ESE 697 Week 6 Final Paper Lesson Plan Portfolio

Lesson Plan Portfolio

Name

ESE 697: Charac. of Students with Mild & Mod. Disabilities & Evidence-Based Strategies

The purpose of this portfolio is to help me know my students and their way of learning. I have to incorporate differentiated instruction to meet the needs of ALL students. I have to consider all my student’s individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development and adaptation of learning experiences for individuals with exceptionalities. I have to teach these student’s lifelong skills along with self determination to get them through everyday life. The competency I am trying to get out of this portfolio is to make sure I am meeting Core Standards within my classroom and I use evidence-based strategies to meet those standards.

Lesson Overview

Lesson Title	Frog and Together, by Arnold Lobel
Grade Level	Kindergarten
Subject	Reading – Fluency
Summary	Explore the adventure of the two characters, Frog and Toad
Classroom Scenario	Kindergarten classroom with 17 students, classroom is old and gray and overall lighting in the room is dark.
Students with Disabilities in the Classroom	2 Students are visually impaired and 1 is hearing impaired and he wears a hearing aid.
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
Lesson Objective	To provide students with opportunities to practice reading aloud for reading fluency.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	I will have the students use read aloud to me to show the knowledge of the lesson and draw pictures to show me their knowledge of the content.
Materials	Frog and Toad Together Book, by Arnold LobelMarkers, Drawing Papers
Accommodations/Modifications to be provided	I will have the book in Braille and a Smart Board with large printed material for the visually impaired students. I will use a microphone to speak into as I read the story and will make eye contact with student that is hearing impaired.
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Have students identify the differences between the two characters by using Venn Diagrams and drawing pictures.
I DO: Teacher Input and Modeling	Provide each student with a copy of the materialModel fluent reading of the passage by reading aloud.Students read along with the teacher the second time the passage is read.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	Split the class into small groups and have them invent new adventures for frog and toad. Students will consider what they already know about the two characters.While the students work, I will observe and listen to their explanation of their choices and their drawing upon their familiarity of the two characters.Students draw pictures of the new adventures of Frog and ToadLabeling the characters’ names.http://stuffspec.com/Read/izlMk6YHrCtHjqBHjWtHkWoSjD1XrCBdkzsHhy+TZqBVjXlLrBtsox+rfLsSkylW.pdf
WE DO: Guided Practice	Go around the classroom and ask critical thinking questions to see if they have grasped the information and concepts in the stories
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use three different assessments:Constructed-Response (Short Response) oral work and children’s work (drawing f new adventures and written words)Performance Assessment (Games and other activities)Venn Diagrams—Chain of Events
YOU DO: Independent Practice	Work with my three students that have disabilities and make sure they are grasping the content and have the accommodations they need.
Lesson Closure	I will offer specific details regarding the student’s work. Point to the students ability to:Differentiate between the two charactersApply their understanding as they imagine new adventuresDescribe the stories they drewhttp://stuffspec.com/Read/izlMk6YHrCtHjqBHjWtHkWoSjD1XrCBdkzsHhy+TZqBVjXlLrBtsox+rfLsSkylW.pdf
ReflectionAssessment for Learning: How will you use assessment results to assess student performance on the lesson objective?What steps will be taken if objectives not met by all students?	I will use these assessments to provide me with the information I need to adjust teaching and the learning of my students.The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning.Modify delivery method. Present information in a variety of methods so that auditory, kinesthetic and visual learners all can benefit. To reach visual learners, give handouts, write important concepts on the board, show slides or short videos. For auditory learners, give short lectures, play sound recordings or visual presentations with soundtracks. For kinesthetic learners, give handouts, manipulatives such as puzzles, worksheets, or other tangible items or hands-on tasks. Remember that while all people learn in a combination of these three styles, most people have a strong preference toward one. Remind students that their learning style affects the way they process information. This kind of meta-cognition (thinking about thinking) can help them to learn to modify their own approaches to academic tasks.

