Week 5 - Discussion 2 respond to 2 classmates (50 words or more per a person)

Mini-Lesson Format

Student Name:  XXX                               Grade: 8                          Disability Area: Reading and Autism.

Characteristics/needs of the students with disabilities in the group:

Students with learning disability in reading have lack of competence in information processing through perceptual and working memory, causing limitation in some or all the skills of speech, reading and spelling. They may have difficulty in auditory and visual perception, orientation in space, self-image or lateralization.

Children with autism have difficulty communicating and interacting with others. They have lack of spoken language, display repetitive use of language and motor mannerism, have little eye contact and have difficulties with developing any social contact or play.

Accommodations that need to be made:  Reduce work, individualized instruction, teaching through iPad.

Title of Mini-Lesson: Learning New words.

Common Core State Standard: CCSS.ELA-LITERACY.L.8.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.8.4.A

Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Procedures (15 minute activity): Teacher will first read few passages in which context is used to define a difficult word. She will present the difficult word in isolation and ask students to guess the meaning, then she will present the difficult word in context and point out the word. Once students have understood the meaning she will encourage them to reread the sentence before, with and after the one with the difficult word, to look for context clues. She will ask students to pick up strips with meanings on it and match it with the right context word. She will then pair students and ask them to analyze the context to figure out the meaning of each vocabulary word and record the definition for each other. During this activity teacher will guide the student with autism on the iPad to listen to the meaning and read unknown words in context. He will be shown visual images of the words.

Reflection: Teacher tried to provide explicit modeling in looking at the words surrounding an unknown word and finding possible clues that may help students figure out its meaning. Children with reading disability require step-by-step instruction with lot of repetition and modeling which this lesson plan followed. Student with autism with lack of communication skill was further guided by the iPad activity.

I chose this activity as it caters to the learner’s need and students get opportunity to use the words in different way and thereby increase their vocabulary knowledge.

Mini-Lesson Format

Student Name:                                 Grade:                           Disability Area:

Tim, Ted, Bill                                         8                                 Learning Disability, Autism

Characteristics/needs of the students with disabilities in the group:

Tim and Ted both have learning disabilities in reading and read on a fifth grade level

Bill has a diagnosis of Autism and has trouble with verbal communication.  He is sometimes unable to communicate the thoughts that he is having to other people verbally.

Accommodations that need to be made:

Ted and Tim will both be given the accommodation of Chunking lesson (2 or 3 new words at a time) and assessment. They will be given additional instruction during the test due to short attention span.

Bill will be given additional help during the test due to attention span. He will be allowed to match words with pictures instead of actually describing items. His lesson and assessment will be reduced and chunked.  Sensory breaks are available as needed.

Title of Mini-Lesson:

Vocabulary Mini-Lesson

Common Core State Standard:

L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Procedures (15 minute activity):

 (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

The first thing that I would do for these students is to introduce a few vocabulary words to them on a photo copied card that includes the word, a picture if possible and the definition of the word. After these items have been reviewed a new set of words can be introduced. After 12 words have been introduced and reviewed then the pictures, Words and definitions can be shuffled, laid out randomly on table and the students can match them up.

Reflection:

1.      How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?  By doing this all of the students can take their time learning the words. Even though the lesson is being taught as a group each student will be doing their matching individually. They will have several opportunities to show evidence of understanding and their vocabulary will continue to grow as they progress.

2.      Why did you choose the strategy you used in this mini-lesson? These students are working as a group and independently. They are able to work at a pace that will not overwhelm them and they do not have to do a lot of writing to show mastery.