In a safety plan meeting last week, we discussed how this student, B., has a lot of behaviours that escalate, into a power struggle when staff ask him to wash his hands before eating, or before using technology.
As a team, we decided to add hand washing to his list of behaviours to teach in his program plan. B., his team, and I had a photo shoot and we got to work creating him a book he could read, as well as build a consequence map. These resources were used by both B. and his team, to use as a teaching tool, and a reinforcement strategy.
Target Behaviour: Washing hands
Literacy Level of Text: Transitional
Strategic Instruction: Humanities 9
I had the opportunity to collaborate with Linda Watson, a Humanities 9 teacher, and together we planned the unit: Arrival to Canada: First Contact.
The Essential Questions for the class were:
- Who were the major players of early settlement in Canada
- Where did they come from and where did they go? and
- What were the consequences of their arrival?
For Lisa and Jack, the 2 student who were modified in the class, their goals were to answer the first 2 questions. As a part of a text set, I wrote a book for these 2 students with the information they need to answer the questions.
To incorporate literacy, as an extension activity, the class also had to prepare a mind map of the information. A scaffold was made for students, as well as a template built into the book for Jack and Lisa.
Goal Area(s): social studies- terms and vocabulary, Literacy- main idea and details/mind mapping
Literacy Level(s): Emergent (red print), Transitional (Black print)
Text: Arrival to Canada
Extension Activities: Mind Map (Emergent), Mind Map (Conventional)
Explicit Instruction: Literacy
There are great resources already out there in terms of age appropriate and interesting texts at levels accessible to all types of learners. One of those resources is News2You. News2You publishes a weekly unit on engaging topics and current events. Based around differentiated texts, this resource also develops extension activities. One additional aspect that I wanted to include, however, was a lesson that helped me see what my students already knew about the topic. With many of them having so many gaps in their learning, a background knowledge lesson also helped calibrate the group and get everyone on the same page.
In keeping with the inquiry theme, I tried to develop a prior knowledge activity adapted from the KWL strategy (What do I know, want to know and what did I learn).
Using the pictures as visual supports, students chose pictures that finished the sentence, ‘I know that Monarch Butterflies…..’ At its most basic, this was just a choice activity. But as I scaffolded the lesson, picture boards contained additional distrators, or students had to find pictures and words on their own. If additional challenge was needed, I asked students to think of their own responses without visual prompts. Once each student had a collection of pictures and words to describe their thinking, they made a title page for the unit. By the end of the lesson we had a compilation of title pages filled with words, pictures, symbols which all met the same goal!
Goal Area: Literacy-Activating prior knowledge
Literacy Level– Emergent
Support Link: News2You