ESE697 W3 Charac. of Students w Mild Mod Disabilities Evidence-based Strategies (Assignment)
Lesson Plan #3: Writing and Spelling
As you have learned this week, it is essential to plan for quality instruction in the areas of writing and spelling for students with disabilities. Lesson Plan #3 will focus on using effective, research-based strategies for teaching writing or spelling to students with disabilities.
Week Three also focused on planning effective assessments to ensure that you are monitoring student progress towards the learning objectives. You have already started planning assessments in Weeks One and Two, but in Week Three and beyond, there will be a greater focus on ensuring alignment of your assessment to your learning objective.
Additionally, at least one, if not multiple, research–based strategies for teaching writing and spelling for students with disabilities should be developed for your lesson plan. Your Vaughn & Bos (2012) textbook has a plethora of strategies, but you may also seek other strategies as well in other peer-reviewed texts or articles that were required or recommended this week.
For this lesson, you may plan for your choice of grade level, type of classroom, and disability areas. You may use your own classroom or create a fictional classroom setting for the lesson. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans MUST BE YOUR OWN ORIGINAL CREATION.
Using the lesson plan template (or all the elements included in the template), the following components are required:
Introductory information: Provide the lesson title, grade level, and subject area for the lesson. Describe the classroom for which you are planning the lesson, such as classroom setting, number of students, and any other pertinent information about the classroom.
Students with mild/moderate disabilities in the classroom: Describe at least one learner with a mild/moderate disability who will participate in the lesson. Include the type of disability, the student’s individualized needs, and any pertinent information about the student(s).
Common core state standards and lesson objective: Explain how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address.
Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.
Accommodations or modifications to be provided: Describe the accommodations you will use throughout the lesson to address the individualized needs of each student with a disability.
Teaching procedures: Describe the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section MUST include strategies from the text and peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies.
Checks for understanding: Discuss a minimum of three ways that you will check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in your lesson.
Reflection: Reflect on how the assessment will help inform you of your students’ achievement of the learning objective, as well as how it will inform your future instructional actions. Also, include what plan you will take if the students do not meet the assessment objectives.
This assignment should be approximately three to five pages in length (not including the title and reference pages). At least one to two peer-reviewed sources, which may include the textbook for this course, should be used and cited in the lesson plan. APA format must be used throughout the paper for in-text citations and references.
**If you chose to start a blog during Week One for your introduction and journal, you may also use the blog to post your lesson plans to create a digital portfolio of your work. If you use your blog, please submit the link to the lesson plan when you submit the assignment. You might also want to submit the Word document as well to make sure you get targeted feedback from your instructor so you can revise for your culminating assignment in Week Six.**
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
More Info
Learning Outcomes
This week students will:
Examine the use of curriculum-based measurements in instructional planning for students with disabilities.
Design a mini-lesson in writing or spelling for students with disabilities based on Common Core State Standards and individualized learning needs.
Design a learning objective, accommodations, and strategies that are in alignment with Common Core State Standards, in the area of writing or spelling for teaching students with disabilities.
Introduction
During Week Three, you will learn about evidence-based strategies for teaching writing and spelling to students with disabilities. You will also explore best practices in using assessment in instructional planning to monitor academic progress for students with disabilities.
You will create a mini-lesson as part of a discussion where you can obtain feedback from the instructor and your peers regarding effective planning of instructional strategies in writing or spelling to prepare for this week’s written assignment.
You will use the feedback from the instructor on the Week Three assignment to revise the plan to be included in the Final Project in Week Six.
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Required Resources
Text
Vaughn, S. & Bos, C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston: Pearson.
Chapter 9: Assessing and Teaching Writing and Spelling
This article discusses the difference between formative and summative assessment, as well as the importance of integrating assessment for learning into learning activities.
Goo, M., Watt, S., Park, Y., & Hosp, J. (2012). A guide to choosing web-based curriculum-based measurements for the classroom. Teaching Exceptional Children, 45(2), 34-40. Retrieved from the EBSCOhost database.
Accessibility Statement does not exist.
Privacy Policy does not exist.
This article highlights strategies for using curriculum-based measurements to monitor student progress and to make instructional decisions based on data.
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.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Olthouse, J. M. & Miller, M. T. (2012). Teaching talented writers with Web 2.0 tools. Teaching Exceptional Children, 45(2), 6-14. Retrieved from the EBSCOhost database.
This article provides outstanding strategies for using current technology tools for teaching writing to students with disabilities.
