Lesson Plan Week 4: Mathematics Kindergarten

Lesson Plan: Mathematics Kindergarten

Tamara Stotler

ESE 697: Characteristics of Students with Mild & Moderate

Disabilities & Evidence-based Strategies

Julie Treadwell

September 29, 2014

Lesson Plan: Mathematics Kindergarten

            Teachers need to create a lesson plan for all levels of abilities and readiness in the classroom. One way to do this is through universal design for learning (UDL) and differentiated instruction (DI). Using these teaching styles and instructional techniques will allow the teacher to differentiate and individualize learning for their students with understanding through different applications and tools. Creating a lesson plan dealing with mathematics can be challenging unless the teacher understands the different levels of requirements of the common core state standards (CCSS). These state standards determine what skills should be learned in each grade to help prepare students for life after school leading them towards a career or college (Puckett, 2013). Aligning a mathematical lesson plan to suit the needs of the students the teacher can use several strategies along with DI and UDL to help students succeed. The use of cue words and real world applications will help show students why math is important and how it is used outside of the classroom. Teaching skills and obtaining mastery will give students the feeling of self-determination; knowing that they can use their problem solving skills to conquer any mathematical equations that they may face in the real world.

The Classroom

            The classroom is an inclusive kindergarten classroom that has students’ set-up in pods/groups of five desks. There are three different groups allowing the teacher to interact with each group easily as well as interacting with all the students at the front of the classroom. There are three students in the classroom on an IEP with mild to moderate disabilities. One student has downs syndrome and needs occasional redirection due to socialization and interaction with students. This student sits closer to the front of the class so the teacher can help redirect them without interrupting the class. Two students have autism and they both need frequent breaks and possible redirection to help them focus on the task at hand. The teacher will make accommodations and adaptions to the classroom to suit the needs of students with disabilities as well as offer additional support such as fidget toys, frequent breaks, and redirection techniques.

The Lesson Plan: Counting with the Count!

            Creating a mathematical lesson plan for a kindergarten classroom with 15 students that allows all students the opportunity to interact and engage with the learning concept can be challenging, but using appropriate teaching strategies will allow the teacher to engage students and help them build on their problem solving skills and boost self-determination. Engaging the students by using cue words that trigger understanding will help students determine what the correct response is. The teacher will use modeling, co-participation, student demonstration, fading overt self-instruction, and feedback will allow the student to continue to use self-determination and understanding to problem solve and figure out the mathematical problems presented to them (Vaughn & Bos, 2012). Other ways the teacher can help all students succeed when dealing with mathematics and word problems is using cue words, corrective feedback, and real world applications (Vaughn & Bos, 2012).

            The teacher will model the lesson and offer feedback for students and encourage them to try to work out the problem without too much help. This will help build self-determination skills which will be needed as the student continues to progress through school and life. These skills are needed to make proper decisions that build self-esteem and confidence.

            Having counting tokens at students’ desks will help students manipulate the numbers directly and use problem solving skills as well as listening to determine what numbers are being asked for. These manipulatives will allow students to visually determine what amount is needed and follow along with the problem the class is working on.

            At the end of the lesson plan the teacher can give students’ homework to find items at home and group them together and count, such as grapes, Legos, pencils, balls, forks or something else they find to count. They can show their counting skills to their families/caregivers and the next day they can share what they counted at circle time. Using household items the student will realize that mathematical concepts are used throughout all areas of life besides school.