Lesson Overview
Lesson Title	Pen and Eraser
Grade Level	Kindergarten
Subject	Phonics
Summary	Getting students to discover and practice the connections between letters and the sounds they represents
Classroom Scenario	Classroom has 17 students with several windows that make the classroom very bright.
Students with Disabilities in the Classroom	2 Students who have ADHD1 Student who is Visually Impaired
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page
Lesson Objective	To match sounds to letters and letters to sounds—Phonics with 90% accuracy.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	I will use anecdotal notes to assess the level of achievements with the students.
Materials	Pens and erasers
Accommodations/Modifications to be provided	Preferential SeatingSMARTboard
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Have students identify the connections between letters and sounds and understand the organization of basic features of print. I will start with using chanting (singing out the sounds) to start them to with the process of the game.
I DO: Teacher Input and Modeling	Explain the process of the game, which is to chant out the letters and sounds by saying the letter than the sound of the letter and having the students repeat after me.Working on the Letters “B” and “D”Model Sounding out the Letter and a word that is associated with that letter.Have student repeat the explanations of game.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	You have two sounds you would like to practice, e.g., ‘b’ and ‘d’ sounds, and designate one sound for the pen and one sound for the eraser. When you say a word beginning with one of those sounds, the students should pick up the appropriate object (for upper levels, the sound can be in any part of the word not just the beginning). If you say a word not incorporating one of the sounds, the students should make a big X with their arms. I will use anecdotal notes to assess for understanding.
WE DO: Guided Practice	Say the sound several times so they have time to put the sounding word with the letter. “BBB” boy.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use Constructed-Response (Oral work)I will use Performance Assessment (GAME)Anecdotal Notes based on responses.
YOU DO: Independent Practice	I will take my three students with disabilities and work with them before the start of the game to make sure they will understand the game.Will have a SMARTboard for the student with the Visual Impairment to be able to see the process. I will have them repeat after me on the sound of the letter and a word that starts with the letter.
Lesson Closure	Ask each student at the end of the game to give me a word that has the sound of the letter I give them.
ReflectionAssessment for Learning: How will you use assessment results to assess student performance on the lesson objective?What steps will be taken if objectives not met by all students?	I will use these assessments to provide me with the information I need to adjust teaching and the learning of my students. The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning.I can make this game a team contest where all students can work together to help others better understand the content being taught.I can use simple ideas that everybody is able to accomplish can work wonders with student confidence which, in turn, can increase motivation.

