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Student

 

EDIS6425

 

Teaching Unit

 

December 07, 2017

 

Narrative

 

I teach reading and mathematics for 22 grade classroom comprised of up to nine students with communication disorders including students with difficult hearing. Most of the students struggled with Math, so every student has IEP including short-term goals and long-term goals. I have to evaluate them weakly to handle the report for general education teacher because my students have to take reading, math, and English in general education twice per week. Then, I have to review everything has been taught in general education with them. Regarding to my students, I prepared a record about my students- every classroom has five to ten students- including type and level of disability, hobbies, health problems, weaknesses and strengths. There are some students who had some weaknesses such as speech disorders, loss of hearing, and communication disorders, but they have some strength such as attention to detail, honesty, writing, reading, and using devices (I pads, smartphones). My classroom was prepared to include a small mailbox to keep students’ papers, which allow their parent to be familiar with what happens in the classroom. A small box and an honorary board in the back of the class that includes some short story to enhance my students read these books where I make a competition for students which was more books, more stars. Then, put these stars on the honorary board. I use technology such as I pads- to use some apps for reading and math exercises, and projectors to illustrate lessons and helps students to rewrite some exercises. I also provide some wooden counter for math class. My class also has an individual teaching area where I use it to help students who have some problems. Additionally, I try to change seating arrangements to support children with disabilities, so the desks and chairs in my classroom were prepared as Horseshoe. Furthermore, I use teaching aids board that included alphabet letters, numbers, some pictures of animals and fruit. Finally, a classroom behavior management system including a clear instruction for my students at risk, put some signs such as keep class clean, no food in class, no aggressive behavior. I tried to accommodate and modify my classroom based on students’ needs where I did my best to make my classroom a less restrictive environment.

 

Lesson Plan Template

 

Name: Ali Al Qsslah

 

Date of Lesson: 12/6/2017

 

Content Area: Math

 

Grade/Age: 5th grade

 

Cooperating Teacher: Yusuf

 

Topic of Lesson/Unit: Adding and Subtracting Fractions

 

Lesson 1: Review the Fraction.

 

1. Goal/Objective/Purpose of Lesson: The student will review the concepts of fractions

 

2. Prerequisite Knowledge: 4th grade level the fractions.

 

3. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 

Students will do practice related to the concept of fraction.

 

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

 

Students will represent the fractions in fraction bar.

 

1. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

During instruction, Paul will remain in his seat for 80% of five-minute intervals during 3 out of 4 consecutive 60-minute data collection periods.

 

Paul will use worksheet to aid in remaining in his seat for 80% of five minutes intervals during the hour.

 

Ahmed will correctly solve 8 out of 10 addition facts 3 out of 5 times by December 2017.

 

Ahmed will work with a partner to solve 8 out of 10 problems using Fraction tools.

 

2. Resources/Materials/Technology:

 

1. Smart Board

 

2. Fraction tools

 

3. Textbook,

 

4. Worksheet

 

3. Instructional Activities/Procedures:

 

I use peer-to-peer activity in solving the problem.

 

1. Review/background information and activities:

 

I introduce the standard and objective, and discuss with students what we have covered in this unit, what we are going to learn today, and what I expect from them to learn. Student use the fraction boxes to represent the numbers. I introduce the new vocabulary in unite.

 

2. Teaching/modeling (presentation of new information):

 

I begin with review the concepts and vocabulary of fraction units.

 

1. Benchmark fractions

 

Fractions are commonly used for estimation. A benchmark fraction helps you compare two fractions

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 2.22.44 PM.pngSources: http://www.culturecognition.com/lmr/fractions-lesson-12-order-and-compare-benchmarks

 

2. Common denominator for two or more fractions

 

1. A common denominator is a common multiple of the denominators.

 

12 is a common denominator for 2 and 3

 

3. Common Multiple:

 

1. Common multiples of 3 and 6 : ,12, 24, 48, any common multiple of two or more numbers

 

6– 6,12,18,24,39,36,42

 

