[\/et_pb_text][et_pb_text module_id=”toc” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”||0px||false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_last_edited=”off|desktop” custom_padding=”||||false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Table of Contents<\/h2>\n\n- Introduction<\/a><\/li>\n
- Considerations<\/a><\/li>\n
- Curriculum<\/a><\/li>\n
- Instruction & Context<\/a><\/li>\n
- Readiness<\/a><\/li>\n
- Lesson<\/a><\/li>\n
- Reflection<\/a><\/li>\n<\/ul>\n
\n- Introduction<\/a><\/li>\n
- Considerations<\/a><\/li>\n
- Curriculum<\/a><\/li>\n
- Instruction & Context<\/a><\/li>\n
- Readiness<\/a><\/li>\n
- Lesson<\/a><\/li>\n
- Assessment<\/a><\/li>\n
- Consolidation<\/a><\/li>\n
- R\u00e9flexion<\/a><\/li>\n
- Appendices<\/a><\/li>\n<\/ul>\n
Lesson Plan<\/h2>\n
[\/et_pb_text][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/08\/preview_f38535137fd3db2217db261d935161501-232×300.jpg” alt=”PDF Cover for the Lesson Plan guide” title_text=”preview_f38535137fd3db2217db261d93516150%911%93″ url=”\/wp-content\/uploads\/2021\/09\/jksk_realizingdifferences_en.pdf” url_new_window=”on” align=”center” module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” max_height=”200px” custom_margin=”||0px||false|false” global_colors_info=”{}”][\/et_pb_image][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/09\/preview_4747433393ba0db04023193ac31c3fd11-232×300.jpg” alt=”Image of Maternelle\/Jardin d\u2019enfants: Tous diff\u00e9rents cover” title_text=”preview_4747433393ba0db04023193ac31c3fd1%911%93″ url=”\/wp-content\/uploads\/2021\/09\/maternelle_tousdifferents_fr-1.pdf” url_new_window=”on” align=”center” module_class=”fr-only” _builder_version=”4.10.7″ _module_preset=”default” max_height=”200px” custom_margin=”||0px||false|false” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.10.7″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
JK\/SK Early Years: Realizing Differences<\/a>\u00a0[PDF]<\/strong><\/p>\n[\/et_pb_text][et_pb_text module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Navigation<\/h2>\n
Previous<\/strong>
Lesson Guide<\/a><\/p>\nNext<\/strong>
Grade 1: Realizing Differences<\/a><\/p>\n[\/et_pb_text][et_pb_text module_class=”fr-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Navigation<\/h2>\n
Previous<\/strong>
Lesson Guide<\/a><\/p>\nNext<\/strong>
Grade 3: Dans la peau<\/a><\/p>\n[\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ specialty_columns=”3″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_row_inner _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_post_title meta=”off” _builder_version=”4.9.11″ _module_preset=”default” title_font=”|700|||||||” title_font_size=”42px” global_colors_info=”{}”][\/et_pb_post_title][et_pb_text module_class=”en-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Introduction<\/h2>\nLearning Environment: Key Considerations<\/h3>\n
In organizing the learning environment for the topic of Accessibility Awareness, teachers and other adults in the classroom will provide children with a safe and healthy environment for learning where a wide range of opportunities to learn, practise, and demonstrate knowledge and skills in all areas of learning is available. A balance of exploration or investigation, guided instruction, and explicit instruction will offer children many opportunities to build on their existing knowledge, create and clarify their own new understandings, and experience a variety of approaches to a problem or question.<\/p>\n
For this topic, the learning environment should include centres where children will be able to:<\/p>\n
\n- learn about individual differences, special needs and special equipment used by a variety of story characters while listening to and observing pictures in a variety of books.<\/li>\n
- have the opportunity to respond to oral questions and share their experiences while listening and discussing a variety of stories about children who are unique and special.<\/li>\n
- have the opportunity to respond to the stories in a variety of learning centres.<\/li>\n
- have the opportunity to explore a variety of fiction and non-fiction books and make observations and comparisons about their own characteristics that make them unique or special.<\/li>\n<\/ul>\n
Connections to Accessibility Awareness \u2013 Big Ideas<\/h3>\n\n- Some students sometimes need special assistance, equipment or technology to learn.<\/li>\n
- Accessibility Awareness includes information about the range of ability and individual strengths found in the classroom.<\/li>\n
- Students need to help develop a school culture that fosters a sense of belonging for all students.<\/li>\n
- The goal of Accessibility Awareness is to shape a society in which individuals are appreciated for their intrinsic worth.<\/li>\n<\/ul>\n
Respect for diversity, equity, and inclusion are prerequisites for honouring children\u2019s rights, optimal development, and learning. See page 2, 2010-11 The Full-Day Early Learning – Kindergarten Program<\/em> (Draft Version).<\/p>\nConsiderations<\/h2>\nImportant Considerations for Program Planning<\/h3>\n
In keeping with the inclusive nature of accessibility and research-based teaching practices, the learning environment must provide a continuum of supports for all students, including those with accessibility considerations and\/or special education needs. The 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> highlights elements to consider in program planning for the classroom, including Universal Design, Differentiated Instruction, equity and inclusive education, the perspective of First Nation, M\u00e9tis and Inuit people, meeting the needs of English Language Learners and of students with special education needs. Please see pages 33 \u2013 47 of 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> for more information.<\/p>\nCommunity Connections<\/h3>\n
Connections with parents, members of the broader school community, agencies and institutions, social services, community organizations, corporations, and local businesses provide important opportunities for supporting accessibility awareness for students. Community partners can be an important resource in students\u2019 learning as volunteers, mentors, guest speakers, participants in the school\u2019s accessibility events or models of accessibility awareness in the life of the community. Modelling and mentoring can enrich not only the educational experience of students but also the life of the community. Schools should ensure that partnerships are nurtured within the context of strong educational objectives.<\/p>\n
If the topic of a lesson is about a disability and a child in the classroom has that disability, it is important to discuss that lesson with the child, if appropriate, and his or her parents so that planning can be respectful and strengths-based in perspective.<\/p>\n
Curriculum<\/h2>\nCurriculum Document(s)\/Grade<\/h3>\n
2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em>.<\/p>\nCurriculum Expectations (as stated in the Ontario curriculum documents)<\/h3>\nSocial Development<\/h4>\n
Children can engage in activities that increase their awareness of others and foster respect for individual differences.<\/p>\n
Big Idea:<\/strong> Children are connected to others and contribute to their world.<\/p>\nOverall Expectations:<\/strong><\/p>\n\n- demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community.<\/li>\n<\/ol>\n
Emotional Development<\/h4>\n
Through a variety of experiences, children begin to see themselves as unique.<\/p>\n
Big Idea:<\/strong> Children have a strong sense of identity and well-being.<\/p>\nOverall Expectations:<\/strong><\/p>\n\n- demonstrate a sense of identity and a positive self-image<\/li>\n<\/ol>\n
Language<\/h4>\n
Big Idea:<\/strong> Children are Effective Communicators<\/p>\nOverall Expectations:<\/strong><\/p>\n\n- communicate by talking and by listening and speaking to others for a variety of purposes and in a variety of contexts<\/li>\n
- demonstrate understanding and critical awareness of a variety of written materials that are read by and with the EL\u2013K team<\/li>\n<\/ol>\n
Visual Arts<\/h4>\n
Overall Expectations:<\/strong><\/p>\n\n- demonstrate an awareness of themselves as artists through engaging in activities in visual arts<\/li>\n
- demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts<\/li>\n
- use problem-solving strategies when experimenting with the skills, materials, processes, and techniques used in visual arts both individually and with others<\/li>\n
- communicate their ideas through various visual art forms<\/li>\n<\/ol>\n
Math Strand: Geometry<\/h4>\n
Big Idea:<\/strong> Young children have a conceptual understanding of mathematics and of mathematical thinking and reasoning.<\/p>\nOverall Expectations:<\/strong><\/p>\n\n- describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation<\/li>\n<\/ol>\n
Instruction & Context<\/h2>\nDevelopment of Goals<\/h3>\n
As a child\u2019s self-concept develops, they demonstrate autonomy in selecting materials, making choices, and setting goals for themselves. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 59) for more information.<\/p>\nAssessment of Overall Expectations<\/h3>\n
All program expectations must be accounted for in instruction, but evaluation will focus on the child\u2019s achievement of the overall expectations. Achievement of the overall expectations is evaluated on the basis of the child\u2019s achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge skills referred to in the overall expectations. The specific expectations will assist Early Learning\u2013Kindergarten teams in describing the range of behaviours, skills, and strategies that children demonstrate as they work towards achieving the overall expectations. Team members will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations and which ones will be the focus for instruction and assessment (e.g., through direct observation) but not necessarily evaluated. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 28 \u2013 31) for more information.<\/p>\nDifferentiated Instruction and Assessment<\/h3>\n
The Early Learning-Kindergarten team uses reflective practice, planned observation, and a range of assessment strategies to identify the strengths, needs, and interests of individual children in order to provide instruction that is appropriate for each child (\u201cdifferentiated instruction\u201d). Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 8) for more information.<\/p>\nReadiness<\/h2>\n
To participate fully in these learning activities:<\/p>\n
\n- Children need to know how to sit to listen to a story.<\/li>\n
- Children need to know the expectations for answering questions in turn in a whole group lesson.<\/li>\n
- Children need to know the expectations for how to choose a learning centre and the expected behaviour while at the learning centre.<\/li>\n<\/ul>\n
Terminology<\/h3>\n
Cane, differences, feeding tube, guardian, parent, special equipment, special needs, other terminology that might come up in discussion or from other instructional materials.<\/p>\n
This terminology should be discussed and understood to help students be able to participate in the activities as a group or at centres.<\/p>\n
Materials and Equipment<\/h3>\n
Picture of a book cover for a prediction activity (see Appendix A).
