Running Head; Benchmark - Language Disabilities and Assistive Technology Unit Plan 1

Benchmark - Language Disabilities and Assistive Technology Unit Plan Grand Canyon University: SPD 560   PART 1 Gabriella’s individualized education program team consist of; A speech pathologist A special education teacher An instructional assistant A general education teacher Gabriella’s PLAAFP Gabriella is in fourth grade. She attends the general education fourth grade class for language arts instruction daily for nighty minutes. She has been attending the class since the second grade. She, however, needs to be accompanied to class with an instructional assistant. In general education settings, she requires frequent breaks and one-on-one support. Apart from the language arts instructions class, she attends art, PE and music classes and lunch and recess with the fourth graders. She receives the services of a speech pathologist for her speech and language needs for at least forty minutes three days a week, with a special education teacher catering for her language need the rest of the time. Her oral expression skills range from low to average. Her speech and comprehension abilities are limited to literal thus she has difficulties with sarcasm, synonyms and the use of figurative speech. Her reading ability is at a low first-grade level, reading simple materials at a Lexile level of 300-450. Gabriella writing ability is limited to simple sentences having a subject and a predicate, she, however, depends on picture clues and rewriting strategies for the planning of her sentences. Gabriella’s measurable IEP goals 1 .Gabriella will be able to achieve a reading Lexile level of 500 to 600 at least eight times in ten trials tested by weekly quizzes of reading, The Frog and the Toad by Arnold Lobel by September 1st, 2018. She will increase her reading exile level of the same book to 600-800 in at least eight times in ten trials tested by weekly quizzes by December 1st, 2018. This will be achieved through the incorporation of talking word processor installed with her reading materials and programmed to relate the reading materials with the appropriate pictures and convert them into audio. The progress will be monitored using the special student’s data worksheet. Baseline. First-grade reading level with a Lexile reading level of 300 to 450. 2.Given five short texts with words with multiple meaning, figurative speech, and sarcasm, Gabriella will be correctly decoded and comprehend the texts with an eighty percent accuracy by December 1st, 2018, measured by weekly specialized formulated quizzes and the progress recorded weekly in the special education teacher worksheet. During this period, a tape recorder fitted with a variable speech control will be incorporated into her learning process. This is to enable her to record the class discussions and interactions and listen to them later in the most suitable speed for better comprehension. Baseline. She has a ten percent accuracy on correct decoding and comprehension of texts with multiple meaning words, figurative speech, and sarcasm. 3.Gabriella will be able to utilize display cards with basic instructions such as thumbs up for “I agree” to actively participate in four of her five weekly general education class and peer discussions by December 21st, 2018. The measurement of the extent of her participation will be done using a worksheet with a scale ranging from very active to dormant, recorded by her instructional assistant after every class and reviewed weekly by the special education teacher. Baseline. Gabriella class participation and peer interactions range from average to dormant. PART 2 First lesson plan. Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Class reading of an article of underground railroads. The focus is to equip the students with research skills and the ability to identify and comprehend key information from a written text. Classroom and student factors: The class consists of students with varied intellectual capabilities. A point of special focus is a student named Gabriella who is under IEP. To facilitate learning of all students, I will incorporate a specialized plan of teaching and assessing Gabriella based on her capabilities National / State Learning Standards: CCSS.ELA-Literacy.RI.4.1-RI.4.6 Specific learning target(s) / objectives: This lesson is aimed at equipping the students with skills to read and understand a text, and identify key pints from the text, The students should also be able to produce a written summary of a text. Teaching notes: This lesson falls in language skills and use. Agenda: Circulate a short article on underground railroads to be read by the students. Let the students read the article and highlight the key points Let the students write a one paragraph summary of the article. Asses the students’ written summary. Formative assessment: To assess the students’ mastery comprehension and research skills, I will administer a written assignment at the end of the lesson. Academic Language: Key vocabulary: Article Comprehension Research Essay Function: These terminologies are aimed at introducing the students to research methods and writing skills. These skills are aimed at improving their reading, comprehension and writing which are crucial for the next lessons. Form: I will introduce the different skills on a logical manner ie reading, comprehension and reproduction of information. In each of the steps, I will incorporate class discussion whereby the students can hold peer discussions on the key elements of that stage. Instructional Materials, Equipment and Technology: Writing materials, copies of articles on underground railroads, display cards with basic instructions such as thumb up to mean “I agree”, a taking word processor and a data worksheet. Grouping: The students will be grouped in pairs for discussions during the lesson. II. INSTRUCTION A. Opening Prior knowledge connection: This lesson is a buildup on writing and reading classes covered the students’ education journey. Anticipatory set: The development reading, comprehension and reading skill are paramount to the learning processes, in its entirety, of the students. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation . 1 I will highlight key reading practices such as the need to do a first over view reading of an article, then the second reading while highlighting the key points followed by a final overview reading for comprehension of the ideas covered. 2 I will circulate the students with an article on underground railroads to read, using the skill above, and write a one paragraph summary on it after brief peer discussion. 3 Collect the students; written summary and grade them 1 Students will write short notes on the three stages of reading. 2 The students will read the article on underground railroads and a one paragraph of the article. 3 The students will submit the written assignment for grading. 1 She will listen to an earlier prepared audio tape on the stages of reading using her tape recorder, the speed of the recording having been adjusted appropriately. 2. She will listen to the audio of the article using her talking word processor, which also incorporates visual representations of the text to enhance comprehension and connectivity of the ideas. With the help of her instruction assistant, she will participate in the peer discussion using the display cards, i.e. pointing to the thumbs up card when she agrees with an idea, 3 The instruction teacher will administer a reading test using a Lexile scale. The instructional assistant will evaluate and record her class participation.