Explain your instructional choices including how your lesson extends the skills taught in the “Sample Co-Teaching Lesson Plan”

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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. 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

    Teacher Candidate Name: Ms. Lope
    Grade Level:

     

    		 2nd grade

     
    Date:

     

    		  
    Unit/Subject:

     

    		 ELA
    Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

     

     

     

     

     

     

     
    Classroom and Student Factors/Grouping:  

     

     

     
    National/State Learning Standards: Common Core State Standards:

    RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
    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

     
    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.

     
    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

    Anticipatory Set

     

    		 Time Needed
    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
    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
    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
       
    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

     

     

    © 2019. Grand Canyon University. All Rights Reserved.

     

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Public Service Announcement

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Please only select one topic

Research a  controversial topic within the field of infant and toddler development.  Examples: Breastfeeding vs. Formula Feeding, Breastfeeding in Public Vs.  In Private, Vaccination of Children vs. Not Vaccinating etc. Then  create an informational Public Service Announcement on the selected  topic. Your Public Service Announcement should be in the format of a  formal written narrative.

 

  1. Introduction to the topic (this should present information on research findings on the topic as a whole)
  2. Your Main Stance or Main Argument on the Issue
  3. Evidence Supporting Your Main Stance or Main Argument (2 appropriate sources – no .com websites.)
  4. Summarize the Counterargument with key Details
  5. Provide a response to the Counterargument with Support (2 appropriate sources – no .com websites.)
  6. Closing – provide a clear closing message to your audience

Language Development

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Conduct  background research on how children acquire language skills. Dive into  reading and research to learn even more about this developmental  process.

Create  a Storyboard using the free trial software from the link:  https://www.storyboardthat.com/account/logon . You will obtain 6 free  slides with each free trial that you create OR you may utilize a  different medium to illustrate your storyboard.

Tracing  the main process of language development, create/develop a story using  at least two or more characters/ persons to illustrate your  understanding of language development. Ex: Storyboard illustrating a  mother, father or caregiver over time interacting with and nurturing  their child throughout this day-to-day language development process.   This should be done in no more than 10 slides (excluding the title and  reference slides-optional) to highlight your story.

Within  the narration, use a written script on each slide in addition to the  dialogue between characters to guide the reader, of your story elements  in order to ensure that your reader is following your story and that you  are clearly describing how children acquire, practice and develop  language skills. This is an opportunity to be creative in your  application of what has been learned! No two storyboards will be alike  so have fun with it!

Here is a helpful resource link for using Storyboards: https://www.youtube.com/watch?v=sC0yg5k1RqY

Intervention Strategies Digital Brochure

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As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.

The brochure should include the following:

  • Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
  • Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
  • Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
  • Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
  • Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
  • Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources.

Intervention Strategies Digital Brochure – Rubric

Rationale for Collaboration 7.5 points

Criteria Description

Rationale for Collaboration

5. 5: Target 7.5 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

thorough.

4. 4: Acceptable 6.53 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

complete.

3. 3: Approaching 5.55 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

inexplicit.

2. 2: Insufficient 5.18 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

Disability Category 11.25 points

Criteria Description

Disability Category

5. 5: Target 11.25 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is

comprehensive.

4. 4: Acceptable 9.79 points

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Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is complete.

3. 3: Approaching 8.33 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is cursory.

2. 2: Insufficient 7.76 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is incomplete.

1. 1: No Submission 0 points

Specially Designed Instructional Strategies 11.25 points

Criteria Description

Specially Designed Instructional Strategies

5. 5: Target 11.25 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability demonstrate best practices.

4. 4: Acceptable 9.79 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability are appropriate for students.

3. 3: Approaching 8.33 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability do not demonstrate best practices.

2. 2: Insufficient 7.76 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability are inappropriate for students.

1. 1: No Submission 0 points

Not addressed.

Family Intervention Strategies 11.25 points

 

 

Criteria Description

Family Intervention Strategies

5. 5: Target 11.25 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are exemplary.

4. 4: Acceptable 9.79 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are logical.

3. 3: Approaching 8.33 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are overly simplistic.

2. 2: Insufficient 7.76 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are insufficient.

Communication/Collaboration Strategies 11.25 points

Criteria Description

Communication/Collaboration Strategies

5. 5: Target 11.25 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are in-depth.

4. 4: Acceptable 9.79 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are reasonable.

3. 3: Approaching 8.33 points

 

 

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are underdeveloped.

2. 2: Insufficient 7.76 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are implausible.

Organization Recommendations 7.5 points

Criteria Description

Organization Recommendations

5. 5: Target 7.5 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

excellent for supporting students.

4. 4: Acceptable 6.53 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

appropriate for supporting students.

3. 3: Approaching 5.55 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

somewhat inaccurate for supporting students.

2. 2: Insufficient 5.18 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

inappropriate for supporting students.

Aesthetic Quality 7.5 points

Criteria Description

Aesthetic Quality

 

 

5. 5: Target 7.5 points

Design is professional, visually appealing and clearly catered to the audience.

Skillful handling of text and visuals creates a distinctive and effective presentation.

4. 4: Acceptable 6.53 points

Design is clean and audience is apparent. Purposeful integration of appropriate

objects, charts, and/or graphs supports the message and enhance the presentation.

3. 3: Approaching 5.55 points

Design is fairly clean, with some exceptions. Audience may not be readily apparent.

Visuals do not fully support the message.

2. 2: Insufficient 5.18 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy.

Little to no creativity or inventiveness is present.

1 1: No Submission 0 points

Format and Documentation of Sources 3.75 points

Criteria Description

Format and Documentation of Sources (layout, citations, footnotes, references,

bibliography, etc., as appropriate to assignment and style)

5. 5: Target 3.75 points

Sources are completely and correctly documented, as appropriate to assignment

and style. Format is free of error.

4. 4: Acceptable 3.26 points

Sources are documented, as appropriate to assignment and style, and format is

mostly correct.

3. 3: Approaching 2.78 points

Sources are documented, as appropriate to assignment and style, although some

key formatting and citation errors are present.

2. 2: Insufficient 2.59 points

 

 

Documentation of sources is inconsistent and/or incorrect, as appropriate to

assignment and style, with numerous formatting errors.

Mechanics of Writing 3.75 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, and grammar)

5. 5: Target 3.75 points

Presentation and speaker’s notes are virtually free of mechanical errors. Sentence

structures are engaging.

4. 4: Acceptable 3.26 points

Presentation and speaker’s notes include some mechanical errors, but they do not

hinder comprehension. Effective sentence structures are used.

3. 3: Approaching 2.78 points

Presentation and speaker’s notes include frequent and repetitive mechanical errors

that distract the reader. Sentence structure is lacking.

2. 2: Insufficient 2.59 points

Presentation and speaker’s notes include surface errors that are pervasive enough

that they impede communication of meaning. Inappropriate sentence construction

is used.

1. 1: No Submission 0 points

Total 75 points