Title: Learning the United States
Source: Self
Behavior Objective: Using the provided map of the United States students will identify the correct state 9 out of 10 times.
Targeted age/population: 2nd -8th grade, visual-spatial learners
Content Area: Social Studies
Describe Strategy/Idea:
Students who have a hard time with visual and/or auditory learning, such as students with Autism tend to be visual-spatial learners. Visual-spatial learners learn best through the use of hands on activities. Through the use of manipulatives students use their hands to learn the individual states that make up the United States.
Procedure for Use:
For this activity students would be given a foam cut out or poster of the United States so they can point to the state that they are learning about. The foam cut out can be split into individual parts (each state) so the students can learn them one by one and eventually put them all together. These manipulatives would also be used during assessment of the students. An example would be the use of a blank map of the United States given to them and they would point to the correct state in response to a question.
Wednesday, October 31, 2007
PEMDAS (Please Excuse My Dear Aunt Sally)
Title: PEMDAS (Please Excuse My Dear Aunt Sally)
Source: Nova Press (2006). GMAT. Retrieved February 4, 2007, from Nova’s Test Prep Center. Web site: http://www.novapress.net/gmat/math.html.
Behavior Objective: When given the mnemonic PEMDAS students will correctly use the strategy 9 out of 10 times to complete order of operations problems.
Targeted age/population: 6th to 12th grade students
Content Area: Math
Describe Strategy/Idea:
PEMDAS is a mnemonic used to help students remember the proper order of operations. When using PEMDAS if an operation does not exist in the problem that step is skipped and the student goes on to the next letter (or operation).
PEMDAS stands for:
P = parenthesis E = exponents M = multiplication
D = division A = addition S = subtraction
Procedure for Use:
PEMDAS would be written on the board at the beginning of class and students would be expected to write the mnemonic in their notebooks as well. When working on daily assignments students should refer to the board or their notebook to complete the proper order of operations.
Students will look at each problem individually and answer the questions are there; any parenthesis? any exponents? any multiplication? any division? any addition? and any subtraction? They will work out the problem in a step-by-step manner. If by chance an operation does not appear in the problem students skip that step and go onto the next. If the problem contains numerous parentheses, exponents, etc. students will still follow the proper order and complete all sets of parenthesis first before continuing onto the next step (exponents).
Source: Nova Press (2006). GMAT. Retrieved February 4, 2007, from Nova’s Test Prep Center. Web site: http://www.novapress.net/gmat/math.html.
Behavior Objective: When given the mnemonic PEMDAS students will correctly use the strategy 9 out of 10 times to complete order of operations problems.
Targeted age/population: 6th to 12th grade students
Content Area: Math
Describe Strategy/Idea:
PEMDAS is a mnemonic used to help students remember the proper order of operations. When using PEMDAS if an operation does not exist in the problem that step is skipped and the student goes on to the next letter (or operation).
PEMDAS stands for:
P = parenthesis E = exponents M = multiplication
D = division A = addition S = subtraction
Procedure for Use:
PEMDAS would be written on the board at the beginning of class and students would be expected to write the mnemonic in their notebooks as well. When working on daily assignments students should refer to the board or their notebook to complete the proper order of operations.
Students will look at each problem individually and answer the questions are there; any parenthesis? any exponents? any multiplication? any division? any addition? and any subtraction? They will work out the problem in a step-by-step manner. If by chance an operation does not appear in the problem students skip that step and go onto the next. If the problem contains numerous parentheses, exponents, etc. students will still follow the proper order and complete all sets of parenthesis first before continuing onto the next step (exponents).
Dyslexia Modifications
Title: Dyslexia Modifications
Source: Stainsby, Mia. “Living with Dyslexia.” Dyslexia the Gift. January 2001. Davis Dyslexia Association International. 30 October 2006. www.dyslexia.com.
Behavior Objective: When given foam letters students will name the letter correctly 8 out of 10 times.
