Does anyone remember learning vocabulary words getting a list of words and copying the definitions out of the back of a book or dictionary? It was BORING! There was no engagement and many of the times I memorized the words just for the test. I have learned that teaching vocabulary words can be fun and engaging. With my students with disabilities that I teach, I always incorporate multi-sensory learning. I always start my lesson by reviewing and modeling how to read the words to the students. Then they get their pop-its and we pop how many syllables are in each word. We discuss are there any prefixes or suffixes, what are the syllable types, which I have hand motions for, for another day. I then have them break apart the syllables and write these on magnetic tiles with expo markers or you can use index cards and markers. Each day I pick a new activity. On day two, I have the students match pictures to the word and we discuss what they mean. Day three, I have them play a matching game with the definitions and words, and the last day they use the words in context by filling in blanks with sentences. My students always love the games and the building of the words the best.

Word problems! AHH, how many students feel when you put these in front of them. Honestly as a teacher I can feel the same way. Students with disabilities especially have a difficult time determining where to even start when it comes to solving math word problems. Students with disabilities many times have difficulty with their executive functioning (organizing the steps) and working memory (being able to hold information in short term memory in order to use it to solve problems). Both of these deficits pose problems when solving word problems. This strategy has helped my students drastically. It gives them the steps with a checklist and visual models in order to visualize what is happening in the problem. These steps can be used with all math word problems and multiply steps.

Teaching sight words use to be making flashcards and having students memorize these words that do not follow normal phonics patterns when learning to read and write such as said. Research has been done in the past few years to show this old method, although can be effective is not the best way to teach students with learning disabilities. Many of the sounds in sight words (some say tricky words) can be sounded out and the others are what we teach students need to be learned by heart. How I teach sight words to my students is first showing them the visual with the heart under the sound that has to be learned by heart and with these letters highlighted red. I always try to also incorporate a picture and a key phrase and motion to use with the word. I then have the students tap and say the letters on their arm and sky write. Then I have them use pop-its and say the letter names then the whole word. I have created packets of all of these activities and the first 20 sight words that need to be learned. Of course, also having the students visually recognize the word is an important step and then being able to use the word in a sentence to understand the meaning. That is why word searches and unscramble the sentences are also included. Since I have used this strategy, I have seen many students become fluent with their sight words. I hope this is helpful!

Writing has always been my least favorite subject and not my favorite to teach. We have all heard about the process/steps for writing. I use the word POWER to help my students remember the five steps. I explain to the students that there is POWER in writing. The P stands for pick a topic, sometimes it is chosen for you, but other times they can pick. The O is for organizing your ideas. I use a graphic organizer similar to the one listed above, but any organizer can be used. Eventually, I scaffold away the organizer and have them create their own. W is for writing their first draft. I have my students skip lines for revisions and editing later. The E is for edit. The students are given an editing checklist that is pictured above. I laminate these and use them throughout the year. I use the COPS strategy for editing, which is check for capitals, organization, punctuation, and spelling. Editing is a great time for students to peer edit each other's work. The last step is R, which is for revise. ARMS is the strategy I teach the students. A is for add words, details, or sentences to their writing. I edit and revise a paper that I have created and model for the students how to go through these steps. For adding details remind the students to use their five senses, what they see, hear, smell, touch, or taste. R is for removing any repetitive words or ideas. M is for move any sentences or words to make sure your writing flows. S is for substituting any words or sentences. This can be instead of using the word happy, I tell my students to use a more grown-up word such as excited, or enthusiastic. I hope this helps make teaching writing a little bit easier.

The six syllable types and teaching students can be fun with a few engaging multi-sensory and easy-to-implement activities. One activity that I love to do with my students is use Magna tiles to count the syllables first. Then I have the students spell each syllable on each tile. Once they do this, they write the whole word. All of my students are always engaged during this activity. I use this activity when introducing new vocabulary words for our reading also to review and practice spelling different syllables. You do not have to use Magna tiles. You could use tile blocks, cut index cards, and use different colors. There are many different ways. Once I have introduced all of the syllable types, I use the Pokémon color sheets to have the students practice identifying each type. In my store, I also have Among Us, and other different color worksheets to use for students to practice or even your own child. Learning the six different syllable types is important, especially for students with learning disabilities. Their brains process information differently and need more of a hands-on/direct approach. I even use the Magna tiles when practicing my daughter's spelling words. I hardly ever get any complaints of not wanting to practice her spelling words.

