SPD Education Assignment

Juanita Mckay

Modifying Lesson Plan

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Juanita Mckay Modifying Lesson Plan Summary Submission Ide: 3c68db9b-5821-4ba8-a241-de81800ed4d8   2396 Words   65% SIMILARITY SCORE        24   CITATION ITEMS        27   GRAMMAR ISSUES        0   FEEDBACK COMMENTS Internet Source   0% Institution   65% GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Marcus 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 as a student with a specific learning disability. 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 the material is read to him, Marcus can 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 can correctly read 30 words in two minutes. Marcus also struggles with written expression. Marcus can 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) Section 1: Lesson Preparation Teacher Candidate Name: Ms. Lope Grade Level: 2nd grade Date: Unit/Subject: ELA Lesson Summary and Focus: Long and short /e/ word sounds will be mastered by the pupils. When reading a paragraph in a book, pupils will detect the short and long /e/ sounds. The pupils will accurately categorize words with short and long /e/ sounds. GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Classroom and Student Factors/Grouping: The second-grade inclusion classroom is made up of eighteen students and a general education teacher. A special education teacher with a teacher's helper. Marcus is a student with an individualized education plan (IEP) who has a specific learning disability (SLD) in the areas of fluency and reading comprehension. Marcus has grade-level reading comprehension when he is read to, but he has reading comprehension that is below grade level when he reads alone. Fluency, understanding, and written expression are among Marcus' IEP language arts goals. Marcus will be able to meet his IEP goals by adopting changes and adaptations. National/State Learning Standards: Common Core State Standards: CCSS.ELA-LITERACY.RF.2.3 Decoding words requires an understanding of and use of grade-level phonics and word analysis skills. CCSS.ELA-LITERACY.RF.2.3. Make a distinction between long and short vowels while reading regularly printed one-syllable words. Specific Learning Target(s)/Objectives: Objective (Explicit) The student will be able to (SWBAT): • Decipher the short /e/ vowel sound in one-syllable syllables. • Inside a phrase, to identify the short /e/ sound in one-syllable words. Sub-objectives • SWBAT sound out words phonically • SWBAT distinguish between diverse phonemes Academic Language Short /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web. Short /e/ sound Ten_________Here Red________ear Hen________Street Leg_________Squeaks Vet__________Weeks Yet__________Seem GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Bed_______He Pet________See When_______Be Cell_________Eat Eight________Beach There________Team This collection of short and long /e/ words will be presented to the class and Marcus. To achieve his reading needs, Marcus will be exposed to books suitable for his reading level. Marcus will differentiate between short and long /e/ sounds using his reading and writing skills. Resources, Materials, Equipment, and Technology: Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet SmartBoard with YouTube videos: short /e/ sound https://www.youtube.com/watch?v=ONEyC-S1x-U and long /e/ sound https://www.youtube.com/watch?v=hCjNJcUQBrI Short /e/ paragraph “Hen on the Bed” Short /e/ Book Jen reading A-Z book “Eddies Pet Yellow highlighter for short /e/ and green highlighter for long /e/ words sounds. Short /e/ Word match worksheet Search worksheet Long /e/ word match worksheet Vocabulary short and long /e/ category cut and paste. Memory game sets Section 2: Instructional Planning GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Anticipatory Set 1.I'll begin by introducing the terminology. 2.I will show two brief movies to the students on the short and long /e/ sounds. 3.I'll present the poetry that teaches them how to pronounce short /e/ sounds and the book that teaches them how to pronounce long /e/ sounds. Time Needed 10 minutes Multiple Means of Representation The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. The teacher will then lead into a conversation about the e sound and it makes two different sounds. The teacher will tell the student that today's objective is to work on the short /e/ sound. The teacher will review the short and long e sound with the student, the teacher will ask the student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) The teacher will tell the student that they are going to read a paragraph and look for the short /e/ sound. Explain how you will differentiate materials for students with special needs • What accommodations/modifications will you include for a specific student? • Do you anticipate any students who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? To begin, I'll have students identify the different sounds connected with each vowel in the alphabet. The youngsters will next be taught that the letter /e/ has two unique sounds. As a result, I'll tell the youngsters that the goal for today is to practice short and long /e/ sounds. During the talk, the instructor will inquire about the distinct sounds that each vowel produces. The lecturer will next begin discussing the e sound and how it has two distinct tones. Today's focus is on learning how to pronounce the short /e/ sound, and the teacher will inform the student of this. Pupils will be taught the short and long e sounds again by their instructor, who will also inquire about previous learning experiences.) (How did you learn to identify these sounds?)