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Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 2
Learning experiences, assessment opportunities and adjustments
(cont)
Learning experiences and assessment opportunities Adjustments for Jack
The group decides if they agree with each identified
The teacher:
characteristic. The scribe records the group’s agreed
characteristics on the butcher’s paper.
When the group has completed their list, they compare the
examples of non-living things on their worksheet with the
characteristics to ensure they are happy with the grouping.
As a whole-class, students create a concept map for living
things using the recorded characteristics to assist.
Characteristics that only apply to some living things (eg may
change according to the seasons) are recorded separately.
Students take turns to compare an example of a living thing
• encourages Jack to use complete sentences
with the listed characteristics. They explain how it meets
the criteria, eg ‘A caterpillar eats plants’, ‘It changes from
an egg into …’ etc.
• records relevant vocabulary on a word wall.
Technical language (eg nutrients) is paired
with familiar words (eg food)
Information Report based on an animal living or spending
time in the playground (Lessons 5, 6 and 7 of the sample
science unit).
The teacher reviews the purpose of information reports,
• provides Jack with a copy of an annotated
referring to a permanent model (ie to present information
information report as a permanent model
about something, often describing a class of things).
on his desk
The teacher provides opportunities for students to listen
to and read examples of information reports about animals.
The teacher:
• provides students with an opportunity to identify the
• provides a permanent model showing
scientific classification (as addressed in Lesson 1 of
examples of animals belonging to each
the sample science unit) of the animals (eg insecta,
scientific classification. The model includes
chordata, arachnida) in the information reports
the scientific name paired with a simple name
• highlights language features, for example:
and/or defining feature:
– present tense
– technical language
– use of the name of the animal or plant as the
beginning word in the clause
–
Insecta or insects
(6 legs) eg flies,
grasshoppers, butterflies, dragonflies,
beetles, bees, wasps, mosquitos
–
Arachnida
(8 legs) eg spiders, scorpions,
ticks, mites
– use of relating verbs (such as
is
,
are
,
have
,
be
).
–
Chordata
(animals with backbones)
eg fish, amphibians, reptiles, birds,
mammals