Targeted age/population: Students with Dyslexia ages 4-18.
Content Area: Reading
Describe Strategy/Idea:
By giving the students a manipulative (foam letters, sandpaper letters, clay) they will be able to visualize what the word or letter looks like.
Procedure for Use:
In an attempt to help students visualize a connection between a letter or word and an item the student will be given a foam letter and shown a picture or given a description of what that letter looks like. An example may include the letter “A.” Dyslexics can’t visualize what the letter means or what it describes. By showing them the letter and having them feel it they make a visual connection as to what that letter looks like. When dyslexics can visualize a letter or word it helps them to remember what that word or letter is when they are reading, thus helping them to build their vocabulary and improve upon their reading skills.
(If relevant) Describe how you make it: Form letters out of modeling or cut letters out of sand paper.
Source: Stainsby, Mia. “Living with Dyslexia.” Dyslexia the Gift. January 2001. Davis Dyslexia Association International. 30 October 2006. www.dyslexia.com.
Behavior Objective: When given foam letters students will name the letter correctly 8 out of 10 times.
Targeted age/population: Students with Dyslexia ages 4-18.
Content Area: Reading
Describe Strategy/Idea:
By giving the students a manipulative (foam letters, sandpaper letters, clay) they will be able to visualize what the word or letter looks like.
Procedure for Use:
In an attempt to help students visualize a connection between a letter or word and an item the student will be given a foam letter and shown a picture or given a description of what that letter looks like. An example may include the letter “A.” Dyslexics can’t visualize what the letter means or what it describes. By showing them the letter and having them feel it they make a visual connection as to what that letter looks like. When dyslexics can visualize a letter or word it helps them to remember what that word or letter is when they are reading, thus helping them to build their vocabulary and improve upon their reading skills.
(If relevant) Describe how you make it: Form letters out of modeling or cut letters out of sand paper.
Dicem Works
Title: Dicem Works
Source: Self
Behavior Objective: When the student wraps Dicem on his leg and then places his brace over the Dicem, the Dicem will hold the brace in place 9 out of 10 times.
Targeted age/population: K-12 students with a disability requiring them to wear a brace.
Content Area: Daily Living Skills
Describe Strategy/Idea:
When students who have a physical disability, which requires them to wear some type of brace the brace may be the wrong size or it may slip if the student sweats. By using a piece of Dicem under the brace, the student should not experience the slipping of the brace.
Procedure for Use:
Dicem can be cut to size to fit around the students arm, leg, etc. The Dicem should then be placed directly on the student’s skin and the brace applied over the top. The grip of the Dicem is enough to hold the brace in place so a constant adjustment is not needed.
(If relevant) Describe how you make it: Cut out different sized pieces of Dicem and apply to area of body where needed.
Source: Self
Behavior Objective: When the student wraps Dicem on his leg and then places his brace over the Dicem, the Dicem will hold the brace in place 9 out of 10 times.
Targeted age/population: K-12 students with a disability requiring them to wear a brace.
Content Area: Daily Living Skills
Describe Strategy/Idea:
When students who have a physical disability, which requires them to wear some type of brace the brace may be the wrong size or it may slip if the student sweats. By using a piece of Dicem under the brace, the student should not experience the slipping of the brace.
Procedure for Use:
Dicem can be cut to size to fit around the students arm, leg, etc. The Dicem should then be placed directly on the student’s skin and the brace applied over the top. The grip of the Dicem is enough to hold the brace in place so a constant adjustment is not needed.
(If relevant) Describe how you make it: Cut out different sized pieces of Dicem and apply to area of body where needed.
Three-Word Rhymes
Title: Three-Word Rhymes
Source: School Zone Publishing Company
Behavior Objective: Given rhyming cards the student will correctly match the three cards for each rhyme 4 out of 5 times.
