Grade 1 Creative Communicator Global Collaborator Cornerstone Task Student Considerations
Grade 1 CC/GC Cornerstone Task Student Considerations
General Considerations
- Assist students in brainstorming items that are important to them. Give a wide range of examples so students know that there are many possibilities.
- Provide sentence stems and/or word banks to help students articulate the importance of their item.
- Consider presenting only a few choices of code types. Depending on student interest and comfort level, additional options can be presented.
- Assist students in developing their codes. For example, if a few students are coding dances or other movements, as a group create one set of codes for all of them to use. Each can use that set to code their own dance or movement.
ELL
Direct Linguistic Support in English: Oral/Written
- Provide ample repetition of language and tasks: repeat, restate, rephrase, review, and reread.
- Keep explanations and directions brief and concise: focus on key concepts and vocabulary.
- Highlight and explicitly teach key vocabulary needed to accomplish the assigned task.
- Enhance oral presentations with nonverbal (e.g., visual) and written support, graphic organizers, and modeling.
- Allow students time to check and discuss understanding of directions and material with peers.
- Present materials through multiple, diverse modes using audiovisual and other technology(e.g., audio-books).
- Introduce and develop new vocabulary by using visual aids
- Use electronic devices to present content to students.
- Allow ongoing use of bilingual dictionaries during reading and writing assignments in order to clarify meaning when possible.
- Use leveled texts or adapt texts by shortening or simplifying language to make the content more accessible.
- Encourage and allow for nonverbal responses such as pointing, nodding, pictures, manipulatives, and graphic organizers.
- Adjust expectations for language output (e.g., by accepting isolated words and phrases).
- Allow shortened responses and require fewer assignments (e.g., by focusing on the quality of a reduced number of instructional objectives).
- Pair ELs with strong speakers and writers (i.e., buddies).
- Encourage buddies to take a dictated response during pair work.
- Request oral explanations of concepts that ELs can better express orally than in writing.
- Allow ELs to dictate responses into a recording device as evidence of completion of assigned written work.
Additional ELL Support
Special Education
N/A
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