Ms. Rachael shoultz



Learning Targetsa. Complete the table below to identify the two learning targets (primary and secondary) selected for the learning segment, together with the lesson objective for each learning target. For fewer than five lessons, delete the appropriate lessons in the chart below.Learning TargetsRelated Lesson ObjectivePrimary Learning Target: Comprehension.Lesson 1: Demonstrate Comprehension of a story read aloud to student using sequential pictures by correctly placing 5/8 cards on story strip. Lesson 2: Demonstrate comprehension of a story read aloud to student by completing beginning, middle, end worksheet with 2 out of 3 pictures correct. Lesson 3: Demonstrate comprehension of a story read aloud to student and identify characters, setting, problem, solution by accurately completing 3/6 sections of worksheet.Lesson 4: Demonstrate comprehension of a story read aloud to student by completing flipbook accurately completing 4/7 sections.Secondary Learning Target: PhonicsLesson 1: Natalie will complete sections 1-2 of SPIRE with 90% accuracy.Lesson 2: Natalie will complete sections 3-4 of SPIRE with 90% accuracy.Lesson 3: Natalie will complete sections 5-7 of SPIRE with 90% accuracy.Lesson 4: Natalie will complete sections 8-10 of SPIRE with 90% accuracy.b. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the iep and relevant to the learning targets. Natalie requires specially designed instructions such as direct instruction on decoding, reading fluency, and comprehension per the IEP. Natalie also has accommodations such as the questions, answers, and information read aloud to her, direct clarification, systematic reading approach, graphic organizers, drill and repetition, prompting, redirection, restating, periodic feedback, and visual aids, per the IEP. Based on my own observations and conversations with Natalie’s first grade teacher, Natalie focuses best when she is faced toward the teacher with minimal background commotion. A pocket chart is placed in between teacher sections in the same classroom as to minimize distraction among the students. 2. Planning for Alignment and Development of Knowledge and Skills a. Complete the table below to identify ??the curricular area represented by each learning target (Note: Learning targets must come from different curricular areas.) ??the goals and/or benchmarks in each focus learner’s individual education plan relevant to achieving either learning target, if applicable ??the early childhood standard, academic content standard, modified standard, or alternate standard related to each learning target (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there are no relevant standards for your learner or for a curricular area. Learning TargetCurricular Area (e.g., academic, cognitive development, etc.) If academic, list content area. Related iep Goal(s) and Benchmark(s), if applicable Related Standard(s), if applicable Primary Learning Target:ComprehensionNatalie will answer literal, inferential, and sequential questions to demonstrate comprehension of what she has read or what has been read to her with 70% accuracy on random work samples within the length of the IEP cycle.2.RS.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.Secondary Learning Target:PhonicsNatalie will read a passage using fluid and automatic decoding skills with 49 words per minute at her instructional level with 90% accuracy within the length of the IEP cycle.2.RF.3 Know and apply grade level phonics and word analysis skills in decoding words.b. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner’s needs. N/Ac. Explain how the focus learner’s iep goals and benchmarks align with your learning target(s). ??If the selected academic learning target is not aligned with an iep goal or benchmark, explain how the secondary learning target aligns with iep goals/benchmarks. ??If the selected primary learning target is non-academic, explain how both learning targets align with iep goals/benchmarks. At the beginning of the 2014-2015 academic year, Natalie’s Developmental Reading Assessment (DRA) score was a 4. Typical second graders at the beginning of the year score 18. Natalie did read a level 4 book with 94% accuracy, however, she scored a 15% in comprehension at that same level.Using the baseline data at the beginning of the year using The Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Natalie had a composite score of 59. She was in the 12th percentile for accuracy. The goal for a typical second grader is a composite score of 141. Baseline data at the beginning of the academic year using the Specialized Program Individualizing Reading Excellence (SPIRE) shows that Natalie is currently at 83% accuracy using the first-grade SPIRE manual. SPIRE is the school-wide reading resource for struggling students. Based off of Natalie’s assessment results, she needs to continue using the SPIRE program to increase her reading accuracy, fluency, and comprehension. Upon completion of the Comprehensive Inventory of Basic Skills II by Brigance, Natalie tested into the primer level for Word Recognition Grade-Placement Test. She also tested into the primer level for Reading Comprehension-Short Passages. Natalie is not meeting the academic standard of knowing grade-level phonics. She is currently working on sound discrimination and vowel identification. Her IEP states that she will answer literal, inferential, and sequential questions to demonstrate comprehension of what she has read or what has been read to her with 70% accuracy. She needs to improve and build upon her phonics skills in order to decode words that are at a second-grade level in order to increase fluency and comprehension. d. If you selected a learning target that addresses a support skill not reflected in the iep, justify why it is appropriate for the focus learner at this time. N/Ae. Explain how the secondary learning target supports the primary learning target. By continuing to master SPIRE lessons, thus increasing the knowledge of word and sentence structure, Natalie will become a more fluent and accurate reader and will be able to recall stories to meet her IEP goals, as well as