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This lesson focuses on alphanumeric, alternative instruction in the concept
of third - third letter; third number.
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Discussion -
“THIRD” Handout Sheet
Communication Expansion Activities -
Discuss the concept of “third”. What does being third mean? How do
you know when you or someone else is third? What does the third step in a task
look like? How do you know when you have won third place? Do you know the name
of a building on
3rd Street
? What is the third hour on the clock?
What are some other ways you can express the letter C or the number 3?
“Cheerleader style” with your body?
Can you make the letter C or the number 3 on paper? With a computer? Find
them on a communication board using eye gaze?
Discuss the concept of “colors”. Do you know the colors on the color spectrum? Do you have a favorite color? Do you
know what the favorite color of a friend is?
Academic Concepts –
- Letter
C as the third letter in the alphabet
- Phonemic
awareness of the sounds a C makes – as in “calculator”; as in “crayon”;
as in "cookie".
- Signs
in ASL that mean the finger spelling of C and the sign for number 3.
- Awareness
of expressive language parallel constructs in Braille and the sensory
communication mode involving touch and vision (eye gaze).
- Initial
addition facts – how many lights are on a traffic light? How much is 2 plus 1?
Functional Concepts –
- Community
Orientation – what is on
3rd Street
?
- Safety
– recognizing the need for not clowning around (safety).
- Recognizing
emotions in others - a smile on the clown’s face.
- Recognition
of holidays. What kind of cookies are these?
Skills Maintenance Activities –
- Students
capable of making a C or a 3 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 C or a 3 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 “third” 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.
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