SPD 550 Modifying Lesson Plans

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Grand Canyon University *

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550

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English

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Apr 3, 2024

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Modifying a Lesson Plan Shaquanda Day Grand Canyon University SPD 550 Modifying a Lesson Plan Professor Slate March 6, 2024

Modifying a Lesson Plan Marcus Partial IEP and Lesson Student: Marcus Age: 7 years two 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 as a student with a specific learning disability. He struggles with decoding grade-level words and cannot correctly answer grade-level reading comprehension questions related to what he has just read. When material is read to him, Marcus can answer grade-level comprehension questions. According to standardized testing, his reading comprehension is at the 1.0 grade level. When given a timed test at the first-grade level, Marcus can correctly read 30 words in two minutes. Marcus also needs help with written expression. Marcus can perform at grade level in math, his preferred subject. Marcus appears somewhat reserved around his peers, and his parents would like to see him become more social. Sample Co-Teaching Lesson Plan (Direct Instruction) Section 1: Lesson Preparation Teacher Candidate Name: Ms. Lope Grade Level: 2nd grade Date: March 6, 2024 Unit/Subject: ELA Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Students will be able to identify and master the short and long /e/ while reading and cutting and pasting images to match the vowel. Students will identify the sounds when reading a short paragraph and independent assignment by matching sounds.

Modifying a Lesson Plan Classroom and Student Factors/Grouping: The 2 nd grade classroom setting has a general education teacher and special education teacher that provides inclusion and pull-out support. Marcus currently qualifies for special education services as a student with specific learning disability in reading fluency and comprehension. Marcus is below grade level when he is reading independently but shows that he is able to comprehend on grade level when the assignment is read aloud. In his IEP, he requires support in comprehension, reading fluency, and written expression. National/State Learning Standards: Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. Specific Learning Target(s)/Objectives: Objective (Explicit) Student will be able to (SWBAT):  decode the vowel sound short /e/ in one-syllable words.  to distinguish the short /e/ sound in one-syllable word within a sentence. (GCU, 2024) Sub-objectives  SWBAT sound out words phonically (GCU,2024)  SWBAT differentiate between different phonemes (GCU,2024) Academic Language Short /e/ sound- bet, fed, led, bed, pen, Ben, Ted, web, red, pet, wet Long /e/ sound- feet, meet, seat, teeth The above words have either the short /e/ or long /e/ sound. These words will be used in the reading materials that will be assigned I order to assist Marcus to read on his grade level. Resources, Materials, Equipment, and Technology: Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet Short videos viewed on a smartboard: Short /e/ video from https://www.youtube.com/watch?v=y1VTHOfIO4E

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Modifying a Lesson Plan Long /e/ video from: https://www.youtube.com/watch?v=zsPPggEUaak Section 2: Instructional Planning Anticipatory Set Students will watch two short videos about short and long /e/ sounds. As a class, we will read a book called Jen to assist students with learning the difference in the short and long /e/ sounds. Time Needed 10 minutes Multiple Means of Representation 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. Explain how you will differentiate materials for students with special needs for Marcus: Marcus will be able to highlight the words by using the color blue for short /e/ and red for long /e/, in order utilize his classwork assignments while completing homework. Prior to practicing at home, Marcus will be able read to aloud for better comprehension.  What accommodations/modifications will you include for a specific student? 1. I will include YouTube videos, flash cards, short stories, and picture cards to teach students the difference between short and long /e/. 2. Reading over a vocabulary list with short and long /e/ sounds. 3. Reading aloud to students to highlight short and long /e/ words by color coding.  Do you anticipate any student who will need an additional challenge? Students that will need additional challenges consist of students on grade level, students who complete their assignments within two minutes, and students who performs higher than their grade level. All students will receive bonus words to identify, visuals, technology apps such as i-Ready, and higher grade level readings. Time Needed 30 minutes