2– 3,6,9,12,15

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 3.11.01 PM.png

 

4. Denominator

 

1. The quantity below the line in a fraction. It tells the number of equal parts into which a whole is divided.

 

/Users/emanalabdrabalnabi/Desktop/fraction.gif

 

5. Equivalent fractions

 

1. Fraction that have the same value.

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 3.08.34 PM.pngSource: http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/read/1

 

6. Fraction

 

1. Is a way to describe a part of a whole or a part of a group by using equal parts?

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 3.05.46 PM.png

 

Fraction bar

 

1. A horizontal bar that separates the numerator and the denominator.

 

/Users/emanalabdrabalnabi/Desktop/Curriculum_Resource_Guide_Fractions_and_Decimals3.jpg

 

7. Fraction greater than one

 

1. a fraction where the numerator is greater than the denominato

 

8. Fraction less than one a fraction

 

1. Where the numerator is less than the denominator.

 

 

 

9. Like denominators

 

1. In two or more fractions that are the same.

 

visual%20fraction%201.gif

 

10. Unlike denominators

 

Denominators that is not equal.

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 3.02.05 PM.png

 

3. Guided practice

 

Students talk with their partner, each student explain the concept and practice some problem with their peers.

 

4. Independent practice – Finally, each student has to work on their own worksheet then they work and discuss how they solve the problem in the class.

 

Accommodations/Differentiated Instruction/Assistive technology:

 

4. Assessment/Evaluation: Today’s assessment is observation, discussion and if they want, a recording of their performance.

 

5. Reflection:

 

The teacher will illustrate each step via ELMO or document camera as the class follows the steps on another student’s paper, checking for mistakes as they review. This provides each student the opportunity to observe the problems being solved correctly, to be watchful of common mistakes, and to quickly see their own mistakes (when their corrected paper is returned at the end of the review). The teacher will collect and review each paper as a means of educative assessment.

 

Lesson Plan Template

 

Name: Ahmed

 

Date of Lesson: December 4, 2017

 

Content Area: Math

 

Grade/Age: Fifth

 

Cooperating Teacher: Yusuf- General teacher

 

Unit: Adding and Subtracting Fractions

Topic of Lesson2: Using Benchmark Fraction as Strategy of Estimating

Goal/Objective/Purpose of Lesson: The student will identify the lowest and highest common denominators in the problem, the student will use the benchmark to estimate adds and subtracts.

 

1. Vocabulary: sums, differences

 

2. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Extended Standards

 

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally

 

Standard(s)

 

Benchmark(s)

 

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 

Students will use available tools to simplify the problem such as make a line plot

 

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

 

Students will work as peers to solve the problems.

 

3. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Paul will add and subtract fractions based on a fifth grade math with 80% accuracy by December 2017.

 

Paul will add and subtract fractions based on a fifth grade math with 50% accuracy by December 2017.

 

Given a work sheet assignment at 5th grade level, Ahmed will complete all assignment with 80% accuracy

 

Given a work sheet assignment at 5th grade level, Ahmed will complete all assignment with 60% accuracy increasing from a baseline of 50% accuracy.

 

4. Resources/Materials/Technology:

 

1. Smart Board

 

2. Textbook

 

3. Large Wall-size “Post-it” Notes

 

Instructional Activities/Procedures:

 

1. Review/background information and activities:

 

I use a smart board in teaching the lesson, so that students pay attention to me and focus on the materials in the board. I introduce the standard of the unite for and focus on lesson objectives. Through the lesson, I ask students about vocabulary such benchmark fraction and what are the synonymy of these words sums, differences. The class activity is each student will work with his partner. I set the rules “you talk”, and “your partner talks”.

 

2. Teaching/modeling

 

First, I start with the word problem that consistent of fractions 5 3⁄4, 5 3/5, 5 ½ and 5 11/12, and it ask the students what is the greatest and lowest fractions? then I encourage the students to think and to talk with their partners how they will go to solve this problem for 30 second. Then I ask the student to set the plan how they are going to solve the problem. I give the student the opportunity to solve the problem in different ways, and students are free to work with the tools. I give the students 2 minutes to solve this problem. The students will participate to provide the answer, and I write dawn in the board, and ask the student and his/her partner how they solve it. I point out the important to me is how you solve the problem rather than whether you get the answer or not.

