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Lesson Accommodations
Title: Lesson 1 – What‟s a Family? (SS010101)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #1 - #2
Step Accommodations
1 Make sure to write the term „family‟ on a board, overhead or chart paper so that
the student(s) begin to recognize the term. In the class discussion, be sure to
include the student(s) by asking them about their own family.
2 Stress with the student(s) the idea that the class will be talking and learning
about families rather than going into too much detail about specific unit projects
such as the creation of graphs. As described in the lesson it is vital to establish a
purpose for the unit by discussing why it is important to learn about families. In
doing so make sure to help students think about their own family.
3 You will need to be very concrete in this step and not just ask the student(s) to
describe families in different ways. For example, ask students how families can
differ in size and give examples of two different families. When discussing
family characteristics it might be helpful to attach a question to the
characteristic. For example, the characteristic of size can be explored through
the question “how many people are in the family?” and the characteristic of
composition can be explored through the question “who makes up the family?”
This step is a good time to introduce the term “dwelling” as a place where a
family lives. Make a list of different types of dwellings such as houses,
apartments, and house trailers. Remind the student(s) that families often differ in
the type of dwelling they live in and ask them to describe their own dwelling.
Keep in mind that many textbooks will define the term family as “a group of
people who live in the same house and care for each other.” This unit takes a
broader view of the concept of family. However, if the student(s) are struggling
with this you may want to use the simpler definition. Also, this step includes
traditions and cultural heritage as family characteristics. These may be very
difficult for the student(s) to understand and you may wish to leave them out as
characteristics until the later lessons of this unit when they are introduced in
more detail.
4 Have the student(s) describe their own family only in terms of size, composition,
and type of dwelling. Make sure to do this through the use of the following
questions: How many people in your family? Who is in your family? What type
of dwelling does your family live in? You could use the graphic organizer
included with this lesson to help with this accommodation.
5 This step uses the story, The Relatives Came, which most students should find
easy to understand. However, try to provide a second chance to hear the book for
those students who might need it. Also, try to use a Big Book version of the
book so the student(s) can gather information from the illustrations as well as the
words. If this is impossible, make sure to place the student where they can
clearly see the illustrations as you read. When asking the student(s) to describe
the characteristics of the family in the story make sure to do so with specific
questions such as: what is the size of the family? and who makes up the family?
Assessment Accommodations:
The informal assessment as described in the lesson should need no accommodations. However,
the more formal assessment using the book A Chair for My Mother may be difficult for the
student(s). As an alternative, you may wish to simply have the student draw a picture describing
the following characteristics of their own family: size, composition and type of dwelling. If the
student(s) have difficulty with drawing you may wish to have them choose magazine pictures to
depict the characteristics of their own family.
Additional Information:
This lesson serves as a way to assess the prior knowledge of the student(s) regarding their
understanding of the concept of „family.‟ This will help you make decisions regarding
accommodations needed in this lesson as well as the subsequent lessons of the unit.
Since this lesson lays the foundation for the subsequent lessons in the unit, it is very
important to help the student(s) understand the concept of „family.‟
You may find that the student(s) struggles with understanding all the content of this
lesson. Keep in mind, however, that the next lessons in the unit will also deal with family
composition and other characteristics. Therefore, the student(s) will have opportunities to
experience the content again.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 2 of 24
Graphic Organizer for Lesson 1
How
many? Who?
Family
What
kind of
dwelling?
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 3 of 24
Lesson Accommodations
Title: Lesson 2 – Family Composition (SS010102)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #3
Step Accommodations
1 Try to provide visuals of families of different sizes rather than depend on
discussion alone. Make sure to help the student(s) orally describe the size of their
own family.
2 The book, Families, used in this step explores family relationships created by
marriages, divorces, adoptions and single parenting. The student(s) may find
some of the content confusing. For example, the text states “ He‟s my half
brother. We have the same father but not the same mother so he‟s only a half, but
he‟s just as good as a whole.” You will need to spend some time explaining the
examples in the book. Also, make sure to help the student(s) understand the
composition of their own family. This may require gathering information from a
parent.