Targeted age/grade: 1st grade thru 3rd grade
Content Area: English-Language Arts
Procedure:
The colored sides of the cards are spread out on the table, students then match the cards to form a picture made of three cards. Students then read the words on the bottom of the cards. Students should then explain the meaning of the rhyme (or point out the words on the pictures). When all colored pictures are matched students flip the cards over and try to match the words on the backside. This is harder seeing as the pictures are a gray tone and must be matched based off of the student’s rhyming ability.
If the student has reading deficits this game can also be reduced to a two word rhyming game. Orally give the student one word and they must come up with another word that rhymes the word given. Then discuss what the rhyme means or would look like.
Source: School Zone Publishing Company
Behavior Objective: Given rhyming cards the student will correctly match the three cards for each rhyme 4 out of 5 times.
Targeted age/grade: 1st grade thru 3rd grade
Content Area: English-Language Arts
Procedure:
The colored sides of the cards are spread out on the table, students then match the cards to form a picture made of three cards. Students then read the words on the bottom of the cards. Students should then explain the meaning of the rhyme (or point out the words on the pictures). When all colored pictures are matched students flip the cards over and try to match the words on the backside. This is harder seeing as the pictures are a gray tone and must be matched based off of the student’s rhyming ability.
If the student has reading deficits this game can also be reduced to a two word rhyming game. Orally give the student one word and they must come up with another word that rhymes the word given. Then discuss what the rhyme means or would look like.
Focus on Manners!
Title: Focus on Manners!
Source: Super Duper Publications - Created by Audrey Prince
Behavior Objective: Through the use of the Focus on Manners! Fun Deck the students will answer 3 out 4 of the corresponding questions correctly.
Targeted age/grade: K and up
Content Area: Social Skills
Procedure:
Shuffle the deck and place the cards picture side up in a pile. Students pick a card, read the story, look at the illustration, and answer the questions below the story. Students then place cards in two separate piles, one with correct behaviors and the other with incorrect behaviors.
Option #2
Shuffle the deck and place the cards picture side up in a pile. Students pick a card, read the story, look at the illustration, and then retell the story changing the story from appropriate manners to inappropriate and vice versa.
Source: Super Duper Publications - Created by Audrey Prince
Behavior Objective: Through the use of the Focus on Manners! Fun Deck the students will answer 3 out 4 of the corresponding questions correctly.
Targeted age/grade: K and up
Content Area: Social Skills
Procedure:
Shuffle the deck and place the cards picture side up in a pile. Students pick a card, read the story, look at the illustration, and answer the questions below the story. Students then place cards in two separate piles, one with correct behaviors and the other with incorrect behaviors.
Option #2
Shuffle the deck and place the cards picture side up in a pile. Students pick a card, read the story, look at the illustration, and then retell the story changing the story from appropriate manners to inappropriate and vice versa.
Telling Time
Title: Telling Time
Source: The Paper Magic Group (2002)
Behavior Objective: Through the use of time manipulatives the student will match times correctly 9 out of 10 times.
Targeted age/grade: 2nd/3rd grade level through 5th/6th grade
Content Area: Daily Living Skills
Procedure:
Students are given three kinds of time manipulatives (analog, digital, and time in written words). The manipulatives are separated into three piles the student then chooses an analog and matches it with the digital clock and written timepieces. When the correct combination is found those pieces are set aside and the process starts over.
This procedure can be modified for students who are just learning to tell time or cannot read. Start by matching two pieces and then increase to three.
Source: The Paper Magic Group (2002)
Behavior Objective: Through the use of time manipulatives the student will match times correctly 9 out of 10 times.
Targeted age/grade: 2nd/3rd grade level through 5th/6th grade
Content Area: Daily Living Skills
Procedure:
Students are given three kinds of time manipulatives (analog, digital, and time in written words). The manipulatives are separated into three piles the student then chooses an analog and matches it with the digital clock and written timepieces. When the correct combination is found those pieces are set aside and the process starts over.
This procedure can be modified for students who are just learning to tell time or cannot read. Start by matching two pieces and then increase to three.
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