Word+Finding+Accommodations+Assignment

=** Content Area: 3rd Grade Social Studies **= =** Focus: Mapping Skills **= ** Students will be able to: ** [|Classroom_Obs_Form.jpg]
 * 1) locate and identify the southern border states on a map of the United States
 * 2) name the capitals of the southern border states
 * 3) locate places on a map using compass rose directions

=HIGH RETRIEVAL=

Oral Classroom Work:
After an introductory lesson incorporating the targeted skills, students will view a short song reinforcing the names and geographical locations of the southern border states. Students will not be given the capitals for these states during this song but will be asked to know the names of the capitals when arbitrarily called upon during the classroom discussion following the song. At the end of the Southern Border States Song, all 8 states will remain hi-lighted for students to see, but the expectation is that students will be able to recall the capitals of these states using their knowledge from this and previous lessons when questioned as part of this whole group social studies activity.

[|Southern Border States Song]

Classroom Worksheet Activity:
[|Mapping Activity_HighR.doc]

This is a link to the map that would be handed out: U.S. Map

Homework Assignment:
[|HR Southern Border States Hmwk.doc]

Evaluation: [|Mapping Activity_Assess.doc]
=LOW RETRIEVAL=

Oral Classroom Work:
After an introductory lesson incorporating the targeted skills, students will listen to a short song from a CD or iTunes playlist that reinforces the names and capitals of the southern borders states. After singing along with this song several times using a variety of methods such as echoing, boys vs. girls, funny voices, etc., students will be given the opportunity to share their knowledge of the southern border state capitals as part of a classroom activity. Using only a volunteer participation method and after reminding students not to raise their hands until they've rehearsed the answer, students will be asked to name the capital of a particular state. The student can choose to answer using one of these two options: 1) Give the answer or 2) Use a lifeline. Lifelines will include asking a friend, choosing from a list of options, using a classroom resource such as a map, and listening to the song again. The expectation is that students will be able to recall the names of the southern border state capitals using a variety of engaging techniques and appropriate supports as part of this whole group social studies activity.

Supportive Technology Component: In order to support both auditory and visual learners, a YouTube clip of The Southern Border State Capitals Song that reinforces both the states and their capitals and their geographical locations can be shown. Students will be able to sing along with the song while seeing the state shapes, the capitals and their locations, and where the states are located in relation to other states and other geographical landmarks (i.e., the Pacific and Atlantic Oceans and the Gulf of Mexico). This clip can be shown as often as needed in order to facilitate student learning of the names of the southern border state capitals.

Southern Border States and Capitals Song

Classroom Worksheet Activity:
[|Mapping Activity_LowR.doc]

This is a link to the map that would be handed out: U.S. Map (NOTE: In reality, this map would show a map key with the states listed so the student would just have to add the color.)

Supportive Technology Component: [|Map Skills via Technology 2.ppt] (NOTE: For some reason when this file is linked on the wiki page, it doesn't allow the user to "click and drag." However, it does work properly in the original PowerPoint document.)

Homework Assignment:
[|LR Southern Border States Hmwk.doc]

Supportive Technology Component A technological resource that would aide a student with word-finding difficulties (and other students as well) in completing this homework assignment is to provide access to the Southern Border State Capitals Song. This can be accomplished in one of two ways. The first would be to supply the student with a copy of the song either by putting the song onto an iPod that the student could check out and take home for the night (if that's something that the school would allow) or by burning the song onto a CD that the student could play at home. The second and more superior option would be to give the student the link to the YouTube clip by including the web address on the homework sheet so that the student could view the video at home on the computer. Both of those options would allow the student to use technology to support their learning of the names of the southern border state capitals.

Evaluation: [|Mapping Activity_Assess.doc]
Supportive Technology Component The assessment for this Mapping Skills 3rd grade unit incorporates PowerPoint to visually display the map to the entire class while the teacher points to the various states. We were unable to locate a web site that focused specifically on the eight border states. We believe the assessment we created appropriately suits the grade level, and the use of PowerPoint benefits all students.

=IEP Annual Goal and Benchmarks:=

__Annual Goal__
The learner will collaborate with the classroom teacher to identify and create modifications needed to reduce activities and interactions that put high demands on his word-finding skills by modifying the language environment as outlined in the Benchmarks.

__ Benchmarks __
· The learner will collaborate with his teachers to identify and create accommodations to reduce word retrieval demands inherent in classroom work, homework and examinations by October 2010. These accommodations include but are not limited to an emphasis on silent reading, the use of multiple choice format, utilizing classroom resources (books, globes, computers, etc.), and technological supports. · The learner will collaborate with his teachers to identify electronic sources that can aid him in the classroom (and at home) to complete homework, classroom work, or exams by October 2010. · The learner will consult with his teachers to identify the accommodations needed in oral discourse that will help him express his knowledge inside the classroom by October 2010.