? (How do you keep track of the noises you want to make?) Students will be reading a text and listening for the short /e/ sound, which will be announced by the instructor. I'll demonstrate the distinction between short and long /e/ using videos, a poem, a book, and a matching game. I'll begin by introducing the terminology that the kids will be using today. From there, I'll direct students' attention to the SmartBoard, where they'll see two movies, one on short /e/ sound and another on long /e/ sound. I'll read the narrative "Eddies Pet" and ask students to mark words with short /e/ sounds in yellow and those with long /e/ sounds in green. Marcus's differentiated materials Time Needed 5 Minutes 10 minutes 15 minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. ➢ The A-Z book will be read aloud to aid improve reading comprehension. ➢ Using highlighters in two distinct colors can assist students in detecting short and long /e/ sounds. ➢ Utilizing videos will increase student involvement in the class. Anticipating students’ needs for: ➢ English Language Learners (ELL) ✓ Visuals will be supplied to accompany terminology. ✓ Using two distinct colored highlighters will aid in the identification of language that contains both short and long /e/. ➢ Gifted Students ✓ Additional short and long /e/ vocabulary sounds will be introduced. ✓ Students will highlight short and long /e/ vocabulary sounds in a higher grade level book. ➢ Students who finish early ✓ Students will write three chosen vocabulary words to create a meaningful sentence ✓ Students will use iPad to work on Lexia that will focus on short and long /e/ sounds Co-teaching approach I'll use teaching stations to allow students to cycle through three different exercises. The general education instructor will help pupils recognize short /e/ sounds at the first station. The second station will be staffed by a special education teacher who will be responsible for detecting long /e/ sounds. Students will complete a worksheet categorizing words into the short /e/ and long /e/ columns at the third station, which will be a self-contained space. The teacher's assistant will assist students as needed. Multiple Means of Engagement The 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. The 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? Students will read the paragraph. Students will highlight the words with the short /e/ sound. Students will ask and answer questions. Explain how you will differentiate materials for students with special needs • What accommodations/modifications will you include for a specific student? • Do you anticipate any students who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? Time Needed 5 Minutes 10 minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. The 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. The teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern. Students will read the paragraph. Students will highlight the words with the short /e/ sound. Students will ask and answer questions. Accommodations/Modifications ➢ I will read the poem "Hens on the Bed," and students will use the word bank to fill in the blanks. ➢ Students will work in pairs to complete a memory matching game in which they will match short and long /e/ vocabulary words to their associated images. ➢ Students will complete a cut-and-paste worksheet on the short and long /e/ sound categories. Differentiated activities for Marcus ➢ Reading materials will meet the student’s skill levels. ➢ The learner will have visual support when identifying short and long /e/ vocabulary. Anticipated students activities for: English Language Learners (ELL) ➢ Visuals will be presented to aid with the identification of short and long /e/ vocabulary. Gifted Students ➢ More worksheets will be sent to identify additional /e/ vocabulary, both short and long. ➢ Students who recognize short and long /e/ vocabulary within the text will be given a higher skill level material. Students who finish early ➢ Students will choose three vocabulary terms and compose three meaningful sentences using those words. ➢ Students will work on the Lexia software, which focuses on short and long /e/ word sounds, using an iPad. Co-teaching Approach I want to employ teaching stations to enable students to switch between three different assignments. At the first station, the general education teacher will assist students in detecting short /e/ sounds. The second station will be manned by a special 15 minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. education teacher who will be in charge of recognizing extended /e/ sounds. The third station will be a self-contained area where students will complete a worksheet categorizing words into short /e/ and long /e/ columns. The teacher's aide will help pupils as required. Time Needed Multiple Means of Expression The teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. The teacher will visually assess students while working, the 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)? Students will read the book aloud. Students will highlight the short /e/ sounds. Students will ask and answer questions. Explain how you will differentiate materials for students with special needs • What accommodations/modifications will you include for a specific student? • Do you anticipate any students who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? To begin, I'll have students identify the different sounds connected with each vowel in the alphabet. The students will next be taught that the letter /e/ has two unique sounds. As a result, I'll tell the youngsters that the goal for today is to practice short and long /e/ sounds. Students and the instructor will engage in a dialogue, eliciting information from one other about the distinct sounds that different vowels create. /e/ has two distinct tones, which the lecturer will discuss next. During today's lesson, students will be instructed to focus their attention on the short sound of /e/. The instructor will go through the short and long e sounds with students, as well as to inquire about previous learning experiences.) (How did you learn to identify these sounds? Do you have a technique for remembering which noise to