Lesson Overview
Lesson Title	Counting with the Count!
Grade Level	Kindergarten
Subject	Math
Summary	Fall activity: The students will learn to count with the Count and manipulate tokens/items to represent numbers and how they work with addition and subtraction.
Classroom Scenario	There are 15 students in the inclusive classroom. The room is set up in groups of five desks to include each student in a pod to promote social interaction and offer multiple resources. In the center of the pods are materials that are shared and used between the groups. At the beginning of the year the group named their pod to something they wanted to represent themselves with. Doing this helps engage the students to want to be a part of the group and offers a sense of responsibility and understanding.
Students with Disabilities in the Classroom	There are three students in the classroom with an IEP and disability noted. Two students have autism, and one student has downs syndrome.
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.Math.Content.K.OA.A.1 “Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations,” (Common Core State Standards Initiative, 2014). CCSS.Math.Content.K.OA.A.2 “Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem,” (Common Core State Standards Initiative, 2014).
Lesson Objective	Students will understand the concept of addition (adding more) and subtraction (taking away) when dealing with items/tokens and how they relate to written numbers on the board/papers. Students will be able to follow along with the verbal announcement of numbers when spoken. Students will be able to recognize physical counting of items from 1-10.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	The teacher will be able to acknowledge and assess students understanding of counting items in front of them individually and as a group. There will be written math numbers on the SMART board that the class will be able to identify together and a work sheet handed out with pumpkins on it in different groups. The teacher will be able to identify students who may be struggling with number recognition and determine who might need continued assistance with basic addition and subtraction.
Materials	Small pumpkins that are in the front of the room Counting tokens at the desk Worksheets Pencil Crayons/markers SMART board
Accommodations/Modifications to be provided	Counting tokens (autism & downs syndrome) Fidget toys (autism) Frequent breaks as needed (autism) One-on-One direction/instruction (autism & downs syndrome) Peer grouping (autism & downs syndrome) Preferred seating towards the front of the room near the teacher to receive additional assistance with less distractions/redirection (autism & downs syndrome) SMART board technology for differentiation and interactive engagement
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	The teacher will greet students as they enter the room for the day (possibly dressed up as a count Dracula without the fangs). They will ask students who they think they are today: Count Countcula similar to Dracula, but I love to count numbers just like The Count on Sesame Street! Today we will count pumpkins in honor of Fall and Halloween coming up. Previous skills that would be recognized are counting one through ten. The teacher will have students review their basic counting together and hand out a worksheet.
I DO:  Teacher Input and Modeling	The teacher will turn on the SMART board and pull up counting symbols. They will also instruct students to collect their counting tokens in front of them if they need a reminder. The teacher will show a picture of three pumpkins on the SMART board, and count them out together. Next they will show a picture of the three pumpkins and two pumpkins and ask how many are all together coming to the total of five. After every correct response the teacher will say: “YES _____ pumpkins ahahahaha” just like The Count would on Sesame Street.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	The teacher will be able to observe and monitor to see if students are following along and counting with the classroom. Are they saying the right numbers or they not participating at all. This will allow the teacher to address with redirection or even to call on a student to see if they can identify the next set of pumpkins on the SMART board. If they need help the student can gain help from fellow students and the teacher.
WE DO:  Guided Practice	The teacher will show a picture of two pumpkins and one pumpkin ask for one student to come up and represent the two groups of pumpkins out of the group of baby pumpkins in the front of the room. Together they will add the pumpkins together to get the total of three through the representation of the baby pumpkins. Students have the option to do this at their desk with their tokens to follow along. The teacher will give each student a try to add and subtract a set of numbers using the baby pumpkins as a manipulative tool. If a student is struggling the teacher will remind them the best way to figure it out is by grouping the pumpkins and adding them up separately by determining the total. The students will then look at their worksheet, with verbal guidance and together they would do the first problem out of ten.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	The teacher will be able to help redirect students and remind them of the order of counting, using the pumpkins and tokens. They will also be able to monitor students at the desks and look for class participation.
YOU DO: Independent Practice	The teacher will have students work on their worksheet finishing the final nine problems reminding them to use their counting tokens at their desk and to ask for help if they get stuck. The teacher will walk around and offer assistance to those who need it and give feedback encouraging them to continue doing good work.
Lesson Closure	The teacher will close this lesson by telling students that they can count things at home, and add and subtract things as well. Counting can be challenging but if you remember to use visual cues it helps it to be easier and as we gain in skill it will become easier and easier until it is natural. Addition and subtraction is used throughout life and students will master it in no time. As a homework assignment the teacher will ask students to go home and find something they can count that is a group of items and show their family what they can do and tomorrow during circle time the teacher will ask what was counted and who they shared it with.
Reflection Assessment for Learning: How will you use assessment results to assess student performance on the lesson objective? What steps will be taken if objectives not met by all students?	Observing the students as they count out loud and at their desk will show the teacher the concepts being gained by the students. They will be able to assess and determine if further instruction is needed to help students succeed. The teacher will use differentiation to include all students and help students gain the lesson objective reaching the goals. The teacher will offer one-on-one support and feedback for students who are struggling. Especially during independent time, where other students are working. If multiple students’ do not understanding the concept the teacher will create a small group and re-teach the assignment and offer further support.

