Modifications and Standards
Book Trailer and Activity
For students with disabilities/exceptionalities: If a student has a hard time concentrating or listening to the book, try to get a second copy of the book and have an assistant (if available) read the book to them in a quieter place where they can concentrate better. If a student is a strong reader, let them try reading the book on their own instead of in a large group.
Standards:
EL.3.2 2006 - READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials
EL.3.2.2 2006
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Ask questions and support answers by connecting prior knowledge with literal information from the text.
Vision Loss Simulation
For students with disabilities/exceptionalities: For children with exceptionalities, give them a card with just braille on it and no print. Hand them a braille alphabet and see if they can figure out the word. If students have poor fine motor skills, help lead their fingers over the braille.
Standards:
INTASC.4 -
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
INTASC.4.3
KNOWLEDGE: The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).
Tic-Tac-Toe in the Dark
For students with disabilities/exceptionalities:
If a student with a disabilities (or a general education student) does not want to be blindfolded due to a fear of the dark or sensory issues then, have the student close their eyes. For students with exceptionalities, try giving them a smaller tic-tac-toe board to play on.
Standards:
INTASC.1 -
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
INTASC.2.7
PERFORMANCES: The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
What's in the Bag?
For students with disabilities/exceptionalities: If a student with a disabilities (or a general education student) does not want to be blindfolded due to a fear of the dark or sensory issues then just have the student close their eyes. To further enhance students with exceptionalities, try to have them describe the object without actually saying the name of it.
Standards:
SCI.K.1 2010 - Physical Science
Observe, manipulate, sort and generate questions about objects and their physical properties.
SCI.K.1.1 2010
Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects.
Describe Your Favorite Color
For students with disabilities/exceptionalities: For students with exceptionalities, have them try to describe their favorite color using the four other senses (sound, touch, smells, and taste). For students with disabilities, give them multiple examples and lead them into the right direction to explain a color. Try to connect the color with only one other sense instead of multiple senses if it is too difficult.
Standard:
VA.3.5 2008 - VISUAL LITERACY: Criticism and Aesthetics: Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art
Students discover personal meaning in works of art, recognizing that others' responses may differ and that various cultures regard beauty and art in different ways.
VA.3.5.1 2008
Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance.
Create Your Own Book
For students with disabilities/exceptionalities: For students with exceptionalities, encourage them to use a color that has not already been used OR give them a more specific color (gold, teal, maroon, etc.). If the student wants to continue to do the more basic colors, encourage them to describe the color using the four other senses (sound, touch, smell, and taste). For students with disabilities, encourage them to describe the color as best as possible. If they are not able to complete the craft have them describe what they want drawn and have them tell you how to draw it. If they want to do it themselves, try using a q-tip to spread the glue if they’re not able to squeeze the bottle.
Standard:
VA.3.6 2008 - VISUAL LITERACY: Criticism and Aesthetics: Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision
Students create artwork based on personal ideas and experiences, demonstrating perceptual skills and using various symbols to communicate meaning. Work reveals a process of critique, reflection, and revision, application of self-assessment criteria, and mutual respect.
VA.3.6.2 2008
Create artwork that communicates personal ideas and experiences.
For students with disabilities/exceptionalities: If a student has a hard time concentrating or listening to the book, try to get a second copy of the book and have an assistant (if available) read the book to them in a quieter place where they can concentrate better. If a student is a strong reader, let them try reading the book on their own instead of in a large group.
Standards:
EL.3.2 2006 - READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials
EL.3.2.2 2006
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Ask questions and support answers by connecting prior knowledge with literal information from the text.
Vision Loss Simulation
For students with disabilities/exceptionalities: For children with exceptionalities, give them a card with just braille on it and no print. Hand them a braille alphabet and see if they can figure out the word. If students have poor fine motor skills, help lead their fingers over the braille.
Standards:
INTASC.4 -
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
INTASC.4.3
KNOWLEDGE: The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).
Tic-Tac-Toe in the Dark
For students with disabilities/exceptionalities:
If a student with a disabilities (or a general education student) does not want to be blindfolded due to a fear of the dark or sensory issues then, have the student close their eyes. For students with exceptionalities, try giving them a smaller tic-tac-toe board to play on.
Standards:
INTASC.1 -
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
INTASC.2.7
PERFORMANCES: The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
What's in the Bag?
For students with disabilities/exceptionalities: If a student with a disabilities (or a general education student) does not want to be blindfolded due to a fear of the dark or sensory issues then just have the student close their eyes. To further enhance students with exceptionalities, try to have them describe the object without actually saying the name of it.
Standards:
SCI.K.1 2010 - Physical Science
Observe, manipulate, sort and generate questions about objects and their physical properties.
SCI.K.1.1 2010
Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects.
Describe Your Favorite Color
For students with disabilities/exceptionalities: For students with exceptionalities, have them try to describe their favorite color using the four other senses (sound, touch, smells, and taste). For students with disabilities, give them multiple examples and lead them into the right direction to explain a color. Try to connect the color with only one other sense instead of multiple senses if it is too difficult.
Standard:
VA.3.5 2008 - VISUAL LITERACY: Criticism and Aesthetics: Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art
Students discover personal meaning in works of art, recognizing that others' responses may differ and that various cultures regard beauty and art in different ways.
VA.3.5.1 2008
Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance.
Create Your Own Book
For students with disabilities/exceptionalities: For students with exceptionalities, encourage them to use a color that has not already been used OR give them a more specific color (gold, teal, maroon, etc.). If the student wants to continue to do the more basic colors, encourage them to describe the color using the four other senses (sound, touch, smell, and taste). For students with disabilities, encourage them to describe the color as best as possible. If they are not able to complete the craft have them describe what they want drawn and have them tell you how to draw it. If they want to do it themselves, try using a q-tip to spread the glue if they’re not able to squeeze the bottle.
Standard:
VA.3.6 2008 - VISUAL LITERACY: Criticism and Aesthetics: Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision
Students create artwork based on personal ideas and experiences, demonstrating perceptual skills and using various symbols to communicate meaning. Work reveals a process of critique, reflection, and revision, application of self-assessment criteria, and mutual respect.
VA.3.6.2 2008
Create artwork that communicates personal ideas and experiences.