Accommodations

Detailed plans on how to provide accommodations and interventions for students in the Grade Three classroom.

Accommodation

Our Philosophy – An Inclusive Classroom

Teachers are responsible for ensuring all students are provided with learning opportunities and support that lead them to succeed (OME, 2013). When planning long- and short-range plans, we constantly consider the classroom profile to ensure our plans are tailored to the needs of the students (OME, 2013). Additionally, our plans are flexible and can be easily differentiated to be inclusive and supportive to meet the needs of each student (OME, 2013). For example, the Words Their Way program and our levelled reading program both involve an initial assessment to determine student’s level and then base the student’s work on the level of the student. In this way, the programs are naturally differentiated to meet students at their level and are thus inclusive to all learners. Our classroom also uses a CORI framework to teach science and literacy. This program is naturally differentiated as students are provided with choice at every step of the process. Furthermore, the resources provided throughout the unit suit a large range of reading abilities, thus providing students with resources appropriate for their level. When writing, students are provided with choice and differentiated materials. Our classroom has multiple types of writing paper available. Some of the paper has a large box for a picture with fewer lines, some a small picture box and more lines, and some no picture box and only lines. Thus, students can select writing paper based on their abilities. By embedding differentiation into our classroom materials and lesson plans all students are included and able to learn. In our classroom there are three students receiving accommodations: Samantha, Jason, and Lily.

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Samantha: Low Phonological Awareness Impacting Reading and Writing

In September, Samantha’s DRA reading level was a 10, this is correspondent with a grade one reading level. When reading, Samantha frequently struggles to sound out words and relies heavily on picture clues. To assess reading comprehension Samantha was read a story. When read the story, Samantha demonstrated excellent comprehension skills. Thus, Samantha’s reading concerns are specifically related to issues with decoding. Samantha also experiences difficulties in writing. Her writing also appears to be at a grade one level. In Samantha’s September writing sample her sentences are well formed, and her ideas are connected. However, Samantha makes many conventions and spelling errors. Samantha seems to understand consonants and short vowels; however, she is struggling with digraphs, blends, long vowels, and more complex spelling patterns. Samantha’s difficulty with encoding and decoding more complex words seem to be affecting her reading and writing ability.

Samantha is receiving both accommodations and modifications. For reading, Samantha has been modified to a grade one reading level. Samantha is provided with books at her reading level. This occurs during all reading times, including those that occur during CORI. In writing, Samantha is also modified to a grade one writing level. Samantha is encouraged to draw pictures when planning her writing and is being taught strategies for sounding out words. To help Samantha access the classroom environment we have added picture cues. For example, the daily schedule has pictures in addition to text in order to make it accessible to all students.

Interventions

Samantha is partaking in an evidence-based remedial program named Empower, which was developed by Dr. Maureen Lovett and the Learning Disabilities Research Program at the Hospital for Sick Children (SickKids, 2019). Empower is a research-based program that focuses on explicitly teaching strategies and building upon student’s existing strengths (SickKids, 2019). Empower has four distinct interventions, Samantha is partaking in the decoding and spelling program for grades two to five students. In this program, students learn five metacognitive decoding and spelling strategies: sounding out; peeling off; vowel alert; and SPY. The Empower program lasts for 110 lessons and Samantha is removed from the classroom to participate in the program. Samantha is removed from the classroom during silent reading time.

Our classroom utilizes the Words their Way (WTW) program. The WTW program is a direct instruction intervention for spelling that teaches students phonemic awareness, spelling patterns, and orthographic knowledge (Harris, 2007). Students gain decoding and encoding skills through participation in this program (Harris, 2007). While there is significant research evidence to support the efficacy of this program as a spelling intervention, there is limited evidence to support the use of this program as a reading intervention (WWC, 2017). We believe the WTW program is an excellent intervention to support Samantha’s spelling and will work alongside the Empower program in teaching decoding.

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Jason: Giftedness

When assessed using DRA in September Jason was placed at a level 50, which corresponds to a 5th grade reading level. When assessed using the Comprehension Strategies checklist Jason appeared to have strong reading comprehension strategies. In writing, Jason was assessed using the 6+1 traits rubric. Jason appears to be around a grade 4 writing level. His ideas are well developed, organized and clear. As well, Jason has a strong understanding of writing conventions. One area of improvement for Jason is his use of voice in writing.

Accommodations

As Jason is performing beyond the grade level, we are constantly prepared to provide him with advanced materials, and provide differentiated instruction. During CORI, and other reading times, Jason is provided with books that match his reading level. During writing times Jason is given instruction on how to increase his use of voice. Therefore, Jason is still consistently provided with instruction to move him forward in his learning. As well, Jason is provided with more complex graphic organizers which require more points, and is able to write longer, more complex pieces. Thus, Jason is able to participate in the same learning experiences as other students but with the opportunity to work at a higher level. Students in the classroom are consistently encouraged to go “above and beyond” and to self-assess to be aware of how they can challenge themselves. Jason, as with all students, will be encouraged to challenge himself and go “above and beyond” the success criteria expectations.

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Lily: English Language Learner (ELL)

Lily immigrated to Canada from Germany about three years ago. Lily speaks German with her family at home. Lily’s parents speak limited English. In order to best support the school-home connection communications with home are translated to German, and when possible, a translator is used for parent-teacher interviews. Lily is reported to have strong reading and writing skills in her first language of German. This shows that Lily most likely does not have any learning difficulties that could impact her English language development. Lily appears to have strong Oral Language skills and does not appear to have difficulties communicating with her peers. However, Lily is still developing her reading and writing skills and requires support in these areas.

Lily appears to have difficulty with encoding and decoding. When assessed using the DRA Lily was at a level 6, which corresponds with a first grade reading level. Lily’s comprehension was impacted by her decoding abilities. When read the story orally, Lily appeared to have average comprehension for grade three. Lily struggles with encoding. Lily appears to have mastered beginning sounds and is usually consistent with final sounds. Based on the Words Their Way spelling inventory, Lily’s next step for support is with short vowel sounds.

Accommodations

Lily is receiving support from a resource teacher. This one-on-one time is used to help Lily further develop her phonological awareness. During this time, the resource teacher is focusing on teaching Lily the CVC spelling pattern and playing games that support Lily’s awareness of short vowel sounds. Lily is supported in learning short vowel sounds in the classroom through her Words Their Sort, as well as being encouraged to listen for the vowel when sounding out words in her writing. Lily is supported in her reading by being provided with books that are appropriate for her reading level and differentiated resources in CORI and other subject areas.

To support and welcome Lily the classroom also includes resources and books that are from German culture. Lily, and other students, are also invited to share their culture with the classroom. This helps the students to feel supported and accepted, thus contributing to the overall classroom culture.