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DRAFT: This module has unpublished changes.

Grade: K Life Skills  

Age: 5

Size of Group: 1                                                   

Special Education Classification: Autism

Curriculum Area: Geography                    

Specific Lesson/Skill Taught: City and Country

 

Learning Objective: Student will be able to answer five “wh” questions pertaining to a story about city and country (Student will point to or select a picture from a choice of three for each question).    

 

Rationale:

I am teaching this lesson because it is very important that students know the difference between the city and the country.  We have already read the City and Country book.  The book will now be used to build comprehension skills, since the student is required to answer “wh” questions based on the story.  In order to complete the activity, the student must cut out the pictures and glue them.  This aids in development of fine motor skills.

 

IEP/IFSP Goal(s):

Student will remain on task during class lessons with the assistance of a 2:1 aide (e.g. student will appear to focus attention on presented materials, will refrain from engaging in distracting social interactions.

 

New York State Core Curriculum Learning Standards:

 

Speaking and Listening Standards

Comprehension and Collaboration

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if not understood.

 

Writing Standards

Research to Build and Present Knowledge

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

Reading Standards for Informational Text

Key Ideas and Details

1.  With prompting and support, ask and answer questions about key details in a text.

 

Materials:

-City and Country book by Amy Bihn (Level D)

-5 Questions (each one on a separate piece of construction paper with a box to glue the correct picture)

-Scissors

-Glue

-Individual Behavior Chart

-Visual Behavior Cards

 

Development/Procedures:

 

Introduction: Tell student that we are going to be reading a book about the city and country.  Ask if they know something that is in the city.  Ask if they know something that is in country.  Explain to student that they need to pay very close attention to what the city boy and country girl see, so that we can answer questions at the end.  Remind them that they can use their behavior chart to earn.  Put the “work” task on the chart and have the student pick a reward they would like to earn (There are 5 pictures they must earn to get their reward).  Visual behavior cards can also be used.  These can be seen by the student to encourage good listening, waiting, etc.  Begin by doing a picture walk of the book.  Ask the student what they see in each picture.  Encourage student to say “I see…”

 

Instructional Strategies:

  1.  Read the City and Country book.  On each page see if the student can identify what is going on in the picture before you read it.
  2. After the book is finished take out the pictures.  Have the student cut out the pictures.  Help them if needed.
  3. Once all the pictures are cut out take out the first question. This question is “Where do children play in the city?”  Put three answers down for the child to choose from (barn, bus, park). 
  4. Have student pick the picture that goes with the question.  They may glue it down when they find it.  Start off having the child work as independently as possible.  If they are struggling use verbal cues.  If they still need help you may gesture as well.  Next step is part manual and last is full manual.
  5. Give the student a number for the amount of assistance they needed for each question (1-independent, 2- verbal, 3-verbal/gestural, 4-part manual, 5-full manual).
  6. Go to the next question.  This question is “Who walks on the streets in the city?”       Put three answers down for the child to choose from (cows, people, bears).
  7. Repeat step 4 and 5.
  8. Go to the next question.  The question is “Where are tall buildings?”  Put three  answers down for the child to choose from (country, city, river).
  9. Repeat step 4 and 5.
  10. Go to the next question.  The question is “Where do animals live in the country?”  Put three answers down for the child to choose from (apartment, house, barn).
  11. Repeat step 4 and 5.
  12. Go to the last question.  The question is “What do people drive in the fields?”  Put three answers down for the child to choose from (tractor, car, bus).
  13. Repeat step 4 and 5.
  14. Once the student has completed all the questions they may earn their reward.  Any behaviors throughout the lesson should be positively redirected with the reminder of what they will earn when they are finished.

Closure:

After all the questions have been answered, go back and reread each of them with the student (depending on how on task the student is).

 

Assessment:

 

Short Term Assessment:

The student will be assessed during the lesson through their ability to answer questions. 

 

Long Term Assessment:

The student will be reassessed as we complete future city and country activities.  These activities may be done individually, small group or full class.

 

Adaptive Procedures:

This lesson can be differentiated depending on the level of the student. 

Level 3: Students will independently read who, what, where, when or why questions about a story and write, speak or select an answer.  Students will retell a story, including the main idea and key details.

Level 2: Students will point to or select a picture from a choice of three in response to a who, what or where question about a story.  Students will use picture supports to retell key details from a story.

Level 1: Students will respond to a who or what question by choosing a single option or an errorless picture.  Students will retell key details from a story by activating a voice output device.

This lesson will be performed for a level 2 student.

DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.