WebQuest
Differentiating Instruction For Students With Learning Disabilities
Evaluation
The following is a sample lesson plan to show how you can differentiate in the classroom to accommodate your students with learning disabilities. This is a plan from a 5th grade Reading/Language Arts/Social Studies classroom.
Objective: Students will identify and describehow text features help them to better understand the text.
Engagement: Teacher will pass out socialstudies text books to students. Studentswill go on a book scavenger hunt to see how many text features they canfind. Teacher charts responses on theboard. Teacher will have a student share what a text feature is. A text feature is like a road map for the reader. Authors include text features to help the reader better understand what they read. Text features can be found in magazine articles, text books, reports, web pages, and other nonfiction text.
Exploration: Discuss how each text feature has apurpose. Create anchor chart withstudents.
| Text Feature | Purpose |
| Title | Tells what we will be reading about |
| Photographs | Shows us what something looks like |
| Captions | Gives us more information about a picture |
| Headings | Gives us advance notice of what the next section will be about |
| Map | Shows us where places are located |
| Bold print, italics, highlighting | Tells us which words or phrases are most important |
Explanation: Teacher will read aloud a shortTime for Kids article titled �A Marvelous Monkey.� Teacher will model and add anew column to the anchor chart that explains how specific text features helpthe reader.
| Text Feature | Purpose | How the text feature helps me to better understand the text |
| Title | Tells what we will be reading about | Helps me know this is about a monkey that does exceptional things |
| Photographs | Shows us what something looks like | Shows me what the monkeys look like, they don�t look like any kind of monkey I�ve seen before, so maybe that�s why they are marvelous |
| Captions | Gives us more information about a picture |
|
| Headings | Gives us advance notice of what the next section will be about | Gives me advance notice of what I�ll be reading: one section will be basic info about the Lesula, another will be about saving their lives |
| Map | Shows us where places are located |
|
| Bold print, italics, highlighting | Tells us which words or phrases are most important |
|
Elaboration: Teacher will offer three choices ofarticles for students to read. Studentswill pair up and complete the graphic organizer on their own, finding andlisting at least 4 text features that help them to better understand the text
Evaluation: Students will share one text featurefrom their graphic organizer and the article that helped them to betterunderstand the text.
Accommodations
| Learning Disability | Lesson Activity | Lesson Accommodations |
| Dyslexia | Engagement | � Repeat directions � Maintain daily routines
|
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| Elaboration | � Give students a modified graphic organizer with some components already filled in � Combine verbal and visual information � Write key words on the chalkboard
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| Dysgraphia | Engagement, Elaboration | � Allow more time for written assignment � Allow the use of a computer to aid in writing � Allow student to dictate responses to a scribe � Allow student to use paper or writing instruments in different colors |
| Dyscalculia | Engagement, Elaboration | � Although this is a mathematics disability, the child with dyscalculia could still benefit from the following accommodations during this assignment: � Allow more time to complete the assignment � Allow the student to use the mathematics textbookinstead of the social studies book |
| Aphasia/Dysphasia | Engagement, Elaboration | � write the key concepts in large print for students to follow � speak clearly and face the student � Allow the student to draw his responses |
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