Lesson of mental retardation, of emotional disturbance,

Lesson Plan and ReflectionJessica SorensonEducational Procedures for Individuals with Mild DisabilitiesELSE 6053Dr. Jacques SingletonJune 10, 2018IDEA defines the term specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.” This can include conditions like perceptual disabilities, brain injury, dyslexia, and developmental aphasia. A specific learning disability category does not include a learning problem that is the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

A child can show possible signs of a learning disability. Signs can include the following: unforeseen low achievement in one or more academic area, struggles to understand and follow directions, short attention span or easily distracted, acts as driven by a motor or impulsive, difficulty segmenting words into sounds and/or blending sounds, poor decoding skills, confuses similar letters and words, demonstrates poor fine motor skills, has difficulty with visual or auditory sequential memory, lack of time management and organizational skills, struggles with tasks that require rapid naming of numbers, words, or pictures, does not apply strategies learned or has difficulty memorizing things (Vaughn, Box, & Schumm, 2018). Lesson Plan Teacher candidate: Jessica Sorenson Grade: 3rdSubject(s): Reading: Topic(s): Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith ViorstCircle the Bloom’s Domains that apply: Cognitive Affective Psychomotor Virginia FrameworkELA.3.5.7 The student will make connections between previous experiences and reading selections.

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ELA.3.3 The student will apply word analysis skills when reading.ELA.3.5.

2 The student will read with fluency and accuracy. Length of lesson (specify beginning and ending time): Start 1:00 / Finish 2:05Learning Goals/Objectives—Stds 4-8 (What do you intend for students to learn? Hint—use Bloom’s Taxonomy verbs in your objective writing to detail levels of thinking; how will you share these objectives with students?):During the lesson, I anticipate my students having the knowledge to read independently, make connections, and to work cooperatively. Once we begin the lesson, I want my students to understand how to make connections and the different types of connections (text-to-self, text-to-text, text-to world). After reading the story, my students should be able to apply what they read in the story and analyze various parts of the story to complete the connections graphic organizer. During the synthesis level of thinking, the students should be able to think and explain the different types of connections they made to the story. Completing the exit tickets will be the evaluation.

Considering Prior Knowledge –Stds 1-5, 7 (What prior knowledge of this concept/topic/skill do the students have? Knowing this will help you effectively use existing schema or to develop background knowledge)Since making connections and reading independently are formally taught skills from previous grades, I will expect them to know how to complete these tasks; however, since recalling information and events and relate prior knowledge can tend to be more difficult, I anticipate my students will struggle with relating to the text and making meaningful connections. Student Grouping—Stds 1-3, 8 (How will you group students for instruction and WHY did you choose the group members/partners or the process you did?):If you are working with a pre-existing lesson plan, adapt or create an appropriate grouping plan based on your student audience. Explain your grouping methods here.Creating an anchor chart on connections will be completed in whole group.

For the reading strategies and reading fluency, I intend on pulling a small group of my struggling students so we can work together to fluently read the text. The rest of the class will read independently. Once they are finished reading the selection, they will be put in groups share their connections with a group. These groups will be arranged so that there are students at various levels working together.

I will take into consideration what students work better together when establishing groups. The students will then return to their seats to complete their exit ticket independently.Teaching Methods—Stds 4, 6, 7-8 (Decide on the model(s) or strategy(ies) you are using, write it/them down, and write why you chose it/them:Direct instruction and cooperative learning – prior concepts will be reviewed and new concepts introduced through direct instruction and creating an anchor chart; group investigation will be used to increase student engagement and understanding characters Include the Modifications/Accommodations for Special Needs students if present (describe IEP requirements) or for Diverse Audiences (What aspects of culturally responsive pedagogy, multicultural education, or adaptations for English language learners did you address in this lesson)?If you are using a pre-existing lesson plan, please adapt it by adding/deleting/adjusting the identified strategy as needed for your student audience. Explain or elaborate your chosen models/strategies here. This section needs to be specific about what you will say, how you will incorporate the modifications/accommodations within your lesson to keep everyone interested and learning.My students who need modifications or accommodations are given a pre-made handout about connections.

They are responsible for highlighting the most important parts discussed during whole group instruction. These students are also students who may be pulled when reading independently. Once the whole class splits up into partners to share connections, I will group these students with someone who supports them academically and socially.

These students will also be required to complete the exit ticket with any accommodations. These can include but are not limited to additional time to complete the exit ticket, scribe for written responses, read aloud for assignments and assessments, clarify directions, individual read aloud, and prompting and cueing. LESSON DESCRIPTION/ACTIVITIES—Stds 1-8 Procedures – if you are using a pre-existing lesson plan, please attach it to this lesson plan document, and type in any adjustments, elaborations, or more detailed steps or reminders needed for effective implementation of the lesson.(Describe how you will enact this lesson and the methods involved. Ensure a logical sequence. Be sure to be so detailed that someone could enact the lesson without you there. Write down your actions, what you will say, transition statements, and be sure to include a motivational opener and a closure!).