3 You may wish to initiate the discussion of the term „characteristic‟ through
examples of personal characteristics such as hair color, height, etc. and then
relate it to the concept of family. The critical idea here is not the term itself but
rather the idea that one way to describe families is to determine who is in the
family.
4 Make sure that the student(s) clearly understands the paper symbols used for this
step. Therefore, make sure the visuals are clear so that the student does not have
to depend on the labels. Make sure that you assign the student(s) to a group that
will provide support if needed. Also, make sure you have checked the student(s)
work before they glue the symbols to the tagboard.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 4 of 24
5 Carefully pair the student(s) with a partner who clearly understands this step and
can act as leader in this comparison activity. It might be best to sit with this pair
yourself to get them started. Keep in mind that paired discussion may be very
difficult for the student(s). You may want to model the process by choosing a
student to pair with yourself and demonstrating this step out loud.
6 Provide help in counting the number of people in the student(s) family if needed.
The student(s) may need help in determining which family size is most common
and which is the least common. Also, be sensitive to the fact that some students
may find it embarrassing to have either one of the smallest or largest families in
the room. Be careful to stress that families differ in size and that no size is any
better than any other.
Assessment Accommodations:
The suggestion for assessment using individual conferencing should be used.
Additional Information:
Visuals of different types of families will be very useful in this lesson.
Make sure to stress the idea that families are alike in some ways and different in some
ways.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 5 of 24
Lesson Accommodations
Title: Lesson 3 –Family Characteristics (SS010103)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #4 - #6
Step Accommodations
1 It is critical to do a careful review of Lesson 2 for the student(s). Make sure to
use the size and composition graphs in doing this. As you read All Kinds of
Families make sure to position the student(s) where they can see the illustrations.
Also, try to provide a second opportunity for the student(s) to experience the
book by using a paraeducator, older student or other classroom helper. In
creating the classroom list family characteristics make sure to clearly explain the
terms „holiday‟ and „celebrate‟ and give several examples of holidays and ways
in which people celebrate.
2 It would be very helpful for the student(s) if you had a completed family
characteristic chart to show them as a model. Provide assistance and support to
the student(s) during the group or center time when the charts are created. Use
the graphic organizer included with this lesson to help the student(s) gather
information for their characteristic chart. Note that you may need to contact
parents regarding information relating to holidays celebrated by the family and
perhaps even languages spoken in the home.
3 Carefully pair the student(s) with a partner who clearly understands this step and
can act as leader in this comparison activity. It might be best to sit with this pair
yourself to get them started. Keep in mind that paired discussion may be very
difficult for the student(s). You may want to model the process by choosing a
student to pair with yourself and demonstrating this step out loud.
4 Make sure to include the student(s) in the hand count. Since you are gathering
data for four separate graphs at the same time the student(s) may get confused
about what you are doing. Make each step very clear and continue to explain
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 6 of 24
what the tally marks mean by referring back to the individual family
characteristic charts.
5 Try to make the discussion regarding the importance of differences very concrete
by asking what the world would be like if all families lived in the same kind of
house, owned the same kind of pets, spoke the same language and celebrated
holidays in exactly the same way. Make sure to emphasize that families also
have many characteristics in common. For example, in families people depend
on and care for each other.
Assessment Accommodations:
The suggestion for assessment using individual conferencing is very appropriate here. However,
you may wish to vary the questions you ask the student(s) by making them more concrete. Also,
try to scaffold the questions, moving from simple questions to more complex questions in order
to help build student confidence.
Additional Information:
Because this lesson relates to personal information about families it should provide an
excellent opportunity for active participation by all students even those who are often
hesitant to participate.