Conclusion

            Creating a lesson plan that incorporates all learners in the classroom understand the learning concept can often be challenging, but teachers can learn new strategies and use different teaching methods to create a lesson plan that is suitable. Using cue words, modeling, and even scaffolding will help show students what skills are needed to figure out the problem and even gain self-determination skills. Teachers can use strategies such as universal design for learning, differentiated instruction, and other strategies that will help students gain skills needed that will prepare them for college or a career. These skills are emphasized through the Common Core State Standards that are incorporated into the lesson plan. These standards will help teachers align the necessary skills and concepts to help prepare students for higher learning while building on previous skills and knowledge.

References

Common Core State Standards Initiative. (2014). Kindergarten. Operations & algebraic thinking. Retrieved from http://www.corestandards.org/Math/Content/K/OA/.

Puckett, K. (2013). Differentiating instruction: A practical guide. San Diego, CA: Bridgepoint Education, Inc.

Vaughn, S. & Bos, C. (2012). Strategies for teaching students with learning and behavior problems (8th ed.).  Boston: Pearson.

Week 3 Lesson Plan: Writing & Spelling 5th Graders

   

Lesson Plan: Writing & Spelling 5^th Grade

Tamara Stotler

ESE 697: Characteristics of Students with Mild & Moderate

Disabilities & Evidence-based Strategies

Julie Treadwell

September 21, 2014

Lesson Plan: Writing & Spelling 5^th Grade

            Teachers need to create all kinds of lesson plans throughout their educational career. Understanding how to incorporate all levels of abilities and readiness in the lesson plan can be challenging especially if the teacher is unprepared. Teachers need to understand there are many different ways to incorporate teaching and learning strategies in the classroom to help students in each area of mastery: reading, writing, spelling, and math. Creating a lesson plan for writing and spelling can be difficult if a teacher does not pay attention to the needs of their students. Teachers need to assess and monitor their teaching style to make sure that their students are being successful in the concepts being learned.

The Classroom

            This fictional classroom consists of 15 fifth graders that range in likes, dislikes, strengths, weaknesses, readiness, and abilities. There are two students in the classroom on an IEP with varying disabilities. One student has autism and struggles with writing, while the other student has a mild hearing impairment (HI) and a visual impairment (VI). The classroom is set-up in five pods or groups of three desks/students. The student with the visual impairment and hearing impairment is placed in a group closer to the front of the class so they can hear and see the board. This will also allow the teacher to interact with the student if further assistance is needed.

The Lesson Plan: Super Hero Book

            The teacher will present a lesson plan that incorporates previous knowledge gained from vocabulary words, writing journal, and previous discussions about creating a story and what makes up a super hero. The classroom has discussed real-life super powers of heroes and how those qualities are used to help save people. For this final activity the teacher will dress up as a super hero and encourage their students to be engaged with their own super hero creation. There are several teaching styles that the teacher can use to teach the lesson plan. Using vocabulary organizers, writing journals, and even brainstorming techniques will give students the opportunity to complete the assignment while differentiating between tools. Each student learns differently and offering a technique such as a six-step writing program: choose a topic, brainstorm, organize ideas, reflect and edit, create a draft, and finalize (Graham, Harris, & MacArthur, 2006). The teacher will be able to instruct the class by using modeling and scaffolding to help students succeed and a way to assess the students’ success is when they turn in their final projects for review based on the grading rubric originally given to them at the beginning of the lesson unit.