\nBook Different is Just\u2026Different!<\/em><\/a> by Karen Tompkins or interactive white board to show book<\/a>.<\/p>\n(When you open the link the page will be blank. Use the arrows at the bottom of the link to move to the beginning of the book.)<\/p>\n
Pictures of Shoo Bear<\/a><\/p>\nArts and craft materials<\/h4>\n
Puppets, stuffed bears, dolls (variety of characters) to put at the drama or puppet centre
\nThree-dimensional solids and shapes for the construction centre<\/p>\n
See Appendix B for a list of suggested books for the reading centre<\/p>\n
Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> for more information.<\/p>\nAssessment<\/h3>\n
Observation is the most important aspect of assessment in early learning and should be an integral part of all assessment strategies. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 28 \u2013 31) for more information.<\/p>\nObservations:<\/p>\n
\n- Are children engaged in the topic and the learning activities?<\/li>\n
- Do children have an understanding of what \u201cdifferent\u201d means?<\/li>\n
- Do children have an understanding of what it means to make a prediction?<\/li>\n
- Do children have an understanding of the questions being asked?<\/li>\n
- Are children able to answer the teacher questions to guide the discussion of the cover illustration?<\/li>\n
- Are they able to answer the questions being asked about the story?<\/li>\n
- Are children able to verbalize what differences there are among the bears on the cover of the book?<\/li>\n
- Do children demonstrate interest in centre activities?<\/li>\n
- Are children able to respond to early learning staff comments or questions about the centres?<\/li>\n
- Are children able to answer what characteristics they have that are different from those of other children?<\/li>\n<\/ul>\n
Lesson<\/h2>\nActivity: Whole Class Read-Aloud and Learning Centre Follow-Up Activities<\/h3>\n
This lesson will focus on the following Accessibility Awareness messages:<\/p>\n
\n- Some students sometimes need special assistance, equipment or technology to learn.<\/li>\n
- Accessibility Awareness includes information about the range of ability and individual strengths found in the classroom.<\/li>\n
- Students need to help develop a school culture that fosters a sense of belonging for all students.<\/li>\n
- The goal of Accessibility Awareness is to shape a society in which individuals are appreciated for their intrinsic worth.<\/li>\n<\/ul>\n
Minds On<\/h4>\n
Show children the cover of the book Different is Just\u2026Different! by Karen Tompkins. Available directly from the author at Karen Tompkins (differentisjustdifferent@gmail.com). This book is also available for use on an interactive white board<\/a>. (When you open the link the page will be blank. Use the arrows at the bottom of the link to move to the beginning of the book, and then start to flip the pages.)[\/et_pb_text][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/08\/coversmall1.jpg” alt=”Different is Just…Different! book cover” title_text=”coversmall%911%93″ module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\nUsing the picture of the cover from Appendix A, read them the title and ask them to predict what the story might be about. Encourage many responses from a variety of children. Other questions to ask about the cover to generate discussion may include:<\/p>\n
What do you notice about the bears? How are the bears different? Focus the children\u2019s attention on the specific parts of the bears. What do you notice about the bears\u2019 feet? What do you notice about the bears\u2019 hands? What do you notice about the bears\u2019 eyes? What do you notice about the bears\u2019 ears?<\/p>\n
Any of the suggested books for the reading centre listed in The Reading Centre Activity or other similar literature can be used for this introduction with questions adapted to suit that book.<\/p>\n
Action<\/h4>\n
Using appropriate read-aloud strategies for this age group, read the book to students.
For more information on the read-aloud strategy, please see: Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, 2003 (page 24)<\/a><\/em>.<\/p>\nBegin reading the story. Read the first two pages and ask the children to look at the illustrations. What do you notice about Shoo Bear? Ask them if they have ever seen a hat like that. What is your favourite kind of hat? Why? (Make a connection.) Do you like things that are different?<\/p>\n
Read the next page. What is in the sandwich? Do you think a bear would like this kind of food? Have you ever eaten a sandwich like that? What kind of sandwich do you like? (Make a personal connection.)<\/p>\n
Continue reading the next 2 pages. Can anyone tell me what kind of shoes these are? When do you wear these types of shoes? Which shoes do you wish you were wearing right now? Have you ever worn these kinds of shoes before?<\/p>\n
Continue reading the next 4 pages. What kinds of shoes do we see on these pages? Do you have different kinds of shoes at home? Tell us about your favourite shoes.<\/p>\n
Continue reading the next 2 pages. Do you know anyone who has different needs like the bears in the pictures?<\/p>\n
Continue reading the next 2 pages. Does anyone here or anyone at your house wear glasses? What do you think the cane is for?<\/p>\n
Continue reading the next 2 pages. Explain the picture of the feeding tube. When children are babies, they need help eating, so someone will feed them or cut their food for them. The bear in this picture can\u2019t swallow food at all so his parent\/guardian is putting it right into his stomach.<\/p>\n
Explain that some people cannot talk and use a computer or sign language to talk. Does anyone know any signs in sign language?<\/p>\n
Continue reading the next 3 pages. Ask children how they are different? Is being different a good thing or a bad thing?<\/p>\n
Allow for children to answer and share information with the group.<\/p>\n
If another book is used, follow a similar process.<\/p>\n
Learning Centre Activities \u2013 Small Group<\/h3>\n
Set up the following centres to include bears, people or characters from any of the other stories listed in Appendix B or other similar books. The purpose of the follow-up centre activities is to engage children in identifying and discussing how they and others are unique. These activities will introduce awareness of accessibility issues.<\/p>\n
Retelling Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em>, place the book in the Retelling Centre. Leave pictures of Shoo Bear available on the website www.ktompkins.com\/different<\/a> at the retelling centre so children can retell the story in their own words. Have a variety of animals and people available at the retelling centre so any story the children hear or know can be retold.<\/p>\nDramatic Play Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em> encourage children to use bears, stuffed animals, puppets and props to act out the story in the Dramatic Play Centre. Have a variety of puppets and props available so that the children can act out any favourite story or come up with their own.<\/p>\nArt Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em>, leave pictures of Shoo Bear available on the website www.ktompkins.com\/different<\/a> at the Art Centre. Outlines of children or other animals can also be made available. Children can then use paper to cut out by themselves different hats, shoes or outfits for a bear, another animal or any other character, or one of the illustrations in the book. Children can also draw or paint their own bears, other animals or pictures of themselves or other children.<\/p>\nBuilding Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em> encourage students to use paper towel rolls, cardboard and 3-D shapes in the Building Centre to make a walker or a wheelchair or a cane to use as props in the puppet centre. Place books at the Building Centre containing pictures of equipment used by people with disabilities.<\/p>\nReading Centre:<\/strong> Gather a variety of books that deal with being special or unique and include them in the reading centre. Try to find fiction and non-fiction books that depict a variety of people using assistive equipment. There are many books that deal with this topic, including those in the following list:<\/p>\n\n- A Rainbow of Friends<\/strong><\/span>
by P.K. Hallinan<\/li>\n- Arnie and the New Kid<\/strong><\/span>
