When you plan
instruction, you must keep your curriculum resources in mind. The teacher
in my practicum used the same texts that were being used in the mainstream.
The only adaptations she made to the texts were the pace of the instruction
and the delivery of the information. She did spend a lot of time reading
and rereading in English and in ASL. This was helpful when the students
came from the mainstream for resource support because they were using the
same book in her classroom as their mainstream classroom.
Forest, R.G. & Sitton, R.A. (1988). Instant spelling words for writing. North Billerica, MA: Curriculum Associates, Inc.
--Uses both the Green Level and the Blue Level in this particular series
--The workbooks include sections
such as re-copying the word to recognize the shape, writing the words in
sentences, and learning to recognize the word in context. This book is
used as a supplement to everyday spelling activities that the teacher does
with the students. Throughout the week, the teacher encourages story-writing
using the new words, as well as acting out sentences and using the words
in their daily journal writing.
Houghton Mifflin Reading Series--Surprise and Share (1997).
Boston, MA: Houghton Mifflin Company.
Houghton Mifflin Literature Experience Series--Too Big and Dream a Story (1991). Boston, MA: Houghton Mifflin Company.
Houghton Mifflin Web Site http://www.hmco.com
--Instruction begins with a teacher read aloud and develops into student read aloud and student silent reading. An accompanying Lab book is used for evaluation of comprehension.
--Various tradebooks also used in
the classroom. They are used for story-time (where the teacher reads aloud
in ASL), and for general reading instruction. Again, students read aloud
and then silently over the course of the week. The objective is for students
to be able to read the story to themselves and then answer questions regarding
comprehension of the story.
Weekly spelling cards and reading cards with the word on the front and a copy of how the sign should be executed on the back. The teacher introduces new spelling words at the beginning of each week only if the students are ready to move on to the next lesson. The words are then used in sentences and stories, and plenty of examples are used during the week. These types of cards are not used in the mainstream classroom, but they are extremely helpful, not only to the students, but also to their parents. Every week the cards are sent home as homework. The parents have a week to help their child study his/her spelling words and they can also study the words themselves. It is an excellent way of exposing the parents to new signs each week, thus increasing their vocabulary and their ability to communicate with their deaf child.
The curriculum resources used in this classroom are well written and well used by the teacher. None of the material is "dumbed-down" for the students, which helps give them a sense of pride and accomplishment. Although some of the students are slightly behind, they are still completing the same work that is being done in the mainstream classroom by their hearing peers.
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