 

Second, I start the breakdown the problem, what I have, What I need to solve. In this problem “I have the fractions”, and I want to find “what is the greatest fractions among these numbers? I introduce one method to solve this problem, which is an open number line. I ask the student where are the fraction setting in number line? 5 3⁄7, 5 3/5, 5 ½ and 5 11/12 set between 5 to 6 where are the middle will be ½ fraction.

 

I set ½ fraction is a benchmark fraction that the students use it to judge other numbers. Take one of these fraction, and ask the students to talk with their partner whether 5 3/7 is less or greater than 5 ½. The students could use any way or tools to answer this question. Then all students with their partners try to determine which fractions are less or greater than 5 ½.

 

Then student with his/her partner then he give me his answer, and how he get this answer. The purpose of clarifying is to share the solving methods with others.

 

3. Guided practice & Independent practice

 

I gradually release some responsibilities to students, the student will begin page 34 from textbook to do some practice. I solve 1st problem, then I encourage the student to solve the next, third and fourth problem. I move around the class to make sure the student on the correct path to solve them about 8-10 minutes. Then each student participates and explains how he /she solve the problem.

 

Homework

 

I give the student a worksheet, and they have to solve the problem by the end of the week.

 

../Desktop/estimate.pdf

 

sources: https://www.mathworksheetsland.com/topics/fractions/estsumsdif/estpract.pdf

 

5. Accommodations/Differentiated Instruction/Assistive technology:

 

For students with communication disorders, course modifications, such as one-to-one presentations and the use of a computer with a voice synthesizer.

 

6. Assessment/Evaluation: The pre-assessment for this unit was given last Friday with a passing rate of 80%. Today’s assessment is summative through work sheet. I will go around and check to make sure the groups have accurately completed their task.

 

Lesson Plan Template

 

Unit: Adding and Subtracting Fractions

 

Lesson 4: Representing and adding and subtracting fraction with same denominators

 

Name: Student

 

Date of Lesson: 12/8/2017

 

Content Area: Mathematics

 

Grade/Age: 5th

 

Cooperating Teacher: Yusuf

 

Goal/Objective/Purpose of Lesson: The student will represent and add fractions with unlike denominators.

 

1. Prerequisite Knowledge: 4th grade level adding fractions with link denominators.

 

2. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 

Students will represent the fractions and add the fraction with like dominators

 

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

 

Students will represent the fractions and add the fraction with like dominators

 

3. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

During instruction, Paul will remain in his seat for 80% of five-minute intervals during 3 out of 4 consecutive 60-minute data collection periods.

 

Paul will use worksheet to aid in remaining in his seat for 80% of five minutes intervals during the hour.

 

Ahmed will correctly solve 8 out of 10 addition facts 3 out of 5 times by December 2017.

 

Ahmed will work with a partner to solve 8 out of 10 problems using Fraction strips

 

4. Resources/Materials/Technology:

 

1. Smartboard

 

2. fractions bar

 

3. textbook

 

4. fraction box

 

5. Instructional Activities/Procedures:

 

1. Review/background information and activitie

 

I use pre-assessment worksheet to ensure that all students know how to add the fractions with same denominators. I introduce the objective, and what I expect the students learn from this lesson. Each student will use the fractions boxes in order to represent the fractions.

 

2. Teaching/modeling (presentation of new information):

 

I use a real- life example such as pizza slices as fraction with same denominators. Students are able to recognize the fractions. Each student talks with their partners.

 

1) Adding fractions with like denominator

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 4.35.13 PM.png

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 4.35.35 PM.png

 

/Users/emanalabdrabalnabi/Desktop/like-fractions1.jpg

 

give 5-10 minutes the student three problem to practice with their partners, then the students and I solve the problems together, each student has to solve one problem by their own.

