Paths to Literacy

for students who are blind or visually impaired

Current Size: 100%

Current Style: Standard

Adapting the Daily Job Chart for Full Inclusion

A daily job chart with objects that represent each job on the pockets of a canvas backdrop

To allow for pre-readers with visual impairments to be included on all aspects of the daily job chart (independent choice, knowledge of the options and awareness of peer's choices) I pair the object with the large print and brailled description.  I use items that go with the current them (right now we are doing a construction theme) and choose one to represent each child:  Mario = the hammer;  Eddie = the pliers; Kaity = the screw driver....etc.  The children put the item that represents them in the pocket under the descriptor/representative object.  This gives them exposure to the tools in the tool box as well as the daily jobs on the chart.  

Materials: 

  • Braille and print labels for each job
  • Objects that represent each job
  • A canvas or plastic shoe storage
  • Objects that relate to the classroom's current them to represent each child
  • Hot glue

                       

Procedure: 

Glue the object that represents each job on the outside of the pocket.  Over the pocket place the braille/print label.  Choose objects that represent each child in the classroom according to the current theme.  (eg. tools, fruits/vegetables, shapes, farm animals...etc)  Allow the children to retrieve their object from the tool box/basket and independently choose their job.  While exploring the job chart they are able to find out what their peers have chosen and can discuss their choices with them.

Variations: 

Pockets can be made to represent a schedule and the child can move his/her representative item from pocket to pocket as they go along their day.
 

job chart collage


 

Core Standards

Foundational Skills: 

RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
Braille Standard

Kindergarten - Word Analysis, Fluency, and Systematic Vocabulary Development : 

K.1.3 Understand that brailled materials provide information.
K.1.3a Understand the difference between braille and print.
K.1.5b Identify two braille symbols as being the same or different when they are preceded and followed by a solid line.

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