This article provides strong examples for how to use formative assessments in lessons to check for student understanding.
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Introduction
*Special thanks to Dr. Johnson for sharing her original guidance in this document
Welcome to Week Three. At the end of this week, you will be at the halfway mark of this course. This week we will be learning about instructional practices to teach and assess writing and spelling. You will learn through the resources this week that many students, who have challenges with reading, also have difficulties when it comes to writing and spelling. When preparing instruction for students who have learning disabilities and behavioral challenges, one of the most important accommodations that you can provide is adequate time to write and additional instruction/feedback on their individual writing (Vaughn & Bos, 2015).
4 days ago
Week Three Learning Outcomes
Examine the use of curriculum-based measurements in instructional planning for students with disabilities.
You will have designed a mini-lesson in writing or spelling for students with disabilities based on Common Core State Standards and individualized learning needs.
Designed a learning objective, accommodations, and strategies that are in alignment to Common Core State Standards, in the area of writing or spelling for teaching students with disabilities.
Week Three Tasks
Read from your textbook, Strategies for teaching students with learning and behavior problems.
Chapter 9
Read the key notes and additional tips & hints throughout this guidance.
Read the articles What is Curriculum-Based Measurement and What Does it Mean to My Child? and A Guide to Choosing Web-Based Curriculum-Based Measurements for the Classroom.
Post and respond twice in Discussion One about curriculum-based measurements
Post and respond twice in Discussion Two about designing a mini lesson in writing or spelling.
Complete the third 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.
Writing does not have to be painful for students. I have learned throughout my years of teaching that students who have learning disabilities often struggle the most with the writing component of academic learning. Many times these students have wonderful ideas and can develop incredible stories. However, when it comes time to put those thoughts in writing, there is a disconnect between the brain and the hand. Students simply cannot remember their thoughts or put them in logical order on paper. This is often due to the brain needing to think about many components at the same time. Writing encompasses many aspects: developing ideas, proper conventions (often difficult for these students), penmanship, and editing. The text states that students who have learning disabilities largely struggle with writing due to their phonological awareness problems and limited exposure to or interaction with printed text (Vaughn & Bos, 2015). Therefore, the special education teacher must provide remedial instruction in spelling and handwriting.
In working with students who have learning disabilities, I have found that one of the most useful tools is speech-to-text software. For many of our students, their use of language and oral vocabulary develops faster than written language. This is in part due to a student’s use of oral language to communicate in functional settings. When providing interventions to students in reading, such as the SRA reading program or Spalding, it is also helpful to facilitate their application of this learning through writing. Using speech-to-text software such as Dragon Naturally Speaking can provide a way for students to produce written assignments through speech, while facilitating proper mechanics. Students simply speak into a microphone that works in conjunction with a word processing program to develop text. The computer does not fix errors in conventions, such as spelling, period, commas, etc. As the teacher, it is also your role to facilitate instruction in these skills.
Please watch the video to see how text-to-speech software such as Dragon Naturally Speaking can provide support for struggling writers.
Chapter 9 Reading: Assessing and Teaching Writing and Spelling
In this chapter, you will explore evidence-based practices to facilitate the writing process and assist students who have disabilities in identifying and reducing errors. The chapter introduces the importance of creating a setting that promotes independence and is conducive to writing. This can include a quiet location free from distractions that still offers the ability to interact with peers for editing when necessary. This chapter also discusses the importance of having appropriate materials for students that facilitate the writing process, such as topic choices and key words. The key steps in the writing process are also introduced, along with supports for assisting students who have disabilities.
Goo, M., Watt, S., Park, Y., & Hosp, J. (2012). A guide to choosing web-based curriculum-based measurements for the classroom. Teaching Exceptional Children, 45(2), 34-40. Retrieved from the EBSCOhost database.
Johnson, S. (2016). Week 3 instructor guidance [EDU697:Characteristics of students with mild and moderate disabilities and evidence-based strategies]. San Diego, CA: Ashford University.
Olthouse, J. M. & Miller, M. T. (2012). Teaching talented writers with Web 2.0 tools. Teaching Exceptional Children, 45(2), 6-14. Retrieved from the EBSCOhost database
The class that I am planning to do work about is the grade one, and the subject is English in writing. These are still young children that are learning how they can write and still need the skills that are taught in class for them to develop the writing abilities. This is a crucial stage for the student that are learning how to write and more specifically to construct sentences that can be considered to be very well developed. The lesson is aimed at guiding the students to develop and…
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