Samples of Accommodations

I believe it is important to work with students and adapt your lessons to optimize maximum growth for each child. Here are some examples of how I do this.

1. Subject: Math

Unit: Patterns

Lesson: Identifying Number Patterns.

Task: Students are given a sheet with several number patterns in which they must find the missing numbers, as well as identify the pattern rule.


Lowest Achieving Student: Use coloured geometric shapes and create a pattern using those shapes. Start the pattern at one end of the student’s desk or table, ask the student to finish the pattern to the other end of the desk or table. Once the student finishes, ask, “How did you know what shapes and/or colours to use?” When the student answers this question, they are really forming a pattern rule. Ask them to repeat the same answer and this time ask, “What is the pattern rule”. Repeat this process until the student feels comfortable with finding patterns and creating pattern rules. Then slowly introduce simple number patterns (2,4, 6, 8).

Highest Achieving Student: Once student has found all of the missing numbers and pattern rules, have them begin to design their own number patterns. For every number pattern they design, they must write its rule. Have them exchange sheets with another student who has done the same and have them solve each others patterns.

Behavioural Exceptionality: While the class is transitioning to begin math, work with student to make sure they have all of the materials needed for the lesson. Give student a special job or responsibility (example: SMARTboard manager). This will allow the student to stay focused during the teaching portion of the lesson while feeling valued and important. Once it is time to work individually, allow the student the option to work in a special “office”. This should be a partially isolated place in the classroom set aside for independent work.

2. Subject: Language

Unit: Discrimination

Lesson: Classism

Task: To create a Picture Poem on classism based on “Junk Yard Zetti”


Lowest Achieving Student: Have a short conference with the student to check for understanding on their comprehension of classism and the story read aloud in class. Scaffold for the student by first asking them to write about what they know about classism and “Junk Yard Zetti”. After that, have them write a poem on one idea that they feel strongly about, give them an opportunity to use the Internet for a rhyming dictionary. Then ask the student to choose an object or picture that stands out in the story. Once they choose an image, have them lightly sketch the object. Then instruct them to write the words of their poem along the lines of their drawing.

Highest Achieving Student: Give student the added challenge of creating a melody to go with their poem.  They can then take that one step further and transcribe the notes and rhythms onto manuscript. If their musical theory training is limited, have them find a way to write down the music in their own way.

Behavioural Exceptionality: Give the student a voice by interviewing them about a time where they, or someone they know has been affected by classism. Let the student create their poem from that place. In my classroom, this particular student was gifted in rapping and rhyming. I had him go into his “temporary music studio” (just outside hallway) to create a beat. Once he had the beat, he was able to create a rap song on classism.

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