lessen the gap between her leveling of reading and a typical second-grade level. Reading assessments completed with Natalie show that she is well below grade level for reading and comprehension. Because of Natalie’s low reading and comprehension score, comprehending information in the general education classroom is difficult for Natalie. Natalie has a baseline reading average of 22 correct words per minute based on SPIRE stories used in our weekly running record. Having to sound out and decode most words interferes with Natalie’s fluency, which, in turn, interferes with her comprehension. f. Explain how the lesson objectives, learning tasks, and materials are sequenced to ??move the focus learner toward achievement of the iep goals, standards (as appropriate), and both learning targets ??build connections between the focus learner’s prior learning and experiences and new learning for both learning targets ??move the focus learner toward generalized, maintained, and/or self-directed use of knowledge and/or skills for at least one learning target . Based off of Natalie’s assessment results, she needs to continue using the SPIRE program to increase her reading accuracy, fluency, and comprehension. In every lesson, Natalie will continue with the SPIRE program to build her phonics skills. The SPIRE program provides the building blocks for Natalie to meet her IEP goal of reading at a rate of 49wpm with fluidity and automaticity. Each SPIRE lesson is programmed to build upon the previous lesson to move toward becoming a fluent reader. Natalie is required to complete each SPIRE section within a lesson with 90% accuracy in order move on. If a section is not mastered, it is repeated until mastery. In the first lesson, Natalie will be using pictures to sequence a story read to her. Before starting the story, the teacher will ask Natalie questions about what she thinks the story is about, and other questions to connect an experience Natalie has had with what the story will be about. Having a visual aid, a graphic organizer, and teacher prompting will assist Natalie in processing the story, understanding what event is taking place in the picture, and correctly putting the pictures in sequential order. Previous read-alouds included Natalie reading a level 4 DRA story, and the teacher asking basic comprehension questions.In the second lesson, Natalie will draw pictures of the beginning, middle, and end of a story on a worksheet. The teacher again will ask Natalie questions before the story to connect an experience Natalie has had with the book. Having teacher prompts, a visual aid, and reviewing about sequential order from the previous day, will aid Natalie in recalling the story, determining the events in order, and determining the beginning, middle, and end. Drawing pictures instead of writing her answers provides Natalie with the opportunity to provide more detail in her responses. In the third lesson, Natalie will review her previous story sequence strip and beginning, middle and end organizer. In this review, and during Natalie’s retelling of the stories, the teacher will use the academic language to prompt Natalie to include certain details of the story, like main character, setting, problem, and solution. Before the read aloud, the teacher will ask Natalie questions to see if Natalie can make any real life connections with the book. After this lesson’s read-aloud, Natalie will play a game in which she will have to recall the main character, setting, problem, and solution of the story. I will scribe her answers so that she may use more details in retelling the story. In the fourth lesson, I will provide Natalie with an unfamiliar SPIRE story and perform a running record during her reading. I will review with Natalie the main character, setting, problem, solution, and sequencing of the stories we read in the past three days. After I read the story out loud to Natalie, she will recall the story to answer questions in a flipchart she will cut out and assemble. The flipchart includes a beginning, middle, and end picture draw, as well as a place for her to identify the characters, setting, problem, and solution. Natalie will do this independently, except for when I read and clarify the directions. Once Natalie grasps the concept and can identify these tasks, I will speak with her general education teacher and classroom aide about the graphic organizers she used, how I simplified directions, and how Natalie was able to show her understanding. I will also speak with Natalie about how using a graphic organizer may help her in other subjects in her class. This information can then be generalized to the general education setting in areas such as social studies or science. Natalie will be in charge of correcting the writing portion of the SPIRE program, and will be able to see her past SPIRE activities. I will point out any academic gains Natalie has made.If the lesson objectives are the same across the learning segment for either learning target, provide a rationale for the overlap.N/A3. Knowledge of Focus Learner to Inform Teaching of the Learning Segment For each of the categories listed below (3a–d), describe what you know about the focus learner’s strengths and challenges as related to the lesson objectives of the learning segment. Cite evidence of what the learner knows, what s/he can do, and what s/he is learning to do in relation to BOTH learning targets.a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives Natalie is reading at a DRA level 4 at a 94% accuracy compared to typical second graders reading at a level 18. Natalie scored a 15% on comprehension at a DRA level 4. Natalie has read a total of 4 unfamiliar SPIRE stories and currently reads 22 words per minute with 83% accuracy. Natalie was assessed as having a composite score of 59 on DIBELS, reading in the 12th percentile and providing three words for detail. Natalie has mastered the short vowel sounds of /a/ /i/ /o/ and /u, per SPIRE lessons. Natalie is learning short vowel /u/ in isolation and cvc words. Natalie will complete the next section of SPIRE that reinforces the short vowel /u/. Natalie scored into the primer level