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This lesson focuses on alphanumeric, alternative instruction in the concept
of first - first letter; first number.
 LEFT CLICK ON THE FOLLOWING VIDEO PLAYER TO SEE POPS SPEDSTER
RIGHT CLICK THE PAGE BELOW TO PRINTOUT THE WORKSHEETS FOR THE STUDENTS.
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Discussion
“FIRST” Handout Sheet
Communication Expansion Activities -
Discuss the concept of “first”. What does being first mean? How do
you know when you or someone else is first? What does the first step in a task
look like? How do you know when you have won first place?
What are some other ways you can express the letter A or the number 1?
“Cheerleader style” with your body?
Can you make the letter A or the number 1 on paper? With a computer? Find
them on a communication board using eye gaze?
Discuss the concept of “safety”. What does it mean to be safe? Who
are safe people on the street? Where are safe places?
Academic Concepts –
- Letter
A as the first letter in the alphabet
- Phonemic
awareness of the sounds an A makes – long A as in “A-frame house”;
short A as in “alligator”.
- Signs
in ASL that mean the finger spelling of A and the sign for number 1.
- Awareness
of expressive language parallel constructs in Braille and the sensory
communication mode involving touch and vision (eye gaze).
Functional Concepts –
- First
Aid – where is the first aid kit?
- Safety
– recognizing that safety considerations should always be first priority.
- Recognizing
emotions in others - a frown on someone’s face.
- Recognition
of animal traits - alligators as being unsafe.
Skills Maintenance Activities –
- Students
capable of making an A or a 1 in any expressive form, can maintain that
skill by creating examples.
- Students
who have good street safety 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 A or a 1 in any mode, need referrals for
appropriate supports and accommodations.
- Students
who lack good street safety skills need community experiences and
instruction.
- Students
who lack the concept of “first” 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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