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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)?