1/2/2018
Topic:
Students with Disabilities
Rachel Grelle
|
I have a self-contained class that pushes in during one of my 4th grade classes. The students are not on grade level with the 5th graders, but based on their IEPs I have accommodated our lessons to meet their level and keep them engaged with the rest of the class. For example, my 4th graders are expected to read from a staff, noting the letters of the lines and spaces. My push-in class cannot tell me letters but they can identify if the note is on a line or space. Therefore, I call on them first and then let one of the 4th graders tell me the letter of the line or space. |
1/4/2018
Topic:
Tools and Strategies
Rachel Grelle
|
I have a self contained class that comes in with a fourth grade class and while we were delving into the families of the orchestra and different instrument sounds I used apps on my iPad to differentiate their instruction. The students are below grade level and unable to handle all of the different sounds of such a wide range of instruments. There is a matching game on one of the apps that works with only four instruments at a time. The students really enjoyed working with the app. |
1/4/2018
Topic:
Assessment of Learning
Rachel Grelle
|
My student was on the autism spectrum and performing below grade level. Even though the student was not able to identify as many rhythms as his peers he was able to read quarter note, eighth note pairs and quarter rest. Therefore, during our exit ticket I had him create four-beat patterns using only those rhythms. |