Lesson Overview
Lesson Title	Super Hero Book
Grade Level	5th Grade
Subject	Language Arts/ Writing & Spelling
Summary	Students will take information from their writing journals and apply them to a blank hard back book, to create their own super hero story. They will set a scene, create a plot, and tell the story with a proper conclusion. The book will include illustrations to show readers the different scenes and action of the story. Students will use their vocabulary words that they are working on and pay close attention to proper use of punctuation and capitalization of letters. Each comic book page will have at least two sentences to move the story along.
Classroom Scenario	The classroom consists of 15 5th graders and it is set up in pods (pods= groups of three desks). Students are stationed around the room to give access for all students to move freely while being close enough to offer each other support. The classroom is set-up as an inclusive room that allows the teacher to differentiate with small and large grouping. The student with a visual and hearing disability is placed towards the front of the classroom to have less distractions and closer to the teacher and front board.
Students with Disabilities in the Classroom	There are two students in the classroom: one student has autism and struggles with writing, and the other student who has a visual impairment (VI) and mild hearing impairment (HI) with the use of a hearing aid.
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.W.5.3 “Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences,” (Common Core State Standards Initiative, 2014). CCSS.ELA-Literacy.W.5.3.a “Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally,” (Common Core State Standards Initiative, 2014). CCSS.ELA-Literacy.W.5.3.e “Provide a conclusion that follows from the narrated experiences or events,” (Common Core State Standards Initiative, 2014).
Lesson Objective	Students will create a story/comic book based on their fictional super hero, using detailed vocabulary words from the word list (example: challenge, bungle, suspend, reliable, retain, guardian, gigantic, intercept, luxurious, miniature, mischief, and more). They will have a beginning, middle, and end of the story paying attention to plot, scene, and storyline to tell a story using illustrations.
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	Students will put together their story/comic books that they have started and created from their rough draft. They would have already checked their rough draft for errors (spelling, capitalization, and punctuation). The teacher can assess the final project and review each student’s book. The grading rubric that was sent home with each student stated, at least two sentences needed to be on each page along with illustrations to tell the story of their super hero with a beginning, middle, and end while using vocabulary words to help describe in detail the story.
Materials	Blank Book Writing Journal (and previous writing entries) Rough Draft of Story Crayons/markers/pens/pencils Glue or glue sticks Ruler or straight edge Scissors (to cut out pre-printed papers if a student typed their story) Vocabulary Organizer Story/Comic Book Rubric/Checklist Computer access
Accommodations/Modifications to be provided	Hand written notes for the vocabulary words for the student with autism and VI/HI. Both students received extra time and assistance with the creating the rough draft (autism & VI/HI). The print is larger (VI). One-on-one direction and small groups (autism & HI/VI). Extended time to complete the final project for both students to allow for completion. The use of computers and word processors for students to write up their stories instead of hand writing it (differentiate) (all students). Available software: speech-to-text (VI/HI).
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	Students would recall previous talks about how to create stories and they are used to writing ideas about their super hero in their writing journals. The teacher will be dressed in a super hero costume to catch their attention. “Ta DA! Guess what today is?” They would offer a few moments to let student’s guess and then they will say: “Today we will copy our super hero stories into our books with print and pictures or illustrations! Exciting times!” The teacher will have a student/teacher helper hand out books to each of the tables, and tell students to get our their writing journal, vocabulary organizer, crayons, markers, pens, and their rough draft that has been edited/corrected for mistakes by using the six-steps of writing technique.
I DO:  Teacher Input and Modeling	The teacher will grab a blank book and bring up previous writing journal prompts from previous writing sessions, along with their rough draft of the story that they started and show students the pieces of information that they would need. Opening to the first page the teacher will show students how to copy information over from the rough draft to the blank book. Showing tips such as using a straight edge (like a ruler) to get it lined perfectly if the book. These lines can already be placed in the book to distinguish sections for writing and illustrations.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	Students will be following along and watching the teacher and offering input as they ask questions. What do you think will go here? How many sentences need to be on each page? What do you put in the blank box (illustrations)? The teacher will be able to tell if students are struggling and offer them further assistance during independent time or offer quick feedback to get students on board.
WE DO:  Guided Practice	The teacher will have students open their books and write down the first sentence together. There may be variations to the sentence, but for the most part the teacher will write down on their book that is projected on the SMART board: It seemed like a normal day at Twin Lakes Elementary, but of course that changed in an instant when the sun went out! The teachers and students were shocked and scared! The teacher will then draw a picture of a school and a black sun. They will take time and show the different illustrations and then flip the page to start the next page because there were two sentences on this page.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	The teacher will call on students to ask what they think would help illustrate the sun being dark, and what kind of picture should be on the opening page. Gaining insight from the students will help them decide what they will do for their own stories and how it will open up.
YOU DO: Independent Practice	Students will work on their books working quietly amongst their pods. They will be able to work on their books independently and talking with their neighbors if they need help. The teacher will walk around and offer assistance for students who may be struggling with copying their paper over into the book or pasting the information to the book. Ample time will be given to students to complete their projects, allowing students to gain help if they need it and to take their time to follow the guidelines of the rubric.
Lesson Closure	The teacher will have students share their projects with the class at the end and talk about what it is to be a super hero. They will remind students about the real life super heroes and have students recall who/what they are (parents, firefighters, police, doctors, vets, etc.). The students will turn in their projects and grade the students projects based on the grading rubric/checklist that was handed out at the beginning of the unit.
Reflection Assessment for Learning: How will you use assessment results to assess student performance on the lesson objective? What steps will be taken if objectives not met by all students?	Using different levels of instruction: modeling, simplifying tasks into smaller steps, providing reviews, and offering further guidance will help students who may be struggling understand the writing process further (Vaughn & Bos, 2012). Differentiating the instruction will allow the teacher to adjust the teaching styles to fit the needs of students in their classroom. Offering small pods or groupings will also allow the teacher to go to each group during independent time and offer assistance and further instruction. The teacher can offer further instruction or more time for students who may be struggling based on the circumstances. The location of the task can be changed or even offer peer assistance (Vaughn & Bos, 2012). By offering alternative ways for a student to have their papers written will help students who are struggling in writing not feel overwhelmed with the requirement. Assistive technology can help students in the classroom gain further skills that are required for adulthood.