by Nancy Carlson<\/li>\n- Chrysanthemum<\/strong><\/span>
by Kevin Henkes<\/li>\n- I Like Myself!<\/strong><\/span>
by Karen Beaumont<\/li>\n- I\u2019m gonna like me<\/strong><\/span>
by Jamie Lee Curtis and Laura Cornell<\/li>\n- It\u2019s Okay to be Different<\/strong><\/span>
by Todd Parr<\/li>\n- Lemon the Duck<\/strong><\/span>
by Laura Backman<\/li>\n- Let’s Talk about Being in a Wheelchair<\/strong><\/span>
by Melanie Ann Apel<\/li>\n- My Friend Isabelle<\/strong><\/span>
by Eliza Woloson<\/li>\n- Special People, Special Ways<\/strong><\/span>
by Arlene Maguire<\/li>\n- Susan Laughs<\/strong><\/span>
by Jeanne Willis<\/li>\n- The Black Book of Colors<\/strong><\/span>
by Menena Cottin and Rosana Faria<\/li>\n- The Chick and the Duckling<\/strong><\/span>
by Mirra Ginsburg<\/li>\n- What I Like About Me!: A Book Celebrating Differences<\/strong><\/span>
by Allia Zobel-Nolan<\/li>\n- Whoever You Are<\/strong><\/span>
by Mem Fox<\/li>\n- Zoom!<\/strong><\/span>
by Robert Munsch*<\/li>\n<\/ul>\n* Listen to this story read aloud by Robert Munch at http:\/\/robertmunsch.com\/book\/zoom.<\/a>
Another resource that relates directly to this topic and may be of interest to some students is Differences, a colouring book from Parents Let\u2019s Unite for Kids (PLUK), 2005<\/a>
Please see the Accessibility+<\/a> hub for more information about resources related to this lesson.<\/p>\nWriting Centre:<\/strong> Make I am special because\u2026<\/strong> sentence starter strips available to children at the writing centre for them to complete. Children can draw a picture and add their own words if they choose to. Children\u2019s work can made into a class book to be shared. This book can be added to the reading centre when completed.<\/p>\nChildren can write and illustrate their own book about why they are special.<\/p>\n
Reflection<\/h2>\nTeacher Reflection<\/h3>\n
Did I organize learning opportunities in keeping with philosophy of the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> in order to provide a safe playing-based environment that promotes the physical, social, emotional, and cognitive development of all children?<\/p>\nDid I incorporate student friendly teaching strategies to support research-based practices that incorporate accessible methods and materials to reach as many students as possible?<\/p>\n
Are the resources I selected appropriate for the interest level of my students and varied to meet their needs?<\/p>\n
If the resources I selected presented aspects of accessibility awareness, was the perspective strength based?<\/p>\n
Did I use Differentiated Instruction and Assessment to meet the varying learning styles of my students?<\/p>\n
Were all my students engaged at all steps of the lesson? How do I know?<\/p>\n
Were my assessment procedures fair and equitable? Have I demonstrated best practices and met the individual needs of my students? Have I accommodated in fair and equitable ways for students with special learning needs?<\/p>\n
How do I ensure that the concept of accessibility is not only discussed but embedded in all conversation topics taught in the classroom?<\/p>\n
How could this lesson be improved in the future?<\/p>\n
How can I improve my own teaching practice to better address accessibility awareness issues?<\/p>\n
How do I help promote accessibility awareness across my school and school board and share the results with parents and colleagues?<\/p>\n
[\/et_pb_text][et_pb_text module_class=”fr-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Introduction<\/h2>\nR\u00e9sum\u00e9<\/strong><\/h3>\nReconna\u00eetre et accepter les diff\u00e9rences des personnes qui l\u2019entourent est une \u00e9tape importante dans la vie de l\u2019enfant, qui doit apprendre \u00e0 accepter et \u00e0 c\u00e9l\u00e9brer ces diff\u00e9rences sans oublier sa propre identit\u00e9.<\/p>\n
Chaque personne est diff\u00e9rente, et c\u2019est en lisant et en discutant le livre Meringuette la petite cane<\/em> que l\u2019\u00e9l\u00e8ve sera sensibilis\u00e9 \u00e0 la tol\u00e9rance et \u00e0 l\u2019acceptation des personnes ayant des handicaps. L\u2019id\u00e9e directrice de cette le\u00e7on est de cr\u00e9er un climat d\u2019inclusion dans la classe. La le\u00e7on doit se faire sur plusieurs p\u00e9riodes de travail. Puisque l\u2019histoire est assez longue pour ce niveau, la lecture est divis\u00e9e en trois parties. Apr\u00e8s chacune des lectures, l\u2019\u00e9l\u00e8ve compl\u00e9tera des activit\u00e9s dans les diff\u00e9rents centres d\u2019apprentissage. Ces centres, qui sont cr\u00e9\u00e9s de sorte que chacun des types d\u2019intelligence y soit repr\u00e9sent\u00e9, comprennent la cr\u00e9ation artistique, la construction, la dramatisation, le dessin, l\u2019\u00e9criture guid\u00e9e et la lecture partag\u00e9e. Dans les centres d\u2019apprentissage, l\u2019\u00e9l\u00e8ve a l\u2019occasion d\u2019explorer les id\u00e9es et les concepts et de d\u00e9velopper, individuellement et en groupe, de nouvelles connaissances et habilet\u00e9s. L\u2019\u00e9l\u00e8ve apprend alors \u00e0 r\u00e9fl\u00e9chir, \u00e0 questionner et \u00e0 r\u00e9soudre des probl\u00e8mes. L\u2019\u00e9l\u00e8ve apprend aussi \u00e0 mieux g\u00e9rer son temps, \u00e0 exprimer ses choix et \u00e0 devenir plus responsable de ses apprentissages.<\/p>\nMessages de sensibilisation \u00e0 l\u2019accessibilit\u00e9 : les grandes id\u00e9es<\/h3>\n
Cette le\u00e7on est ax\u00e9e sur les messages suivants :<\/p>\n
\n- Les \u00e9l\u00e8ves ont besoin de contribuer \u00e0 cr\u00e9er une culture scolaire qui favorise un sentiment d\u2019appartenance chez chaque \u00e9l\u00e8ve.<\/li>\n
- L\u2019empathie envers autrui et le respect de la dignit\u00e9 de chaque personne sont des caract\u00e9ristiques essentielles d\u2019une classe, d\u2019une \u00e9cole et d\u2019une soci\u00e9t\u00e9 inclusives.<\/li>\n
- Les plus grands obstacles \u00e0 l\u2019accessibilit\u00e9 sont les attitudes et le manque de sensibilisation.<\/li>\n<\/ul>\n
Consid\u00e9rations<\/h2>\n\u00c9l\u00e9ments \u00e0 consid\u00e9rer lors de la planification <\/strong><\/h3>\n\u00c9tant donn\u00e9 la nature inclusive de l\u2019accessibilit\u00e9 et conform\u00e9ment aux pratiques exemplaires en mati\u00e8re de p\u00e9dagogie, les le\u00e7ons et l\u2019enseignement doivent pr\u00e9voir un continuum de mesures de soutien destin\u00e9es \u00e0 l\u2019ensemble des \u00e9l\u00e8ves, y compris celles et ceux qui b\u00e9n\u00e9ficient de mesures d\u2019accessibilit\u00e9 ou qui ont des besoins particuliers. La matrice de tous les programmes-cadres r\u00e9vis\u00e9s \u00e9num\u00e8re les \u00e9l\u00e9ments \u00e0 prendre en consid\u00e9ration pour planifier les le\u00e7ons et l\u2019enseignement, y compris la conception universelle de l\u2019enseignement, la diff\u00e9renciation p\u00e9dagogique, l\u2019\u00e9quit\u00e9 et l\u2019inclusion, la perspective des Premi\u00e8res nations, des M\u00e9tis et des Inuits ainsi que les moyens de r\u00e9pondre aux besoins particuliers des \u00e9l\u00e8ves en difficult\u00e9 ou b\u00e9n\u00e9ficiant des programmes d\u2019actualisation linguistique en fran\u00e7ais ou d\u2019appui aux nouveaux arrivants. Pour en savoir plus sur ces \u00e9l\u00e9ments et sur des sujets connexes, consultez la section Accessibilit\u00e9+<\/a>.<\/p>\nLiens avec la communaut\u00e9<\/h3>\n
Les relations avec les parents, les membres de la communaut\u00e9 scolaire au sens large, les organismes et institutions, les services sociaux, les organismes communautaires ainsi que les soci\u00e9t\u00e9s et les entreprises locales offrent de belles occasions d\u2019appuyer la sensibilisation \u00e0 l\u2019accessibilit\u00e9 chez les \u00e9l\u00e8ves. Les partenaires communautaires peuvent avoir une contribution importante \u00e0 l\u2019apprentissage des \u00e9l\u00e8ves lorsque des b\u00e9n\u00e9voles, des mentors, des conf\u00e9renciers invit\u00e9s ou d\u2019autres personnes participent aux activit\u00e9s de l\u2019\u00e9cole ax\u00e9es sur l\u2019accessibilit\u00e9 ou sont des mod\u00e8les de sensibilisation \u00e0 l\u2019accessibilit\u00e9 dans la communaut\u00e9. Le bon exemple et le mentorat peuvent enrichir non seulement l\u2019exp\u00e9rience d\u2019apprentissage des \u00e9l\u00e8ves mais aussi la vie de la communaut\u00e9. Les \u00e9coles devraient veiller \u00e0 ce que des projets soient r\u00e9alis\u00e9s en partenariat dans le contexte d\u2019objectifs d\u2019apprentissage bien d\u00e9finis.<\/p>\n
