4vpages due wednesday

 Instructions: Read the case study to inform the assignment that follows.

Case Study: Gabriella

Grade:  4th

Age:  9

Gabriella is a fourth grade student with a language disorder and mild intellectual delays.  She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad  books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam.  When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful.  She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Assignment:

Part 1: Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Part 2: Mini Unit

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:
•Currently, students are reading about the Underground Railroad.
•Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
•Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
•For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella’s measurable IEP goal are met.

Part 3: Rationale

Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
 Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Number of Pages: 4 Pages 

Partial IEP and Lesson

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:

Subject:
ELA

Common Core State Standards:
· RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Objective (Explicit):
· SWBAT decode the vowel sound short /e/ in one-syllable words.
· SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence.

Evidence of Mastery (Measurable):
· Include a copy of the lesson assessment.
· Provide exemplar student responses with the level of detail you expect to see.
· Assign value to each portion of the response

See attached files

Sub-objectives, SWBAT (Sequenced from basic to complex):
· How will you review past learning and make connections to previous lessons?
· What skills and content are needed to ultimately master this lesson objective?
· How is this objective relevant to students, their lives, and/or the real world?

– SWBAT sound out words phonically.
– SWBAT differentiate between different phonemes.

Key vocabulary:
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.

Materials:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life)
· How will you activate student interest?
· How will you connect to past learning?
· How will you present the objective in an engaging and student-friendly way?
· How will you communicate its importance and make the content relevant to your students?

The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today’s objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.

Instructional Input

Teacher Will:
· How will you model/explain/demonstrate all knowledge/skills required of the objective?
· What types of visuals will you use?
· How will you address misunderstandings or common student errors?
· How will you check for understanding?
· How will you explain and model behavioral expectations?
· Is there enough detail in this section so that another person could teach it?

Student Will:
· What will students be doing to actively capture and process the new material?
· How will students be engaged?

Teacher will read short /e/ words aloud with student. The teacher will ask the student if they know of any other short /e/ words. The teacher will add the short /e/ words to the list.
Can you think of any other short /e/ words?

The student will listen and read with the teacher when asked.
The student will ask and answer questions.

Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
· What accommodations/modifications will you include for specific students?
· Do you anticipate any students who will need an additional challenge?

Guided Practice

Teacher Will:
· How will you ensure that all students have multiple opportunities to practice new content and skills?
· What types of questions can you ask students as you are observing them practice?
· How/when will you check for understanding?
· How will you provide guidance to all students as they practice?
· How will you explain and model behavioral expectations?
· Is there enough detail in this section so that another person could facilitate this practice?

Student Will:
· How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives?
· How will students be engaged?
· How will you elicit student-to-student interaction?
· How are students practicing in ways that align to independent practice?

Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.
How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?

Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.

Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
· What accommodations/modifications will you include for specific students?
· Do you anticipate any students who will need an additional challenge?
· How can you utilize grouping strategies?

Independent Practice

Teacher Will:
· How will you plan to coach and correct during this practice?
· How will you provide opportunities for remediation and extension?
· How will you clearly state and model academic and behavioral expectations?
· Did you provide enough detail so that another person could facilitate the practice?

Student Will:
· How will students independently practice the knowledge and skills required by the objective?
· How will students be engaged?
· How are students practicing in ways that align to assessment?
· How are students using self-assessment to guide their own learning?
· How are you supporting students giving feedback to one another?

Teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. Teacher will visually assess student while working, teacher will ask and answer questions.
Why did you highlight that word?
How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)?

Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions.

Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
· What accommodations/modifications will you include for specific students?
· Do you anticipate any students who will need an additional challenge?
If the student finishes the mini book early, student will be given a fill-in-the-blank word search that uses short /e/ words.

Closing/Student Reflection/Real-life connections:
· How will students summarize and state the significance of what they learned?
· Why will students be engaged?

Teacher will talk with the student about the importance of knowing when to use the short /e/ sound giving the examples of:
Ben vs. Bean
Bed vs. Bead
Pet vs. Peat
Red vs. Read
Teacher will ask the student if there are any other words that use the short /e/ sound that make another word when the short /e/ sound is exchanged for the long /e/ sound.

© 2015. Grand Canyon University. All Rights Reserved.

Academic Language:

Lesson summary
and focus:

Classroom and
student factors:

National / State
Learning Standards:

Specific learning target(s) / objectives: Teacher notes:

I. PLANNING

Agenda: Formative assessment:

Functions:Key Vocabulary: Form:

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

LESSON PLAN TEMPLATE
College of Education

In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.

Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.

Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.

Specify exactly what the students will be able to do after
the standards-based lesson.

Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.

Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).

Clarify where this lesson falls within a unit of study.

Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?

Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?

Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.

Grouping:

II. INSTRUCTION

I do Students do Differentiation

Instructional Materials,
Equipment and
Technology:

A. Opening

Anticipatory set:

Prior knowledge
connection:

B. Learning and Teaching Activities (Teaching and Guided Practice):

List ALL materials, equipment and technology the teacher and students will use
during the lesson. Add or attach copies of ALL printed and online materials at the
end of this template. Be sure to address how you will teach the students to use the
technology in Section II. INSTRUCTION.

Identify grouping strategies that will support your students’ learning needs.

Identify how this lesson connects to previous lessons / learning (prior knowledge of
students) and students’ lives.

Identify how this lesson is meaningful to the students and connects to their lives.

Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”

Please use a corresponding numbered
list.

Describe methods of differentiation,
including accommodation or differ-
entiation strategies for academical-
ly, behaviorally and motivationally
challenged students.

Please use a corresponding num-
bered list.

Also include extension activities:
What will students who finish early
do?

Your “I Do” instructional proce-
dures should include:
The teaching strategy you will use to
teach each step that includes model-
ing and formative assessment;
transition statements you will make
throughout your lesson and essen-
tial questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instruc-
tions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.

III. ASSESSMENT

Summative Assessment Differentiation

Homework:

Closure:

Explain how students will share what they have learned in the lesson. Identify ques-
tions that you can ask students to begin the closure conversation. Identify how stu-
dents will confirm transfer of the learning target(s)/ objectives to application outside
the classroom.

Clearly identify any homework tasks as appropriate. Elaborate whether the home-
work is drill- or skill-practice-based and explain how the homework assignment
supports the learning targets / objectives. Attach any copies of homework.

Include details of any summative assessment as appli-
cable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.

Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motiva-
tionally challenged students.