Conclusion

            Using multiple teaching and learning strategies in the classroom will help students succeed learning new and mastering current skills. The teacher can incorporate assistive technology in the classroom for students who may be struggling. Teachers can adapt and modify the assignment for students who need it, giving students’ the opportunity to display conceptual understanding without overwhelming them. Quality over quantity will still show skill mastery and understanding without making the student loose interest (Vaughn & Bos, 2012). Teachers can create lesson plans that incorporate multiple teaching styles into their classroom when they use universal design for learning and differentiated instruction. Using these techniques in the classroom will allow teachers to assess and monitor students’ areas of need or determine which areas have already been mastered.

References

Common Core State Standards Initiative. (2014). English language arts standards. Writing grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/W/5/.

Graham, S., Harris, K. R., & MacArthur, C. (2006). Explicitly teaching struggling writers: Strategies for mastering the writing process. Intervention in School and Clinic, 41(5), 290-294. Retrieved from http://search.proquest.com/docview/211714139?accountid=32521. 

Vaughn, S. & Bos, C. (2012). Strategies for teaching students with learning and behavior problems (8th ed.).  Boston: Pearson.

Lesson Plan Week 2: Phonics Kindergarten

Week 2 Lesson Plan: Phonics Kindergarten

Tamara Stotler

ESE 697: Characteristics of Students with Mild & Moderate

Disabilities & Evidence-based Strategies

Julie Treadwell

September 15, 2014

Week 2 Lesson Plan: Phonics Kindergarten

            Creating a lesson plan that is suited for students with disabilities can be challenging for teachers, but with the right tools it can become easier and easier with each lesson plan. All students range in likes, dislikes, strengths, weaknesses, abilities, and readiness levels. A teacher needs to adjust and accommodate for these differences in the classroom. One way a teacher can do these is through their teaching style and preparation. Using universal design for learning (UDL) and differentiate instruction (DI) can help a teacher prepare for the levels of differences each student may have. Using these teaching/learning styles will allow a teacher to differentiate and individualize the classroom curriculum to suit the needs of their students (Puckett, 2013). Accommodations and modifications need to be suited for each student who has an IEP based on their IEP and their disability. One type of accommodation make work for one student, but not another and the IEP team (which consists of: the student, parent, special education teacher, regular classroom teacher, a school representative, and any other supportive member) determines what types of accommodations may work to suit the students’ needs to help them succeed (Kubiszyn & Borich, 2013).

The Classroom

            This fictional kindergarten classroom consists of ten students ranging in abilities, readiness, likes, dislikes, strengths, and weaknesses. Three of the students are on an IEP based on their qualifications for special education. One has a visual impairment and is seated to the front of the class for optimal viewing and access to the SMART board. One has a hearing impairment who is also seated near the front of the classroom for optimal audio from the SMART board and teacher. Finally the last student is placed towards the front of the room, with minor distractions since they are listed to have autism and ADHD on their IEP. Using optimal seating in the classroom will help eliminate the possibility of negative behaviors due to distractions (Vaughn & Bos, 2012). The teacher can incorporate the use of technology in the classroom such as the SMART board, computers, and iPads to use to engage students’ attention and develop their social interaction.