Lorsqu\u2019une le\u00e7on doit porter sur le handicap d\u2019une ou un \u00e9l\u00e8ve, il importe d\u2019en discuter avec l\u2019\u00e9l\u00e8ve en question et ses parents pour planifier la le\u00e7on avec respect et adopter une perspective ax\u00e9e sur les points forts de l\u2019\u00e9l\u00e8ve.<\/p>\n
La le\u00e7on se termine en encourageant l\u2019\u00e9l\u00e8ve \u00e0 amener \u00e0 la maison le livre cr\u00e9\u00e9 par la classe : Nous sommes sp\u00e9ciaux parce que nous sommes tous diff\u00e9rents! <\/em>Le livre circulera tour \u00e0 tour chez chaque \u00e9l\u00e8ve afin que les enfants puissent partager leur travail avec leurs parents.<\/p>\nCurriculum<\/h2>\nProgramme-cadre<\/h3>\n
Curriculum de l\u2019Ontario : Programme d\u2019apprentissage \u00e0 temps plein de la maternelle et du jardin d\u2019enfants, 2010-2011, Version provisoire<\/p>\n
Attentes et contenus d\u2019apprentissage du programme-cadre<\/strong><\/h3>\nId\u00e9e ma\u00eetresse : Les enfants sont en interaction avec les autres et apportent leur contribution \u00e0 la vie de la classe.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
\n- choisit et varie ses activit\u00e9s de fa\u00e7on autonome;<\/li>\n
- pers\u00e9v\u00e8re et termine la t\u00e2che dans le d\u00e9lai fix\u00e9;<\/li>\n
- reconna\u00eet les traits physiques qui lui sont propres;<\/li>\n
- reconna\u00eet et d\u00e9crit ses int\u00e9r\u00eats et ses go\u00fbts;<\/li>\n
- raconte des exp\u00e9riences personnelles et reconna\u00eet qu\u2019elles lui sont propres;<\/li>\n
- collabore avec les autres en diverses circonstances;<\/li>\n
- d\u00e9montre de la consid\u00e9ration pour les autres et respecte les r\u00e8gles de la vie en groupe;<\/li>\n
- accepte les diff\u00e9rences individuelles et d\u00e9montre du respect pour la diversit\u00e9.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants sont des communicateurs efficaces.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
\n- \u00e9coute des pr\u00e9sentations, des histoires et des messages et y r\u00e9agit de fa\u00e7on appropri\u00e9e;<\/li>\n
- d\u00e9montre une attitude positive envers la lecture;<\/li>\n
- d\u00e9montre un int\u00e9r\u00eat pour l\u2019\u00e9criture;<\/li>\n
- suit les r\u00e8gles de la communication orale;<\/li>\n
- suit une conversation et y participe;<\/li>\n
- communique avec des intentions vari\u00e9es telles que\u00a0:\n
\n- demander;<\/li>\n
- commenter;<\/li>\n
- d\u00e9crire;<\/li>\n
- raconter des exp\u00e9riences personnelles;<\/li>\n<\/ul>\n<\/li>\n
- reconna\u00eet les \u00e9l\u00e9ments de pr\u00e9sentation d\u2019un livre (p. ex., identifier la page couverture \u00e0 l\u2019endroit, tourner les pages correctement, rep\u00e9rer le titre du livre et le nom de l\u2019auteur);<\/li>\n
- comprend que les illustrations contiennent de l\u2019information qui appuie le message \u00e9crit et s\u2019y r\u00e9f\u00e8re constamment pour construire le sens du texte;<\/li>\n
- comprend le sens de l\u2019\u00e9criture;<\/li>\n
- fait des hypoth\u00e8ses sur un livre \u00e0 partir de l\u2019illustration de la page couverture;<\/li>\n
- d\u00e9gage le sens d\u2019un texte en se r\u00e9f\u00e9rant aux illustrations;<\/li>\n
- comprend que l\u2019\u00e9crit est porteur de messages;<\/li>\n
- utilise une combinaison d\u2019illustrations, de symboles, de gribouillis, de lettres ou une orthographe approch\u00e9e pour communiquer un message;<\/li>\n
- fournit des id\u00e9es dans les activit\u00e9s d\u2019\u00e9criture model\u00e9e et partag\u00e9e.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants ont une compr\u00e9hension des concepts, de la pens\u00e9e et du raisonnement math\u00e9matiques.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
\n- utilise les termes gros ou petit, long ou court, plein ou vide, lourd ou l\u00e9ger pour exprimer des mesures et partager ses observations;<\/li>\n
- utilise les termes pour d\u00e9crire des figures g\u00e9om\u00e9triques et partager ses observations;<\/li>\n
- trace, dessine et assemble des figures planes pour obtenir des images, des dessins ou des formes.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants s\u2019int\u00e9ressent naturellement aux activit\u00e9s artistiques.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
\n- explore et utilise diverses techniques et divers proc\u00e9d\u00e9s dans ses cr\u00e9ations en arts visuels;<\/li>\n
- explore et utilise diverses techniques et divers proc\u00e9d\u00e9s dans ses cr\u00e9ations dramatiques;<\/li>\n
- accomplit des t\u00e2ches de motricit\u00e9 fine qui font appel \u00e0 la dext\u00e9rit\u00e9;<\/li>\n
- d\u00e9coupe, dessine, peint et imprime en montrant une bonne utilisation de ses ciseaux, de sa craie, de son pinceau et de son crayon;<\/li>\n
- pr\u00e9sente ses productions artistiques dans ses propres mots.<\/li>\n<\/ul>\n
Id\u00e9e maitresse : D\u00e9veloppement personnel et social<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
\n- collabore avec les autres en diverses circonstances (p. ex., partage ses jeux, son mat\u00e9riel, ses id\u00e9es, participe \u00e0 la r\u00e9alisation de projets collectifs);<\/li>\n
- accepte les diff\u00e9rences individuelles et d\u00e9montre du respect pour la diversit\u00e9 (p. ex., des enfants handicap\u00e9s, de groupes ethniques diff\u00e9rents).<\/li>\n<\/ul>\n
CONTEXTE DE L\u2019ENSEIGNEMENT<\/strong><\/h2>\nObjectifs d\u2019apprentissage<\/strong><\/h4>\nL\u2019enseignante ou l\u2019enseignant et les \u00e9l\u00e8ves d\u00e9terminent ensemble des objectifs d\u2019apprentissage li\u00e9s aux attentes du curriculum et exprim\u00e9s dans un langage adapt\u00e9 aux \u00e9l\u00e8ves. Les objectifs d\u00e9finis en commun sont affich\u00e9s dans la classe \u00e0 des fins de r\u00e9f\u00e9rence. Pour en savoir plus \u00e0 ce sujet, consultez la section Accessibilit\u00e9+<\/a>.<\/p>\nCrit\u00e8res de r\u00e9ussite<\/h4>\n
- \n
- Introduction<\/a><\/li>\n
- Considerations<\/a><\/li>\n
- Curriculum<\/a><\/li>\n
- Instruction & Context<\/a><\/li>\n
- Readiness<\/a><\/li>\n
- Lesson<\/a><\/li>\n
- Assessment<\/a><\/li>\n
- Consolidation<\/a><\/li>\n
- R\u00e9flexion<\/a><\/li>\n
- Appendices<\/a><\/li>\n<\/ul>\n
Lesson Plan<\/h2>\n
[\/et_pb_text][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/08\/preview_f38535137fd3db2217db261d935161501-232×300.jpg” alt=”PDF Cover for the Lesson Plan guide” title_text=”preview_f38535137fd3db2217db261d93516150%911%93″ url=”\/wp-content\/uploads\/2021\/09\/jksk_realizingdifferences_en.pdf” url_new_window=”on” align=”center” module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” max_height=”200px” custom_margin=”||0px||false|false” global_colors_info=”{}”][\/et_pb_image][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/09\/preview_4747433393ba0db04023193ac31c3fd11-232×300.jpg” alt=”Image of Maternelle\/Jardin d\u2019enfants: Tous diff\u00e9rents cover” title_text=”preview_4747433393ba0db04023193ac31c3fd1%911%93″ url=”\/wp-content\/uploads\/2021\/09\/maternelle_tousdifferents_fr-1.pdf” url_new_window=”on” align=”center” module_class=”fr-only” _builder_version=”4.10.7″ _module_preset=”default” max_height=”200px” custom_margin=”||0px||false|false” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.10.7″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
JK\/SK Early Years: Realizing Differences<\/a>\u00a0[PDF]<\/strong><\/p>\n
[\/et_pb_text][et_pb_text module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Navigation<\/h2>\n
Previous<\/strong>
Lesson Guide<\/a><\/p>\nNext<\/strong>
Grade 1: Realizing Differences<\/a><\/p>\n[\/et_pb_text][et_pb_text module_class=”fr-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Navigation<\/h2>\n
Previous<\/strong>
Lesson Guide<\/a><\/p>\nNext<\/strong>
Grade 3: Dans la peau<\/a><\/p>\n[\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ specialty_columns=”3″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_row_inner _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_post_title meta=”off” _builder_version=”4.9.11″ _module_preset=”default” title_font=”|700|||||||” title_font_size=”42px” global_colors_info=”{}”][\/et_pb_post_title][et_pb_text module_class=”en-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Introduction<\/h2>\n
Learning Environment: Key Considerations<\/h3>\n
