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    Meeting All The Needs of Students

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    Ahmad Khalifeh
    The document provides recommendations for making classroom instruction and materials accessible and comprehensible for all learners. It suggests that teachers create a welcoming environment that celebrates student diversity and success. During lessons, teachers should provide multiple entry points for participation, limit direct instruction time, and use strategies like Turn and Talk to ensure students can process content. Texts should be adapted through techniques like simplifying language and including visuals. Teachers are advised to actively check student understanding, speak slowly, and present content in a clear and sequential manner using strategies such as vocabulary structures and gestures.

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    Meeting All The Needs of Students

    Uploaded by

    Ahmad Khalifeh
    50 views1 page
    The document provides recommendations for making classroom instruction and materials accessible and comprehensible for all learners. It suggests that teachers create a welcoming environment that celebrates student diversity and success. During lessons, teachers should provide multiple entry points for participation, limit direct instruction time, and use strategies like Turn and Talk to ensure students can process content. Texts should be adapted through techniques like simplifying language and including visuals. Teachers are advised to actively check student understanding, speak slowly, and present content in a clear and sequential manner using strategies such as vocabulary structures and gestures.

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    meeting all the needs of students

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    The document provides recommendations for making classroom instruction and materials accessible and comprehensible for all learners. It suggests that teachers create a welcoming environment that celebrates student diversity and success. During lessons, teachers should provide multiple entry points for participation, limit direct instruction time, and use strategies like Turn and Talk to ensure students can process content. Texts should be adapted through techniques like simplifying language and including visuals. Teachers are advised to actively check student understanding, speak slowly, and present content in a clear and sequential manner using strategies such as vocabulary structures and gestures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    50 views1 page

    Meeting All The Needs of Students

    Uploaded by

    Ahmad Khalifeh
    The document provides recommendations for making classroom instruction and materials accessible and comprehensible for all learners. It suggests that teachers create a welcoming environment that celebrates student diversity and success. During lessons, teachers should provide multiple entry points for participation, limit direct instruction time, and use strategies like Turn and Talk to ensure students can process content. Texts should be adapted through techniques like simplifying language and including visuals. Teachers are advised to actively check student understanding, speak slowly, and present content in a clear and sequential manner using strategies such as vocabulary structures and gestures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Meeting the Needs of All Learners - Accessibility “Look-Fors”*

    Providing Entry to Grade-Level, Standards-Aligned Content for All

    Welcoming Environment Meaningful Interactions Comprehensible Input Adapting Texts


    The classroom environment: The teacher: Before the lesson, the teacher: The main text of a lesson is adapted in the
    ● Celebrates student success (student ● Provides multiple entry points so ● Activates background knowledge following ways for students who need it:
    work is displayed). that all students can participate in and uses student interest to hook ● Main ideas and key words in bold
    ● Reflects the diversity within the peer and group activities, including students into the lesson. ● Shortened sentences
    classroom (student identities). but not limited to: ● Pre-teaches key concepts in a way ● Simplified grammar and vocabulary
    ○ Visuals that both builds background ● Complex ideas rephrased
    The teacher: ○ Word walls and banks knowledge and activates students’ ● Examples in parentheses to clarify
    ● Knows students’ names, interests, ○ Pre-taught vocabulary prior knowledge. or give meaning to words
    and a key family member. ○ Sentence stems ● Bold headings and larger font
    ● Leverages that knowledge to build ● Limits the direct instruction (mini- During the lesson, the teacher: ● Ample white space on the page
    and cultivate relationships. lesson) to 15 minutes or less, ● Speaks slowly and carefully. ● If appropriate, inclusion of student
    ● Provides specific, concrete, allowing the majority of the lesson ● Provides students with multiple names and situations that are
    sequential, and observable to be student-centered. opportunities to use, apply, and familiar to students
    directions for behavior and new ● Gives clear, accessible, and learn the language of the content by
    academic tasks. sequential directions and delivers having them work in cooperative The teacher opens the class with a Do Now
    ● Uses voice and presence to maintain content using economical language. learning structures. that is independently accessible and
    authority and convey caring for ● Develops a strategy for holding ● Gives clear, accessible, and includes:
    students. students accountable for processing sequential directions using ● Clear visuals
    ● Responds to student behavior in a the content. economical language and chunking. ● Sentence supports and scaffolds
    consistent way that does not ● Uses peer discussion and Turn and ● Checks frequently for student
    interrupt the momentum of the Talks frequently and strategically to understanding after presenting new
    lesson. ensure that students have the material
    opportunities to process the key
    The students: content of the lesson. During the lesson, the teacher uses several of
    ● Execute routines and procedures * the following to present content in a way
    efficiently to maximize learning time The teacher plans an effective Turn and Talk that is comprehensible:
    (without teacher prompting). structure that includes: ● A vocabulary structure (Frayer or 7
    ● Time for students to practice active steps) for key terms
    listening. ● Visuals and hand gestures to convey
    ● The opportunity for students to meaning
    communicate their ideas. ● Sentence stems
    ● A consistent routine to start and
    end a Turn and Talk.

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