in both word recognition and reading comprehension on the Brigance test. Natalie will work to improve her reading accuracy and fluency, as well as demonstrate comprehension by completing multiple activities throughout the lessons.b. Social and emotional development (e.g., impulse control, ability to interact and express him/herself and his/her feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness) Natalie does not have any formal behavior plan. All information on her social and emotional development is based off the professional opinions of Natalie’s current and former teachers, as well as my own observations from interacting with her and observing her during free play at recess and lunch. Based on my observations, my mentor teacher’s observations, and Natalie’s first-grade teacher’s observations, Natalie is able to socialize and collaborate with other typical peers her age in an appropriate way. In the resource room she interacts appropriately with the two other second grade students. Natalie does need verbal/nonverbal prompts to focus, especially working in groups. Natalie does try to avoid tasks that do not keep her interest by asking to use the restroom or get a drink. She needs to be reminded to not ask these questions while the teacher is giving directions. Natalie will appropriately respond to typical conversation questions about her day or mood. c. Personal, family, community, and cultural assets (e.g., the focus learner’s interests and strengths, relevant lived experiences, and self-management skills; family supports or resources; cultural expectations; community supports or resources) Natalie comes from a supportive family. Natalie’s mother is the main contact person for school and regularly attends conferences. Natalie has a younger sister who she is responsible for walking to class every morning. Natalie has stated that she enjoys animals and shopping. Natalie enjoys being read stories about characters she is familiar with. She enjoys reading books about nature. d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or communication)Natalie has a speech impediment that she is currently not being seen for. Natalie pronounces /f/ and /v/ as /th/ in words such as “finger” or “river.” She will correctly say the /f/ and /v/ sounds when they are presented in isolation. When scribing for Natalie, it is best to watch her speak in order to determine what word she is saying. 4. Supporting Learning Respond to prompts below (4a–c). As needed, refer to the instructional materials you have included to support your justifications. Your justifications should address both learning targets for the focus learner. a. Describe how the learning tasks, materials, and supports capitalize on your focus learner’s strengths and interests. The books I have chosen to read aloud include subjects of Natalie’s interest, including animals. Reading stories about these topics will help Natalie with background knowledge, as well as making a connection to the story. Because Natalie has limited vocabulary and writing skills, having her draw and manipulate pictures, as well as expressing her answers while I scribe will allow her to provide more detail and description in her answers.b. Justify your choices of learning tasks, materials, and supports based on the focus learner’s strengths and needs, and principles of research/theory.Based on the Behaviorist Theory, teachers lead instruction, which involve tutorials, drills, and demonstration. Direct instruction includes these aspects. Because Natalie’s IEP requires a systematic approach to reading, using a direct instruction approach is favorable. The SPIRE program uses a direct instruction format. It breaks down skills into smaller units that are easily attainable for the student to achieve. Based on the theory of multiple intelligences, Natalie is exposed to a variety of different learning. The SPIRE program utilizes a multi-sensory approach which includes visually seeing the words and reading the cards, using auditory senses by segmenting words aloud, saying the sound, using oral flashcards, as well as having the student learn kinesthetically by building words with tiles, spelling on table surfaces, and on their own hands with their finger. I am including comprehension activities for Natalie to complete that use more visual, auditory, and kinesthetic learning by drawing pictures, verbally retelling the story, and manipulating pictures to put in sequential order.c. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and supports. Throughout the segment I will show Natalie how using pictures and graphic organizers can help her organize information in other classes as well, such as social studies and science. Also, I will reinforce Natalie’s reading and learning new letters by using words of encouragement and stating all of the new stories and words she is able to read. Natalie will also be able to see if she has mastered a SPIRE activity immediately by the data that I will record. 5. Supporting the Focus Learner’s Use of Expressive and/or Receptive Communication Respond to the prompts 5a–e below to explain how your plans support the focus learner’s use of a communication skill related to the primary learning target. If a learning target was from the communication curriculum area, the communication skill does not need to be distinct from the learning target. a. Communication Skill (Function). Identify and describe one communication skill (function) that ??the focus learner needs to access instruction and/or demonstrate learning for the primary learning target ??includes the language of the discipline associated with the academic learning target, as appropriate Natalie will need to access the receptive communication skill of listening. Because her primary learning target is building comprehension, Natalie will need to actively listen to a story and the directions in order to correctly complete tasks and assignments. I have set up the classroom environment to lessen distractions within the room. I have implemented a behavior plan which encourages on-task behavior. Natalie and I will discuss what active listening is, and I will prompt her to ask for