Hicks sped 522 8.2 SIP

Specialized Instruction Plan for G.H. Description: G.H. is 6 years old and in first grade student at Prairie Crest Elementary. He is an amazing reader. He can read all of his sight words. G.H. is great at making people laugh and smile. His laugh is contagious. His communication and writing skills have grown. G.H. prefers to work for snacks and work/play on his school iPad. When at the rug he prefers to sit in a cube chair. To help him feel secure at school G.H. prefers to have an animal in his hand throughout the day. Due to the loud noise in the cafeteria G.H. prefers to sit by himself with headphones. Recess is important to G.H. he does not like indoor recess and wants to be outside. G.H. is preforming below grade level in the area of mathematics. On the Iowa assessment he scored in the 10th percentile in mathematics. He is able to do one to one correspondence with over 90% accuracy. He has a firm understanding of comparing groups. He is able to read numbers. He is also beginning to work with measurement and is performing almost into the proficient range on grade level assessments. In the area of writing, G.H. struggles to come up with ideas and to write. Using his AAC device he is able to do a few sentences. He is still developing on assessments. G.H. is performing below grade level in the area of phonemic and phonological awareness. He is able to read words and stories with 90% accuracy. He has a firm understanding that letters have sounds. He is able to read regular and irregular spellings. When assessed using FAST, G.H. showed areas of strength and some skills deficits that need more attention. He is able to identify his letter sounds and sight words but struggles with identifying initial sounds and segmenting. Goal: In 36 weeks, given kindergarten phonemic and phonological awareness activities, G.H. will correctly answer 8 out of 10 times at 80% accuracy. Assessment Procedures: Assessment Procedures: Once per week, G.H. will be given kindergarten activities to answer. The correct number of answers will be used for the data point. This will be calculated by subtracting the number of errors from the total number of answers. The special education teacher will collect and chart the outcome each week. If four consecutive data points fall below the expected growth line changes in instruction will be considered,

Accommodations:  G.H. will have access to his AAC device during academic coursework that is expected answer independently.  G.H. will have tests and assignment directions read aloud.  G.H. will have extended time on tests and assignments  G.H. will have clarification on directions and be checked for understanding.  G.H. will have visuals and graphics available  G.H. will have all texts read aloud to him Instructio n plans The plans within this unit meet the following kindergarten Iowa learning standards: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. To assist the student in meeting their reading goal, several strategies and programs will be used: Skills task boxes and Heggerty. Please see the description below for further information. Skills task boxes: Students when using skill-based task boxes the students can work independently through their tasks at the pace they need with little to no guidance. Using task boxes, the student can become independent, grow in decision-making, confidence, the feeling of accomplishment. There is only one task per card to decrease the frustration in the students. Heggerty: The students are provided with consistent and repeated instruction and transfer to developing a student’s decoding and encoding skill. The fast paced and engaging lessons are easy to implement and help to strengthen the student’s skills. Week 1 Monday Tuesday Wednesday Thursday Friday Skill Compound Compound Compound Compound Compound

word (toothbrush) word (butterfly) (sunflower) word (mailbox) word (hotdog) Learning activity 10-15 minutes Heggerty Kindergarte n week 1 Task Cards compound words Beginner task box Heggerty Kindergarte n week 1 Task Cards compound words Beginner task box Heggerty Kindergarten week 1 Task Cards compound words Beginner task box Heggerty Kindergarten week 1 Task Cards compound words Beginner task box Heggerty Kindergarte n week 1 Task Cards compound words Beginner task box Closure 5 minutes Examples of compound words -Teacher will ask for an example of compound words. Students will share compound words formed using task cards. Examples of compound words -Teacher will ask for an example of compound words. Students will share compound words formed using task cards. Examples of compound words -Teacher will ask for an example of compound words. Students will share compound words formed using task cards. Examples of compound words -Teacher will ask for an example of compound words. Students will share compound words formed using task cards. Examples of compound words -Teacher will ask for an example of compound words. Students will share compound words formed using task cards. Week 2 Monday Tuesday Wednesday Thursday Friday Skill Focus & Objective Rhyme Students will be able to identify and distinguish between words that rhyme and those that do not. Rhyme Students will be able to identify and distinguish between words that rhyme and those that do not. Rhyme Students will be able to identify and distinguish between words that rhyme and those that do not. Rhyme Students will be able to identify and distinguish between words that rhyme and those that do not. Rhyme Students will be able to identify and distinguish between words that rhyme and those that do not. Standard RF.K.2 RF.K.2 RF.K.2 RF.K.2 RF.K.2