 

2) subtracting fractions with like denominators

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 5.05.38 PM.png

 

/Users/emanalabdrabalnabi/Desktop/2423950_orig.png

 

Finally, each student completes the worksheet

 

Students work with their partners, and solve the answer, I ask a student what is the answer, then I ask the partner how they find this answer.

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 5.12.27 PM.png

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 5.12.58 PM.png

 

6. Accommodations/Differentiated Instruction/Assistive technology:

 

For students who are struggling with the use of fraction strips, give them a worksheet with the fraction strips already drawn. Students may shade or color the correct amount to represent the answer to each question. For students struggling with finding the common denominator, introduce the idea of “trading” one strip for strips with same denominator. For example, in the exercise 1/2 + 3/10, students may trade the 1/2 strip for 5 1/10 strips, then add all of the 1/10 strips together, to arrive at the answer 8/10 (or 4/5). Students who are having difficulty may also benefit from using the “Adding Fractions” resource included with this lesson in the Related CPALMS Resources section.

 

7. Assessment/Evaluation: Formative assessment:

 

1. Assess students on their contributions to the class example problem.

 

1. Have students present their solutions to the assigned problems.

 

III. Assess them on their ability to explain their reasoning and justify their solution through the use of a model.

 

1. Check completed activities for clear modeling of each problem and correct solutions.

 

8. 8. Reflection:

 

1. Student performance will be reviewed informally throughout the lesson (as the teacher walks through the classroom and “spot-checks” their responses and work with fraction strips), and more formally at the end of the lesson when classwork is completed and reviewed as a class, guided by the teacher. Students will grade each other’s work as the teacher models the thought process involved in solving each problem.

 

Name: Ali Al Qsslah

 

Date of Lesson: 12/8/2017

 

Content Area: Math

 

Grade/Age: 5th grade

 

Cooperating Teacher: Yusuf

 

Topic of Lesson/Unit: Adding and Subtracting Fractions

 

Lesson 3: Representing and adding fractions with unlike denominators.

 

Goal/Objective/Purpose of Lesson: The student will represent and add fractions with unlike denominators.

 

Prerequisite Knowledge: add the fraction with same denominators.

 

7. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 

Students will represent the fractions and add the fraction with unlike dominators

 

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

 

Students will work as peers to solve the problems.

 

8. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

During instruction, Paul will remain in his seat for 80% of five-minute intervals during 3 out of 4 consecutive 60-minute data collection periods.

 

Paul will use worksheet to aid in remaining in his seat for 80% of five minutes intervals during the hour.

 

Ahmed will correctly solve 8 out of 10 addition facts 3 out of 5 times by December 2017.

 

Ahmed will work with a partner to solve 8 out of 10 problems using Fraction strips

 

9. Resources/Materials/Technology:

 

1. SmartBoard

 

2. Textbook

 

3. Fraction strips

 

4. Fraction bar

 

5. Fraction box

 

1. Review/background information and activities:

 

I use pre-assessment worksheet to ensure that all students know how to add the fractions with same denominators. I introduce the objective, and what I expect the students learn from this lesson. Each student will use the fractions boxes in order to represent the fractions.

 

2. Teaching/modeling (presentation of new information):

 

I start reading the problem loudly, and encourage students to talk with their partner how they can solve it. Explain how they have different answer because they use the common denominators give 5-10 minutes the student three problem to practice with their partners, then the students and I solve the problems together, each students has to solve one problem by their own. Finally each student completes the worksheet.

 

 http://www.inspiration.com/Kidspiration-math-examples

 

 

 

6. Accommodations/Differentiated Instruction/Assistive technology:

 

For students who are struggling with the use of fraction strips, give them a worksheet with the fraction strips already drawn. Students may shade or color the correct amount to represent the answer to each question. For students struggling with finding the common denominator, introduce the idea of “trading” one strip for strips with same denominator. For example, in the exercise 1/2 + 3/10, students may trade the 1/2 strip for 5 1/10 strips, then add all of the 1/10 strips together, to arrive at the answer 8/10 (or 4/5). Students who are having difficulty may also benefit from using the “Adding Fractions” resource included with this lesson in the Related CPALMS Resources section.

