Preview

Modifications

• Vocabulary for this lesson is trellised down from 3rd to 1st grade to target student’s zone of proximal learning.
• Lesson implemented with student meeting the following criteria:
  • Student profile: Student is an 8 year old 3rd grader with cerebral palsy, who is non-speaking. Student has pre-k reading and writing skills with listening comprehension assessed at the 1st grade level. Student uses low and high tech communication displays and is able to target 6-12 locations when scanning using a single switch.

Standards and Goals

California’s Common Core Content Standards: History for 3rd Grade

3.2 – Students describe the American Indian nations in their local region long ago and in the recent past.
1. – Describe national identities, religious beliefs, customs, and various folklore traditions.

Modifications necessary for this student’s participation and learning involves reducing complexity of content vocabulary and trellising Common Core Standards from 3rd grade to 1st grade.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Grade 3 Writing Standards

Text Types and Purposes

2. – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• Introduce a topic and group related information together; include illustrations when useful to aiding comprehension
• Develop the topic with facts, definitions, and details.

Production and Distribution

6. – With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Grade 1 Writing Standards

Text Types and Purposes

2. – Write informative/explanatory texts in which students name a topic, supply some facts about the topic, and provide some sense of closure

Production and Distribution

6. – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

IEP Goal Addressed

Given supporting Social Studies material and AAC supports modified to address writing and listening comprehension skills assessed at a 1st grade level, and given 6-12 location communication displays, student will complete 5 projects by labeling photos/pictures with 80% accuracy in 4/5 consecutive trials as measured by teacher observation and portfolio evidence.

Materials & Preparation

• Native American Plains Indians: http://www.youtube.com/embed/kBxsVlAxCjg
• Native Americans of the Southwest: http://www.youtube.com/embed/Miun4prtj54
• Native Americans of the Eastern Woodlands: http://www.youtube.com/embed/cggp5r1q7qI
• Native American Student Report [PowerPoint, 1.1MB]
• Classroom Suite Native American Picture Collage template [MS Word, 1.7MB]
• Low tech communication boards with concept vocabulary
  • Clothes [Overlay Maker, 1.6MB]
  • Food [Overlay Maker, 567KB]
  • Homes [Overlay Maker, 1.5MB]
  • Travel [Overlay Maker, 46KB]
• Targeted Student Specific Vocabulary: Vocabulary trellised down from 3rd grade to a 1st grade curricular content level to identify: tribe names, cultural objects, dwellings, and activities associated with individual Native American tribes.
• Low/high tech communication boards with vocabulary to participate in group discussions
• Bridge School books of Native American topics
  • Intro [PowerPoint, 1.4MB]
  • Homes [PowerPoint, 1.8MB]
  • Clothes [PowerPoint, 15.5MB]
  • Food [PowerPoint, 17.2MB]
  • Travel [PowerPoint, 4.1MB]
• Native American Pictures [PowerPoint, 1.1MB]
• Supplemental materials/recipes
  • Native American Art [PowerPoint, 1.4MB]
  • Native American Recipes [MS Word, 40KB]
  • Pictures of Native American Community Dancers [ZIP file, 19.6MB]
• Commercial Books
  • Beaver Steals Fire – Confederated Salish and Kootenai Tribes
  • Knots on a Counting Rope – Bill Martin and John Archambault
  • Jingle Dancer – Cynthia Letich
  • The Legend of the Indian Paintbrush – Tomie dePaola
• Mid/high tech SGD/VOCA‘s for sharing report using voice output
  • Step by Step Communicator
  • Tobii S32
  • Cheap Talk 8
  • Prentke Romich Company (PRC)
  • Dynavox
  • Tobii ATI 

Instructional Plan

Phase 1: Activate Background Knowledge: Introduce Theme

Establish common knowledge across the group in class discussions.

• Do a picture walk through Native American Pictures [PowerPoint, 1.1MB]
• View web-based videos
  • Native American Plains Indians: http://www.youtube.com/embed/kBxsVlAxCjg
  • Native Americans of the Southwest: http://www.youtube.com/embed/Miun4prtj54
  • Native Americans of the Eastern Woodlands: http://www.youtube.com/embed/cggp5r1q7qI

Read books related to topic

• Bridge School books of Native American topics
  • Intro [PowerPoint, 1.4MB]
  • Homes [PowerPoint, 1.8MB]
  • Clothes [PowerPoint, 15.5MB]
  • Food [PowerPoint, 17.2MB]
  • Travel [PowerPoint, 4.1MB]
• Commercial Books:
  • Beaver Steals Fire – Confederated Salish and Kootenai Tribes
  • Knots on a Counting Rope – Bill Martin and John Archambault
  • Jingle Dancer – Cynthia Letich
  • The Legend of the Indian Paintbrush – Tomie dePaola
• View web-based videos
  • A collection of Native American images: http://www.youtube.com/embed/4gQcoOSKx7M
  • Native American Indian Slideshow: http://www.youtube.com/embed/2N8JyKMiqTY
• Brainpop Jr. Videos (annual subscription required)

