90
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
Response to oral comments and statements record sheet – Johnny
Name: Johnny
Age: Year 5
Date: December 2010
Type of Comment or Statement Student Response
Supports
Level 1: Single-word comments and statements
Student’s name
1.
Johnny
1.
What?
and looks at teacher
immediately.
1.
Greetings and farewells
1.
Hi there.
2.
See you later
(said as staff
member exits room).
3.
Good morning Crimson Class.
1. Looks at staff member
and waves.
2.
Bye bye.
3.
Good morning Trish.
1.
2.
3. Familiar routine.
Names of preferred people,
food, objects, activities and topics
Nouns:
1.
Tash
(teacher says classmate’s
name).
2.
Carlos
(who is absent).
3.
Mmm, corn chips.
1. Looks behind him directly
at student.
2. Looks to where student sits
and says
No Carlos today
.
3. Looks to what nearby student
is eating.
1.
2.
3.
Descriptive words that are associated
with obvious sensory input
Adjectives:
1.
Ohh heavy
(said by teacher
as student is lifting heavy item).
2.
Umm so wet
(said as teacher
lifts towel that is dripping
onto the desk).
3.
Sticky
(said by teacher as
student lifts item he is gluing.
It sticks to his hand).
1. Grunts with effort. Puts items
on floor and says,
Can’t do it
.
2.
Look, on the table.
Points to
where towel is dripping on desk.
3. Student takes item from hand
and wipes hand on desk.
1.
2.
3.
Action words said as the student
engages in related movement
Verbs:
1.
Stirring
(said as student mixes
cake batter).
2.
Jumping
(said as student is
jumping into a hoop).
3.
Rolling, rolling
(said as student
rolls play dough on tabletop).
1.
I stirring the cake.
2.
I made it.
3. Looks at teacher
round
and round
.
1.
2.
3.
