ideas on Organization, and note taking too.
Activity 2: The accomodations I had to make were: reading the sentence so they knew what it said know what a subject and predicate is and how they are different know how to write the letters to make it readable and the last would be to make sure they had the correct punctuation where it needed to go.
I chose activity 1 -the first thing I do is talk to the classroom teacher and show her what I have found out -take the child over to another area in the classroom and go over her math fact..the child may know what he or she is doing but a paper test may not work for him or her -if the child can show me that they know their math facts..what I would do is ask the teacher if it would be ok for me to write the numbers on the paper -if the student has trouble taking a paper test then talk through the problems together..
I chose activity 2: Every student has different learning and memory skills about rewriting. It's hard for some students to remember the rules about sentences. Most of the time I try to explain the students step by step from the beginning: all the way from the article subject to different parts of the sentence. After I'm done explaining I ask the students to divide the sentence after the action or linking verb.
Activity 2
ReplyDeleteThe accommodations I needed to make were as follows:
-I had to point out where "center" of the page was for the student.
-I needed to use a ruler to explain a letter that was "one inch in size" for the student.
-I needed to make sure the student knew her right hand and left hand.
- I also needed to help the student with positioning the capital "A & B" in the upper and lower corners of the page.
-I also needed to explain drawing a line connecting the three letters... this was the most difficult task for the student to understand.
-When I asked her the question; "what did you draw on the paper?" the student explained that she drew numbers and letters but did not know what a "diagonal line" was so I explained the difference between straight lines and diagonal lines.
-I pretty much had to "walk her though" every step of the activity.
I undertand what you mean John. It hard when you have to walk them trough it.
DeleteAgreed. Very frustrating if you have to walk a student through the whole thing. But, in the end, it is a reward knowing you helped that student reach the goal of learning the task and them finally having a smile on their face because of better understanding. Keep your head up :)
DeleteI agree. Courtney to take the time to walk through every step is rewarding but stressful. But once they understand then step back and watch them go and succeed.
DeleteActivity 2
ReplyDeleteThe accomadations I make are:
-I have to translate it for her.
-Then I let her get started and if she gets stuck she ask for help.
-I try to keep her on track cause her eyes begine to wandar on other peoples paper.
- I let her know if she ollks on somone elses it not her doing the work but the other student.
-I ask her do you need my help and she will respond by saying she knows how to do it.
Fortunately, Erica, I don't have to translate for my students... but I can identify with what you are saying about student telling you they know how to do an assignment when in reality they need help. I guess they feel the need to do something on their own without any help.
DeleteErica,
DeleteYes, you can translate for her but we need to make sure she understands what is asked of her. "Ask the student to repeat the directions to check for understanding" #81, page 89. Make sure the student knows what the subject and the predicate are before doing the assignment. Also the reading level is very important, "# 78, simplify the vocabulary. Accompany verbal explanations with the visual demonstrations whenever possible".
I have to do translation for a low vision student I work with. I watch out for the student transposing numbers, and making sure the proper steps are being completed for some of their work. If the student is telling me that they are "getting" it, and they are not, I will let the student complete the work and instead of me telling them it's incorrect they can hear it from the classroom teacher.
DeleteActivity 2
ReplyDeleteI had two students for this activity, they had a paper and a pencil. I gave them a ruler and made shure they knew what "one inch" was. I read the directions and they did as best as they could. The only thing they had troubble with was the upper case letters. other than that they did pretty good.
I agree with you Pam I do the same I read it to them and if they get stuck I will help them if they need me.
DeleteThat's nice when your students can do things without a lot of intervention on our part. Yet it is a pleasure to help them learn something they don't know how to do when you can. I guess that's best thing about this job for me.
Deletethis activity is very helpful not only to the student but for the teacher as well so she/he doesn't have to take the time to point this out for each student
DeleteIn activity 1 I have found it very helpful for the classroom teacher and also for the student if I copy down all math problems for her. It is very diffocult to read her writing even for her so this is why she gets a lot for her problems incorrect. I don't do the math problem I just copy the problem for the book or board to her paper. I have found this very helpful for her, the classroom teacher and the special ed teacher.
ReplyDeleteI too have found it very helpful for the teacher, myself,and the student if I write down the problems. This saves time and it helps us all to be able to read the problem more clearly.
DeleteI think it is helpful if you wright the notes down too. you have the student wright them down and if they didnt get them all then you can have them copie off yours.
DeleteI like the idea of copying the problems down for a student. It gives them a good start.
