_Practicum II Lesson #1.docx

W I L M I N G T O N U N I V E R S I T Y C O L L E G E O F E D U C A T I O N Special Education Teaching and Learning Roadmap Lesson Title: Quotations and Dialogue Subject/Topic Area: Writing/ ELA Grade or Developmental Level: 4th Grade The context for Learning:

- What do students already know that is relevant to this activity, or what skills do they already have, and how do you know it? Are the students interested and ready to engage? What factors might enhance or impede learning, and how will you address them? - What is important about the target student(s) with an IEP? - What is the student’s identified disability? Does the student have any specific academic accommodations or modifications? What behavior supports are necessary for the student to be successful? What do you know about the student’s academic background, prior knowledge, and performance levels related to the content? The students have been working on a mystery reading. Classroom Demographics: There are 25 students in the class, 14 girls and 11 boys. The students spend the day split between 2 different teachers one teacher teaches ELA and social students and the other teacher teaches Math and Science. Every Friday the students will engage in MTSS where they will go to designated groups to work on needed skill areas for a half hour a day. They will also meet with the teacher to see if they are meeting their goals of where they want to be inside the classroom. They also go to special for 50 minutes a day and have lunch and recess. Every week we have a meeting with our students using the reading system ARC and this is where we can see what kinda of reading level the students are on and make sure that we are pushing them to be the best that they can be. During the teacher's time meeting with the student, the others have having stamina to read to themselves to grow their knowledge even more. The students in the classroom are all on different reading levels for example we have some that are reading at a second grade and then others are reading at a much higher level like sixth grade. This indicates there is a range of reading levels from second-grade level to advanced sixth level, suggesting a need for differentiation in lesson planning. The teacher also utilizes this information to sort the students into support groups for school-wide MTSS. There are 8 students in the class with IEPs.

Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do after the activity. Objectives should be measurable, observable, and aligned with your assessments. ● Demonstrate understanding of when and how to use quotation marks in writing to indicate dialogue. ● Collaborate with peers to identify instances where dialogue is implied within a sentence. ● Apply knowledge of quotation mark placement through guided practice exercises. ● Assess improvement in quotation mark usage through comparison of pre-assessment and post-assessment results. ● Reinforce understanding of the purpose and indicators for using quotation marks in writing during review and closing discussion. Measuring Success:

Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-Assessment, Formative Assessment, Summative Assessment) - How will your formative assessments allow the target student(s) to demonstrate mastery of the learning goals? - How will you provide feedback to the target student(s)? - How do your assessments align with the target student(s) communication, social, and academic needs? - Do you need to make any assessment accommodations for your target student(s)? - What criteria will be used to determine if the target student(s) have met the learning goals? Pre-assessment: The student will be given a multiple-choice test to see how much knowledge the have about using quotation marks in a sentence. Focus Student 1: FS1 will have the test provided in a small group setting due to getting overwhelmed and frustrated when testing and not knowing materials like other students Focus Student 2: FS2 will be seated near or close to the front of the room due to not being able to stay on task and needing reminders of what he/ she should be working on. Formative Assessment: Ongoing formative assessments will be used throughout this lesson to determine how well the students are understanding and mastering the skills being practiced. This will be done by the students following along with the worksheet during the whole group work. The teacher will have the students engage in volunteering to answer the questions while the rest of the class follows along on the worksheet that was provided to them to work on. Post Assessment: This will be the same test as the pre-assessment to see what they have gained from the lesson to make sure they understand how they should be using quotation marks within their writing. Focus Student 1: FS1 will have the test provided in a small group setting due to getting overwhelmed and frustrated when testing and not knowing materials like other students Focus Student 2: FS2 will be seated near or close to the front of the room due to not being able to stay on task and needing reminders of what he/ she should be working on. Activity Structure:

Instructional Strategies/Differentiation: Describe the research-based best practices that will be employed (or relevant learning theories) and why they were selected. How will you DIFFERENTIATE INSTRUCTION to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge? There are three main instructional elements that you can adjust to meet the needs of your learners: CONTENT —the knowledge and skills students need to master; PROCESS —the activities students use to master the content; and/or PRODUCT —the method students use to demonstrate learning. Examples of differentiating CONTENT: Tiered lessons are a good way to differentiate content. In a tiered lesson, students are exposed to a math concept at a level appropriate for their readiness. Examples of differentiating PROCESS : Provide resource materials at varied levels of readability and sophistication; Provide teacher-led mini-workshops on varied skills at varied levels of complexity to support student work; and use both like-readiness and mixed-readiness work groups. Examples of differentiating PRODUCT : Read and write learners write a book report; visual learners create a graphic organizer of the story; auditory learners give an oral report; and kinesthetic learners build a diorama illustrating the story. Direct instruction: Group discussion and practice: During the group practice segment of the lesson, students will have ample opportunities to interact with their peers and glean knowledge from one another. This interaction not only fosters collaborative learning but also offers valuable insights to the teacher regarding the students' comprehension and advancement in the lesson. Small grouping/partner work: Students have increased chances to learn from their peers and offer mutual support in small group activities, creating a less daunting environment where shy students can comfortably ask questions and engage in learning. Additionally, this setup enables teachers to concentrate on assisting groups that require additional guidance. Application: Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned. Students will further develop their understanding of quotation marks as they progress through the mystery unit, culminating in the task of writing their own mystery stories. This exercise necessitates a thorough grasp of when and how to use quotation marks, ensuring that students are equipped to incorporate them effectively into their narrative creations. Technology: Describe any alterations of environment, curriculum format, or equipment that allow individuals with disabilities to gain access to content and/or complete assigned tasks. Incorporating various tools and resources, this lesson will utilize a SmartBoard, YouTube videos, and a worksheet sourced from education.com to enhance whole-group instruction. Students will actively engage by participating in answering questions displayed on the SmartBoard while simultaneously working on the worksheet provided, fostering interactive learning experiences. Personalized Learning:

Describe how you will personalize learning to accommodate differences in students’ learning styles, interests, culture, language, etc., and what opportunities will be provided to help students assume more responsibility for their own and others’ learning. What specially designed instruction, or specific instructional needs are related to your target student(s)? Auditory learners will benefit from verbal processing when we are talking in our small groups about what words we can use instead of the words said Interpersonal learners will thrive in this learning environment through group participation and small group activities, which provide ample opportunities for them to learn from their classmates. Visual learners will benefit from the use of the smartboard because this will allow them to be able to follow along with their paper in front of them Focus Student 1: There are many times where there is another para in the room that can help this student during the whole group activity to make sure he is on task and not getting overwhelmed Focus Student 2: There are many opportunities throughout the lesson for me to ask FS2 for help to encourage him to engage in the learning and feel like a valuable member of the class. Working in a small group allows the teacher to work more closely with FS1, providing some additional help and assistance. Resources/Materials Needed for the Lesson: List the resources necessary for the activity’s success. ❖ Smart Board ❖ Pencil ❖ What Are Quotation Marks? Worksheet ❖ Anchor Chart Paper ❖ Teacher Markers ❖ Quotation mark poster says what they do Learning Environment: Describe how you will create an appropriate learning environment for this activity (physical, emotional, aesthetic, social/interactional, leadership, sensory, etc.) that ensures a safe, inclusive, culturally responsive learning environment. How will you support any behavioral needs of the targeted student(s) or other students who have behavioral challenges? The classroom is set up to create a community place for group learning. The desks are arranged in a U shape surrounding a large rug that sits in front of the Smart Board. There are several spots throughout the classroom that students can choose to move to during independent work if they feel they need more solitude to be able to focus. There is a table at the side of the classroom for small-group learning and instruction. The walls are decorated with literary-rich posters that contain relevant materials that the students are currently learning about, as well as classroom expectations and procedures. There is a community supply of pencils that students always have access to. The teacher can easily maneuver about the room to maximize the ability to monitor all the students while they are working. Extensions