15
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 1
Tiered learning experiences and assessment opportunities
(cont)
Learning experiences and assessment opportunities Adjustments for Isabella
Independent practice
The teacher:
The teacher designates one group member to operate the
• supports Isabella to use temporal terms,
CD player and another to operate the recording device.
eg ‘
First
Koala Lou was a baby,
then
…’
Students listen to the orientation. They follow the book at
the same time.
Each time a student hears a
when
word, phrase or clue, they
say ‘stop’. The example gets recorded on the recording device.
Examples
‘There was once’
‘Day time’
‘Baby’
‘In the early morning sun’
‘A hundred times a day’
With teacher support, students record when the
narrative is set. This can be recorded in writing or
on the recording device.
2)
Where
Students re-read (listen to and view the accompanying
pictures) the orientation. They identify
where
the story is set.
The teacher may assist students by asking questions,
for example:
‘Where does Koala Lou live?’
‘Who lives next door?’
‘What do we know about where koalas live?’
Students draw pictures in the
where
column to represent
the setting. With assistance from the teacher, they label
features of their drawing.
Each student has a turn at describing where the narrative
is set using their picture.
3)
Who or What
The teacher provides each student with a picture of a
character (eg Koala Lou, Koala Lou’s mother, Koala Klaws,
Emu, Platypus) introduced in the orientation.
• provides a sentence starter or cloze sentence
to assist Isabella to use appropriate grammar
and more detailed and complex sentences,
eg ‘The story is set in the (past/present/future).
It starts when Koala Lou is a _________.’
• provides Isabella with opportunities to read
and orally spell vc and cvc words
• provides sentence starters to assist Isabella
to describe where the narrative is set,
eg ‘Koala Lou lives ___________.’
‘There are ____________ where she lives.’
• monitors Isabella’s comprehension of
who
,
what
,
where
,
when
questions and positional
language
• expands on student’s responses, where
appropriate, adding positional language,
eg ‘Koala Lou lives above … and next to’,
supported by gestures