Since this lesson creates multiple graphs students who struggle with math may get lost in
the data. This will also be true of students who have had little experience with graphs and
data. If this is the case, use one graph to teach a mini-lesson to the small group of
strugglers.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 7 of 24
Graphic Organizer for Lesson 3
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 8 of 24
Lesson Accommodations
Title: Lesson 4 – How are Families Similar and Different (SS010104)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #7 - #8
Step Accommodations
1 Use one composite graph at a time in reviewing Lesson 3 and explain to the
student(s) that the graphs can be used to see how families in the room are alike
and different.
2 The modeling of the comparison process using your own family characteristic
chart and that of a student should be very useful in helping the student(s) to
complete this lesson. The most confusing part will likely be where you make the
comparisons numerically. You may have to repeat this several times in order for
the student(s) to understand how you are using numbers to decide if things are
more similar or more different.
3 Carefully pair the student(s) with a partner who clearly understands this step and
can act as leader in this comparison activity. It might be best to sit with this pair
yourself to get them started. Keep in mind that paired discussion may be very
difficult for the student(s). Check to make sure the conclusion the pair draws is
accurate. If you have a paraeducator or someone else who could work with the
pair have him/her use the graphic organizer included with this lesson to
summarize how the families of the two students are alike and different.
Remember that even without an available adult the graphic organizer could be
given to the student pair as a visual prompt.
4 As you lead the discussion make a list of the similarities and differences that you
discuss on chart paper. You may even want to add a graphic to help students
understand the phrases. For example, a simple drawing of a house for the idea
that families can live in different dwellings.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 9 of 24
5 You will probably need to help the student(s) understand the term „respect‟
before leading the discussion described in this step. This may require you to give
examples showing what disrespect is like. For example, if someone makes fun of
someone because their family lives in an apartment they are not showing respect.
Assessment Accommodations:
Rather than assess the student(s) in the class discussion it would be better to have an individual
conference with the student regarding whether or not his/her family is more similar or different
than that of the class as a whole. The second suggested assessment where students find the
student they have the most in common with would in many cases be too difficult and may tend to
„showcase‟ students who struggle it.
Additional Information:
This lesson builds nicely on the previous two lessons and most students should therefore
be very successful.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 10 of 24
Graphic Organizer for Lesson 4
Comparing the families of
___________ and ___________
Ways they are Ways they are
alike different
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 11 of 24
Lesson Accommodations
Title: Lesson 5 – Conducting an Interview (SS010105)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #9
Step Accommodations
1 Make a list of the special days that the students come up with. You may even
wish to have some visuals showing various holidays. The concept that some
holidays are related to cultural or religious background may be very difficult for
some students to understand. Therefore, you will want to give several examples
but keep in mind that students may not master the concept in this lesson. Be
careful to give multicultural examples of holidays and not just those that relate to
a specific religion or cultural group.
2 The use of the 4th of July in this step is a wise choice because families tend to
have many different ways in which they celebrate this holiday. Remember to
make a list of the different ways of celebrating as you discuss.
3 It is possible that some students may be completely unfamiliar with an interview.
If possible, record a simple interview from a television news show prior to this
lesson. Make sure the interview involves a very simple topic such as those that
often relate to local issues. Or, choose a student and interview them in front of
the rest of the students as an alternative.
4 Make sure to try and include the student(s) in this brainstorming session by
reinforcing the idea that all ideas should be valued and respected. When
discussing why holidays are important it is not necessary to connect importance
with culture, religion or history.
5 Use the Alternate Application Beyond School Sheet included in this lesson for
this step. Make an overhead of the Sheet and use it to go over the assignment
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 12 of 24
with students. Also, allow a student to provide photos instead of writing .
6 Instead of inventive spelling allow a family member to write the interview
answers for the student(s). Also, assist the student(s) in writing a response to the
question “Do you think when you‟re grown up you‟ll continue this holiday?
Why or why not?”
7 You may want to have the student(s) share their display with you alone before
having them share with the group. This will allow for practice.
9 There are many holiday books to use for this step including several listed in the
resource list. Avoid People since it has only illustrations. Try to select books that
are short and have good illustrations.