clarification if she did not understand, or listen, to the whole set of directions. Examples include retelling a story, explaining a mathematics problem-solving strategy, answering open-ended questions, stating an opinion, supporting a position with evidence, following directions, signaling or initiating a turn during peer discussion, appropriately expressing frustration, participating in a conversation, answering a question, selecting the right sign, indicating preference with an eye gaze, requesting assistance, selecting a picture or other visual representation, starting or stopping communication, responding to an environmental cue, or signaling/communicating needs. b. Describe how the focus learner will use the communication skill (function) to participate in learning tasks and/or demonstrate learning in relation to the primary learning target.Natalie will demonstrate active listening and better comprehension by requiring less redirection during instruction. She will provide more conversation, and more detailed and accurate responses. c. Given the communication skill (function) identified in 5a, describe the expressive and/or receptive communication demands that the focus learner needs to use in order to participate in learning tasks and/or demonstrate learning for the primary learning target. ??Vocabulary Demands: Spoken, written, or demonstrated words, symbols, signs, or behaviors representing information, concepts and meanings, or feelings. ??Other Communication Demands: Additional expressive and/or receptive communication demands needed to participate in learning tasks and/or demonstrate learning. Additional communication demands include syntax, social use of communication, or situational expectations for oral, written, or demonstrated communication. For Natalie to participate in the lesson’s activities, Natalie will need to demonstrate better listening by requiring less repeated directions, as well as provide more accurate answers in retelling stories. During these lessons Natalie will be taught new vocabulary such as setting, characters, problem, and solution of a story. Socially, Natalie and I will work on her not interrupting discussion, directions, or activities with questions and comments, such as asking to sharpen pencils, get a drink, or go to the bathroom. d. Describe the focus learner’s expressive and/or receptive communication skills and needs relative to the targeted communication skill (function), vocabulary demands, and other communication demands identified in 5a and 5c. Cite evidence of what the focus learner knows, what s/he can do, and what s/he is learning to do. Natalie knows the process of listening and responding in the SPIRE program. Natalie knows to listen quietly during a story being read aloud. Natalie needs to work on active listening during the SPIRE program and story time in order to reduce redirection by a teacher, as well as lessen the amount of question repetition. e. Describe the instructional supports that help the focus learner acquire, generalize, maintain, and successfully use the targeted expressive and/or receptive communication skill (function), vocabulary demands, and other communication demands identified in prompts 5a and 5c.I have situated Natalie’s learning section of the classroom to be in one of the corners of the room rather than the middle of the room. Our section is partially blocked by bulletin boards and bookshelves in order to reduce the number of distractions from the rest of the classroom. I have implemented a behavior plan that allows Natalie to earn tickets at random intervals throughout the lesson for good behavior, such as staying on task, not interrupting a lesson with inappropriate questions, and staying in her seat. Natalie is able to exchange the tickets for a prize of her choice based on available choices. Because Natalie counts tickets every morning and we review prizes, she is very motivated to earn tickets. These classroom supports allow Natalie to focus on her active listening without environmental factors affecting her. The lessons allow Natalie to be interactive and use multiple intelligences to engage her, thus helping her listen to instruction. 6. Monitoring Learning a. For both learning targets, explain how the assessments and the daily assessment record (including baseline data) will provide evidence of ??the focus learner’s progress toward both learning targets through the lesson objectives ??the level of support and challenge appropriate for the focus learner’s needs Daily assessments for these lessons will be keeping yes/no data for each section of SPIRE. Natalie must achieve a 90% per section to continue to the next lesson. During SPIRE lessons, Natalie needs little support due to the structure and routine of the program. The program offers little opportunities for higher level thinking questions. Daily assessments for comprehension activities will be grading and observing Natalie’s responses, which I will be able to do immediately because of the 1:1 instruction. These assessments provide immediate feedback in order for me to gauge if and how I will instruct the next day’s lesson. During these comprehension activities, I can ask Natalie higher level thinking questions and dig deeper into the story. If Natalie is struggling, I will provide more visual or verbal prompts, as well as reteach if necessary. b. For at least one learning target, explain how you plan to involve the focus learner in monitoring his/her own learning progress.I will show Natalie her progress in the SPIRE program daily. She will be able to see immediately that she achieved mastery or needs to do additional work on that section. During the fourth lesson, Natalie will be able to see her weekly results of her running record. She will also be able to grade the written portions of the SPIRE lesson. I will point out any academic gains she has made.Citations: Beginning, Middle, End worksheet compliments Elementary School.Roll-a-Story worksheet compliments of "The Teacher Wife" on Comprehension Flipbook compliments of Mrs. Lemons blog "Step Into Second Grade" at ................
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