 

7. Assessment/Evaluation: Formative assessment: Ask students to

 

3/8 + 4/8 = ?

 

3/4 + 2/4 = ?

 

Name three equivalent fractions for each of the following:

 

1/2 = _____ = _____ = _____

 

4/6 = _____ = _____ = _____

 

5/3 = _____ = _____ = _____

 

8. Reflection:

 

Student performance will be reviewed informally throughout the lesson (as the teacher walks through the classroom and “spot-checks” their responses and work with fraction strips), and more formally at the end of the lesson when classwork is completed and reviewed as a class, guided by the teacher. Students will grade each other’s work as the teacher models the thought process involved in solving each problem.

 

Unit: Adding and Subtracting Fractions

 

Lesson 5: Representing and subtracting fractions with unlike denominators

 

Name: Ali Al Qsslah

 

Date of Lesson: 12/9/2017

 

Content Area: Mathematics

 

Grade/Age: 5th

 

Cooperating Teacher: Yusuf

 

Goal/Objective/Purpose of Lesson: The student will represent and add fractions with unlike denominators.

 

1. Prerequisite Knowledge: 4th grade level adding fractions with link denominators.

 

2. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 

Students will represent the fractions and add the fraction with like dominators

 

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

 

Students will represent the fractions and add the fraction with unlike dominators

 

3. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

During instruction, Paul will remain in his seat for 80% of five-minute intervals during 3 out of 4 consecutive 60-minute data collection periods.

 

Paul will use worksheet to aid in remaining in his seat for 80% of five minutes intervals during the hour.

 

Ahmed will correctly solve 8 out of 10 addition facts 3 out of 5 times by December 2017.

 

Ahmed will work with a partner to solve 8 out of 10 problems using Fraction strips

 

4. Resources/Materials/Technology:

 

1. Smartboard

 

2. fractions bar

 

3. textbook

 

4. fraction box

 

5. Instructional Activities/Procedures:

 

1. Review/background information and activities

 

I use pre-assessment worksheet to ensure that all students know how to add the fractions with same denominators. I introduce the objective, and what I expect the students learn from this lesson. Each student will use the fractions boxes in order to represent the fractions.

 

2. Teaching/modeling (presentation of new information):

 

Teachers should first present these concepts to students with models and real-life examples. Students are able to recognize the fractions. I start reading the problem loudly, and encourage students to talk with their partner how they can solve it.

 

2)subtracting fractions with like denominators

 

find the common denominator, solve the problem.

 

/Users/emanalabdrabalnabi/Desktop/Screen Shot 2017-12-09 at 5.07.38 PM.png

 

explain how they have different answer because they use the common denominator

 

Guide Practice:

 

Word Problem:

 

A school wants to make a new playground by cleaning up an abandoned lot that is shaped like a rectangle. They give the job of planning the playground to a group of students. The students decide to use 1/5 of the playground for a basketball court and 4/9 of the playground for a soccer field. How much is left for the swings and play equipment?

 

6. Accommodations/Differentiated Instruction/Assistive technology:

 

For students who are struggling with the use of fraction strips, give them a worksheet with the fraction strips already drawn. Students may shade or color the correct amount to represent the answer to each question. For students struggling with finding the common denominator, introduce the idea of “trading” one strip for strips with same denominator. For example, in the exercise 1/2 + 3/10, students may trade the 1/2 strip for 5 1/10 strips, then add all of the 1/10 strips together, to arrive at the answer 8/10 (or 4/5). Students who are having difficulty may also benefit from using the “Adding Fractions” resource included with this lesson in the Related CPALMS Resources section.

 

7. Assessment/Evaluation: Formative assessment: Ask students to

 

3/8 + 4/8 = ?

 

3/4 + 2/4 = ?

