SPD 330 GCU Language Disabilities and Assistive Technology Unit Plan Discussion

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Humanities

Spd 330

Grand Canyon University

SPD

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Benchmark – Language Disabilities and Assistive Technology Unit Plan

April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.

Communication goals in IEP:

  • April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
  • April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
  • April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.

Part 1: 3 Day Unit Plan

Use the “3 Day Unit Plan Template” to complete this assignment.

Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:

  • Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
  • Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.

Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.

Specifically, incorporate the following into the unit plan to meet April’s needs:

  • The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
  • Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.

Part 2: Rationale

Provide a 250-500 word rationale that explains:

  • Why the instructional choices specifically meet April’s needs.
  • How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.

Support your work with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 1.7:
Use understanding of development and individual differences to respond to the needs of individuals with disabilities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, 20ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU Mission Critical 1, 2, 3, 5]

COE 2.9:
Use strategies to enhance language development and communication skills of individuals with disabilities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]

COE 3.9:
Plan instruction using augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with disabilities. [CEC 5.3, ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20, IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); GCU Mission Critical 1, 4]

COE 3.12:
Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with disabilities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); GCU Mission Critical 1, 2, 4]

COE 4.6:
Use technologies to support instructional assessment, planning, and delivery for individuals with disabilities. [CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-E 3b, 5b, 5c, 6b; GCU Mission Critical 1, 4]


resources to use: https://www.cricksoft.com/us/symbol-sets/mayer-joh... https://www.talktometechnologies.com/pages/proloqu...





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Course Code SPD-330 Class Code SPD-330-O500 Criteria CRITERIA Percentage 100.0% Classroom and Student Factors/Grouping 5.0% Standards and Learning Targets/Objectives 5.0% Vocabulary and Academic Language 5.0% Resources, Materials, Equipment, and Technology 5.0% Depth of Knowledge Lesson Questions 10.0% Anticipatory Set 5.0% Multiple Means of Representation and Differentiation [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); COE 2.9] 10.0% Multiple Means of Engagement and Differentiation [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); MC1, MC2, MC4; COE 3.12] 10.0% Multiple Means of Expression and Differentiation [CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-E 3b, 5b, 5c, 6b; MC1, MC4; COE 4.6] 10.0% Extension Activity and/or Homework 5.0% Rationale: Part 1 [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); MC1, MC2, MC3, MC5; COE 1.7] 10.0% Rationale: Part 2 [CEC 5.3, ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20, IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); MC1, MC4; COE 3.9] 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Benchmark – Language Disabilities and Assistive Technology Unit Plan 1: No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 300.0 2: Insufficient (65.00%) Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described. The objective is not skill-based or measurable. It is not appropriate for students, and ineffectively aligned with the state standard. Vocabulary and academic language is missing several key terms, or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. Resources, materials, equipment, and technology are inappropriate for the lesson. Irrelevant or unrelated questions are given and will not meet the diverse students outlined in the Class Profile. Anticipatory set is insufficient to engage students and activate prior knowledge. Presents content using inappropriate methods or tools that inadequately meet the needs of students in developing language and communication skills. The skills taught may not align to the identified ELA standard. Differentiation strategies insufficiently address the students’ needs, and may not include the use of the AAC system identified in the goal. Engagement plan does not adequately allow students to explore, practice, and apply the content and academic language, nor does it sufficiently develop critical thinking and problem-solving skills. Differentiation strategies insufficiently address the needs, and may not include the use of the AAC system identified in the goal. Formative and summative assessments are inadequately designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies insufficiently address the students’ needs, and may not include the use of the AAC system identified in the IEP goals. Extension activities and/or homework are unrealistic, developmentally inappropriate for the students, or unrelated to the unit’s learning objective. Rationale insufficiently articulates why the unit instructional choices made are ideal for meeting April’s needs. Rationale insufficiently articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. 3: Approaching (75.00%) Classroom and student factors and their effect on planning, teaching, and assessing students minimally relate to the development of the lesson and are cursorily described. The objective is somewhat skill-based and measurable. It is sufficient for the students who will be taught the lesson, and generally aligned with the state standard. Vocabulary and academic language is sufficient, although missing some key terms, or includes a term that is irrelevant. Includes adequate strategies for teaching the new terms. Resources, materials, equipment, and technology are adequate for the lesson. Vague or unfocused questions are given and do not assess all levels of student understanding to meet the diverse students outlined in the Class Profile. Anticipatory set marginally engages students and activates prior knowledge. Presents content using sufficient methods or tools that generally meet the needs of students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies broadly address the students’ needs and include the use of the AAC system identified in the goal. Engagement plan generally allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies simplistically address the needs of April and include the use of the AAC system identified in the goal. Formative and summative assessments are adequately designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies simplistically address the needs of April and include the use of the AAC system identified in the IEP goals. Extension activities and/or homework are either simplistic or overly complicated. They minimally meet the developmentally needs of the students. They broadly align to the unit’s learning objective. Rationale adequately articulates why the unit instructional choices made are ideal for meeting April’s needs. Rationale adequately articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, although several formatting errors are present. 4: Acceptable (85.00%) Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described. The objective is skill-based, measurable, developmentallyappropriate, and effectively aligned with the state standard. Appropriate vocabulary and academic terms are listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson. Clear and relevant questions are created to assess all levels of student understanding to meet the diverse students outlined in the Class Profile. Anticipatory set is clearly designed to engage students and activate prior knowledge. Presents content using sound, developmentally-appropriate methods or tools that meet the needs of students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies clearly address the students’ needs and incorporate the use of the AAC system identified in the goal. Engagement plan soundly allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies reasonably address the students’ needs, incorporating the use of the AAC system identified in the goal. Formative and summative assessments are technically sound and clearly designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies reasonably address the needs of April, incorporating the use of the AAC system identified in the IEP goals. Extension activities and/or homework are clear, developmentally appropriate, and appropriately aligned to the unit’s learning objective. Rationale clearly articulates why the unit instructional choices made are ideal for meeting April’s needs. Rationale clearly articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and contentrelated language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. 5: Target (100.00%) Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described. The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard. An ideal list of vocabulary and academic terms are included along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson. Creative and thoughtful questions are created to assess all levels of student understanding to meet the diverse students outlined in the Class Profile. Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge. Comments Creatively presents content using a variety of developmentally-appropriate methods or tools that meet the needs of diverse students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies meaningfully address the students’ needs, incorporating the use of the AAC system identified in Engagement plan innovatively allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies meaningfully address the students’ needs, incorporating the use of the AAC system identified in the goal Formative and summative assessments are technically sound and superbly designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies meaningfully address the needs of April, incorporating the use of the AAC system identified in the IEP goals. Extension activities and/or homework are creative, developmentally appropriate, and fully aligned to the unit’s learning objective. Rationale comprehensively articulates why the unit instructional choices made are ideal for meeting April’s needs. Rationale comprehensively articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and contentspecific vocabulary included in the unit. © 2020. Grand Canyon University. All Rights Reserved. Day 3 Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall • Level 2: Skill/Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. © 2019. Grand Canyon University. All Rights Reserved Day 3 Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish © 2019. Grand Canyon University. All Rights Reserved early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional resources/support) Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of © 2019. Grand Canyon University. All Rights Reserved homework at the end of this template. © 2019. Grand Canyon University. All Rights Reserved
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GCU College of Education

LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: 4
Unit/Subject: English Language Arts
Title of Unit and Brief Summary:
Day 1: Reading comprehension. This lesson focuses on developing the reading skills of the students.
Day 2: Deriving meaning from context. This lesson is about developing the skills of the students to derive the meaning of terms from
context.
Day 3: Answering questions using text. In this lesson, the students will develop their skills in answering questions from the text they
are reading.
Classroom and Student Factors/Grouping: This classroom consists of five students and all of them have learning issues that have to
be considered. There are English Language Learners, gifted students, students with disabilities, and those who finish work early. I will
accommodate the needs of these students by incorporating teaching methods that focus on the needs of each student.
© 2020. Grand Canyon University. All Rights Reserved.

Day 1

Day 2

Day 3

National/State

Refer to details and examples in a

Determine the meaning of general

Refer to the text when asking or

Learning Standards

text when explaining what the text

academic and domain-specific

answering a question

says explicitly when drawing

words or phrases in a text relevant

inferences from the text.

to a grade 4 topic or subject area
(Arizona Department of
Education, 2016).

Specific Learning

By the end of the lesson, students

By the end of the lesson, the

By the end of the lesson, the student

Target(s)/Objectives

should understand the message in a

students should be able to define

should be able to answer questions

text

words learned in the text

using the text.

Arrest

Tidy

Outstanding

Furious

Orchard

Prefer

Unit Resources,

Textbook

Textbook

Textbook

Materials,

Graphic organizer

Software

Software

Videos

Graphic organizer

Graphic organizer

Academic Language

© 2019. Grand Canyon University. All Rights Reserved

Equipment, and

Questions/Tests

Technology

Depth of Knowledge

Level 1: Who are the characters in

Level 1: why did Ivy tidy her

Level 1: What did Paul choose?

Lesson Questions

the story?

room?

Level 2: How would you describe



Level 2: Why did the police arrest

Level 2: what do you think is the

Paul’s behavior?

peter?

meaning of orchard in the story?

Level 3: What would have happened

Level 3: Explain whether the

Level 3: What wou...


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