Page+10+Barrier+Activity

S = Strategic A = Affective || Handouts that deliver directions || Students either can not understand what to do, or just refuse to read how to proceed. Some can not read well enough to comprehend procedure. ||  || my hand writing is not always neat mostly notes are written || ☐X R ☐ S ☐ A || Speaking to Students || Many students either do not understand English, or their English is so limited that I do not go slow enough for them. || ☐ R ☐ S ☐ A ||
 * ** Identification of Barriers ** ||
 * ** Materials and Methods ** || ** Potential Barriers/ **
 * Missed Opportunities ** || ** Network ** R = Recognition
 * Example: Textbook || * Difficulty seeing small text
 * Textbook does not tap into this interest and skill
 * Difficulty decoding and understanding the word meaning || X R ☐ S ☐ A ||
 * 1.
 * ||  || ☐ R ☐ S ☐ A ||
 * 3. Chart paper (anchor charts) || Difficulty seeing
 * 4. ||  || ☐ R ☐ S ☐ A ||
 * 5.Science Notebooking || lack of organization, only write in notebook, || ☐ R X S ☐ A ||
 * 6.Primary Resources || language issues, vocab challenges, || X R ☐ S ☐ A ||
 * 7. ||  || ☐ R ☐ S ☐ A ||
 * 8.
 * 9. ||  || ☐ R ☐ S ☐ A ||
 * 10. ||  || ☐ R ☐ S ☐ A ||


 * Adapted from CAST – www.cast.teachingeverystudent[[file:Identification of Barriers.docx]]**