Download Language Accessible Lesson Planning Chart

Accessible Lesson Planning Chart: Supporting Language Use & Communication
Name of Task or Lesson Explored:
Name of Focal Child:
Learning Areas
(based on Barringer et al, 2010;
Levine, 2002; Pohlman, 2008)
Language
• Understands and Uses
Mathematical Language
(e.g., math vocabulary, concrete and
abstract language, contextualized
and de-contextualized language)
• Uses Language to Communicate
With Others and to Clarify Ideas
(e.g. understands spoken and
written directions, uses spoken and
written language to explain one’s
thinking)
• Uses Language to Develop
and Master Abstract Concepts
(e.g., verbalizes ideas to push one’s
thinking, uses language to connect
an idea with a visual model)
• Demonstrates Higher Language
Function
(e.g., understands and uses
language that is technical,
inferential, symbolic, and abstract)
What are the demands of the lesson
or activity? What role do these
learning areas play in the lesson or
activity?
How does the focal child respond to
the demands of the task? Please
note strengths and needs below.
How could you change the lesson to
make it more accessible to all
students including the focal
student(s)?
Other Learning Areas:
(based on Barringer et al, 2010;
Levine, 2002; Pohlman, 2008)
Higher Thinking
•
•
•
•
using and forming concepts
solving problems
logical thinking
creative and critical thinking
Spatial Ordering
• interpreting relationships within and
between spatial patterns
• organizing things in space
• reasoning with images
Sequential Ordering
• organizing information in
sequence
• following directions
• managing time
Memory
• short-term memory
• active working memory
• long-term memory
Attention
• controlling mental energy
• maintaining focus
• self-monitoring
Psychosocial
• using and understanding social
language
• collaboration
• conflict resolution
Motor Coordination
• gross motor functions
• fine motor functions
• grapho-motor functions
What are the demands of the lesson
or activity? What role do these
learning areas play in the lesson or
activity?
How does the focal child respond to
the demands of the task? Please
note strengths and needs below.
How could you change the lesson to
make it more accessible to all
students including the focal
student(s)?