If this is a multi-day lesson that will take more than one day or more than one class period, please label activities under “Day One,” “Day Two,” and so on.1. Introduction: state objectives, activate background knowledge and experiences, engage learners, connect previously learned contentObjectives: ELA.3.5.7 The student will make connections between previous experiences and reading selections.

ELA.3.3 The student will apply word analysis skills when reading.ELA.3.

5.2 The student will read with fluency and accuracy. Introduction: I will explain to students that comprehension is making meaning of texts, and good readers use a repertoire of comprehension strategies to help them gain meaning from text. I will explain to students there are three main types of connections we make while reading texts. These include text-to-self, text-to-text, and text-to-world.

I will explain each type of connection and create an anchor chart for the classroom. I will explain text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. I will show an example of a text the class has read recently and model making a connection to the text. When reading, I will explain that we often stop to think about what is happening in a book and trying to connect to the characters or what I know or have experienced that is happening in the book helps to better understand the book.

I will say today I am going to read part of a fun text that is probably familiar. The book title is Alexander and the Terrible, Horrible, No Good, Very Bad Day. I will stop during the reading so I can share with you how I make connections. 2.

Lesson Content: demonstrate, model, facilitate inquiry and exploration, provide rehearsal of content, explain and enact cooperative group procedures, detail strategy procedures, note writing time or reading time, presentations and sharing.I will show students a blank organizer for the students and explain that they will record connections while reading. I will model the first connection for them after reading the beginning of the story. I will say in the book Alexander woke up with gum in his hair. The connection in my life reminds me of the gum rule in my house when I was growing up. I was only allowed to chew gum on special occasions, which was mainly Halloween, birthdays, and family vacations. An experience I have had like that one time I was at a party in 5th grade, and we were having a bubble contest.

My friend blew a giant bubble, and at the same time she blew the bubble, I was pushed into her. The gum got stuck in my hair! I was so scared that my mom was going to have to cut my hair off and that everyone would make fun of me. It was so hard to get out.

It was definitely a stressful feeling. I will explain to the students that during reading, they will stop and reveal your connections on handout. Next, I will inform the students that they will be reading the book independently. Once everyone is done with their reading, they will be split up into groups to share their connections.

I will pull small groups at this time to assist in reading deficits and making connections. We will review the expectations for reading independently and when working in cooperative groups sharing ideas. 3. Closure: Connect to future learning, encourage further questioning, reflect on discoveries, place new knowledge in authentic context, check for understanding Projected Time: If using a pre-existing lesson plan, be sure to connect what was learned to what students will be experiencing tomorrow from another source.The exit ticket requires each student to explain in their own words the three different types of connections.

I will be able to quickly check these as they are turning them in so I can see who has a basic understanding of making connections. 4. Extensions: websites to explore, questions to research, establishing new inquiries, additional applications. Go beyond any pre-existing lesson plans to find relevant extensions and recommended readings for students.The extension for this lesson is students will create a graphic organizer for different types of connections they made during reading a text on their level. They will then share with the class.

Materials and Technology—A4 (List the instructional materials you will use, including books, handouts, websites, ; texts. Use of technology is encouraged, so be sure and list everything you need to integrate it such as flash drives, laptop, projector, flipcam, etc):Text Connection Organizer Alexander and the Terrible, Horrible, No Good, Very Bad DayAnchor chartMarkersPaperPencilsExit TicketsAssessment (How and when do you plan to assess student learning on the content of this lesson? Be sure your assessments align with the objective(s). Rubric, checklist, exit slip, quiz, discussion, anecdotal records, peer assessment, self-assessment, written feedback on student work, test type ; purpose, written response, group analysisInformal formative Whole group and small group discussion about connectionsExit tickets Reflection I will use this lesson to support and aide a student with a possible learning disability by monitoring their understanding of making connections, guide their participation in a small group activity, and ensure understanding of making connections and the meaning of connections using their exit ticket. Parts of this lesson provide me with an opportunity to observe if signs of a suspected learning disability are present. These include unforeseen low achievement in one academic area.

This is seen if a student struggles to read a text independently. If a student has difficult segmenting words into sounds and/or blending sounds or poor decoding skills, this also is a possible signal for a learning disability. Struggling to understand and follow directions when activities are taking place throughout the lesson. It shows if a student has a short attention span or easily distracted or disruptiveness throughout various activities in the lesson. Difficulty in handwriting is shown when a student is required to write his or her connection to the text and completing the exit ticket. Lack of time management and organizational skills is demonstrated through writing connections and reading independently. I am able to see if a student struggles with rapid naming of words while reading, and if they do not apply strategies learned while making connections.

When I observe a student struggling, I provide modifications and accommodations. They become part of my small group, peer tutoring, additional time to complete task and provide a copy of notes already written. I also clarify directions and use verbal prompts and cues when off task behaviors are observed.

This allows me to see and understand their deficits and misunderstandings of various concepts. It also allows me to provide documentation in the event they need to be referred for special education services.

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