Phase 2: Direct instruction: Establish and Provide Access to Content Vocabulary and Concepts

• Use student’s existing communication boards (low/high tech) to discuss the basic characteristics of any society. Does the student’s existing vocabulary give opportunities to describe food, characteristics of housing (e.g. words like: home, eat, bed, etc?) If not, then determine vocabulary to be added / created to give student ability to use words in discussions, in context, to build and demonstrate comprehension.
• Give student access and teach content specific vocabulary (names of tribes, specific names of lodging etc.) on low/high communication boards.
  • Clothes [Overlay Maker, 1.6MB]
  • Food [Overlay Maker, 567KB]
  • Homes [Overlay Maker, 1.5MB]
  • Travel [Overlay Maker, 46KB]
• Have student listen to information about Native Americans and help them identify and appropriately utilize general and content-specific vocabulary using low/high tech communication boards.

Phase 3: Guided Practice: Engage in Interactive Discussions

• During extension activities (e.g, art activities, class discussions, viewing community resources), have students participate using low/high tech communication displays. At The Bridge School members of our Native American community provide a class presentation.
  • Supplemental materials
    • Native American Art [PowerPoint, 1.4MB]
    • Native American Recipes [MS Word, 40KB]
    • Pictures of Native American Community Dancers [ZIP file, 19.6MB]
    • The Deer Dance [MS Word, 62KB]
    • The Rabbit Dance [MS Word, 45KB]

Phase 4: Provide Opportunities for Independent Practice

• Have student review books and materials
• Bridge School books of Native American topics
  • Intro [PowerPoint, 1.4MB]
  • Homes [PowerPoint, 1.8MB]
  • Clothes [PowerPoint, 15.5MB]
  • Food [PowerPoint, 17.2MB]
  • Travel [PowerPoint, 4.1MB]

Phase 5: Mastery: Assess Student Learning

• Have student use content vocabulary to produce a written informative/expository report with collage about a specific tribe.
  • Native American Student Report [PowerPoint, 1.1MB]
  • Native American Collage Book template [Classroom Suite Package, 3MB]
  • Student Example of Completed Collage [MS Word, 1.7MB]
  • Click to view a video of Collin creating his collage
• Have student read report and share collage with classmates using SGD/VOCA.
  • Click to view a video of Job presenting his collage to his classmates.
• If applicable have student publish report on a classroom blog.
• Complete Quiz related to books.
  • Native Americans Quiz [MS Word, 27KB]

Phase 6: Integrate Newly Mastered Vocabulary and Concepts Within Students’ Existing Communication Systems

• Compile low tech overlays in notebooks that can be readily accessed and used.

Progress Monitoring

Student’s progress monitored by Teacher Observation and Portfolio Evidence

Teacher Observation

Teacher monitors student’s appropriate identification of letters and phonemes during class participation, and direct and guided instruction.

Portfolio Evidence

• Completed quiz
• Completed written and illustrated report
  • Example of a Student Report [PowerPoint, 1.1MB]

AT / AAC

This writing lesson is an appropriate modification for students who have difficulty creating longer and more detailed written reports and it allows students to demonstrate comprehension.

This lesson provides a way for students who utilize AAC supports to:

• Have access to new vocabulary
• Have opportunities to practice new vocabulary
• Create photo collages of Early Native American tribes

Student requires:

• Picture communication boards low and/or high tech
• Low tech communication boards with concept vocabulary
  • Clothes [Overlay Maker, 1.6MB]
  • Food [Overlay Maker, 567KB]
  • Homes [Overlay Maker, 1.5MB]
  • Travel [Overlay Maker, 46KB]
• Digital books or other books that student can access independently (e.g. using a single switch as a mouse click).
  • Bridge School books of Native American topics
    • Intro [PowerPoint, 1.4MB]
    • Homes [PowerPoint, 1.8MB]
    • Clothes [PowerPoint, 15.5MB]
    • Food [PowerPoint, 17.2MB]
    • Travel [PowerPoint, 4.1MB]
• Classroom Suite activity to support report writing and generating pictures
  • Native American Student Report [PowerPoint, 1.1MB]
  • Native American Collage Book template [Classroom Suite Package, 3MB]

To publish the report:

• Preprogram a SGD/VOCA (e.g. Step by Step Communicator) to accompany the student’s PowerPoint report)

• Mid/high tech SGD/VOCA‘s for sharing report using voice output
  • Step by Step Communicator
  • Tobii S32
  • Cheap Talk 8
  • Prentke Romich Company (PRC)
  • Dynavox
  • Tobii ATI 

  Create a classroom blog or other means for the student to digitally publish work.

Integrate Newly Mastered Vocabulary and Concepts Within Students Existing Communication Systems by:

• Compiling low tech overlays in communication note books
• Provide student independent access to electronic portfolios with completed reports for sharing and review

Resources and References

Bellah, Cleo J. Native American Interdisciplinary Education. 

Sturm, J. M. (2003, September 09). Writing and AAC. The ASHA Leader