 

Name three equivalent fractions for each of the following:

 

1/2 = _____ = _____ = _____

 

4/6 = _____ = _____ = _____

 

5/3 = _____ = _____ = _____

 

I give 5-10 minutes to solve the word problem with their partners, then the students and I solve the problems together, one student say what is the answer, and how he solves this problem.

 

Work as group in the class to solve two word problems

 

1) Ahmed walks 6/7 of a mile to school. Hussain walks 1/3 of a mile to school. How much farther does Pam walk than Paul?

 

8. Reflection:

 

Student performance will be reviewed informally throughout the lesson (as the teacher walks through the classroom and “spot-checks” their responses and work with fraction strips), and more formally at the end of the lesson when classwork is completed and reviewed as a class, guided by the teacher. Students will grade each other’s work as the teacher models the thought process involved in solving each problem.

 

 

Reading/Writing Lesson Plan: Day 1

 

Name: Ali Al Qsslah

 

Date of Lesson: Monday

 

Content Area: Reading

 

Grade/Age: 5th Grade

 

Cooperating Teacher: Ibrahim

 

10. Topic of Lesson/Unit: Editing for Capitalization and Punctuation

 

11. Goal/Objective/Purpose of Lesson: using capitalization and punctuation errors

 

12. Prerequisite Knowledge: use of simple and compound sentences, and audience

 

13. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Integration of Knowledge and Ideas

 

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

Range of Reading and Level of Text Complexity

 

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

 

Craft and Structure

 

Recognize common types of texts (e.g., storybooks, poems)

 

14. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Ahmed given a grade level writing prompt, she will be able to write legibly (within the lines) and use proper punctuation on 70% of the words within 30 minutes when given grade level sight words, He will be able to write 100 words at 85% of the words correctness within 30 minutes. Follow instructions in the correct sequence of instructions 90% of the time when retold to him.

 

During this instructional period Peyton can practice writing words on the line, and to follow the correct sequence of directions.

 

Kate- will be able to read a grade level passage with 85% fluency within 7minutes during a conversation with peers or educators, she will be able to respond appropriately by answering and asking questions 85% of the time.

 

During this instructional period, Kate can work through some of the grade level words, and appropriately responding by asking and answering questions during conversations

 

15. Resources/Materials/Technology:

 

1. White or Chalkboard

 

2. Pencils

 

3. Worksheet with a word written vertically for independent practice

 

4. Timer

 

5. Daily and Weekly Assignments Sheets for Students

 

6. Poster or class set of a handout with common editing symbols and their meanings

 

16. Instructional Activities/Procedures:

 

1. Review/background information and activities

 

Project your punctuation-free page from a novel. (See Materials and Preparation) Ask students to share their observations. Select a student, or students, to read the page aloud. Discuss how this was different from reading a standard page of punctuated text. Students may observe that it was more difficult because it was unclear where a sentence and piece of dialogue started and ended. If it doesn’t arise in the discussion, note that the use of capital letters helps to indicate the start and end points. Summarize this activity by noting that punctuation and capitalization provide valuable information to the reader. Use the metaphor of traffic signals. The ideas and sentences are like the cars, and the punctuation and capitalization are like traffic signals and road surface markings. Ask students to name a few kinds of traffic signals and what their “jobs” are. Ask students, what is the job of a quotation mark? What is the job of a period? What is the job of a capital letter? (These can have multiple jobs.)

 

2. Teaching/Modeling New Information (15 minutes)

 

Explain that we, as writers, are often focusing on word choice, ideas, style, description, and other big ideas while writing, and therefore sometimes make capitalization and punctuation mistakes in the process. This is why we need to learn to edit our work and others’ work. Sometimes, if we are using a computer, the software can identify those errors, but on paper we need to use editing symbols. Go over editing symbols and conventions depicted on the poster (for example, circling a spelling error, putting two lines under a lowercase letter that needs to be capitalized, etc.) Demonstrate how editing symbols are used.

 

3. Guided Practice (15 minutes)

 

1. a) Review the rules for punctuating dialogue.

