NO FORMAT OR STYLE
DIRECTIONS : Refer to the web you made and the learning plan you created last week. Given what you learned about including
all children, how might you support a dual-language learner and a special needs child to be successful? To do that, we need to think about how we would teach the concepts and how to provide
additional support to those students who may need it.
For example, if I wanted to teach a group of children about the different types of trains, I could read a book, show pictures, and teach the names of the trains. To support dual-language learners in learning about the different types of trains, it would help if I had different kinds of toy trains to support learning the vocabulary so children could match the name of the trains with a visual. This strategy
would help build background knowledge and vocabulary.
If I wanted to teach the children what a train sounds like, I could bring in a train whistle, watch a train video, or teach them the sounds a train makes from a song. Since a train is loud, if I had a child in my class who was sensitive to sound, I would need to provide
accommodation so they could participate in the activity and
benefit
from the learning while meeting their needs. Some examples
might be warning that I would play a loud sound or providing
the child with headphones to muffle the sound. The child
would still be able to participate, and access the information
with individualized support
Building off of your web and learning plan from the last
two weeks, develop an accommodation strategy for
a dual-language learner and a child with special needs.
{{{THIS IS WHAT TO BUILD OFF OF}}}}
Ladybugs: I want to introduce children to the book “The Grouchy LadyBug” By Eric CarleI. I would start by showing off the book’s cover and asking children questions about the body. I would like to have some antennas or ladybug wings that the children can wear while we read this book. I want to also connect them with their at some gardens or the in-classroom gardens. For instance, do you have ladybugs in your garden? Do we have ladybugs in our classroom garden? I could even relate it to text or text to the world by asking children while reading the book if they have ever felt irritable/or grouchy like the ladybug.
Second, The children and I can go outside into our classroom garden, where we have ladybugs, and we can explore where ladybugs live. Children can bring garden gloves and get a magnifying glass to look up close at the plants that ladybugs live in and look at the ladybugs. We can take pictures of what we see in the garden and take it back into the classroom, where we draw ladybugs’ environments. This allows children to explore outside the natural environment ladybugs live in and what plants they shelter and eat from. Helps in the field of science, literacy, and development.
I would provide a mini-lesson to teach a concept from my web. I would start with the ladybug environment. I would give a mini-lesson, about 10-15 minutes, showing children visual aids of the ladybug environment cycle. I will show pictures and videos of the dill, different plants ladybugs eat, and where they live. This mini-lesson allows children to explain new vocabulary words such as Angelica, Alyssum, Bachelor’s Button, Beans, dill, and other plant names—developing language and literacy and asking children questions about where they might live in which plant.
After introducing the topic, Children can start observing the ladybug environments by ordering and creating a background in the classroom garden. Children can learn how to care for plants that ladybugs live in and watch nature’s cycle. Children can observe the changes in real-time in the classroom by ordering some ladybugs from our local garden. This benefits children with fun science, review, practice, and new vocabulary.Ladybugs: I want to introduce children to the book “The Grouchy LadyBug” By Eric CarleI. I would start by showing off the book’s cover and asking children questions about the body. I would like to have some antennas or ladybug wings that the children can wear while we read this book. I want to also connect them with their at some gardens or the in-classroom gardens. For instance, do you have ladybugs in your garden? Do we have ladybugs in our classroom garden? I could even relate it to text or text to the world by asking children while reading the book if they have ever felt irritable/or grouchy like the ladybug.
https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategieshttps://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategieshttps://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategieshttps://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategieshttps://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategieshttps://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies
https://www.youtube.com/watch?v=0fIp586T9F0https://www.youtube.com/watch?v=0fIp586T9F0https://www.youtube.com/watch?v=0fIp586T9F0https://www.youtube.com/watch?v=0fIp586T9F0https://www.youtube.com/watch?v=0fIp586T9F0https://www.youtube.com/watch?v=0fIp586T9F0
https://www.youtube.com/watch?v=LBWXBMSI31Ehttps://www.youtube.com/watch?v=LBWXBMSI31Ehttps://www.youtube.com/watch?v=LBWXBMSI31Ehttps://www.youtube.com/watch?v=LBWXBMSI31Ehttps://www.youtube.com/watch?v=LBWXBMSI31Ehttps://www.youtube.com/watch?v=LBWXBMSI31E
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