Assessment Accommodations:
The assessment as described with the lesson should be fine.
Additional Information:
Keep in mind that students with very limited language skills will need a lot of support in
this lesson.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 13 of 24
Alternate Application Beyond School
TO A PARENT OR OTHER ADULT IN THE FAMILY:
We are learning about family celebrations in our class. Please have your child interview a family
member using the questions on this sheet. Please assist your child in writing the answers to the
questions. If you have any photographs or objects relating to your the holiday please send them
in also. Thank you for your help on this project.
QUESTION ANSWER
What is one of the
holidays our family
celebrates?
How do we celebrate
this holiday?
What family members
take part in the
celebration?
Why is the holiday
important to our family?
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 14 of 24
Lesson Accommodations
Title: Lesson 6 – Sharing a Family Holiday (SS010106)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: none
Step Accommodations
1 Carefully review what students did in Lesson 5. You may even want to make a
sequence chart showing the steps in the lesson. Explain that students will now
share what they learned and created in Lesson 5.
2 Be careful to place the student(s) in a group where they will be successful. You
may even want to provide a helper such as an older student or paraeducator for
selected groups. Keep in mind that some students may find small group
discussion very challenging. Encourage these students to actively participate.
3 Be very concrete in carrying out this step. Choose a holiday and list different
ways in which families in the room celebrate the holiday. When discussing how
holidays reflect cultural or religious backgrounds use concrete examples such as
Christmas as a religious holiday and Kwanzaa as a cultural holiday.
4 This may be the first time many students see a Venn diagram so carefully
explain how it is used to compare two things. A Venn diagram that can be used
to make an overhead has been included here. Try to use symbols or graphics next
to words on the Venn diagram for non-readers.
Assessment Accommodations:
The informal assessment of the small groups suggested in the lesson should be fine. The second
assessment asking students to independently create a Venn diagram would not be a good choice
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 15 of 24
for many students. Instead, you might want to ask students to explain a complete Venn diagram
showing how two different families celebrate the same holiday.
Additional Information:
This lesson is highly dependent on group discussion. Many students will have had little
experience with this type of activity. Therefore, be careful to set expectations for the
groups such as everyone should be a good listener. Also, remember to carefully monitor
the groups.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 16 of 24
Graphic Organizer for Lesson 6
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 17 of 24
Lesson Accommodations
Title: Lesson 7 – Sharing a Family Tradition (SS010107)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #10
Step Accommodations
1 Many students will find it hard to distinguish between holiday and tradition so
you will need to spend some time on this discussion and give some very concrete
examples. Explain that the 4th of July is a holiday and that many people have a
tradition of having a picnic on this holiday. They may also have the tradition of
always having hotdogs at the picnic.
2 A Homework Assignment Sheet has been included here for use on this step. You
may want to make an overhead of the Sheet and go over it with students to
clarify the assignment. The two books used at the end of this step have been read
in previous lessons so most students should be familiar with them and not
require a second reading. You will have to help students understand, however,
that this time they are looking for family traditions that are described in the
books. For example, in Frederick, the family has a tradition of gathering food
before winter.
3 Allow the student(s) to dictate their explanation of their family tradition as
someone else writes for them. Have this person go over the Homework
Assignment Sheet with the student before doing the dictation.
4 If possible, allow the student(s) to practice describing their family tradition
before doing it in front of the class. This could be done with you or with class
helper. Make a list of the family traditions described as each student shares. This
will make it easier to complete Step 5.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 18 of 24
5 Use the list you created in Step 4 to review the family traditions shared on the
previous day. The student(s) may need guidance in identifying one of the
traditions they would like their family to adopt. They my be tempted to choose a
tradition of a well-liked student or a „best friend.‟ Allow the student(s) to dictate
their responses to someone rather than write in their own journal if necessary.
Assessment Accommodations:
The assessment as described with the lesson may be quite challenging for several students. As an
alternative use the sharing session of Step 4 as an informal assessment and the journal entry as a
formal assessment.