Lesson Overview
Lesson Title	The Name Game
Grade Level	Kindergarten
Subject	Reading
Summary	This recurring activity uses students’ names to understand the concepts of letters and words. Each day, students gather as the helper of the day is selected. The teacher reveals the first letter of the name, having students whose name start with that letter stand. More letters are revealed and students sit down as their name is ruled out. Once the helper is selected, students read the helper’s name, count the letters in the name, clap the syllables, spell the name aloud, add the name to the word wall, and make observations about it. Using magnetic letters, students can create words that rhyme with the helper’s name.
Classroom Scenario	17 Students in a State- of- the- Art classroom; Computers, SMARTboards and lighting that is used for student who is visually impaired. Microphone with headset for students with a hearing impairment
Students with Disabilities in the Classroom	Aaron is Visually Impaired with limited use of handsKatie is Hearing ImpairedXavier has ADHD
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.
Lesson Objective	Students will learn to write their own nameIdentify the letters in their namesCount the letters in their namesRhyme words with their namesLearn to read their names and their classmates namesLearn to write their classmates namesClassify names in various ways
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	This is a time to do kid watching and see how students are developing their concepts of print. Observe when the child is the helper to see how he/she writes his/her name, counts the letters, spells his/her name, and so forth.I watch for use of the same concepts of print as the child completes other activities such as writes in journals, makes cards, or writes in salt.
Materials	SMARTboard with Writing Materials, along with blackboard.Journals and other writing materialsMagnetic letters and board Large name cards to pull from envelope sealed and slit open on the left side so that one letter at a time can be revealed on the card. Materials to make class booksName cards and pocket chart Word Wall
Accommodations/Modifications to be provided	Preferential SeatingSMARTboardMicrophone with headphones for KatieClassroom Speaker for hearing Impaired
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Have students identify the connections between letters and sounds and understand the organization of basic features of print. I will show the process of the lesson plan to the students and have them repeat back to me the process.
I DO: Teacher Input and Modeling	Explain the process of the lesson. Choose a helper.I will have that student pull out of the left side of the envelope. I explain to the students that the letter “B” was pulled and will everyone whose name begins with the letter stand up. As I reveal another letter and another letter, children recognize that although the first letter was theirs, the later letters were not, and they sit down until only one child is standing.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I have one child a day work as the helper. That child’s name is drawn from our envelope each day in random order. The left side of the envelope is open so I can pull out a card one letter at a time. Everyone who begins with the first letter drawn stands up.As I reveal another letter and another letter, children recognize that although the first letter was theirs, the later letters were not, and they sit down until only one child is standing. That person is the helper. Helper writes name on the helper chart.The helper writes his/her first name on the helper chart. My helper chart is on a chalkboard. I hold the child’s hand when needed to help form the letters. This process tells me if the child can write his/her names without help, form the letters properly, use correct capitalization; go left to right, etc. Helper counts the letters in his/her name.After the name is complete, the child touches and counts the letters in his/her name. This tells me if they understand one-to-one correspondence with letters. Then we count as a class while the helper again touches each letter. Spell the name.During the first rotation of helpers, we spell the name together as the helper again touches each letter. Later on, the helper spells his/her name first and the class spells it afterwards. Students start to learn letters in context.First letter of name—Word Wall.The helper identifies his/her letter—the first letter of the child’s name. The helper then finds his/her name card from the pocket chart and brings it over to the word wall. We match the first letter of the name with the alphabet on the word wall, and pin the name card up under that letter. Clapping syllables.We clap the helper’s name, and note how many claps (syllables) it has. We compare that number of claps with other children’s names to see who has more, less, or is equal.What do you notice?The helper returns to her/his name on the helper chart and tells us what he/she notices: “My first letter is an A. I have three of them in Alaina!” Then the helper calls on some friends to tell us what they notice. Later on, we limit this to three friends, but during the first few weeks, everyone has a chance to share what they notice. As more and more children have their turns being the helper, we compare names for number of letters, first letters that are the same or different, letters in common, number of syllables, etc. Children become very wise in finding new things to notice: double letters, hidden words (me is hiding in Mrs. Holmes, and so is hole), letters in the helper’s name that are in family members’ names, etc.Have the helper write his/her name with magnetic letters. Change the first letter to make a rhyming nonsense word: Cassie becomes Bassie, Tassie, Wassie, Massie, Cassie! Amy becomes Tamy, Jamy, Zamy, Wamy, Amy! (Always put the name back together at the end.) Read A Was Once An Apple Pie by Edward Lear to see that this kind of rhyming is even used in books. We Made a book of the children’s names modeled after Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. and Eric Carle. We make a book called Mrs. Holmes, Mrs. Holmes, Who Do You See?I take pictures of each student. We use those pictures as our illustrations so that each student has a page in the book. On each page the pattern continues with “_______, _______, Who do you see?” “I see ______ smiling at me!” It ends with “I see lots of kindergarten kids smiling at me!”
WE DO: Guided Practice	Help the child to form the letters by holding their hand and helping them trace the letters.Repeat the letters so the child can recognize the lettersSpell the child’s name and have them repeat it back
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	Classroom BooksAnecdotal NotesConstructive Response—Oral WorkPerformance Assessment
YOU DO: Independent Practice	I will take my three students with the disabilities and work independently with them when we break down in groups and use the microphone and SMARTboard to make sure the students understand the lesson. I will have them repeat what I said to make sure they are successful in the lesson.
Lesson Closure	At the end of the lesson I reflect on the children making the book with their names and have each one read their interpretation to the story.
ReflectionAssessment for Learning: How will you use assessment results to assess student performance on the lesson objective?What steps will be taken if objectives not met by all students?	I will use these assessments to provide me with the information I need to adjust teaching and the learning of my students.The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning.If the objectives are not met I will try simple tasks such as, use shaving cream to help them write their names, pour salt in a baking sheet so the students can practice writing their names, make sugar cookies and have them use M&MS to form first letter of their names. I have to use simple ideas to boost my students’ confidence which, in turn, can keep the students excited and interested in learning.

