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Disabilities often come in multiples or are manifested in a variety of learning difficulties within an individual child. As a teacher of a class with diverse needs it is beneficial to create weekly comprehensive lesson plans that both allow students to learn according to their style, but also to develop their areas of greater difficulty.
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Day 1 Lesson
- Introduce and explore the sight words: many, jump, want, & long.
- Receiving and retaining information: auditory/visual/kinesthetic perception.
- Improve coordination and fine motor skills.
- Sight words written on note cards in puffy paint
- Sheets with words largely printed on them for each student
- Small items to glue to the words (colored rice, beans, pebbles, uncooked spaghetti, etc.)
1. Introduce each word to the class by showing the written word, saying each word, having the class repeat it, and passing around note cards with the word written on them in puffy paint so they can feel the word. Describe each word and check for comprehension
2. Clap, stomp, & sound out spelling activity. As a class, say the word, spell the word clapping once as you say each letter, say the word. Do the same routine with stomping. To finish, say the word, vocalize each sound while students count the sounds on their fingers, say the word.
3. Give the students a sheet with the words largely printed on it. Allow them to use small items such as colored rice, beans, pebbles, pieces of spaghetti, etc. to glue to each letter.
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Assessment: Auditory Perception
Check for correct auditory perception by having students close their eyes and raise their hands when they hear the correct sight word.
1. May, Man, Any, Many
2. Bump, Jack, Jump, Gem
3. Went, Want, Water, Ant
4. Long, Land, Lot, Alone
Now that the students have perceived the words in a visual, auditory, and kinesthetic manner, you can now move to integrating and applying these new words. Go to lesson plan #2 in this unit.
- Photo by Tricia Wegman