Additional Information:
This lesson builds nicely on previous content and therefore offers many opportunities for
student success.
Lessons such as this offer a wonderful opportunity for students to build self-esteem and
self-confidence, two things often needed by struggling students.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 19 of 24
Alternate Application Beyond School
TO A PARENT OR OTHER ADULT IN THE FAMILY:
We are learning about family traditions in our class. Please discuss a family tradition with your
child and describe the tradition by answering the questions on the chart below. Examples of
family traditions include the following:
attending family reunions
going to an Opening Day baseball game together each year
planting a vegetable garden each spring
having a picnic on July the 4th each year
QUESTION ANSWER
What is one of your
family traditions?
What does the tradition
mean to your family?
Why do you continue to
celebrate this tradition?
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 20 of 24
Lesson Accommodations
Title: Lesson 8 – Creating a Family Tree (SS010108)
Subject Area: Social Studies
Grade Level and Course Title: First Grade/Family and School
Unit of Study: Our Families (SS010100)
Corresponding Word Cards: #11 and #12
Step Accommodations
1 Explain that a family tree is a type of drawing that shows the members of their
family.
2 Use the terms „brothers‟ and „sisters‟ instead of „siblings‟ as you discuss
categories of family members. A Homework Assignment Sheet has been
included here to use with this step. Keep in mind that the creation of family trees
can be a difficult activity for an adopted or foster child. Be sensitive to this fact
and alter the assignment as necessary. This can also be an awkward assignment
for other families such as single parent families.
3 Position the student(s) where they can clearly see your family tree as you talk
about it.
4 Provide assistance to the student(s) in creating the family tree. You may even
need a helper to do the actual writing for the student using the Homework
Assignment Sheet as a guide. Be sensitive in dealing with the issue of „deceased‟
relatives. You may even find it wise in some cases to avoid labeling deceased
family members.
5 Be careful to make thoughtful pairings of students. You may want to model the
comparison process by choosing a student and sharing your family trees in front
of the class. Make sure the student(s) understand that the structure of the trees is
the same but the composition of the trees is different.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 21 of 24
6 The idea of a tree as a symbol of family history might be difficult for the
student(s). Be careful to explain this carefully with concrete examples referring
to branches of a tree and branches of a family.
7 Make sure to position the student(s) where they can see the illustrations which
are vital in understanding either of the books in this step. You may want to
consider making overheads of selected illustrations of family trees from the
books to share with students.
8 This is a wonderful book but the student(s) may find this book difficult to
understand since it deals with an immigrant family and covers a great deal of
history. Therefore, you will need to do some pre-teaching if you choose to use
this book. Make sure to make a list of family members as you read the story out
loud to students. This step uses a traditional family tree with lines, not branches
of a tree. A graphic organizer of this type of family tree has been included here
to help students understand this concept.
Assessment Accommodations:
The assessment described with the lesson, which is based on individual conferencing, should
work well. However you may want the student to interpret their own family tree rather than
another child‟s as described in the assessment.
Additional Information:
Since this lesson is the last one in the unit you may want to include a review of ideas
from the other lessons. For example, you may want to use the family trees to discuss how
traditions are passed down in families.
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 22 of 24
Alternate Application Beyond School
TO A PARENT OR OTHER ADULT IN THE FAMILY:
We are going to create Family Trees in our class this week. Please work with your child to fill in
the chart below and send it back to school.
Family Member Name
My Brothers
My Sisters
My Mother
My Father
My Grandmother
(My mother’s mother)
My Grandfather
(My mother’s father)
My Grandmother
(My father’s mother)
My Grandfather
(My father’s mother)
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 23 of 24
Graphic Organizer for Lesson 8
Me
My Father My Mother
My My My My
Grandfather Grandmother Grandfather Grandmother
January 28, 2004 SCoPE SS010100 Lesson Accommodations Page 24 of 24
