EAL and SPED Graphic Organizer

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There are so many graphic organizers out there.  Some look like ice cream cones, others giant spider webs.  I have found that for me and many of my students, a simple 3-step graphic organizer works the best.

Here is the organizer that I created to work with students who are new or developing their english and students who have limited writing ability.

 

Beginning, Middle, Ending oganizer for drawing and adding key vocabulary

Beginning, Middle, Ending oganizer for drawing and adding key vocabulary

 

Writing Planning 3 step draw

The students can draw main ideas for the beginning, middle, and ending of a story.  After the drawing, they can independently or with teacher guidance, list key vocabulary words from each drawing.  This will help them recall the vocabulary during drafting without too much writing to complete during planning.

As an addition to this, students can also build a vocabulary binder where they begin to store key vocabulary based on alphabetized topics.  More on this for a later post.

I have also found this useful for students who tend to write their “planning” in whole paragraphs and it ends up looking identical to their first draft and takes a very long time to complete.

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Parent Communication Forms

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One thing I always try to improve on in teaching is my communication with parents.  I love when parents are involved in their children’s education, and I want to make sure that I can keep them informed without spending too much of my work time on writing notes home.

For some of our families, when their child comes home from school they can ask them about their day.  They can talk about the fun new science project they did where they made their own cloud in a jar.  Or tell their parents that during their spelling activity they were bored and needed to move on.  Parents can get a basic idea of a classroom from the way their students perceive it.  But not all of our students are verbal.  When I was teaching in a young Autism specific classroom, 75% of my students communicated with picture communication systems and alternative argumentative communication devices.  This form of communication was still in it’s most basic stages and was mostly being used for requesting.  Parents were unable to ask their students about their day.  They had no idea what was happening in the classroom during the week unless they were able to communicate with me.  We needed to set up a simple system that allowed us to get the basics of the week that included academics, behavior, and communication.

Parent Communication Collaboration

To save time we created a simple checklist of items that parents wanted to know about, and items that I wanted them to know about.  This was all about collaboration.  Just like creating the IEP for the students, parents and teachers need to continue to work together throughout the year.  Sometimes I would be surprised to find out a parent wanted to know the times of the day their student used the toilet.  I tend to take a ton of data in my classroom, so these requests were not difficult.  Here is an example of a basic checklist.  If parents had access to the internet I just emailed these to them which is great because it keeps a record of communication.  If the parents needed the hard copy, I would make a copy for my records and one to be sent home.  It not only keeps track for the parents, but also for the teacher.  Always keep records of your communication.

Parent Daily Communication Form