1. Modifying and Differentiating Lessons

2. IF NOT – What supports are required? Change the SIZE of the task Change the TIME given to finish a task Change the FORM OF INFORMATION given to the student Increase or decrease the amount of SUPPORT given Provide SCAFFOLDS, HINTS or CUES Change the LEVEL OF DIFFICULTY of the activity Use TECHNOLOGY Make adjustments to the ASSESSMENT and REPORTING

3.  Fewer examples to complete  Complete part of the class task

4.  Provide more time to finish a task  Shorten an activity  Divide an activity into two or more parts

5.  Teach vocabulary before reading  Scaffold the information by modelling the special skills being taught  Use taped books  Use a reader  Cooperative learning groups  Large print materials  Audio visual materials  Graphic organisers  Build the field of information

6.  Oral instead of written response  Demonstrate with an explanation  Draw, graph, chart, web or tape resource  Use a word processor  Write a short story instead of a play

7.  High interest instructional level reading material  Present with audio visual support  Read for main ideas instead of details

8.  Assign a writer  Assign a peer tutor  Use cooperative group work with specific roles  Provide cues and reminders

9.  Use a writing planning sheet to provide a scaffold to assist in writing a text

10.  Using a picture to cue the student about a specific letter sound  Displaying a chart to describe the steps in editing text  Displaying word banks on a particular topic  Making important features of an activity more noticeable by underlining or circling key words  Alerting a student when new or important information is going to be introduced  Alert a student that they will be asked a certain type of question during a class discussion

11.  Break down tasks into smaller tasks. For students with learning difficulties, this is less overwhelming and appears more manageable. For students with Asperger’s, this gives more focus and structure to the task. Use visual aids to help students organise information and to be more visually appealing. Familiarity and routine is important for both these students. This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions.

12. For students with learning difficulties, this is less overwhelming and appears more manageable. For students with Asperger’s, this gives more focus and structure to the task. Break down into smaller tasks. Use visual aids to help students organise information and to be more visually appealing. Use visual aids Familiarity and routine is important for both these students. This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions. Routines

13. For students with learning difficulties, this is less overwhelming and appears more manageable. For students with Asperger’s, this gives more focus and structure to the task. Break down into smaller tasks. Use visual aids to help students organise information and to be more visually appealing. Use visual aids Familiarity and routine is important for these students. This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions. Routines

14. 80%15%5% Content2 poems from anthology Summary of poems (theme/mood) Response to poem Own poetry Analysis of poem ProcessPoems/extracts into Glogster Illustrate (mood/theme) Explain choice of illustrations – how they reflect theme/ mood Use techniques in own poetry Illustrate own poetry Product2 illustrated posters with ONE technique identified for each Links/notes attached to poster with key points/ techniques and/or responses 3 illustrated posters (one with own poetry) Links to analysis of aspects of poem Learning Environment Copies of anthologies List of techniques with examples Stimulus questionsBook – anthology of poetry for self- selection Unit/Theme: Poetry - portfolios

15. As a result, … Because… …therefore… Consequently, … …so… …, thus…. …, hence… …due to… …, resulting in… Since… …, as… CAUSE AND EFFECT Being brought about or resulting from something else