In organizing the learning environment for the topic of Accessibility Awareness, teachers and other adults in the classroom will provide children with a safe and healthy environment for learning where a wide range of opportunities to learn, practise, and demonstrate knowledge and skills in all areas of learning is available. A balance of exploration or investigation, guided instruction, and explicit instruction will offer children many opportunities to build on their existing knowledge, create and clarify their own new understandings, and experience a variety of approaches to a problem or question.<\/p>\n
For this topic, the learning environment should include centres where children will be able to:<\/p>\n
- \n
- learn about individual differences, special needs and special equipment used by a variety of story characters while listening to and observing pictures in a variety of books.<\/li>\n
- have the opportunity to respond to oral questions and share their experiences while listening and discussing a variety of stories about children who are unique and special.<\/li>\n
- have the opportunity to respond to the stories in a variety of learning centres.<\/li>\n
- have the opportunity to explore a variety of fiction and non-fiction books and make observations and comparisons about their own characteristics that make them unique or special.<\/li>\n<\/ul>\n
Connections to Accessibility Awareness \u2013 Big Ideas<\/h3>\n
- \n
- Some students sometimes need special assistance, equipment or technology to learn.<\/li>\n
- Accessibility Awareness includes information about the range of ability and individual strengths found in the classroom.<\/li>\n
- Students need to help develop a school culture that fosters a sense of belonging for all students.<\/li>\n
- The goal of Accessibility Awareness is to shape a society in which individuals are appreciated for their intrinsic worth.<\/li>\n<\/ul>\n
Respect for diversity, equity, and inclusion are prerequisites for honouring children\u2019s rights, optimal development, and learning. See page 2, 2010-11 The Full-Day Early Learning – Kindergarten Program<\/em> (Draft Version).<\/p>\n
Considerations<\/h2>\n
Important Considerations for Program Planning<\/h3>\n
In keeping with the inclusive nature of accessibility and research-based teaching practices, the learning environment must provide a continuum of supports for all students, including those with accessibility considerations and\/or special education needs. The 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> highlights elements to consider in program planning for the classroom, including Universal Design, Differentiated Instruction, equity and inclusive education, the perspective of First Nation, M\u00e9tis and Inuit people, meeting the needs of English Language Learners and of students with special education needs. Please see pages 33 \u2013 47 of 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> for more information.<\/p>\n
Community Connections<\/h3>\n
Connections with parents, members of the broader school community, agencies and institutions, social services, community organizations, corporations, and local businesses provide important opportunities for supporting accessibility awareness for students. Community partners can be an important resource in students\u2019 learning as volunteers, mentors, guest speakers, participants in the school\u2019s accessibility events or models of accessibility awareness in the life of the community. Modelling and mentoring can enrich not only the educational experience of students but also the life of the community. Schools should ensure that partnerships are nurtured within the context of strong educational objectives.<\/p>\n
If the topic of a lesson is about a disability and a child in the classroom has that disability, it is important to discuss that lesson with the child, if appropriate, and his or her parents so that planning can be respectful and strengths-based in perspective.<\/p>\n
Curriculum<\/h2>\n
Curriculum Document(s)\/Grade<\/h3>\n
2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em>.<\/p>\n
Curriculum Expectations (as stated in the Ontario curriculum documents)<\/h3>\n
Social Development<\/h4>\n
Children can engage in activities that increase their awareness of others and foster respect for individual differences.<\/p>\n
Big Idea:<\/strong> Children are connected to others and contribute to their world.<\/p>\n
Overall Expectations:<\/strong><\/p>\n
- \n
- demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community.<\/li>\n<\/ol>\n
Emotional Development<\/h4>\n
Through a variety of experiences, children begin to see themselves as unique.<\/p>\n
Big Idea:<\/strong> Children have a strong sense of identity and well-being.<\/p>\n
Overall Expectations:<\/strong><\/p>\n
- \n
- demonstrate a sense of identity and a positive self-image<\/li>\n<\/ol>\n
Language<\/h4>\n
Big Idea:<\/strong> Children are Effective Communicators<\/p>\n
Overall Expectations:<\/strong><\/p>\n
- \n
- communicate by talking and by listening and speaking to others for a variety of purposes and in a variety of contexts<\/li>\n
- demonstrate understanding and critical awareness of a variety of written materials that are read by and with the EL\u2013K team<\/li>\n<\/ol>\n
Visual Arts<\/h4>\n
Overall Expectations:<\/strong><\/p>\n
- \n
- demonstrate an awareness of themselves as artists through engaging in activities in visual arts<\/li>\n
- demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts<\/li>\n
- use problem-solving strategies when experimenting with the skills, materials, processes, and techniques used in visual arts both individually and with others<\/li>\n
- communicate their ideas through various visual art forms<\/li>\n<\/ol>\n
Math Strand: Geometry<\/h4>\n
Big Idea:<\/strong> Young children have a conceptual understanding of mathematics and of mathematical thinking and reasoning.<\/p>\n
Overall Expectations:<\/strong><\/p>\n
- \n
- describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation<\/li>\n<\/ol>\n
Instruction & Context<\/h2>\n
Development of Goals<\/h3>\n
As a child\u2019s self-concept develops, they demonstrate autonomy in selecting materials, making choices, and setting goals for themselves. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 59) for more information.<\/p>\n
Assessment of Overall Expectations<\/h3>\n
All program expectations must be accounted for in instruction, but evaluation will focus on the child\u2019s achievement of the overall expectations. Achievement of the overall expectations is evaluated on the basis of the child\u2019s achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge skills referred to in the overall expectations. The specific expectations will assist Early Learning\u2013Kindergarten teams in describing the range of behaviours, skills, and strategies that children demonstrate as they work towards achieving the overall expectations. Team members will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations and which ones will be the focus for instruction and assessment (e.g., through direct observation) but not necessarily evaluated. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 28 \u2013 31) for more information.<\/p>\n
Differentiated Instruction and Assessment<\/h3>\n
The Early Learning-Kindergarten team uses reflective practice, planned observation, and a range of assessment strategies to identify the strengths, needs, and interests of individual children in order to provide instruction that is appropriate for each child (\u201cdifferentiated instruction\u201d). Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 8) for more information.<\/p>\n
Readiness<\/h2>\n
To participate fully in these learning activities:<\/p>\n
- \n
- Children need to know how to sit to listen to a story.<\/li>\n
- Children need to know the expectations for answering questions in turn in a whole group lesson.<\/li>\n
- Children need to know the expectations for how to choose a learning centre and the expected behaviour while at the learning centre.<\/li>\n<\/ul>\n
Terminology<\/h3>\n
Cane, differences, feeding tube, guardian, parent, special equipment, special needs, other terminology that might come up in discussion or from other instructional materials.<\/p>\n
This terminology should be discussed and understood to help students be able to participate in the activities as a group or at centres.<\/p>\n
Materials and Equipment<\/h3>\n
Picture of a book cover for a prediction activity (see Appendix A).
