# data[].attributes.body
CCSS.ELA-LITERACY.RF.1.3

"Know and apply grade-level phonics and word analysis skills in decoding words."

CCSS.ELA-LITERACY.RF.1.3.C

"Know final -e and common vowel team conventions for representing long vowel sounds."

# data[].attributes.body
CCSS.ELA-LITERACY.RF.1.3.C

Students will know that long vowel sounds can be spelled in different ways.

Students will be able to distinguish short from long vowel sounds.

Students will be able to recognize the final -e spelling pattern.

# data[].attributes.headline
Assessment #1: Short and Long Vowel Picture Cards

# data[].attributes.subject
Assessment #1: Short and Long Vowel Picture Cards

# data[].attributes.body
The teacher will begin the assessment by pulling out picture cards in front of the classroom and have students read out loud. The picture cards will include the following words:

# data[].attributes.headline
Assessment #2: Short and Long Vowel Quiz

# data[].attributes.subject
Assessment #2: Short and Long Vowel Quiz

# data[].attributes.body
Students will be given an individual worksheet/quiz to determine their level of understanding.

# data[].attributes.body
#1: English Language Learners will be given the opportunity to pre-read the assessment strategies.
#2: Students will be able to pre-read the vocabulary instructions of the assessments.
#3: ELL's will be given more visual and auditory words to increase their word recognition.

# data[].attributes.body
#1: Students who have an identified special need such as language and speech impairment will be given continuous visual and auditory words to ensure their understanding of the lessons.
#2: Students who have poor vision will be seated at the front of the classroom near the teacher's desk to ensure they are seeing the whiteboard clearly and ask the teacher questions right next to them.
#3: The activities will help students with special needs by allowing them to interact with their classmates and giving them the opportunity to socialize with new people.

# data[].attributes.attachment_link.readable_text
What are accommodations?

Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

How does a child receive accommodations?

Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team - which both parent and child are a part of - must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

Presentation:

Provide on audio tape

Provide in large print

Reduce number of items per page or line

Provide a designated reader

Present instructions orally

Response:

Allow for verbal responses

Allow for answers to be dictated to a scribe

Allow the use of a tape recorder to capture responses

Permit responses to be given via computer

Permit answers to be recorded directly into test booklet

Timing:

Allow frequent breaks

Extend allotted time for a test

Setting:

Provide preferential seating

Provide special lighting or acoustics

Provide a space with minimal distractions

Administer a test in small group setting

Administer a test in private room or alternative test site

Test Scheduling

Administer a test in several timed sessions or over several days

Allow subtests to be taken in a different order

Administer a test at a specific time of day

Other

Provide special test preparation

Provide on-task/focusing prompts

Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Should accommodations have an impact on how assignments are graded?

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

What if accommodations don't seem to be helping?

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

To find specific technology for particular accommodations, go to Tech Matrix . Choose a subject area and /or a learning support need. The matrix will generate a list of products to consider.

# data[].attributes.attachment_link.keywords[]
individuals with disabilities education act

# data[].attributes.attachment_link.description
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

# data[].attributes.body
Students will be divided into pairs to participate in the interactive game. The assessment allows students to comprehend their understanding of long and short vowels in a fun and entertaining setting.

# data[].attributes.attachment_link.title
All Long Vowels Please Stand Up! | Lesson plan | Education.com

# data[].attributes.attachment_link.description
Students will learn long vowel tricks to expose impostor vowels who "say" their name in this fun game that teaches the long vowel rule.

# data[].attributes.body
Students will be assessed on their understanding of identifying words that contain long "e" vowels.

# data[].attributes.body
Students will be grouped into pairs to practice working together in completing the worksheet after the lesson is taught. This will correlate with CCSS.ELA-LITERACY.RF.1.3.C being taught.

# data[].attributes.body
Students will participate in an educational dice game. The learning objective of this game will allow students to practice distinguishing between long and short vowels.

# data[].attributes.attachment_link.title
Shake and Roll Vowels | Lesson plan | Education.com

# data[].attributes.attachment_link.description
Students will be able to find and sort words by distinguishing their short or long vowel sounds. Tell the class we will be playing a dice game with vowel sounds. Review the different long vowel sounds. Review the different short vowel sounds. Introduce the concept of a column, or vertical section.

# data[].attributes.body
1) Emergent
2) Letter Name - Alphabetic
3) Within Word Pattern
4) Syllable and Affixes
5) Derivational Relations

(Stages 1-3 used within chosen standard)

# data[].attributes.body
#1: Diagnose the Problem(s)
#2: Teach Learning
#3: Set High Expectations

Remediation strategies include the use of reteaching, using alternative strategies of instruction, direct instruction, additional practice, and one-on-one tutoring.

Reteaching involves the teacher presenting the information to the student again. This strategy is used when student's need more exposure to the subject before they can full comprehend it.

# data[].attributes.attachment_link.readable_text
Working with students who have missed or failed a particular topic or test can be an especially difficult challenge for teachers, because often these students are reluctant to learn or have been unsuccessful with traditional instructional techniques. Successful remediation strategies can carry you across the curriculum and provide you with specific means to reach some of your most difficult students.

The diagnostic assessment can be a powerful remediation tool. A diagnostic assessment is a test that you give your students at the beginning of a term in order to determine their current learning strengths and weaknesses. You can use a variety of diagnostic assessments at the start of your course in order to determine where your students are now in their learning journeys. If you don't know where they are, you can't take them to the next step, after all.

One useful diagnostic tool can be to give a practice or previously-published version of the state assessment your students will be working on (if that applies to your course and students). This way, you can see where their current scores are and also analyze their answers based on the particular learning skills and strategies where they scored well and poorly.

Another useful diagnostic tool is to give some type of learning style inventory or assessment. This will help you speak to the learning strengths and weaknesses of your individual students and determine the best way to help them understand the course material. You can find free copies of learning style inventories online, such as for Gardner's Multiple Intelligences.

It may sound unusual, but you will probably have to teach your remediation students how to learn. Many of these students will come into your classroom without proper skills in the areas of time management, studying and information retention. You can teach these skills in addition to your course materials, and your students will be empowered to learn more on their own.

Students need to learn how to organize their materials for learning, so you should instruct them on things like keeping a binder, having a system and keeping track of assignments. You can also teach them how to study and provide different study tips and strategies for them to try (such as note cards, outlining and review games). Showing your students how to learn can go a long way in helping them learn.

It may be too easy to fall into a trap of low expectations when you teach struggling learners. You may feel that they are not capable of performing as well as their non-remedial peers, or that they have had a difficult time and deserve a "break." However, you are only doing your students a disservice when you lower your standards for them.

Keep your expectations for behavior, grades and class performance high. Align them to the standards for the course and the state, and watch as your students rise to meet them.

# data[].attributes.attachment_link.title
Remediation Strategies for Students | Synonym

# data[].attributes.attachment_link.description
Working with students who have missed or failed a particular topic or test can be an especially difficult challenge for teachers, because often these students are reluctant to learn or have been unsuccessful with traditional instructional techniques. Successful remediation strategies can carry you across the curriculum and provide you with specific means to reach some of your most difficult students.

# data[].attributes.attachment_link.title
Long and Short Vowel Sounds for Kids | A E I O U | Kids Academy

# data[].attributes.body
After students are retaught the lesson in a variety of ways, they will then participate in different activities and worksheets to improve their understanding.