Lesson Plan: What is the Sound?

Creating a lesson plan that works on phonemes is one that allows students a chance to make the sound and determine the letter. Each week the teacher would work on different sounds letters make and for this lesson plan the letter S would be used.

Once the students settled down into the classroom by taking their assigned seats the teacher would hand out large pieces of paper for their letter S. Students would recognize and remember from previous letter projects that they are going to work on finding words that start with the letter S. Students will look through a magazine and find five S items and cut them out and paste them to their letter S in front of them. The teacher will be able to monitor, observe, and offer feedback/suggestions to all students as they walk around the room during independent practice. To close the project the teacher will have students state what kind of objects they found as the teachers writes the object on the SMART board to visually show all students the different/same objects that were found. Students will turn in their S projects to be handed in at the front of the room on the letter wall.

This type of lesson plan uses differentiated instruction (DI) by giving students the opportunity to show conceptual concepts through visual and audial performance. Students will be able to display their projects in the front of the class and they work in large and small groups to gain the understanding of the phoneme. The teacher is also able to differentiate with technology with the use of the SMART board and computer. The teacher is also able to assist students who may be struggling with the project through one-on-one, while building a stronger personal relationship with students.

Lesson Overview
Lesson Title	What is that Sound/Letter?
Grade Level	Kindergarten
Subject	Language Arts/Phonics
Summary	The teacher will state the letter of the week: S, and have the students say the sound and name some items that start with that letter. Handing out magazine(s), paper, scissors, glues sticks, and pencils/crayons the teacher will have students find the letter S in a magazine and cut it out and paste it to their paper S. Students will look at various magazines (one for each student) and the teacher will ask students to name items in the magazine that starts with the letter S. Once a few items are identified the students will go through the magazine (they have) and see if they can locate that type of item. If they cannot locate it they can draw an image to the best of their ability to represent the item. Once the activity is over the teacher will ask students to find any other S items from the magazine and then hang the pictures on the wall to dry and view for the week.
Classroom Scenario	There are 10 students in the kindergarten class and three of them have an IEP. The classroom is arranged to be inclusive where students are grouped together in small pods to allow the teacher to move around the room easily. There are individual areas to encourage learning through cooperative play.
Students with Disabilities in the Classroom	There are three students with disabilities in the classroom: one student has a visual impairment, one has a hearing impairment, and one has autism and ADHD.
PRETEACHING TASKS/PLANNING
Common Core State Standards	CCSS.ELA-Literacy.RF.K.2 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes),” (Common Core State Standard Initiative, 2014a). CCSS.ELA-Literacy.SL.K.1.a “Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion),” (Common Core State Standard Initiative, 2014b).
Lesson Objective	Students will be able to produce the sound as well as identify items that begin with the specified letter/sound (S).
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).	The teacher will be able to monitor and observe the final product of the S project. Students will be able to cut out five items and attach/glue them to their provided letter S. Once enough time has been given the group will discuss the different objects that were found and the teacher will create a chart and write the words on the SMART board for everyone to see. Finally the S projects will be collected to be hung up on the letter wall for future viewing.
Materials	Magazine(s) at least one for each student. Paper (large paper with the letter S to help identify the letter of the week). Pencils/crayons/pens. Scissors. Glue & glue sticks. SMART board Computer game: Phoneme Pop (for extended time).
Accommodations/Modifications to be provided	Larger print magazines/pictures for the visually impaired student (VI). The student who is hearing impaired can sit closer to the front of the room to have an easier time to hear and see the teacher (HI). Autism and ADHD the teacher can offer spoken instructions and one-on-one opportunities if they need redirection (Autism/ADHD). All students have access to the instructions being spoken and then modeled on the interactive white board (SMART board) to increase student engagement and interactions (Ludlow, 2012). Using technology will engage the students with VI, HI, and autism/ADHD to incorporate sound, color, movement, and activity.
TEACHING PROCEDURES
Opening/Activating Prior Knowledge	The teacher will greet students (if the beginning of the day) and had out paper with the letter S on it. In the front of the class on the white board will be a large letter S. Students should remember previous lessons and activities that have been done before for other letters. The teacher will ask students what the letter is on the board and the sound it makes.
I DO:  Teacher Input and Modeling	The teacher will then ask students to name a few S items (snake, shoe, ship, star, seahorse, sink, soap, she, shout, etc.). For each word/item give the teacher will write out the word and draw an illustration to represent the item.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	Are students following along, do they understand the sound they are looking for and can they locate an item that starts with S. The teacher can observe and monitor while offering feedback. The teacher will call on individual students who raise their hands to offer suggestions for the letter S.
WE DO:  Guided Practice	The teacher will then have everyone look at the magazine they have in front of them, and try to find an S object. They will model this in the front of the room, by finding the first object they find (shoe). The teacher will ask students to find a shoe and then rip/cut out the S picture while emphasizing the sound (phoneme of the S). After the picture is cut/ripped out they will glue their shoe to the big S paper in front of them.
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)	The teacher can monitor how the students are following directions: did they find a shoe, did they cut it out, and did they glue it to the large S in front of them. If one of these instructions were not followed the teacher can offer oral reminders to keep them on track while they work.
YOU DO: Independent Practice	The teacher will then have students continue to look for S items in their magazine, cutting and ripping them out of the book and then gluing them to their S paper. Once five items are found (including the shoe) the students can stop searching and cutting out objects. The teacher will allow enough time for students to complete this task as the teacher walks around and offers support/feedback for students completing their work. Alternate: The teacher will also offer if students are struggling and cannot find S objects in their magazine they can draw objects onto their S picture to represent different S objects. Extended time: If students complete this lesson quickly and are waiting on other students to finish they can quietly go to the classroom computer and work on Phoneme Pop. Phoneme Pop is an application and activity that pronounces the sound of the letter and the students will have to pop/catch the letter/sound before it goes off the board. The sounds/letters will switch to continue practice for letter/sound recognition. They will work together and take turns quietly to use the computer and game.
Lesson Closure	Students will return to their seats and go over the different S objects they found. The teacher will call on individual students and have them state their different S sounds/objects. The teacher will also write the different objects on the board to show the different collections of S objects and how students might have found similar or different items in their magazine book. There are many different kinds of objects that start with the S sound. At the end the teacher will have everyone do the S sound and pretend they are snakes as they bring their S picture to the front to be added to the letter wall.
Reflection Assessment for Learning: How will you use assessment results to assess student performance on the lesson objective? What steps will be taken if objectives not met by all students?	Based on observation the teacher will be able to monitor the overall conceptual understanding of the lesson. Where students able to grasp the sound of the letter S and could they find S objects in their magazines or where they able to draw different S objects to represent the sound. Depending upon the results the teacher can offer instant feedback and instruction to help students get on the right track. Guided assistance through one-on-one assistance if a student does not understand the concept. Offering pull-out sessions if necessary, but also continuing this lesson plans style for additional lessons on different letters and sounds/phonemes.

