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The Concept of Third

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YWelcome to Pops Spedster's Place, where special education teachers, parents and students will find instructional supports and accommodations for people with intellectual disabilities resulting from low incidence and acquired impairments. At Pops Spedster's Place, we use Developmentally Appropriate Instruction (DAI) to teach academic and functional skills related to developmental assessments and Common Core State Standards.

 

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LEFT CLICK ON THE FOLLOWING ITEMS TO SEE WORKSHEETS AND INSTRUCTIONAL INFORMATION FOR SMALL GROUPS.

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First worksheet

(INCLUDES AN INSTRUCTIONAL VIDEO WITH POPS SPEDSTER)

 
 
 

 











This lesson focuses on alphanumeric, alternative instruction in the concept of third - third letter; third number.

 

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Discussion -

“THIRD” Handout Sheet

            Communication Expansion Activities  -

            Discuss the concept of “third”. What does being third mean? How do you know when you or someone else is third? What does the third step in a task look like? How do you know when you have won third place? Do you know the name of a building on 3rd Street ? What is the third hour on the clock?

 

            What are some other ways you can express the letter C or the number 3? “Cheerleader style” with your body?

 

            Can you make the letter C or the number 3 on paper? With a computer? Find them on a communication board using eye gaze?

 

            Discuss the concept of “colors”. Do you know the colors on the color spectrum? Do you have a favorite color? Do you know what the favorite color of a friend is?

 

            Academic Concepts –

  1. Letter C as the third letter in the alphabet
  2. Phonemic awareness of the sounds a C makes – as in “calculator”; as in “crayon”; as in "cookie".
  3. Signs in ASL that mean the finger spelling of C and the sign for number 3.
  4. Awareness of expressive language parallel constructs in Braille and the sensory communication mode involving touch and vision (eye gaze).
  5. Initial addition facts – how many lights are on a traffic light? How much is 2 plus 1?

 

 

            Functional Concepts –

  1. Community Orientation – what is on 3rd Street ?
  2. Safety – recognizing the need for not clowning around (safety).
  3. Recognizing emotions in others - a smile on the clown’s face.
  4. Recognition of holidays. What kind of cookies are these?

 

 

            Skills Maintenance Activities –

  1. Students capable of making a C or a 3 in any expressive form, can maintain that skill by creating examples.
  2. Students who have good community orientation skills, can practice them.
  3. Students who have good signing/ Braille/ eye gaze skills can practice them.
  4. Students who have good aug-comm/ computer skills can practice them.

 

            Skills Building Activities –

  1. Students who lack the ability to express an C or a 3 in any mode, need referrals for appropriate supports and accommodations.
  2. Students who lack good community orientation skills need community experiences and instruction.
  3. Students who lack the concept of “third” need instruction in sequencing skills.
  4. Students who lack knowledge of alternative expressive communication modes, need to be paired with peers having these abilities so that they may learn these skills cooperatively.

 

 

 
 

 

STUDENTS CAN CLICK HERE AND GO TO AN IMAGE MAP OF THIS WORKSHEET WHERE THEY CAN CLICK ON IMAGES AND GO TO OTHER SITES FOR ADDITONAL INSTRUCTION.

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Copyright © 2009 Popspedster and Company
Last modified: 4/17/2014
CONTACT US AT -

POPS SPEDSTER AND COMPANY
1627 GOLDCREST AVE. NW
SALEM, OR 97304

PHONE - 503-949-6776