Reflection: Students with Disabilities Learning How to Use a Glossary - Section 4: Independent Practice With Partners


I don't ever want to give the impression that everything is always butterflies and unicorns in my classroom.  I still have students who struggle and once the tier process has run its course I will see how I can best serve those students.  In the meantime, I can differentiate everything we are doing in the classroom and still have the same high expectations for these students.   

In the video Glossary Strugglers.mp4, you will see that I have offered the same opportunity to do the glossary activity for both my strugglers, average students, and advanced students.  I offered a much easier book for my strugglers to read, and even had to help them read the content.  Even though I read the content to them, they understand the process now of how to use a glossary.  We are going to keep working on our decoding skills, and my hope (and the eventual goal) is that once their decoding skills improve to the point where they can read a text independently, they will have the ability to access new vocabulary by using a glossary on an independent level.  Knowing vocabulary words are important for comprehension when reading nonfiction texts.  Even your strugglers can do this with support from you.

  Students with Disabilities: What Do You Do With Students Who Struggle?
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Learning How to Use a Glossary

Unit 15: Nonfiction Text Features
Lesson 4 of 9

Objective: SWBAT use a glossary in order to answer questions about a text.

Big Idea: There is a built in dictionary right in your book, and it's called a glossary. We're going to learn how to use a glossary in order to learn new words.

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  45 minutes
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