Assessment Description An essential part of being a special educator is writing and implementing IEPs and lesson plans associated wit
Assessment Description
An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.
Review "Marcus Partial IEP and Lesson" to inform the assignment. Upon reviewing the Present Level of Performance and the second grade literacy-based standards, think about how you can adapt the lesson to meet Marcus’ specific needs and align to his identified academic goals. Revise the “Sample Co-Teaching Lesson Plan (Direct Instruction)” to reflect modifications and accommodations for Marcus. Use bold print or highlighting to indicate changes you have made to the lesson.
Write a 250-500 word rationale the addresses the following.
- Explain your instructional choices including how your lesson extends the skills taught in the “Sample Co-Teaching Lesson Plan” for Marcus and why the lesson is appropriate for meeting Marcus’ academic goal.
- Discuss how elements of Universal Design for Learning (UDL) will be incorporated to enhance Marcus’ learning.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
GCU College of Education
LESSON PLAN TEMPLATE
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 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)
Section 1: Lesson Preparation
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Teacher Candidate Name: |
Ms. Lope |
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Grade Level:
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2nd grade |
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Date: |
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Unit/Subject: |
ELA |
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Lesson Summary and Focus: |
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. |
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Classroom and Student Factors/Grouping: |
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National/State Learning Standards: |
Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. |
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Specific Learning Target(s)/Objectives: |
Objective (Explicit) Student will be able to (SWBAT): · decode the vowel sound short /e/ in one-syllable words. · to distinguish the short /e/ sound in one-syllable word within a sentence. Sub-objectives · SWBAT sound out words phonically · SWBAT differentiate between different phonemes |
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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. |
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Resources, Materials, Equipment, and Technology: |
Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet |
Section 2: Instructional Planning
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Anticipatory Set |
Time Needed |
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Multiple Means of Representation 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. 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 student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? |
Time Needed |
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Multiple Means of Engagement 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. 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 student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? |
Time Needed |
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Multiple Means of Expression 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. 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 student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? |
Time Needed |
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Extension Activity and/or Homework 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. |
Time Needed |
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