Partial IEP And Lesson Student Mark Usage 7 Years 2 Months D

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Partial IEP and Lesson Student: Marcus Age: 7 years 2 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. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes.

Marcus also struggles with written expression. Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Subject: ELA

Common Core State Standards: · RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Objective (Explicit): · SWBAT decode the vowel sound short /e/ in one-syllable words. · SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence. Evidence of Mastery (Measurable): · Include a copy of the lesson assessment. · Provide exemplar student responses with the level of detail you expect to see. · Assign value to each portion of the response. See attached files.

Sub-objectives, SWBAT (Sequenced from basic to complex): · How will you review past learning and make connections to previous lessons? · What skills and content are needed to ultimately master this lesson objective? · How is this objective relevant to students, their lives, and/or the real world? - SWBAT sound out words phonically. - SWBAT differentiate between different phonemes.

Key vocabulary: Short /e/ sound, Long /e/ sound, Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.

Materials: Short /e/ Vocabulary list, Short /e/ paragraph, Short /e/ Book Jen, Short /e/ Word Search worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life): · How will you activate student interest? · How will you connect to past learning? · How will you present the objective in an engaging and student-friendly way? · How will you communicate its importance and make the content relevant to your students?

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.

Teacher Will: · How will you model/explain/demonstrate all knowledge/skills required of the objective? · What types of visuals will you use? · How will you address misunderstandings or common student errors? · How will you check for understanding? · How will you explain and model behavioral expectations? · Is there enough detail in this section so that another person could teach it?

Student Will: · What will students be doing to actively capture and process the new material? · How will students be engaged? Teacher will read short /e/ words aloud with student. The teacher will ask the student if they know of any other short /e/ words. The teacher will add the short /e/ words to the list. Can you think of any other short /e/ words?

The student will listen and read with the teacher when asked. The student will ask and answer questions. Co-Teaching Strategy · Which co-teaching approach will you use to maximize student achievement? Differentiation Strategy · What accommodations/modifications will you include for specific students? · Do you anticipate any students who will need an additional challenge? Teacher Will: · How will you ensure that all students have multiple opportunities to practice new content and skills? · What types of questions can you ask students as you are observing them practice? · How/when will you check for understanding? · How will you provide guidance to all students as they practice? · How will you explain and model behavioral expectations? · Is there enough detail in this section so that another person could facilitate this practice?

Student Will: · How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? · How will students be engaged? · How will you elicit student-to-student interaction? · How are students practicing in ways that align to independent practice? · How are students practicing in ways that align to assessment? · How are students using self-assessment to guide their own learning? · How are you supporting students giving feedback to one another?

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.

Student will highlight the short /e/ sounds. Student will ask and answer questions. Co-Teaching Strategy · Which co-teaching approach will you use to maximize student achievement? Differentiation Strategy · What accommodations/modifications will you include for specific students? · Do you anticipate any students who will need an additional challenge? If the student finishes the mini book early, student will be given a fill-in-the-blank word search that uses short /e/ words.

Closing/Student Reflection/Real-life connections: · How will students summarize and state the significance of what they learned? · Why will students be engaged? 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.

Paper For Above instruction

The provided lesson plan offers a comprehensive framework to address Marcus's specific learning needs, focusing primarily on phonics and reading fluency development within a structured co-teaching environment. As Marcus exhibits significant challenges with decoding skills and reading comprehension, the instructional strategies articulated in this lesson plan are tailored to scaffold his learning effectively while fostering engagement and independence.

The core of this lesson emphasizes phonemic awareness, specifically distinguishing the short /e/ vowel sound from the long /e/. By explicitly teaching the differences between these sounds through visual, auditory, and kinesthetic modalities, the lesson supports Marcus in improving his decoding skills. The plan incorporates various instructional practices, including modeling, guided practice, independent work, and formative assessment, ensuring that Marcus has multiple opportunities to internalize and apply the targeted phonics skills.

Activation of prior knowledge is achieved through questioning and discussion about vowel sounds, which helps Marcus connect new learning to his existing understanding of phonics. Engaging students with relevant vocabulary, such as "Ben," "bed," and "red," along with context-rich activities like reading a paragraph and highlighting short /e/ words, enhances contextual understanding and retention. This approach aligns with research by Fountas and Pinnell (2017), emphasizing the importance of connection and relevance in literacy instruction.

Explicit modeling by the teacher, supported by visual aids such as vocabulary lists, paragraphs, and word searches, reinforces phonemic distinctions. Addressing common misconceptions—like confusing long and short vowel sounds—is integral to the lesson, with clear explanations and opportunities for question-and-answer exchanges. Such strategies are supported by Adams (1990), who advocates for direct and explicit phonics instruction to improve decoding skills in struggling readers.

In terms of differentiation, the lesson plan anticipates various needs: providing additional challenging words or activities for advanced students and extra guidance or scaffolding for those who require it. The use of grouping strategies ensures that all students actively participate and receive tailored support, which has been shown to improve individual learning outcomes (Gersten et al., 2008). For Marcus, who is reserved, structured participation during read-aloud and highlighting activities offers a non-threatening environment to practice skills and build confidence.

Assessing mastery occurs through interactive questioning during guided reading, highlighting exercises, and formative assessments embedded within tasks. Immediate formative feedback from teachers can help him recognize errors and correct misconceptions promptly, which aids retention and skill transfer (Black & Wiliam, 1998). Additionally, independent practice with activities like mini books and word searches encourages self-monitoring and application of skills in familiar contexts, fostering greater autonomy.

The closing phase emphasizes reflection on the importance of vowel sounds in word meaning and pronunciation, connecting phonics knowledge to real-world language use. This relevance fosters intrinsic motivation and underscores the practical importance of decoding skills beyond the classroom. As Marcus moves toward fluency, understanding the significance of short versus long vowels enhances his decoding precision, which impacts reading comprehension and overall literacy development.

Overall, this lesson plan exemplifies evidence-based practices tailored to Marcus's unique profile. By blending explicit instruction, multisensory activities, ongoing assessment, and culturally responsive strategies, the lesson aims to enhance Marcus’s decoding fluency, build confidence, and promote social engagement around literacy learning. Continued reinforcement and differentiation will be essential for sustained progress, especially considering Marcus’s social goals and academic strengths.

References

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
• Fountas, I. C., & Pinnell, G. S. (2017). The Fountas & Pinnell literacy continuum: A tools-based guide for student guided reading, teaching, and assessment. Heinemann.
• Gersten, R., Compton, D. L., Connor, C. M., et al. (2008). Future research directions in reading comprehension instruction for students with learning disabilities. Journal of Learning Disabilities, 41(2), 185–198.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Reading Rockets. (2020). Phonics. https://www.readingrockets.org/strategies/phonics
• Snow, C. E. (2002). Reading for understanding: Toward a research and development program. Rand Corporation.
• Vellutino, F. R., & Scanlon, D. M. (2000). Phonological processes in beginning reading: A synthesis of research. In S. K. McCutchen (Ed.), Handbook of early literacy research (pp. 63–86). Guilford Press.
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its relation to reading disability. Journal of Learning Disabilities, 20(5), 276–286.
• Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.