Anticipat ory Set 3 minutes Heggerty Kindergarte n week 2 Task cards Rhyming See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words 2 words that rhyme (clap, map) and 2 words that do not (deer, desk). Heggerty Kindergarte n week 2 Task cards Rhyming See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words 2 words that rhyme (snail, mail) and 2 words that do not (cloud, clown). Heggerty Kindergarten week 2 Task cards Rhyming See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words 2 words that rhyme (sock, clock) and 2 words that do not (taco, turtle). Heggerty Kindergarten week 2 Task cards Rhyming See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words 2 words that rhyme (moon, spoon) 2 words that do not (flag, fan). Heggerty Kindergarte n week 2 Task cards Rhyming See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words 2 words that rhyme (key, bee) and 2 words that do not (ring, read)). Learning activity 10-15 minutes Task Cards Rhymes Beginner task box Task Cards Rhymes Beginner task box Task Cards Rhymes Beginner task box Task Cards Rhymes Beginner task box Task Cards Rhymes Beginner task box Closure Examples of Examples of Examples of Examples of Examples of

which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words using picture card Ring and produce rhyming word (sing) student gives thumbs up if they rhyme thumbs down if they don’t. Ask for more words that rhyme with ring. which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words using picture card bed and produce rhyming word (red) student gives thumbs up if they rhyme thumbs down if they don’t. Ask for more words that rhyme with bed. which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words using picture card fix and produce rhyming word (mix) student gives thumbs up if they rhyme thumbs down if they don’t. Ask for more words that rhyme with fix. which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words using picture card shower and produce rhyming word (flower) student gives thumbs up if they rhyme thumbs down if they don’t. Ask for more words that rhyme with shower. which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Modeling words using picture card well and produce rhyming word (bell) student gives thumbs up if they rhyme thumbs down if they don’t. Ask for more words that rhyme with well. Learning activity 10-15 minutes Task Cards Rhymes with words Beginner task box Task Cards Rhymes with words Beginner task box Task Cards Rhymes with words Beginner task box Task Cards Rhymes with words Beginner task box Task Cards Rhymes with words Beginner task box Closure 5 Minutes Examples of rhyming with words Examples of rhyming with words Examples of rhyming with words Examples of rhyming with words Examples of rhyming with words

-Teacher will ask what rhyming words have in common. Students will share rhyming words formed using task cards. -Teacher will ask what rhyming words have in common. Students will share rhyming words formed using task cards. -Teacher will ask what rhyming words have in common. Students will share rhyming words formed using task cards. -Teacher will ask what rhyming words have in common. Students will share rhyming words formed using task cards. -Teacher will ask what rhyming words have in common. Students will share rhyming words formed using task cards. Week 4 Monday Tuesday Wednesday Thursday Friday Skill Focus & Objective Syllables Students will be able to identify and count the number of syllables in spoken words. Syllables Students will be able to identify and count the number of syllables in spoken words. Syllables Students will be able to identify and count the number of syllables in spoken words. Syllables Students will be able to identify and count the number of syllables in spoken words. Syllables Students will be able to identify and count the number of syllables in spoken words. Standard RF.K.2 RF.K.2 RF.K.2 RF.K.2 RF.K.2 Anticipat ory Set 3 minutes Heggerty Kindergarte n week 4 Task cards syllables See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will Heggerty Kindergarte n week 4 Task cards syllables See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will Heggerty Kindergarten week 4 Task cards syllables See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will Heggerty Kindergarten week 4 Task cards syllables See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will Heggerty Kindergarte n week 4 Task cards syllables See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will

words words words words words Standard RF.K.2 RF.K.2 RF.K.2 RF.K.2 RF.K.2 Anticipat ory Set 5 minutes Heggerty Kindergarten week 5 Task cards initial sounds See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Show picture card banana and emphasize the initial sound /b/. Have students repeat the word Heggerty Kindergarte n week 5 Task cards initial sounds See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Show picture card football and emphasize the initial sound /f/. Have students repeat the word Heggerty Kindergarte n week 5 Task cards initial sounds See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Show picture card goat and emphasize the initial sound /g/. Have students repeat the word Heggerty Kindergarte n week 5 Task cards initial sounds See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Show picture card jam and emphasize the initial sound /j/. Have students repeat the word Heggerty Kindergarten week 5 Task cards initial sounds See task cards check list to determine which cards are “known” and which ones should be used as “new/unkno wn” cards. Students will add a sticker to chart if the card from the day before is known within 3 seconds. Show picture card kite and emphasize the initial sound /k/. Have students repeat the word Learning activity 10-15 minutes Task Cards initial sounds Beginner Task Cards initial sounds Beginner Task Cards initial sounds Beginner Task Cards initial sounds Beginner Task Cards initial sounds Beginner

task box task box task box task box task box Closure 5 Minutes Examples of initial sounds Have student identify the initial sound of their name. Examples of initial sounds Have student identify the initial sound of cat Examples of initial sounds Have student identify the initial sound of dog Examples of initial sounds Have student identify the initial sound of apple Examples of initial sounds Have student identify the initial sound of zebra