life markers time lines
TRANSCRIPT
Hammill Institute on Disabilities
Life Markers Time LinesAuthor(s): Mike JamesSource: Learning Disability Quarterly, Vol. 6, No. 1 (Winter, 1983), p. 94Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510885 .
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-LDO APPLICATION
are inspired. This activity is repeated in new groups for five or six minutes. The last formed groups pick a secretary to record a story or writ- ten work to be created from the members' collec- tive words.
Some groups will use only the list words, others will add new words to create a story, and some are inspired to write poetry; however, each student contributes to the final product.
The culminating activity consists of presenting each group's efforts to the whole class. Results can be amazing. Good feelings, great fun and creative thoughts are generated, not to mention new vocabulary, spelling, grammar, sentence structure, etc. - a wonderful language activity.
-Marilyn Goldstein Loyola Marymount University
THEME READING
Listening, reading and writing comprehension can be improved through daily teacher-reading of stories with the same theme. Begin on Mon- day by reading the first story to a group of five or six students. Together with the children, write key words on the board to sequence events. As a group, the students number the generated sentences.
On Tuesday and succeeding days, briefly review the previous day's story and, reading a new same-theme story, repeat Monday's ac- tivities. Compare story sequences and details, discussing similarities and differences.
After several weeks, Thursday becomes a writing day when the group develops and il- lustrates a story using the same theme and similar sequences. Friday becomes the day when the students retell their stories. Children enjoy this daily half-hour and soon ask for special themes.
-Cheryl Valdez Montebello School District
LIFE MARKERS
---TIME LINES
After viewing a short science film or filmstrip on the life cycle of an animal, involve your students in a discussion revolving around signifi- cant events in that animal's life (i.e., birth, dependence on parents, food gathering, reproduction, etc.). Then, on 5" x 8" cards, in- struct the students to draw or write about their own significant life markers. An example might be, birth--- crawling--*walking--*- talk- ing-1*move to new house---+first day in school---. The arrows pointing from one card to another indicate the growth process. The cards are arranged chronologically and taped or glued to a length of twine or yarn. In this hands- on, individual or small-group activity, students experience life markers as time lines and take a first step toward understanding both the past and the future.
-Mike James California State, Los Angeles
ABOUT PREPOSITIONS
Sometimes prepositions need special treat- ment. For example, for bilingual and learning disabled students, visual cues on large laminated cards, placed like alphabet cards around the room, can prompt correct usage. Such visual aids are particularly useful for beginning students and bilingual students whose native languages contain no prepositions. The 18" x 24" visual aids are illustrated on following page. For em- phasis and contrast, dots and parts of some ar- rows are colored red. (This technique is currently in use with college-level bilingual students.)
- Caroline Neal Mt. San Antonia College
94 Learning Disability Quarterly
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