\nBook Different is Just\u2026Different!<\/em><\/a> by Karen Tompkins or interactive white board to show book<\/a>.<\/p>\n(When you open the link the page will be blank. Use the arrows at the bottom of the link to move to the beginning of the book.)<\/p>\n
Pictures of Shoo Bear<\/a><\/p>\n
Arts and craft materials<\/h4>\n
Puppets, stuffed bears, dolls (variety of characters) to put at the drama or puppet centre
\nThree-dimensional solids and shapes for the construction centre<\/p>\nSee Appendix B for a list of suggested books for the reading centre<\/p>\n
Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> for more information.<\/p>\n
Assessment<\/h3>\n
Observation is the most important aspect of assessment in early learning and should be an integral part of all assessment strategies. Please see the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> (page 28 \u2013 31) for more information.<\/p>\n
Observations:<\/p>\n
- \n
- Are children engaged in the topic and the learning activities?<\/li>\n
- Do children have an understanding of what \u201cdifferent\u201d means?<\/li>\n
- Do children have an understanding of what it means to make a prediction?<\/li>\n
- Do children have an understanding of the questions being asked?<\/li>\n
- Are children able to answer the teacher questions to guide the discussion of the cover illustration?<\/li>\n
- Are they able to answer the questions being asked about the story?<\/li>\n
- Are children able to verbalize what differences there are among the bears on the cover of the book?<\/li>\n
- Do children demonstrate interest in centre activities?<\/li>\n
- Are children able to respond to early learning staff comments or questions about the centres?<\/li>\n
- Are children able to answer what characteristics they have that are different from those of other children?<\/li>\n<\/ul>\n
Lesson<\/h2>\n
Activity: Whole Class Read-Aloud and Learning Centre Follow-Up Activities<\/h3>\n
This lesson will focus on the following Accessibility Awareness messages:<\/p>\n
- \n
- Some students sometimes need special assistance, equipment or technology to learn.<\/li>\n
- Accessibility Awareness includes information about the range of ability and individual strengths found in the classroom.<\/li>\n
- Students need to help develop a school culture that fosters a sense of belonging for all students.<\/li>\n
- The goal of Accessibility Awareness is to shape a society in which individuals are appreciated for their intrinsic worth.<\/li>\n<\/ul>\n
Minds On<\/h4>\n
Show children the cover of the book Different is Just\u2026Different! by Karen Tompkins. Available directly from the author at Karen Tompkins (differentisjustdifferent@gmail.com). This book is also available for use on an interactive white board<\/a>. (When you open the link the page will be blank. Use the arrows at the bottom of the link to move to the beginning of the book, and then start to flip the pages.)[\/et_pb_text][et_pb_image src=”http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/08\/coversmall1.jpg” alt=”Different is Just…Different! book cover” title_text=”coversmall%911%93″ module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text module_class=”en-only” _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Using the picture of the cover from Appendix A, read them the title and ask them to predict what the story might be about. Encourage many responses from a variety of children. Other questions to ask about the cover to generate discussion may include:<\/p>\n
What do you notice about the bears? How are the bears different? Focus the children\u2019s attention on the specific parts of the bears. What do you notice about the bears\u2019 feet? What do you notice about the bears\u2019 hands? What do you notice about the bears\u2019 eyes? What do you notice about the bears\u2019 ears?<\/p>\n
Any of the suggested books for the reading centre listed in The Reading Centre Activity or other similar literature can be used for this introduction with questions adapted to suit that book.<\/p>\n
Action<\/h4>\n
Using appropriate read-aloud strategies for this age group, read the book to students.
For more information on the read-aloud strategy, please see: Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, 2003 (page 24)<\/a><\/em>.<\/p>\nBegin reading the story. Read the first two pages and ask the children to look at the illustrations. What do you notice about Shoo Bear? Ask them if they have ever seen a hat like that. What is your favourite kind of hat? Why? (Make a connection.) Do you like things that are different?<\/p>\n
Read the next page. What is in the sandwich? Do you think a bear would like this kind of food? Have you ever eaten a sandwich like that? What kind of sandwich do you like? (Make a personal connection.)<\/p>\n
Continue reading the next 2 pages. Can anyone tell me what kind of shoes these are? When do you wear these types of shoes? Which shoes do you wish you were wearing right now? Have you ever worn these kinds of shoes before?<\/p>\n
Continue reading the next 4 pages. What kinds of shoes do we see on these pages? Do you have different kinds of shoes at home? Tell us about your favourite shoes.<\/p>\n
Continue reading the next 2 pages. Do you know anyone who has different needs like the bears in the pictures?<\/p>\n
Continue reading the next 2 pages. Does anyone here or anyone at your house wear glasses? What do you think the cane is for?<\/p>\n
Continue reading the next 2 pages. Explain the picture of the feeding tube. When children are babies, they need help eating, so someone will feed them or cut their food for them. The bear in this picture can\u2019t swallow food at all so his parent\/guardian is putting it right into his stomach.<\/p>\n
Explain that some people cannot talk and use a computer or sign language to talk. Does anyone know any signs in sign language?<\/p>\n
Continue reading the next 3 pages. Ask children how they are different? Is being different a good thing or a bad thing?<\/p>\n
Allow for children to answer and share information with the group.<\/p>\n
If another book is used, follow a similar process.<\/p>\n
Learning Centre Activities \u2013 Small Group<\/h3>\n
Set up the following centres to include bears, people or characters from any of the other stories listed in Appendix B or other similar books. The purpose of the follow-up centre activities is to engage children in identifying and discussing how they and others are unique. These activities will introduce awareness of accessibility issues.<\/p>\n
Retelling Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em>, place the book in the Retelling Centre. Leave pictures of Shoo Bear available on the website www.ktompkins.com\/different<\/a> at the retelling centre so children can retell the story in their own words. Have a variety of animals and people available at the retelling centre so any story the children hear or know can be retold.<\/p>\n
Dramatic Play Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em> encourage children to use bears, stuffed animals, puppets and props to act out the story in the Dramatic Play Centre. Have a variety of puppets and props available so that the children can act out any favourite story or come up with their own.<\/p>\n
Art Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em>, leave pictures of Shoo Bear available on the website www.ktompkins.com\/different<\/a> at the Art Centre. Outlines of children or other animals can also be made available. Children can then use paper to cut out by themselves different hats, shoes or outfits for a bear, another animal or any other character, or one of the illustrations in the book. Children can also draw or paint their own bears, other animals or pictures of themselves or other children.<\/p>\n
