ESE697 W2 Charac. of Students w Mild Mod Disabilities Evidence-based Strategies D2
Create a mini-lesson in phonics or oral language to teach a small group of students (group description below) using an evidence-based strategy from the textbook that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Two of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.
Small group description:
There are four students in this group who are in kindergarten. One of the students is autistic, one student has an intellectual disability, and two are students with ADHD. All four students are reading at the pre-Kindergarten level.
Text
Vaughn, S. & Bos, C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston: Pearson.
Chapter 6: Assessing and Teaching Oral Language
Chapter 7: Assessing and Teaching Reading: Phonological Awareness, Phonics, and Word Recognition
These chapters address evidence-based strategies for teaching and assessing phonics and oral language.
This article discusses the meaning of accommodations and modifications and provides a list of various ways to accommodate students with disabilities in educational environments.
Download the Common Core State Standards in English Language Arts and Mathematics to use throughout the course for alignment with all lesson plans and activities.
This website has many examples of phonics lesson plans to choose from for the “Planning Accommodations for Instruction” discussion.
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Recommended Resource
Article
Dukes, C. & Lamar-Dukes, P. (2009). Inclusion by design: Engineering inclusive practices in secondary schools. Teaching Exceptional Children, 41(3), 16-23. Retrieved from the EBSCOhost database.
This article discusses the basic components of designing inclusive classroom environments.
14 hours ago
Week Two Learning Outcomes
Analyze the learning needs of a student with a disability to generate a list of specific accommodations for the student for instructional planning.
Design a phonics or oral language mini-lesson for a child with a disability based on Common Core State Standards (CCSS).
Design a learning objective, accommodations, and strategies that are in alignment with CCSS in the area of phonics or oral language for teaching students with disabilities.
Week Two Tasks
Read from your textbook, Strategies for teaching students with learning and behavior problems.
Chapter 6
Chapter 7
Read the key notes and additional tips & hints throughout this guidance.
Read the article Accommodations for Students With LD.
Post and respond twice in Discussion One about planning accommodations for instruction.
Post and respond twice in Discussion Two about designing a mini lesson in phonics or oral language.
Complete the second lesson plan assignment.
For each assignment, review the grading rubric so that you know what’s expected.
Address every component of your discussions and assignments.
Reading is the foundation to all learning. As an educator, I cannot tell you how many children I have seen over the years that simply do not have the foundational reading skills they need to be successful in school. Sadly, in schools we frequently continue to move students along the grade level paths hoping that they will “catch up.” With the systematic use of the response to intervention model, school-wide screening, and early intervention services, these students are being identified earlier. Within my district and among my students, I use several reading programs that have proven successful in helping to close the learning gap for our students who have disabilities. Among these programs, I am very fond of the Spalding Method, SRA Reading program, Starfall, and Headsprout. The latter two are designed for preschool–third grade learners. The Spalding program is utilized in many elementary schools and has also proven successful with middle school students. This is a systematic, explicit, interactive, diagnostic, and multisensory model of instruction. I have included a few supplemental materials below that will assist you in better understanding the process of teaching and assessing reading for students, specifically students who have disabilities.
With regard to early intervention programs, it is essential to make learning fun and interactive. There are a plethora of programs that teach phonics and phonetic awareness. As educators, we can continue building this foundational skill with our students throughout the school years. Many students who have disabilities often struggle with printed text. When presented the same information in a multi-modal format including supplementing with images and functional applications, they show great success in understanding the connection between written text and its functional application.
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