Paraeducator

Alisha Honey

Supervisor Diane Gough

Date: 9/15/2016

Subject

Sorting

Lesson Length 10 minutes

Objective Given big and small shapes, the student will be able to correctly sort
shapes by size 7 out of 10 times or 70% with no more than 2 prompts.
Materials Needed Big Squares, small squares, file folder, big word sign, small word
sign
Presentation by Paraeducator:
(Verbal instructions)
1. Layout the file folder.
(Student may not want to work. Allow
student to point to an object he wants to
work for. Lay object or picture of object
on I Want chart, and tell the student
First we are going to do an activity, and
then you can have If student
becomes restless during lesson remind
student he is working for the object that
he wants. Example First work, then )
2. Tell the student We are going to sort
our shapes. We have big shapes (hold up
the big shape) and we have small
shapes (hold up the small shape.
3. Model where to place shapes on the
file folder. Hold up the big shape and say
This shape is big it goes over here
(exaggerate voice on big) Now, hold up
the small shape and say This shape is
small it goes over here.
4. Practice one time with the student
using hand over hand.
5. Tell the student Now its your turn.
6. Give student one shape at a time and
ask student is this shape big or small
each time. (Give student positive praise
to let him know that he is correct)
7. If student places shape on the wrong
side prompt the student to move the
shape by asking again if the shape is big
or small. If student does not correct the

Student Response:
Steps 1-3 student is watching and
listening to instructor. Student will be
engaged.
(Student will choose an object that he
wants to work for. Student will pull
picture off and put on I Want chart.
Step 4 Student is following along with
para and is actively participating when
asked.
Step 6 student will grab shapes from
para and place on the correct side of the
file folder.
Step 7 student may misplace item.
Student will correct with a prompt; if
student does not correct after two verbal
prompts para will direct student using
hand over hand.
Step 8 student has completed the
activity and is now actively listening to
para.

shape after 2 verbal prompts, use hand

over hand and correct the student,
saying the correct size of the shape.
8. When student sorts all shapes tell the
student he is finished, and then end in
closure that is listed below.

Lesson Closure: (review)

Today you sorted shapes by their size. You sorted between big and small shapes.
You did a great job putting shapes with their correct size. Hold up one last shape
and ask the student Is this shape big or small? (Allows student to place on the
correct side of the file folder) Give positive feedback.

Evaluation of Student Progress:

At the beginning of lesson student was a little restless, and he wanted to keep
getting up out of his chair. He was given three reminders that he was working for a
preferred object. Student needed one prompt on his first shape, reminding him to
look at which side the shape needs to go on. After that the student completed the
task, only missing one. The student completed the task with 90% accuracy. The
student will continue working on this task for the next couple of days to see if he
can retain what he has learned, and if he is ready to sort shapes by small, medium,
and big.
Reflection
When I began working on this project, I was prepared. Over the past few
weeks, I have made it a point to get to know the para in the classroom, so that
there was some form of a relationship built. The para is very involved and
knowledgeable of the class. She is always willing to help and she open to receiving
advice as well as giving advice. When I gave her the lesson, she was very open to
the lesson and using what I had written. The para read over the lesson before
presenting it to the student.
As I observed the lesson, I thought it went smoothly. She understood how to
keep the student on task, and she used the suggestions I made in the lesson plan.
Overall, I believe I had a very positive experience working with and presenting the
lesson plan to the para. When you establish a relationship with the paras in the
classroom, it will help the classroom run smoothly. Paras will respect you as a

teacher and they will be open to suggestions and feedback. When I have my own
classroom, I want to make it a point to establish a relationship with the paras in my
classroom. Just by talking to the paras each day, it will help to establish a positive
relationship, and this will reflect well in the classroom.

Permission to copy grated by Pacific Training Associates