What does the learner need to understand about the story element to use it in a meaningful way? See also a blank matrix.Ĭreative related other outcomes and indicators beyond story elements Made comprehensive by matching the story elements to concepts, activity suggestions, outcomes, and suggestions to generalize and apply what is learned. It models the use of a matrix, grid, or chart for comprehensive planning. This is a plan for the picture book: Tops & Bottoms by Janet Stevens. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.Go Back Story Elements Planning Grid for Tops & Bottoms by Janet Stevens Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Much of what I have learned about curriculum development is incorporated in these units. Sorting actions that are and are not responsible (includes digital version).

18 page social story on responsibility (includes movie version).Circle map about planting crops (includes digital version).Preposition cut and paste booklet (includes digital version).Sorting the tops and bottoms of fruits and vegetables (includes digital version).Comprehension activity (includes digital version).Picture cards for whole group reading activity.Links and directions to digital activities.One is in color and one is in black and white. There are 30 google slides and the book read aloud. ****There are digital versions of the activities included in this unit. There is also a social story to help connect the idea of responsibility that is addressed in this story and is great for students with autism and special learning needs. This repetition encourages deeper engagement in the book.įinally, many of the Tops and Bottoms activities include more than one version, suggestions for differentiation, and options for presentation. There are many opportunities for students to engage in repeated information on the competition between the bear and the hare as they grow and harvest their crops. The materials are designed to allow students with multiple levels of learning to access and engage in lessons learned through reading Tops and Bottoms. This unit has various activities to accompany Janet Stevens’s book, Tops and Bottoms. Tops and Bottoms by Janet Stevens has 6 activities developed for students with autism and other special learning needs.

Tops & bottoms book