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SPD 560

Description

Read the case study to inform the assignment that follows.

Case Study: Gabriella

Grade: 4th

Age: 9

Gabriella is a fourth grade student with a language disorder and mild intellectual delays. She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam. When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful. She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Assignment:

Part 1: Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Part 2: Mini Unit

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:

  • Currently, students are reading about the Underground Railroad.
  • Current instruction must be aligned to Common Core Standards: CCSS.ELA-Literacy.RI.4.1-RI.4.6
  • Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
  • For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella's measurable IEP goal are met.

Part 3: Rationale

Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Standards and program competencies assessed in the benchmark assignment:

  • COE Program Competencies:
    • D 5, C 5.2: Teacher candidates use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. (CEC 5.2)
    • D 5, C 5.3: Teacher candidates evaluate and select appropriate augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. (CEC 5.3)
    • D5, C 5.4: Teacher candidates use strategies to enhance language development and communication skills of individuals with exceptionalities. (CEC 5.4)

Unformatted Attachment Preview

GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: 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: 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. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: • Who is the audience • What action verb will be measured during instruction/assessment • What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: • I will use a visual of the planet Earth and ask students to describe what Earth looks like. • I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: • I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. • I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: • I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. • I will model one example of solving a number sentence on the white board before having students search for the matching card. • I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain if you will differentiate assessments for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE 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 homework at the end of this template. Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: . • Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others. © 2018. Grand Canyon University. All Rights Reserved. Time Needed
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Explanation & Answer

Please find the answer in the attachment below. Will provide the otehr aprts in a few

Running head: LANGUAGE DISORDER AND MILD INTERLLECTUAL DELAYS

Gabriella Case Study

Name of student

Course

Date

1

LANGUAGE DISORDER AND MILD INTERLLECTUAL DELAYS

2

Part 1: Goal Writing
By the end of the set 3 mini-lesson plans, three weeks, Gabriella will be able to accomplish the following
IEP goals;





Explain and use 5-10 symbols to communicate correctly with students with the assistance of a
digitalized speech output device by the end of the second week and increase to 10-15 by the end
of the three weeks.
Learn to use facial expressions and body movements to express at least five different messages
each day with other students.
Read a story of 500-650 words from current reading of Underground Railroad with assistance of a
communication book and answer two simple questions relating to the story by the end of three
Write down one paragraph comprising of 3-4 sentences with 6-8 words each without visual and
image assistance but using a communication board or book and have a maximum of 3 errors.

Part 2: Mini Unit
Lesson One
Section 1: Lesson Preparation
Teacher Candidate
Name:

Gabriella

Grade Level:

4th Grade

Date:

1/16/2019

Unit/Subject:

Reading and Writing: Language and Speech

Instructional Plan Title:

Individualized Instructional Strategies

Lesson Summary and
Focus:



The lesson will focus on strategies and assistive technologies that can
help Gabriella improve her communication skills. The two main areas to
focus is being able to use facial experiences and body language to
communicate with other students and using assistive technology on
speech delivery.

LANGUAGE DISORDER AND MILD INTERLLECTUAL DELAYS

3

Classroom and Student
Factors/Grouping:



The most important factor to consider is that Gabriella has language
disorder and mild intellectual delays with an oral expression skill that is
low to average rate. Therefore, it requires that an instructor availability to
be crucial and also the environment to be filled with many assistive
resources and materials that can improve her oral expression skill. She
will also need to interact with students that can help her improve her oral
expression skills and avoid the ones that might or discriminate her due
to her learning difficulties.

National/State Learning
Standards:



D 5, C 5.3: Teacher candidates evaluate and select appropriate
augmentative and alternative communication systems and a variety of
assistive technologies to support the communication and learning of
individuals with exceptionalities. (CEC 5.3)



D5, C 5.4: Teacher candidates use strategies to enhance language
development and communication skills of individuals with
e...


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