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. 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) Teachers: Subject: ELA Common Core State Standards: • RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. Objective (Explicit): • SWBAT decode the vowel sound short /e/ in one-syllable words. • SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence. Evidence of Mastery (Measurable):  Include a copy of the lesson assessment.  Provide exemplar student responses with the level of detail you expect to see.  Assign value to each portion of the response See attached files Sub-objectives, SWBAT (Sequenced from basic to complex):  How will you review past learning and make connections to previous lessons?  What skills and content are needed to ultimately master this lesson objective?  How is this objective relevant to students, their lives, and/or the real world? - SWBAT sound out words phonically. - SWBAT differentiate between different phonemes. Key vocabulary: Short /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web. Materials: Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet Opening (state objectives, connect to previous learning, and make relevant to real life)  How will you activate student interest?  How will you connect to past learning?  How will you present the objective in an engaging and student-friendly way?  How will you communicate its importance and make the content relevant to your students? © 2015. Grand Canyon University. All Rights Reserved. Instructional Input 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. Teacher Will:  How will you model/explain/demonstrate all knowledge/skills required of the objective?  What types of visuals will you use?  How will you address misunderstandings or common student errors?  How will you check for understanding?  How will you explain and model behavioral expectations?  Is there enough detail in this section so that another person could teach it? Teacher will read short /e/ words aloud with student. The teacher will ask the student if they know of any other short /e/ words. The teacher will add the short /e/ words to the list. Student Will:  What will students be doing to actively capture and process the new material?  How will students be engaged? The student will listen and read with the teacher when asked. The student will ask and answer questions. Can you think of any other short /e/ words? Co-Teaching Strategy  Which co-teaching approach will you use to maximize student achievement? Guided Practice Differentiation Strategy  What accommodations/modifications will you include for specific students?  Do you anticipate any students who will need an additional challenge? Teacher Will:  How will you ensure that all students have multiple opportunities to practice new content and skills?  What types of questions can you ask students as you are observing them practice?  How/when will you check for understanding?  How will you provide guidance to all students as they practice?  How will you explain and model behavioral expectations?  Is there enough detail in this section so that another person could facilitate this practice? Student Will:  How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives?  How will students be engaged?  How will you elicit student-to-student interaction?  How are students practicing in ways that align to independent practice? 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. Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions. How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound? Co-Teaching Strategy  Which co-teaching approach will you use to maximize student achievement? © 2015. Grand Canyon University. All Rights Reserved. Independent Practice Differentiation Strategy  What accommodations/modifications will you include for specific students?  Do you anticipate any students who will need an additional challenge?  How can you utilize grouping strategies? Teacher Will:  How will you plan to coach and correct during this practice?  How will you provide opportunities for remediation and extension?  How will you clearly state and model academic and behavioral expectations?  Did you provide enough detail so that another person could facilitate the practice? Student Will:  How will students independently practice the knowledge and skills required by the objective?  How will students be engaged?  How are students practicing in ways that align to assessment?  How are students using self-assessment to guide their own learning?  How are you supporting students giving feedback to one another? 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. Student will read the book aloud. Student will highlight the short /e/ sounds. Student 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)? Co-Teaching Strategy  Which co-teaching approach will you use to maximize student achievement? Differentiation Strategy  What accommodations/modifications will you include for specific students?  Do you anticipate any students who will need an additional challenge? If the student finishes the mini book early, student will be given a fill-in-the-blank word search that uses short /e/ words. Closing/Student Reflection/Real-life connections:  How will students summarize and state the significance of what they learned?  Why will students be engaged? 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. © 2015. Grand Canyon University. All Rights Reserved. 
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