make? Students will be reading a text and listening for the short /e/ sound, which will be announced by the instructor. I'll use videos, a poem, a book, and a matching game to show the difference between short and long /e/. ➢ I'll start by introducing the students to the language they'll be using today. The pupils will next be sent to the SmartBoard, where they will view two videos, one on short /e/ sound and the other on long /e/ sound. ➢ I'll read the story "Eddies Pet" to the children and ask them to color words with 5 Minutes 10 minutes 15 minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. short /e/ sounds yellow and long /e/ sounds green. Differentiated materials for Marcus ➢ To help with reading comprehension, the A-Z book will be read aloud. ➢ Using highlighters in two different colors can help you distinguish between short and long /e/ sounds. ➢ Students will be more engaged in class if videos are used. Anticipating Students needs for ▪ English Language Learners (ELL) ➢ There will be visuals related to the word. ➢ Identifying language with short and long /e/ will be easier with the use of two distinct color highlighters. Gifted students ➢ Short and long /e/ vocabulary sounds will be introduced ➢ Students will utilize a higher grade level book to emphasize short and long /e/ vocabulary sounds. Students who finish early ➢ Students will write choose three vocabulary words to create a meaningful sentence. ➢ Students will use iPads to work on Lexia that will focus on short and long /e/ sounds Extension Activity and/or Homework The 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 The teacher will ask the student if any other words use the short /e/ sound that makes another word when the short /e/ sound is exchanged for the long /e/ sound. Time Needed 30 minutes

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Your session is about to expire. You will be automatically signed out in 00: To continue your seesion, select Stay Signed In. Stay Signed In Sign out Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 29-Mar-2021 Three successive sentences begin ...: Marcus Three successive sentences begin with the same word.: Marcus Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 28-Apr-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 30-Jun-2021 Spelling mistake: Red________ear Spelling mistake: Red________ear Possible spelling mistake found Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Unpaired braces, brackets, quotation m...: “ Unpaired braces, brackets, quotation marks and similar symbols: “ Unpaired symbol: '”' seems to be missing Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Hyphenation p...: cut and paste cut-and-paste Hyphenation problem: cut and paste cut-and-paste This word is normally spelled with hyphen. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 20-Jan-2020 Three successive sentences begin wit...: The Three successive sentences begin with the same word.: The Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 17-Feb-2021 accommodation: accommodations room accommodation: accommodations room "room". Missing past tense for 'used to....: use used Missing past tense for 'used to...': use used Did you mean "used"? Unpaired braces, brackets, quotation m...: ) Unpaired braces, brackets, quotation marks and similar symbols: ) Unpaired symbol: '(' seems to be missing Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 assist, assistance (help): assist help assist, assistance (help): assist help Did you mean simpler "help"? accompany: accompany go with accompany: accompany go with accompany with If not in musical context, use "go with" or "with". Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 assist, assistance (help): assist help assist, assistance (help): assist help Did you mean simpler "help"? Three successive sentences begin wit...: The Three successive sentences begin with the same word.: The Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Three successive sentences begi...: Students Three successive sentences begin with the same word.: Students Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. accommodation: accommodations room accommodation: accommodations room "room". Missing past tense for 'used to....: use used Missing past tense for 'used to...': use used Did you mean "used"? Three successive sentences begin wit...: The Three successive sentences begin with the same word.: The Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Three successive sentences begi...: Students Three successive sentences begin with the same word.: Students Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. accommodation: Accommodations Room accommodation: Accommodations Room "room". Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 assist, assistance (help): assist help assist, assistance (help): assist help Did you mean simpler "help"? Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Three successive sentences begin wit...: The Three successive sentences begin with the same word.: The Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 17-Feb-2021 Three successive sentences begi...: Students Three successive sentences begin with the same word.: Students Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. accommodation: accommodations room accommodation: accommodations room "room". Missing past tense for 'used to....: use used Missing past tense for 'used to...': use used Did you mean "used"? Unpaired braces, brackets, quotation m...: ) Unpaired braces, brackets, quotation marks and similar symbols: ) Unpaired symbol: '(' seems to be missing Unpaired braces, brackets, quotation m...: ( Unpaired braces, brackets, quotation marks and similar symbols: ( Unpaired symbol: ')' seems to be missing Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Jul-2021 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 23-Sep-2020 Spelling mistake: iPads pads Spelling mistake: iPads pads iPads iPad iPads iPad s Possible spelling mistake found