Modifying a Lesson Plan What co-teaching approach will you use to maximize student achievement? There will be rotatations to three stations that are taught amongst the lead teacher, assistant teacher and special education teacher.  The lead teacher will have students indentify long /e/ words from a vocabulary list.  The special education teacher will have students identify short /e/ words from picture cards.  Students work on identifying /e/ sounds from flash cards with assistance from the assistant teacher or paraprofessional. Multiple Means of Engagement 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. How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound? Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions. Explain how you will differentiate materials for students with special needs for Marcus:  What accommodations/modifications will you include for a specific student? The student will have a shorter vocabulary list, color coding short and long /e/ and providing visuals and read aloud.  Do you anticipate any student who will need an additional challenge? Students that will need additional challenges consist of students on grade level, students who complete their assignments within two minutes, and students who performs higher than their grade level. These students will be assigned additional words to identify, words assigned based on their grade level, check for understanding, and utilizing i-Ready to improve reading comprehension. Time Needed 40 minutes

Modifying a Lesson Plan What co-teaching approach will you use to maximize student achievement? What co-teaching approach will you use to maximize student achievement? There will be rotations to three stations that are taught amongst the lead teacher, assistant teacher and special education teacher.  The lead teacher will have students identify long /e/ words from a vocabulary list by incorporating movement.  The special education teacher will have students identify short /e/ words from picture cards.  Students work on identifying /e/ sounds from flash cards with assistance from the assistant teacher or paraprofessional. Multiple Means of Expression 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. Why did you highlight that word? How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)? Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions. Explain how you will differentiate materials for students with special needs for Marcus:  What accommodations/modifications will you include for a specific student? Assigning fewer vocabulary words, audible and read aloud of the book Jen, and color coding some short and long /e/ words.  Do you anticipate any student who will need an additional challenge? Students that will need additional challenges consist of students on grade level, students who complete their assignments within two minutes, and students who performs higher than their grade level. These students will be assigned additional words to identify, words assigned based on their grade level, check for understanding, and utilizing i-Ready to improve reading comprehension. Time Needed 30 minutes

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Modifying a Lesson Plan What co-teaching approach will you use to maximize student achievement? There will be rotations to three stations that are taught amongst the lead teacher, assistant teacher and special education teacher.  The lead teacher will have students identify long /e/ words from a vocabulary list by incorporating movement.  The special education teacher will have students identify short /e/ words from picture cards.  Students work on identifying /e/ sounds from flash cards with assistance from the assistant teacher or paraprofessional. Extension Activity and/or Homework 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. Time Needed 20 minutes Rationale Marcus is a 2 nd grader in an inclusion classroom setting; he qualifies for special education services with a specific learning disability in the fluency and comprehension of reading. He can read and comprehend on a 1 st grade level independently. Marcus needs help with unfamiliar words with the short and long /e/ sounds. Accommodated reading materials and technology are

Modifying a Lesson Plan suggested for Marcus to reach his potential goals. Marcus’s accommodations include modified assignments, visuals, read-aloud, movement breaks, and extra time to complete his tasks. Providing students with accommodations allows them to be taught the general education curriculum (Kessler and Schneider, 2020). For Marcus to reach the goals stated in his Individualized Education Plan (IEP), he must be given multiple ways to interact and learn the content being taught. Allowing Marcus to access reading material on his reading level and scaffolding his assignments will give him an equal opportunity to learn the general education curriculum. Universal Design for Learning Implementing a Universal Design for Learning (UDL) approach will allow all students the chance to be successful. UDL is designed to enhance the learning for all students (CAST, 2018). Providing Marcus with reading material on his reading level, read-aloud audiobooks that provide visuals, and text-to-speech will help improve his reading comprehension and retention. Reinforcements should be placed, such as color coding, short videos, and a shorter vocabulary list when completing assignments and checking for understanding. This will ensure that Marcus has the same access in the general education setting and does not draw attention to his learning disability. References:

Modifying a Lesson Plan CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Common Core State Standards (2010). English language arts standards. Reading: Foundational skills. Grade 2. Retrieved from https://www.thecorestandards.org/ELA-Literacy/L/2/ Grand Canyon University (2024). Marcus’ partial IEP Lesson Plan. GCU. Retrieved from https://halo.gcu.edu/resource/9b971659-0ed1-44c8-82e0-2e7bdedb3859 Kessler, E. & Schneider, M. (2020). IEP planning: Accommodations and modifications. Retrieved from IEP Planning: Accommodations & Modifications- Smart Kids (smartkidswithld.org) https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/iep- planning-accommodations-modifications/

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