The Concept of Second

Teaching the Concept of Second/Next

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Welcome to Pops Spedster's Place, where special education teachers, parents and students will find instructional supports and accommodations for people with intellectual disabilities resulting from low incidence and acquired impairments. At Pops Spedster's Place, we use Developmentally Appropriate Instruction (DAI) to teach academic and functional skills related to developmental assessments and Common Core State Standards.

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TABLE OF CONTENTS

LEFT CLICK ON THE FOLLOWING ITEMS TO SEE WORKSHEETS AND INSTRUCTIONAL INFORMATION FOR SMALL GROUPS.

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First worksheet (INCLUDES AN INSTRUCTIONAL VIDEO WITH POPS SPEDSTER)
Second worksheet
Third worksheet
WATCH A VIDEO IN WHICH INSPECTOR TZO TZO TELLS WHY IT RAINS.

This lesson focuses on alphanumeric, alternative instruction in the concept of second - second letter; second number.

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SECOND

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Discussion -

“SECOND” Handout Sheet

Communication Expansion Activities -

Discuss the concept of “second”. What does being second mean? How do you know when you or someone else is second? What does the second step in a task look like? How do you know when you have won second place? Do you know the name of a building on 2^nd Street ? Ask students how many bunnies are on the page; how many baskets.

What are some other ways you can express the letter B or the number 2? “Cheerleader style” with your body?

Can you make the letter B or the number 2 on paper? With a computer? Find them on a communication board using eye gaze?

Ask the students to make the initial consonant sounds in the words “bowl”, in “bald eagle”, in "bunny" and in "broom".

Academic Concepts –

Letter B as the second letter in the alphabet
Phonemic awareness of the sounds a B makes – as in “bowl”, in “bald eagle” and in "broom".
Signs in ASL that mean the finger spelling of B and the sign for number 2.
Awareness of expressive language parallel constructs in Braille and the sensory communication mode involving touch and vision (eye gaze).
Initial addition facts – how many spades are on the 2 of spades? How much is 1 plus 1?

Functional Concepts –

Community Orientation – what is on 2^nd Street ?
Safety – recognizing the need for cooperation (good behavior).
Recognizing emotions in others - a grin on the eagle’s face.
Recognition of animal traits – bald eagles being brave/ aggressive.

Skills Maintenance Activities –

Students capable of making a B or a 2 in any expressive form, can maintain that skill by creating examples.
Students who have good community orientation skills, can practice them.
Students who have good signing/ Braille/ eye gaze skills can practice them.
Students who have good aug-comm/ computer skills can practice them.

Skills Building Activities –

Students who lack the ability to express an B or a 2 in any mode, need referrals for appropriate supports and accommodations.
Students who lack good community orientation skills need community experiences and instruction.
Students who lack the concept of “second” need instruction in sequencing skills.
Students who lack knowledge of alternative expressive communication modes, need to be paired with peers having these abilities so that they may learn these skills cooperatively.

STUDENTS CAN CLICK HERE AND GO TO AN IMAGE MAP OF THIS WORKSHEET WHERE THEY CAN CLICK ON IMAGES AND GO TO OTHER SITES FOR ADDITONAL INSTRUCTION.

CONTACT US AT -

POPS SPEDSTER AND COMPANY
1627 GOLDCREST AVE. NW
SALEM, OR 97304

PHONE - 503-949-6776