As a teacher, well we use what resources we can to make learning engaging and instructional. Velcro and tape become some of your best friends! I use the Floor is Lava game in my classroom to practice spelling sight words. The students love jumping and playing while learning to spell. Students love to play Candy Land. This was a favorite for me as a child as well. I only have the princess version, since my four-year-old loves it. I write the current sight/heart words we are working with on index cards (you could also do card stock, so they are not see-through). I place the cards face down on the board. The students pick up a card and say the word, if they need help they can ask a buddy or me. Then they count the letters in the word and move that many spaces on the board. This is a classroom favorite for my first and second-graders. Why not also go fishing for words? Here is where your best friend tape or Velcro comes in handy. You can write the words on tape and stick this on the fish or write it on something else and use Velcro to attach it. The students will fish for a word and then say the word. I would also have them spell it. Hopscotch is another favorite this time of year. Go outside and write the words on the sidewalk or at recess. Have the students hop to the words and read and spell. These are just a few teaching ideas I thought I would share that have brought the students and myself joy in the classroom. For other activities with sight/heart words, or reading games visit my TPT store.

Accommodating with KC

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Have you ever had students, or your child, who do not want to practice their sight words? Well one it can be boring with flashcards and two for students who have Dyslexia, ADHD, or other disabilities this is difficult and frustrating when you practice over and over again and can not remember them. It is proven that students with learning disabilities need to practice a skill by seeing, hearing, and feeling it. There are so many different ways to teach these using all the senses. I use playdough and have the students use letter stamps, the ones in the picture are magnets from my refrigerator, and then use their fingers to trace the letters and say the letter names simultaneously to spell the word. I always say...say the word, spell the word and say the word again. They use their hand they write with the pointer finger and middle finger to trace. If you do not have playdough, most kids have at least one pop it, and write the word on a piece of paper or index card. I like to use glitter glue or chalk so it adds texture. I have the student say the letters and spell the word, while looking at the word and pop the sounds on the pop it. Then I have the students trace the letters on the index card and spell the word again while saying the letters. I added a pillow from my daughter's room on the bottom. You can also have your child trace the letters and spell the word on anything with texture in the house. I have even used glitter paper from Hobby Lobby. Or have your child trace on their leg or arm.

As part of the Science of Reading, sight words are also known as, heart words. I will write another blog on how to teach HEART words. I have resources in my TPT store, the link is below.

Accommodating with KC

Browse over 120 educational resources created by Accommodating with KC in the official Teachers Pay Teachers store.

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My name is Kasey Cox. I am an elementary/Special Education teacher with 12 years of experience teaching students from Kindergarten through Fifth grade. I have worked with students with learning disabilities, autism, ADHD, OHI, and intellectual disabilities. I truly enjoy my job and am passionate about working with students with disabilities and finding diverse and engaging ways of teaching. I am a licensed teacher in Georgia, with a B.S. in Early Childhood Education, reading endorsement, and a Special Education certificate. I am currently working on my master’s degree in special education, if anyone has gone through this process, it truly is a blessing and is very chaotic as a working mother.

Additionally, I am a single mother of 3 (which that picture sums up how busy my life can be.) Note: This was the only picture where all three were not making a funny face. My passion is watching students grow and having a hand in molding our society’s future. I believe in using multi-sensory techniques for students to retain information and strategies and store these in their long-term memory. I also believe in making learning fun! Games are used in my classroom regularly.  I have a daughter who struggles with learning and has a learning disability. Any strategies/activities that I use to support her, I also use in my classroom. The purpose of this blog is to post ideas and new strategies to help support special education teachers, as well as mothers who struggle with that all dreaded homework time at the end of the day. I have personally been there myself as a teacher and mom.