Lesson Overview
Lesson Title	Play dough Numbers & Value of Numbers
Grade Level	Kindergarten
Subject	Math
Summary	For students to communicate their reasoning and mathematical thinking
Classroom Scenario	Kindergarten classroom with 17 students. Classroom is set up in Centers for Creative Learning.
Students with Disabilities in the Classroom	2 Students who are Intellectually Disabled1 Student who is OCD
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Lesson Objective	Students will understand the value of numbers by organizing groups of things arranged in a line with 100% accuracy.Students will represent a number of objects with a written number 1-30 with 90% accuracy.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	Anecdotal NotesConstructive Response—Oral WorkPerformance Assessment
Materials	Numbers cards from 1 – 10 along with ten-frames at the bottom of pageHave students make play dough before assignmentPopsicle SticksRubber bands3 boxes to hold ones, fives, and tens.
Accommodations/Modifications to be provided	Preferential SeatingWritten Instructions
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Have students identify the numbers on number cardsHave students count popsicle sticks in bundles of 5, 10.
I DO: Teacher Input and Modeling	Model the activity to the students by taking the number cards and using the play dough to outline the number and roll the play dough in a ball and fill the frame with the number of the card.Count the number of popsicle sticksModel putting rubber band around a group of 10 sticksModel putting 1’s in the ones box, 10s in tens, and so on.Show students a sign that says “Thank you for the _____Popsicle sticks” (e.g., 20)Model putting that number if popsicle sticks in the boxes;Then ask students to put the number of popsicle sticks in the boxes.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use Performance Assessments by watching the students while they are workingI will give them feedback as I move from table to table
WE DO: Guided Practice	Provide opportunities for my students to make choices, teaching them that they can exert control and that most choices have limited options from which to select. Promote early problem-solving skills by encouraging my students to think aloud as they address simple problems. I will help my students model their own problem-solving processes. Provide feedback regarding the outcomes of their choices to begin to teach students to link choices and consequences. Teach my students to evaluate their work in comparison to a standard (“Does your work look like this?”) to lay the foundation for later self-management skills.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use Anecdotal Notes to check for understanding. I will use their Performance to check for understanding.
YOU DO: Independent Practice	1. Choose a number card. 2. Roll your play dough into a long snake and use it to make the number on your card. 3. Make small play dough balls to match the number on your card and put them in the ten-frame. 4. Repeat with another number card.
Lesson Closure	Ask each student to demonstrate their choice of activity and show me how they understood the lesson.
ReflectionAssessment for Learning: How will you use assessment results to assess student performance on the lesson objective?What steps will be taken if objectives not met by all students?	I will use these assessments to provide me with the information I need to adjust teaching and the learning of my students. The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning.I can make this game a team contest where all students can work together to help others better understand the content being taught.I can change the numbers on the sign repeatedly, and allow students to practice grouping popsicles sticks according to the sign.