DeleteActivity. 1. I try to stay a day ahead so SPED student has proper materials for the math problem. I have graph paper with examples of how to do math problems. Then we review. Ok what changes do we need to make? As far as should the student do all of the 30 problems sure, go as far as he/she can. And then some teachers will count it as extra credit on the assignment. And the student will see on the paper how good they did by continuing the assignment.
DeleteI agree with you I do the work and take notes so with there hand writing for a test or notes they can look at mine of what they don't have done so they feel that they have a self confidence of that they tried their hardest but it helps a lot with just hand writing in general
DeleteKnowing that even general ed kiddos have a hard times copying from the board to paper or book to paper, its a very good idea to write the problems ahead of time.
DeleteI agree with you! Writing the assignments for the students is very helpful, that way the students can stay on task while the teacher is explaining the lesson.
DeleteActivity 2: Subject and Predicate:
ReplyDeleteDifficulties:
1. Not knowing for sure what a predicate and subject are in a sentence.
2. Can't tell where the predicate starts when the verb is a linking verb.
3. Had to explain thoroughly what a linking verb was and go over all of them with examples.
4. Had to go over what a "subject" was in general.
5. Drew a line between the suject and predicate on easier sentences with an actual action verb instead of a linking verb.
6. Can take student to another room with a white board so the student can see the sentence in a bigger form and do the lesson with little or no distractions.
Students seem to have a harder time distinquishing a predicate and stubject when the verb is a linking verb instead of an actual action verb. With extra review, depending on how much this has all actually been taught, a little or a lot of review can be extra helpful for a student.
I agree with you Courtney, I think english is very hard for students. It has so many different kinds of speech to rember and how to format the essay papers they have to wright.
Deleteenglish wss one of the hardest subjects for me while in school so I sympathize with student who struggle with this subject. Taking it slow and breaking the sentence down helps
DeleteLuckily, in the grade I'm in, we don't have these types of lessons. English is a very hard subject to grasp. Maybe using colored pencils or highlighter to mark the different parts of the sentence could help.
DeleteEnglish is hard, I'm thankful I don't have a student on my schedule with English this semester.I have seen my TOR use colored pen ils for her class.
DeleteEnglish is still hard for me at times because I work with younger children and don't use this stuff on a daily basis anymore. So I can only imagine how hard it is for our SPED kids.
DeleteI have to relearn English sentence structures every year too since I don't do them every day. And the best way to learn is it to teach it so I use a lot of questions when helping students so they have to sort of teach me. It works most days.
DeleteI totally agree that extra review would help. I also like what Erica said about the colored pencils or highlighters to mark the different parts of the sentences.
DeleteI agree review always helps. And i like the idea with the different colors of highlighters!
DeleteActivitiy 1
ReplyDeleteError--transposing numbers
Accommodations--writing down the problems for him/her
Error--getting problem one mixed in with problem 2
Accommodations--write down the problems for him/her
Error--incorrect solution
Accommodations--allow a times table to help with the single digit multiplication facts.
Erica,
DeleteThe times table even help with bigger multiplication and division problems and multiplication and division fractions. It is a very good accommodation.
Activity 1
ReplyDelete**Coping Error-
Accommodation: I would write the problem numbers on a sticky note in case he needed it. # 59, Page 87, modify the length of the assignment. So the student doesn’t get confused with so many problems.
Error Alignment-If a student had alignment problem.
Accommodation: Another thing that can be used by the para, she could help him point to the problem he is copying or use a card to keep him in line with the problem. Some students have tracking problems and this kind of accommodation would help.
If Calculation errors is the students problem:
Accommodation: We can use multiplication cards (Cards can have the whole set of tables) this would help him find the answer faster and would be a little less frustration for the student.
Directions error-
Accommodations: Maybe the student didn’t understand the directions and mixed his problems-Maybe added instead of multiplying. We need to make sure the student understands the directions given. In page 95, # 138, it tells us about teaching the self- talk methods. The student can verbalize the teacher directions given.
Copying and lining the problems up are the two most often mistakes anyone makes and it is very hard to not do it some of the time. I would give them graph paper or something with lines so they could line them up correctly. I like all your ideas as well.
DeleteI think I do better when I get the work sheets that they are doing and do the work when they get done with that work sheet then there answers don't look right or they can not read their own writing or it looks like they wrote the right thing we can review it say is this what you were trying to write or did you find a different answer lets look or find it where you got that answer if it is not right then we will both try to find our answers
ReplyDeleteIt is helpful to get the work ahead of time & do the pre-teaching even the day before if you can. The more the student can work on their own, the more confidence it gives them in that area of study. You can never have too many successes in our SPED classes.
DeleteI agree, I think pre-teaching gives the students a boost of confidence that they need.
