How we used strategies from Daily Five to include students with significant disabilities

June 14, 2013

 The focus for my student was on word work related to:

learning formation of the alphabet learning letter sounds.

An additional focus was on learning to recognize and write his first and last name. This skills seem simple, but have been a huge hurdle for this young man. He has made amazing progress this year! He now knows all his letters and most letter sounds and is able to communicate more effectively. We also tried to find things that interested him to read about (Trains and Transformers). Providing opportunities for him to listen to stories of interest has helped his comprehension and promoted speech development. School A

 I taught and practiced CAF strategies and sent home the Parent Pipeline for each strategy taught:

I also taught I-PICK and 5 Finger Rule to help my students choose `just right` books:

School B

All our students have severe disabilities. We didnt really do anything that differently than any of our fellow teachers. We took our time introducing and teaching each component before moving on and were amazed by how well students caught on! By using appropriately leveled books, pairing students in a variety of ways, using lots of adult and peer modeling and tons of positive feedback and visual prompts, students were highly successful!

School C

Daily 5 Strategies.
Our favorite strategies Check for understanding & Cross Checking.

I introduced my students to the word, Schema, using the visual of the sticky roller. At the time, I thought the lesson was way over their heads,

but never underestimate what is being learned. We talk about our schema all the time. What is the stuff already stuck in our heads? My students have so much to share!! Read, read, read Voracious Reading Tune into interesting words Retell the story using iDiary & Speech Journal apps on the iPad.

Choosing Just right books School D

Using strategies from Daily Five to foster literacy independency!!

Daily FIVE** more engaging books, more time to read, more authentic writing activities and more choice have certainly created a lot more smiles!!
Individual book bins with a collection of Just Right I PICK books have made our read to self time work so much better!! A comfortable bean bag chair also helps us stay in one spot and build our reading stamina!!

School E

HOW I USED STRATEGIES FROM THE DAILY 5

Book Look and Lit Lessons from the CAF Menu

School F

How did you use strategies from Daily Five to include students with significant disabilities

Due to the structure of my program and the frequent integration of my students into other classrooms at different times of the day it was challenging to follow the exact structure of Daily 5. However, I used many ideas and activities from Daily 5 and Children with Disabilities: Reading and Writing the Four- Blocks Way. During reading, I would often have my students read from the text at the same time in choral reading to help those with reading difficulties. I would also use shared reading between myself and the student. Pairing these students with supportive partners during guided reading was also very helpful. Following self selected reading students would sit in an authors chair or come to the front of the class to present their book. I help some students create cue cards beforehand. During writing, I let students choose where they like to work in the classroom. They are given the choice of printing or using the laptops. One of my students uses the word-predictor program called, Word Q.

School G

The naturally differentiated structure of Daily Five allowed our student with significant disabilities to participate at his developmental level.

School H

Daily 5 Strategies in an Inclusive Classroom

Choice allowed students to work at their level on their own personal goals. Independence allowed students to be aware of their needs and choice to complete tasks that would improve their own literacy. Working with others to model and assist allowed it to be an inclusive environment.

School I

The Daily 5 in action!

School J

Using Daily 5...

We love to play hangman as a class with our word wall words!

School K

Using Strategies from Daily 5 to include students with Disabilities

Student choice allows all students to participate. IPICK Strategies allow students to pick Good fit books regardless of their

ability.
I Charts & modeling allow students to meet expectations. Creating a positive classroom environment allows students to relax as literacy education can be a high stress situation for many students.
All activities happening at the same time.

Many literacy activities can be going on at the same time .

School L

How I used the strategies...

I taught 5 Finger Rule to help my students choose good fit books I made comfortable places for my students to read and work within the classroom. I used book bins and an organized library to help student choose books within their reading ability and interest level.

School M

DIFFERENTIATION FOR 3F
This is one of our favorite things in our classroom, and my favorite thing that teaches the students about fairness vs. equality as well as differentiation. There are rocks in the jar with each students name, and at the beginning of the year we talk about how each rock is different shape, color, etc. therefore each student has different learning needs according to their abilities . . .BUT even though all the rocks are different they are all still rocks . . . . This is super cool and I refer to it quite often throughout the year!

School N

DAILY 4 BAGS
Depending on what we are working on that week, I will put the sheets in these bags that I hang on the wall. This way the students are independent and feel in control of their learning when they know where things are. This also gives me the opportunity to work with students! Also, if a student misses a day, I have the instructions on the board all week, and with these bags they know where to find the paper!

School N

WORK ON WRITING
A bulletin board is set up with examples of the different forms of writing the students can choose from. Throughout the year the different forms are practiced and taught. As they are taught they go up on the bulletin board!
School N

Once the students choose a form, they go to the writing bin where they can find the paper to use for the specific form.

School N

OUR STORY FORM WALL . . .

. . .AND OUR FRIED WORD WALL . . . . STUDENTS EXPAND THEIR VOCABULARY THROUGH SYNONYMS!
School N

READ TO SELF & READ TO SOMEONE

Here are my students book boxes . . .a little tattered by June. Inside them they have 5-6 books, their DAILY 4 duotang, their spelling journal, writing book, and their personal dictionary.

School N

OUR CLASSROOM LIBRARY

School N

The books in the library are color coded, and the students can choose good fit books that are at their reading level. They monitor where they are at by reading the legend on the wall. Its neat to see them move towards the blue as the year progresses.

School N

No matter what level the students are at in reading, they are each working on a different goal. I can have a high level reader who is strong in accuracy but needs to work on comprehension and I can have a lower level reader working on the same goal. They are just reading different books. This way I can group the kids according to their goal, not their reading level. The goals are in black and the strategies to achieve that goal are below the goals in white.

School N

WORD WORK

The students do a variety of fun activities for word work throughout the week. I give them one sort over 5 days. One of the activities is to sort their words according to a rule that we went over as a class or a rule of their choice.

School N

The students can practice spelling their words with whiteboards, playdough, wikisticks , they can practice on printed blackberrys, bananograms etc. I also printed a variety of different activities and put them on a ring for the students to use.

School N

On Day 5, I give the students a spelling quiz. I usually give them 56 words from their sort that they have been practicing for the previous 4 days, as well as 5 words that are not on their list but that follow the same rule. By doing this it gives me a good idea of which students are understanding the spelling rule or just memorizing their spelling words.

School N

THANK YOU to the teachers who participated in the 2012 2013 Numeracy for All community of practice. The teachers were from the following school authorities: Battle River Regional Division Black Gold Regional Division Buffalo Trail Public Schools Edmonton Public Schools Foothills School Division Fort McMurray Roman Catholic Separate School District Fort McMurray Public School District Grande Prairie School District Medicine Hat Catholic Separate Regional Division St. Albert Public Schools