Conclusion

Creating a lesson plan that is effective and uses evidence-based strategies will create a successful template for students to learn. Using effective supports in the classroom, such as technology tools for reading, writing, and word study instruction will help engage students and encourage interactivity (Ludlow, 2012). Students with an IEP and without should still receive effective supports in the classroom, which consists of teaching styles, technology, and more will help all students succeed and learn the required concepts (Ludlow, 2012). Understanding the importance of creating a lesson plan that caters and accommodates all students can be challenging to a new teacher, but over time they will learn what works, what does not work, and what might need to be altered for each student so they can grasp the learning concept that aligns with the Common Core State Standards (CCSS).

References

Barrett, J. (2007). Letters & sounds. Phoneme pop. Retrieved from http://www.ictgames.com/phonemePopLS_v2.html.

Common Core State Standard Initiative. (2014a). English language arts standards. Reading foundational skills. Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K/.

Common Core State Standard Initiative. (2014b). English language arts standards. Speaking & listening. Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/SL/K/.

Kubiszyn, T., & Borich, G. (2013). Educational testing and measurement: Classroom application and practice. Hoboken, NJ: John Wiley & Sons, Inc.

Ludlow, B. (2012). Learning supports: From crutch to tool. Teaching Exceptional Children, 45(1), 4. Retrieved from http://search.proquest.com/docview/1039297594?accountid=32521.

Puckett, K. (2013). Differentiating instruction: A practical guide. San Diego, CA: Bridgepoint Education, Inc.

Vaughn, S. & Bos, C. (2012). Strategies for teaching students with learning and behavior problems (8th ed.).  Boston: Pearson.