Building Centre:<\/strong> After reading the story Different is Just\u2026Different!<\/em> encourage students to use paper towel rolls, cardboard and 3-D shapes in the Building Centre to make a walker or a wheelchair or a cane to use as props in the puppet centre. Place books at the Building Centre containing pictures of equipment used by people with disabilities.<\/p>\n
Reading Centre:<\/strong> Gather a variety of books that deal with being special or unique and include them in the reading centre. Try to find fiction and non-fiction books that depict a variety of people using assistive equipment. There are many books that deal with this topic, including those in the following list:<\/p>\n
- \n
- A Rainbow of Friends<\/strong><\/span>
by P.K. Hallinan<\/li>\n- Arnie and the New Kid<\/strong><\/span>
by Nancy Carlson<\/li>\n- Chrysanthemum<\/strong><\/span>
by Kevin Henkes<\/li>\n- I Like Myself!<\/strong><\/span>
by Karen Beaumont<\/li>\n- I\u2019m gonna like me<\/strong><\/span>
by Jamie Lee Curtis and Laura Cornell<\/li>\n- It\u2019s Okay to be Different<\/strong><\/span>
by Todd Parr<\/li>\n- Lemon the Duck<\/strong><\/span>
by Laura Backman<\/li>\n- Let’s Talk about Being in a Wheelchair<\/strong><\/span>
by Melanie Ann Apel<\/li>\n- My Friend Isabelle<\/strong><\/span>
by Eliza Woloson<\/li>\n- Special People, Special Ways<\/strong><\/span>
by Arlene Maguire<\/li>\n- Susan Laughs<\/strong><\/span>
by Jeanne Willis<\/li>\n- The Black Book of Colors<\/strong><\/span>
by Menena Cottin and Rosana Faria<\/li>\n- The Chick and the Duckling<\/strong><\/span>
by Mirra Ginsburg<\/li>\n- What I Like About Me!: A Book Celebrating Differences<\/strong><\/span>
by Allia Zobel-Nolan<\/li>\n- Whoever You Are<\/strong><\/span>
by Mem Fox<\/li>\n- Zoom!<\/strong><\/span>
by Robert Munsch*<\/li>\n<\/ul>\n* Listen to this story read aloud by Robert Munch at http:\/\/robertmunsch.com\/book\/zoom.<\/a>
Another resource that relates directly to this topic and may be of interest to some students is Differences, a colouring book from Parents Let\u2019s Unite for Kids (PLUK), 2005<\/a>
Please see the Accessibility+<\/a> hub for more information about resources related to this lesson.<\/p>\nWriting Centre:<\/strong> Make I am special because\u2026<\/strong> sentence starter strips available to children at the writing centre for them to complete. Children can draw a picture and add their own words if they choose to. Children\u2019s work can made into a class book to be shared. This book can be added to the reading centre when completed.<\/p>\n
Children can write and illustrate their own book about why they are special.<\/p>\n
Reflection<\/h2>\n
Teacher Reflection<\/h3>\n
Did I organize learning opportunities in keeping with philosophy of the 2010-11 The Full-Day Early Learning – Kindergarten Program (Draft Version)<\/em> in order to provide a safe playing-based environment that promotes the physical, social, emotional, and cognitive development of all children?<\/p>\n
Did I incorporate student friendly teaching strategies to support research-based practices that incorporate accessible methods and materials to reach as many students as possible?<\/p>\n
Are the resources I selected appropriate for the interest level of my students and varied to meet their needs?<\/p>\n
If the resources I selected presented aspects of accessibility awareness, was the perspective strength based?<\/p>\n
Did I use Differentiated Instruction and Assessment to meet the varying learning styles of my students?<\/p>\n
Were all my students engaged at all steps of the lesson? How do I know?<\/p>\n
Were my assessment procedures fair and equitable? Have I demonstrated best practices and met the individual needs of my students? Have I accommodated in fair and equitable ways for students with special learning needs?<\/p>\n
How do I ensure that the concept of accessibility is not only discussed but embedded in all conversation topics taught in the classroom?<\/p>\n
How could this lesson be improved in the future?<\/p>\n
How can I improve my own teaching practice to better address accessibility awareness issues?<\/p>\n
How do I help promote accessibility awareness across my school and school board and share the results with parents and colleagues?<\/p>\n
[\/et_pb_text][et_pb_text module_class=”fr-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n
Introduction<\/h2>\n
R\u00e9sum\u00e9<\/strong><\/h3>\n
Reconna\u00eetre et accepter les diff\u00e9rences des personnes qui l\u2019entourent est une \u00e9tape importante dans la vie de l\u2019enfant, qui doit apprendre \u00e0 accepter et \u00e0 c\u00e9l\u00e9brer ces diff\u00e9rences sans oublier sa propre identit\u00e9.<\/p>\n
Chaque personne est diff\u00e9rente, et c\u2019est en lisant et en discutant le livre Meringuette la petite cane<\/em> que l\u2019\u00e9l\u00e8ve sera sensibilis\u00e9 \u00e0 la tol\u00e9rance et \u00e0 l\u2019acceptation des personnes ayant des handicaps. L\u2019id\u00e9e directrice de cette le\u00e7on est de cr\u00e9er un climat d\u2019inclusion dans la classe. La le\u00e7on doit se faire sur plusieurs p\u00e9riodes de travail. Puisque l\u2019histoire est assez longue pour ce niveau, la lecture est divis\u00e9e en trois parties. Apr\u00e8s chacune des lectures, l\u2019\u00e9l\u00e8ve compl\u00e9tera des activit\u00e9s dans les diff\u00e9rents centres d\u2019apprentissage. Ces centres, qui sont cr\u00e9\u00e9s de sorte que chacun des types d\u2019intelligence y soit repr\u00e9sent\u00e9, comprennent la cr\u00e9ation artistique, la construction, la dramatisation, le dessin, l\u2019\u00e9criture guid\u00e9e et la lecture partag\u00e9e. Dans les centres d\u2019apprentissage, l\u2019\u00e9l\u00e8ve a l\u2019occasion d\u2019explorer les id\u00e9es et les concepts et de d\u00e9velopper, individuellement et en groupe, de nouvelles connaissances et habilet\u00e9s. L\u2019\u00e9l\u00e8ve apprend alors \u00e0 r\u00e9fl\u00e9chir, \u00e0 questionner et \u00e0 r\u00e9soudre des probl\u00e8mes. L\u2019\u00e9l\u00e8ve apprend aussi \u00e0 mieux g\u00e9rer son temps, \u00e0 exprimer ses choix et \u00e0 devenir plus responsable de ses apprentissages.<\/p>\n
Messages de sensibilisation \u00e0 l\u2019accessibilit\u00e9 : les grandes id\u00e9es<\/h3>\n
Cette le\u00e7on est ax\u00e9e sur les messages suivants :<\/p>\n
- \n
- Les \u00e9l\u00e8ves ont besoin de contribuer \u00e0 cr\u00e9er une culture scolaire qui favorise un sentiment d\u2019appartenance chez chaque \u00e9l\u00e8ve.<\/li>\n
- L\u2019empathie envers autrui et le respect de la dignit\u00e9 de chaque personne sont des caract\u00e9ristiques essentielles d\u2019une classe, d\u2019une \u00e9cole et d\u2019une soci\u00e9t\u00e9 inclusives.<\/li>\n
- Les plus grands obstacles \u00e0 l\u2019accessibilit\u00e9 sont les attitudes et le manque de sensibilisation.<\/li>\n<\/ul>\n
Consid\u00e9rations<\/h2>\n
\u00c9l\u00e9ments \u00e0 consid\u00e9rer lors de la planification <\/strong><\/h3>\n
\u00c9tant donn\u00e9 la nature inclusive de l\u2019accessibilit\u00e9 et conform\u00e9ment aux pratiques exemplaires en mati\u00e8re de p\u00e9dagogie, les le\u00e7ons et l\u2019enseignement doivent pr\u00e9voir un continuum de mesures de soutien destin\u00e9es \u00e0 l\u2019ensemble des \u00e9l\u00e8ves, y compris celles et ceux qui b\u00e9n\u00e9ficient de mesures d\u2019accessibilit\u00e9 ou qui ont des besoins particuliers. La matrice de tous les programmes-cadres r\u00e9vis\u00e9s \u00e9num\u00e8re les \u00e9l\u00e9ments \u00e0 prendre en consid\u00e9ration pour planifier les le\u00e7ons et l\u2019enseignement, y compris la conception universelle de l\u2019enseignement, la diff\u00e9renciation p\u00e9dagogique, l\u2019\u00e9quit\u00e9 et l\u2019inclusion, la perspective des Premi\u00e8res nations, des M\u00e9tis et des Inuits ainsi que les moyens de r\u00e9pondre aux besoins particuliers des \u00e9l\u00e8ves en difficult\u00e9 ou b\u00e9n\u00e9ficiant des programmes d\u2019actualisation linguistique en fran\u00e7ais ou d\u2019appui aux nouveaux arrivants. Pour en savoir plus sur ces \u00e9l\u00e9ments et sur des sujets connexes, consultez la section Accessibilit\u00e9+<\/a>.<\/p>\n
