Day Unit Plan Use The 3-Day Unit Plan Template ✓ Solved

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3 Day Unit Plan Use the “3 Day Unit Plan Template†located

Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice.

She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.

Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.

Specifically, incorporate the following into the unit plan to meet April’s needs: The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.

Paper For Above Instructions

3-Day Unit Plan for April: Vocabulary Acquisition and Use

This 3-day unit plan aims to enhance the vocabulary acquisition and use of April and her peers in a resource classroom. Considering April's specific needs due to her language impairment, the lessons will include personalized strategies and technology integration to aid in her language development.

Day 1: Introduction to Vocabulary Words

Objective: Introduce students to five key vocabulary words associated with a selected reading text, using Multiple Means of Representation.

Activities:

  • Begin with a read-aloud session to engage all students. Utilize visual aids such as Mayer-Johnson symbols to represent key vocabulary words during the read-aloud.
  • After the reading, students will use Proloquo2go software to select and identify vocabulary words, helping them visually and audibly engage with the content.
  • Facilitate a group discussion on the meanings of each word, encouraging the use of assistive technology for those who need it, especially April.

Differentiation Strategies:

  • Customize vocabulary words based on April’s IEP goals, ensuring the text is accessible and supports her decoding efforts.
  • Implement visual stimuli and graphics to assist in understanding word meanings.

Assessment: Use a rubric to evaluate April’s ability to identify and comprehend the words using AAC systems with 90% accuracy.

Day 2: Vocabulary Definitions

Objective: Students will write definitions for the chosen vocabulary words with a focus on comprehension and expression.

Activities:

  • Students will work in pairs to create definitions for their vocabulary words using text-to-speech technology. This supports April in formulating her definitions clearly.
  • Provide a graphic organizer to help students structure ideas about vocabulary definitions and use the Proloquo2go for word suggestions.
  • Encourage peers to assist April by discussing meanings, reinforcing a cooperative learning environment.

Differentiation Strategies:

  • Leverage AAC technology and visuals to aid April in this process, providing her with exemplars of definitions and sentence structures.
  • Provide extended time and the use of supportive writing tools for April to enhance her organizational skills while writing definitions.

Assessment: Evaluate each student's definitions based on clarity, correctness, and use of AAC communication tools, aiming for 90% accuracy.

Day 3: Vocabulary in Context

Objective: Incorporate vocabulary into sentences and apply the words in context.

Activities:

  • Have students construct sentences using the vocabulary words in pairs. Use collaborative tools, allowing students to refer to previous days’ work and assistive technologies.
  • Incorporate a session where students share sentences aloud, utilizing text-to-speech features for those who need it, which will particularly support April.
  • Conclude with a whole-class reflection, where students articulate how they used the vocabulary words across activities.

Differentiation Strategies:

  • Provide sentence starters and examples for April to use as scaffolding in her writing.
  • Monitor and provide feedback during the activities, offering targeted interventions to ensure recognition of vocabulary use in context.

Assessment: Use a rubric to assess each student's written sentences on clarity, grammar, punctuation, and vocabulary use with 90% accuracy, documenting April’s progress accordingly.

Part 2: Rationale

The instructional choices outlined in this unit plan acknowledge April's unique learning profile and language impairment needs. The incorporation of assistive technology, such as Proloquo2go and text-to-speech tools, provides April with essential support that helps bridge her communication barriers. These technologies afford her alternative means to express understanding and engage with vocabulary.

Engagement strategies, particularly those leveraging visual supports and collaborative activities, promote an inclusive classroom environment accommodating diverse learning needs. The use of graphic organizers assists in organizing her thoughts, enhancing her writing capabilities. The cumulative assessments across the unit are designed to reflect progress on her IEP goals, ensuring that feedback informs future instruction.

Overall, the selected augmentative and alternative communication systems and the collaborative, multifaceted approaches proposed in this unit plan are integral to meeting April's immediate educational needs while fostering her ongoing language development.

References

  • American Speech-Language-Hearing Association. (2020). Language Disorders. Retrieved from https://www.asha.org/public/speech/disorders/Language-Disorders/
  • Arizona Department of Education. (2021). Arizona English Language Arts Standards. Retrieved from https://www.azed.gov/standards-practices/ela-standards
  • Cooper, H. (2016). The Research Basis for the Effective Use of Visual Supports for Children with ASD. Autism Research Journal, 9(4), 442-455.
  • Gersten, R., & Baker, S. K. (2020). Key Principles for Teaching Students with Learning Disabilities. Learning Disabilities Research & Practice, 35(3), 146-157.
  • Higgins, S. (2015). Assistive Technology in the Classroom: Examples and Recommendations. Journal of Special Education Technology, 30(1), 1-25.
  • Smith, S. J., & Wilcox, D. N. (2017). Adaptations for Students with Language Impairments. Education & Training in Autism and Developmental Disabilities, 52(2), 135-150.
  • Thompson, A., & Smith, R. (2021). Vocabulary Acquisition in Elementary Students: Approaches and Strategies. Journal of Elementary Education, 55(2), 89-102.
  • U.S. Department of Education. (2017). Ensuring the Accessibility of the English Language Arts Standards for Students with Disabilities. Retrieved from https://www.ed.gov/policy/speced/guid/idea/idea.pdf
  • Vogtle, L., & Redd, S. (2022). The role of AAC in engaging students with language impairments: A case study approach. Augmentative and Alternative Communication, 38(2), 146-158.
  • Wiley, S. D. (2018). Using Visual Supports to Enhance Vocabulary Learning. Vocabulary Instruction for the 21st Century, 14(3), 133-148.

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