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Date:
Subject: Math Addition
Grade Level: Preschool
SWD 1:
Thomas Jones
Learning Disability
Mods: Breaking progress down
into small steps. Listing the
steps. Aid with self-regulation.
I will not call him in front of the
class. I will encourage him
participating group activity.
SWD 2
Damien
Emotional or behavioral
Disorder
Accommodations: I will plan the
assessment as giving the student
a math online game or app relate
with our subject. So he can
practice and play. I will assist
and give feedbacks.
Mods:
I will ask him the easier
questions. So that by answering
the questions right, it will
improve his self-esteem.
If he accomplished the steps, I
will give him a firm and praise
look.
* pairing
hands-on
* whole group instruction
technology integration
project
lecture
centers
NY Core Standards:
Common Core State Standards (CCSS)
Kindergarten Math: Understand addition as putting together and adding to.
Goal: Students will be able to recognize Plus sign and explain the meaning of it.
Objectives:
Students can recall the process of the procedures when we using Plus sign to indicate the meaning of putting
together and adding to. They can explain the process, and also explain the meaning of the Plus sign.
IEP Goals/objectives:
Students will recognize there is special meaning of the card. When other students use the card, they
would observed that there will be certain response.
Procedures Followed:
Co-Teaching Method
General Educator
Opening
Include
behavioral
expectations
Parallel
Station
*1 Teach, 1 Observe
Key
Words/Phrases
or Materials
Needed:
Special Educator
1 Teach, 1 Support
*Alternative
Team
Attention
Cue Signal
Review
Preview
I do
Body
Materials:
*Number Magnets
*Magnet Board
*Sharpie
*Plus sign
2 big ones
5-7 small ones
*Provide
immediate
corrective
feedback for
incorrect
responses.
1.While students are participating the activity, I will observe and give immediate feedback.
2. If they did the steps incorrect, I will stop and demonstrate what they should do.
3. When students complete the step, I will praise them.
Review
Closing
Preview
Independent
Work
How will you change your lesson to accommodate the needs of students with disabilities?
SWD 1:
Thomas Jones
Learning Disability
Mods:
Before the class started, I will verbally talk to him about the procedures, briefly explain the importance of
the card/Plus sign. I will ask the Co-Teacher to observe and assist him, when he seems confused about the
procedures and rules. I will not call him in front of the class, because he doesnt like this. I will encourage
him participating group activity. I will arrange him and his best friend in a group. Especially, when I
illustrate the process on the board, I will take slower steps and keep making eye contact with him. And the
Co-teacher would seat near him for better assisting him.
SWD 2
Damien
Emotional or behavioral Disorder
Accommodations: I will plan the assessment as giving the student a math online game or app relate with our
subject. So he can practice and play. I will assist and give feedbacks.
Mods:
I will ask him the easier questions. So that by answering the questions right, it will improve his self-esteem.
For example, in the beginning of the class I will ask him to count the number of students or number of the
teachers in the class.
If he accomplished the steps, I will give him a firm and praise look. While we are working in groups. I will
come around him and give him a thumps up.
How will you increase Opportunities to Respond: Using Direct Instruction. It demands students to give
immediate feedback.
Data Collection Procedure:
1.During Summarizing session (last session), I will try to ask all the students questions. This would give me
a brief summary of how much they learned, the overall of this lessons learning process, and how much this
lesson achieved its goal and objectives.
2. In the beginning of the next class, I will ask the them to show me if they can recall todays lesson, and
whats the meaning of Plus sign. And I will record the percentage of students who answered correctly, who
almost understand, and how does not understand at all.
3. I will also ask the Co-teachers feedback. Based on the Co-teachers experience with these students and
knowing them individually. I ask as him for each students behavior and improvement from his observation.
Baseline/Monitor Assessment Data:.
Based on the IEP Goals/objectives: Students will recognize there is special meaning of the card. When
other students use the card, they would observed that there will be certain response.
1. Teacher or Co-Teacher can ask the student questions like. How do you think the meaning of the Plus
sign?
2. If the student cannot answer the question right. Teacher will change another question like: What did you
see when your friends are doing the activities? If the student can explain what he or she observed, and it
related to the goal, then this student had showed a progress.
3. If the student still cannot answer, or his or her answer is still too vogue, and it does not related to the goal
at all. This student need more support and the teacher will study more about this students problem.
Student Performance
In this section, you will
reflect upon and answer the
following questions: (a) did
your students meet the
objectives of the lesson; and
(b) how do you know?
Connect your answer to
student performance.
Teacher Effectiveness
Identify instructional strengths and
weaknesses of the lesson presented.
Critically reflect on changes in your
teaching to improve student outcomes.
Provide one to three examples of how
this information will be used to guide
future planning.
Lesson Plan adapted from the Jordan School District and www.lessonplans4teachers.com