Liens avec la communaut\u00e9<\/h3>\n
Les relations avec les parents, les membres de la communaut\u00e9 scolaire au sens large, les organismes et institutions, les services sociaux, les organismes communautaires ainsi que les soci\u00e9t\u00e9s et les entreprises locales offrent de belles occasions d\u2019appuyer la sensibilisation \u00e0 l\u2019accessibilit\u00e9 chez les \u00e9l\u00e8ves. Les partenaires communautaires peuvent avoir une contribution importante \u00e0 l\u2019apprentissage des \u00e9l\u00e8ves lorsque des b\u00e9n\u00e9voles, des mentors, des conf\u00e9renciers invit\u00e9s ou d\u2019autres personnes participent aux activit\u00e9s de l\u2019\u00e9cole ax\u00e9es sur l\u2019accessibilit\u00e9 ou sont des mod\u00e8les de sensibilisation \u00e0 l\u2019accessibilit\u00e9 dans la communaut\u00e9. Le bon exemple et le mentorat peuvent enrichir non seulement l\u2019exp\u00e9rience d\u2019apprentissage des \u00e9l\u00e8ves mais aussi la vie de la communaut\u00e9. Les \u00e9coles devraient veiller \u00e0 ce que des projets soient r\u00e9alis\u00e9s en partenariat dans le contexte d\u2019objectifs d\u2019apprentissage bien d\u00e9finis.<\/p>\n
Lorsqu\u2019une le\u00e7on doit porter sur le handicap d\u2019une ou un \u00e9l\u00e8ve, il importe d\u2019en discuter avec l\u2019\u00e9l\u00e8ve en question et ses parents pour planifier la le\u00e7on avec respect et adopter une perspective ax\u00e9e sur les points forts de l\u2019\u00e9l\u00e8ve.<\/p>\n
La le\u00e7on se termine en encourageant l\u2019\u00e9l\u00e8ve \u00e0 amener \u00e0 la maison le livre cr\u00e9\u00e9 par la classe : Nous sommes sp\u00e9ciaux parce que nous sommes tous diff\u00e9rents! <\/em>Le livre circulera tour \u00e0 tour chez chaque \u00e9l\u00e8ve afin que les enfants puissent partager leur travail avec leurs parents.<\/p>\n
Curriculum<\/h2>\n
Programme-cadre<\/h3>\n
Curriculum de l\u2019Ontario : Programme d\u2019apprentissage \u00e0 temps plein de la maternelle et du jardin d\u2019enfants, 2010-2011, Version provisoire<\/p>\n
Attentes et contenus d\u2019apprentissage du programme-cadre<\/strong><\/h3>\n
Id\u00e9e ma\u00eetresse : Les enfants sont en interaction avec les autres et apportent leur contribution \u00e0 la vie de la classe.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
- \n
- choisit et varie ses activit\u00e9s de fa\u00e7on autonome;<\/li>\n
- pers\u00e9v\u00e8re et termine la t\u00e2che dans le d\u00e9lai fix\u00e9;<\/li>\n
- reconna\u00eet les traits physiques qui lui sont propres;<\/li>\n
- reconna\u00eet et d\u00e9crit ses int\u00e9r\u00eats et ses go\u00fbts;<\/li>\n
- raconte des exp\u00e9riences personnelles et reconna\u00eet qu\u2019elles lui sont propres;<\/li>\n
- collabore avec les autres en diverses circonstances;<\/li>\n
- d\u00e9montre de la consid\u00e9ration pour les autres et respecte les r\u00e8gles de la vie en groupe;<\/li>\n
- accepte les diff\u00e9rences individuelles et d\u00e9montre du respect pour la diversit\u00e9.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants sont des communicateurs efficaces.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
- \n
- \u00e9coute des pr\u00e9sentations, des histoires et des messages et y r\u00e9agit de fa\u00e7on appropri\u00e9e;<\/li>\n
- d\u00e9montre une attitude positive envers la lecture;<\/li>\n
- d\u00e9montre un int\u00e9r\u00eat pour l\u2019\u00e9criture;<\/li>\n
- suit les r\u00e8gles de la communication orale;<\/li>\n
- suit une conversation et y participe;<\/li>\n
- communique avec des intentions vari\u00e9es telles que\u00a0:\n
- \n
- demander;<\/li>\n
- commenter;<\/li>\n
- d\u00e9crire;<\/li>\n
- raconter des exp\u00e9riences personnelles;<\/li>\n<\/ul>\n<\/li>\n
- reconna\u00eet les \u00e9l\u00e9ments de pr\u00e9sentation d\u2019un livre (p. ex., identifier la page couverture \u00e0 l\u2019endroit, tourner les pages correctement, rep\u00e9rer le titre du livre et le nom de l\u2019auteur);<\/li>\n
- comprend que les illustrations contiennent de l\u2019information qui appuie le message \u00e9crit et s\u2019y r\u00e9f\u00e8re constamment pour construire le sens du texte;<\/li>\n
- comprend le sens de l\u2019\u00e9criture;<\/li>\n
- fait des hypoth\u00e8ses sur un livre \u00e0 partir de l\u2019illustration de la page couverture;<\/li>\n
- d\u00e9gage le sens d\u2019un texte en se r\u00e9f\u00e9rant aux illustrations;<\/li>\n
- comprend que l\u2019\u00e9crit est porteur de messages;<\/li>\n
- utilise une combinaison d\u2019illustrations, de symboles, de gribouillis, de lettres ou une orthographe approch\u00e9e pour communiquer un message;<\/li>\n
- fournit des id\u00e9es dans les activit\u00e9s d\u2019\u00e9criture model\u00e9e et partag\u00e9e.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants ont une compr\u00e9hension des concepts, de la pens\u00e9e et du raisonnement math\u00e9matiques.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
- \n
- utilise les termes gros ou petit, long ou court, plein ou vide, lourd ou l\u00e9ger pour exprimer des mesures et partager ses observations;<\/li>\n
- utilise les termes pour d\u00e9crire des figures g\u00e9om\u00e9triques et partager ses observations;<\/li>\n
- trace, dessine et assemble des figures planes pour obtenir des images, des dessins ou des formes.<\/li>\n<\/ul>\n
Id\u00e9e ma\u00eetresse : Les enfants s\u2019int\u00e9ressent naturellement aux activit\u00e9s artistiques.<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
- \n
- explore et utilise diverses techniques et divers proc\u00e9d\u00e9s dans ses cr\u00e9ations en arts visuels;<\/li>\n
- explore et utilise diverses techniques et divers proc\u00e9d\u00e9s dans ses cr\u00e9ations dramatiques;<\/li>\n
- accomplit des t\u00e2ches de motricit\u00e9 fine qui font appel \u00e0 la dext\u00e9rit\u00e9;<\/li>\n
- d\u00e9coupe, dessine, peint et imprime en montrant une bonne utilisation de ses ciseaux, de sa craie, de son pinceau et de son crayon;<\/li>\n
- pr\u00e9sente ses productions artistiques dans ses propres mots.<\/li>\n<\/ul>\n
Id\u00e9e maitresse : D\u00e9veloppement personnel et social<\/h4>\n
L\u2019\u00e9l\u00e8ve :<\/p>\n
- \n
- collabore avec les autres en diverses circonstances (p. ex., partage ses jeux, son mat\u00e9riel, ses id\u00e9es, participe \u00e0 la r\u00e9alisation de projets collectifs);<\/li>\n
- accepte les diff\u00e9rences individuelles et d\u00e9montre du respect pour la diversit\u00e9 (p. ex., des enfants handicap\u00e9s, de groupes ethniques diff\u00e9rents).<\/li>\n<\/ul>\n
CONTEXTE DE L\u2019ENSEIGNEMENT<\/strong><\/h2>\n
Objectifs d\u2019apprentissage<\/strong><\/h4>\n
L\u2019enseignante ou l\u2019enseignant et les \u00e9l\u00e8ves d\u00e9terminent ensemble des objectifs d\u2019apprentissage li\u00e9s aux attentes du curriculum et exprim\u00e9s dans un langage adapt\u00e9 aux \u00e9l\u00e8ves. Les objectifs d\u00e9finis en commun sont affich\u00e9s dans la classe \u00e0 des fins de r\u00e9f\u00e9rence. Pour en savoir plus \u00e0 ce sujet, consultez la section Accessibilit\u00e9+<\/a>.<\/p>\n
Crit\u00e8res de r\u00e9ussite<\/h4>\n
- Arnie and the New Kid<\/strong><\/span>
- A Rainbow of Friends<\/strong><\/span>
- describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation<\/li>\n<\/ol>\n
- demonstrate a sense of identity and a positive self-image<\/li>\n<\/ol>\n
- demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community.<\/li>\n<\/ol>\n
- Considerations<\/a><\/li>\n
![\"Comment](\"http:\/\/theteachableproject.org\/wp-content\/uploads\/2021\/08\/comment-sommes-nous-differents1-300x106.jpg\")
<\/li>\n