Lesson Title	Add Prefixes and Suffixes
Grade Level	3rd
Subject	Vocabulary
Summary	To give students practice in creating words with prefixes and suffixes.
Classroom Scenario	Classroom has 17 students with several windows that make the classroom very bright.
Students with Disabilities in the Classroom	1 Student who has Autism2 Students who are Visually Impaired1 Student who has OCD
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Lesson Objective	Students will:Learn how to look for patterns in words with 90% accuracyLearn how combine prefixes (pre) with root words that can be combined with the prefixes with 90% accuracyLearn how to combine suffixes with root words that can be combined with the suffixes with 90% accuracy.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	I will use anecdotal notes to assess the level of achievements with the students
Materials	Index cards with prefixes and suffixes along with index cards with root words that can be combined with the prefixes and suffixes.Plastic BasketsFelt Board
Accommodations/Modifications to be provided	Video Taping for student with AutismVisual timetables and visual cues to indicate changesExtra time to complete assignmentsPreferential SeatingOverhead Projector with large printSMARTboard
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Have students sit in a circle on the carpet.Place one basket with the prefixes and suffixes in the circle along with the other basket with the root words.
I DO: Teacher Input and Modeling	Model playing how to “add-a-part” game by drawing a card from each basket. Tell the students how to use the prefixes and suffixes with the root word with the cards.Create words with the affixes along with the root words.Say the new word and its meaning, tell the students if it’s a real word or not.I will use the Felt Board to attach the words to so the students can see how they look together as words.After my input I will have the students take turns playing the game.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use Performance Assessments by watching the students while they are workingI will give them feedback as I watch each student put words together.
WE DO: Guided Practice	Provide opportunities for my students to make choices, teaching them that they can exert control and that most choices have limited options from which to select. Promote early problem-solving skills by encouraging my students to think aloud as they address simple problems. I will help my students model their own problem-solving processes. Provide feedback regarding the outcomes of their choices to begin to teach students to link choices and consequences.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	I will use Constructed-Response (Oral work)I will use Performance Assessment (GAME)Anecdotal Notes based on responses.
YOU DO: Independent Practice	I will take my four students with disabilities and work with them before the start of the game to make sure they will understand the game.I will have a SMARTboard for the student with the Visual Impairment to be able to see the process. I will have them repeat after me to see if they understand the lesson.I will use the Overhead Projector to use with all four students, but mostly for my visually disabled student.
Lesson Closure	At the end of the lesson I will ask each student to come forward and demonstrate by using the cards to form words on the felt board and say the word and its meaning and whether if it a real word or not.
ReflectionAssessment for Learning: How will you use assessment results to assess student performance on the lesson objective?What steps will be taken if objectives not met by all students?	I will use these assessments to provide me with the information I need to adjust teaching and the learning of my students. The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning.I can make word cards out of 9″ x 12″ tag board, one word per card. Punch holes into the tag board and insert yarn so that students can wear the cards around their head with the words hanging down in front. Invite students to act as the “director” and position students to make words with the prefixes, suffixes and root words.

Professional teaching portfolios offer opportunities for reflection. Reflection is the ability

and disposition to think deeply and make decisions about what professional strategy is appropriate at any given time. We educators often get so swept up in the hectic world of teaching that we forget to stop and think about how our lessons turned out, or how we feel about the day’s events. Maintaining a portfolio gives you the opportunity to develop the healthy habit of reflecting on the success (or failure) of a lesson. Saving student work that shows how you wanted the lesson to turn out validates you and reminds you why it worked. On the other hand, saving student work that shows how the lesson failed miserably provides valuable input as well. You can learn from your mistakes and chuckle ruefully as you come across the unfortunate samples years later. Either way, you are taking the time to consider the effects of your efforts—isn’t that what we always wish for our students to do (suu.edu)?

My portfolio demonstrates my strength and competency by showing that my assessments provide me with the information I need to adjust teaching and the learning of my students. The more I know about how my students learn and how they engage in their own learning process, the better I can adjust my instruction to ensure that all my students continue to achieve and move forward in their learning. Provide opportunities for my students to make choices, teaching them that they can exert control and that most choices have limited options from which to select. It will help me promote early problem-solving skills by encouraging my students to think aloud as they address simple problems. I will help my students model their own problem-solving processes. It can help me provide feedback regarding the outcomes of their choices to begin to teach students to link choices and consequences. My portfolio demonstrates the knowledge I have in making accommodations to the classroom for my students with disabilities, such as, using SMARTboards, large print books, preferential seating, and using the students IEP to accommodate their needs within the classroom. I will have the book in Braille and a SMART board with large printed material for the visually impaired students. I will use a microphone to speak into as I read the story and will make eye contact with students that are hearing impaired.

References

Common Core State Standards Initiative

Retrieved on June 23, 2013 from

http://www.corestandards.org/ELA-Literacy/RF/K

Common Core State Initiative

Retrieved on July 7, 2013 from

http://www.corestandards.org/Math/Content/4/NBT

How to Meet the Needs of Every Student With Differentiated Instruction | eHow How to Meet the Needs of Every Student With Differentiated Instruction | eHow

http://www.ehow.com/how_7778990_meet-needs-student-differentiated-http://www.ehow.com/how_7778990_meet-needs-student-differentiated-

instruction.html#ixzz2WU9ZuaAc

K-5 Math Teaching Resources, (2010- 2013) Retrieved on July 7, 2013 from

http://www.k-5mathteachingresources.com/kindergarten-math-activities.html