DeleteActivity 1
ReplyDeleteError- transposition of numbers
Accomm- give student a copy of the problems
Error- incorrect alignment
Accomm- provide graph paper or lines
Error- calculating mistakes
Accomm- have student use a times table or calculator for corrections
Reviewing basic times table before doing problems then worked side by side with the student until they are comfortable working on their own & seem to understand more what they are doing.
Activity #2
ReplyDeleteThe accommodations that needed to be made are:
*Needed to use a ruler to show 1 inch in size
*Needed to remind student left and right
*Student didn't get the right size letter in the correct positions
*I had to explain drawing a line to connect the 3 letters-somehow we ended up with a triangle.
It's almost like they didn't listen to the instructions, but I know they did. I think the results would have been different had I been able to repeat the instructions or do them step by step.
Activity 2
ReplyDeleteError- Copying Errors
Accomm.- Provide a hard copy so the student can write on it instead of copying the problems down
Error- Incorrect Allignment
Accomm.- Provide graph paper
Error- Calculation Errors
Accomm.- Provide a multiplication table for the students to look at
Error- Process Errors
Accomm.- Provide the student with a visual showing the steps needed to complete a multiplication problem.
Activity 1: Accommodations
ReplyDeleteTell the student the math problems so he can write them on the white board and work them out. No other accommodations were made.
Kerri,
DeleteThe white board is a wonderful too and the students seem to enjoy the change from writing on paper. That is a great idea and one I will use when I can.
I agree Elizabeth! Students love to change it up and I think for ,y younger kids it makes them feel some what in charge when they are able to go up to white board and use it instead of paper and pencil.
DeleteI agree they really like that white board and using different color markers makes it fun!!
DeleteUsin the whiteboard can be very helpful and comftarble for some students,because students sometimes are afraid to participate writing on the board when more students are there.
DeleteActivity #2:
ReplyDeleteBasically what I do with this assignment depends upon which student I am working with. I have students that would have no problem writing the sentence and then identifying the noun and the verb. I would then explain what the subject and predicate should look like and have them seperate them with a line.
Other students of mine would require more step by step help. I would get a copy of the sentence. I would explain a noun and have them find the noun in the sentence and circle it. I would then describe the verb and have them find the verb in the sentence and underline it. Then I would explain the subject and have them identify the subject for me, I would have them underline the subject with one line. I would then explain the predicate to them and have them identify the predicate for me, I would have them underline the predicate twice. I would then have them draw a vertical line between the subject and predicate. I would also be doing the assignment along with them so they could understand what I am expecting.
Note-taking skills seems to be an issue, not only for special education students, but for general ed. students as well. I purchased a Livescribe pen for my son, a sophomore in high school who has horrendous handwriting and was unable to study from his own notes because even he could not read them. What a Livescribe pen does is record what the teacher is saying while the note taker is writing down key words from the lecture. Then when the student goes to study from his notes, all he has to do is touch a key word that he had written and the teacher's lecture is replayed for him. The are about $100 and come with special paper. I have even found myself taking the pen with me to conferences so that I can get more out of them. Another note taking device is Notability which is a free app for the iPad. It records the teacher as the student types the notes. Educreations is an app that would be good for math. It is basically a white board on the iPad that records sound. That way the student can record what the teacher says as they explain the problem while they do it on the iPad. What results is a mini lesson on how to do each kind of problem.
ReplyDeleteActivity 1: The accommodations was I had to show him center, he did very well. I think it would have been different if i could have repeated the instructions. But in my class that is one think we work on is following directions, basic concepts. We made a task strip for one of our students and he picked that right up!! Helped so much so instead of the using a camera like it says in the book we just used PECS pictures. I liked this chapter it had good ideas on Organization, and note taking too.
ReplyDeleteActivity 2:
ReplyDeleteThe accomodations I had to make were:
reading the sentence so they knew what it said
know what a subject and predicate is and how they are different
know how to write the letters to make it readable
and the last would be to make sure they had the correct punctuation where it needed to go.
I chose activity 1
ReplyDelete-the first thing I do is talk to the classroom teacher and show her what I have found out
-take the child over to another area in the classroom and go over her math fact..the child may know what he or she is doing but a paper test may not work for him or her
-if the child can show me that they know their math facts..what I would do is ask the teacher if it would be ok for me to write the numbers on the paper
-if the student has trouble taking a paper test then talk through the problems together..
I chose activity 2:
ReplyDeleteEvery student has different learning and memory skills about rewriting. It's hard for some students to remember the rules about sentences. Most of the time I try to explain the students step by step from the beginning: all the way from the article subject to different parts of the sentence. After I'm done explaining I ask the students to divide the sentence after the action or linking verb.