 

1. b) Return to the text used at the beginning of the lesson and demonstrate how to indicate missing punctuation in dialogue, applying punctuation conventions.

 

1. c) Review the rules for capitalizing proper nouns.

 

1. d) Have students make a T-chart and list 10 common nouns on one side and 10 proper nouns on the other side.

 

1. e) Last, review end-of-sentence punctuation, including where you would use a period, a question mark, or an exclamation point.

 

4. Independent practice (20 minutes)

 

1. Put students in groups of three.

 

1. Check if all the students have a writing utensil. If they do not, helper Oliver will get one for them and bring it to their desk.

 

1. Have students exchange papers with a classmate.

 

1. Instruct students to return the writing to its author and discuss their edits.

 

1. Using the editing symbols on the class poster as a reference point, have students read their classmate’s work and make editing suggestions.

 

17. Assessment/Evaluation:

 

1. Share examples of captions from various sources such as brochures, newspapers, magazines, etc.

 

2. Ask students to identify the captions and express what purpose captions serve.

 

3. 3. Write the following sentence on the board and have students copy and correct capitalization and punctuation: aaron went to columbus ohio in june and he visited museum.

 

18. Reflection:

 

1. Differentiated Instruction

 

1. The question during the review period will be used as a pretest into the day’s lesson.

 

1. Students will work in groups to complete the independent activity.

 

1. Accommodation

 

1. The students should be provided with a written list of the daily and weekly assignments to put in their work folders. Instructions should be repeated to students and frequently checked for comprehension.

 

1. Ahmed is provided with a tablet and the online version of worksheets as a part of her IEP. Assignments are cut in half as a part of her IEP because of the time needed to complete the assignment and her trouble with fine motor skills related to his writing.

 

iii. The instructors must wear a microphone during instruction so that Ahmed can listen more intently to what is being taught, and it blocks out some of the additional classroom noises.

 

1. Modification

 

1. The students with IEP’s have their assignments (homework and worksheets) reduce and/or provided with extra time to complete. They are also given a sheet with all the assignments and work due for the week.

 

1. Ahmed has this due to his sequencing issues as part of her disability along with poor listening skills, he also has reading difficulties. This allows for extra time to make sure the student comprehends the assignment. This student benefits from having the daily and weekly tasks given so that she can she can visually see what needs to be done, rather than being told, since listening is difficult.

 

1. Assistive Technology

 

The assistive technology used in the classroom is a microphone and speaker system in the classroom for Ahmed, but it benefits all the students in the class.

 

 

 

Reading Lesson Plan: Day 2

 

Name: Ali Al Qsslah

 

Date of Lesson: Tuesday

 

Content Area: Reading

 

Grade/Age: 5th Grade

 

Cooperating Teacher: Ibrahim

 

19. Topic of Lesson/Unit: Editing for Capitalization and Punctuation

 

20. Goal/Objective/Purpose of Lesson: using capitalization and punctuation errors Continued

 

21. Prerequisite Knowledge: Introductory ideas of capitalization and punctuation.

 

22. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Integration of Knowledge and Ideas

 

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

 

Range of Reading and Level of Text Complexity

 

With prompting and support, read prose and poetry of appropriate complexity for grade

 

Craft and Structure

 

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

23. Individual Education Plan Information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Ahmed will read a 5th grade passage and be able to comprehend its contents and decode 10 of the words contained therein with 70% accuracy by December.

 

During this instructional period Ahmed can practice writing words on the line, and to follow the correct sequence of directions.

 

Kate- will be able to read a grade level passage with 85% fluency within 7 minutes during a conversation with peers or educators, she will be able to respond appropriately by answering and asking questions 90% of the time.

 

During this instructional period, Chloe can work through some of the grade level words, and appropriately responding by asking and answering questions during conversations

 

24. Resources/Materials/Technology:

 

1. Chalk or Whiteboard

 

1. Smart board

 

1. Writing Utensils

 

1. Computer for Each Student

 

1. Markers, Crayons, and/or Colored Pencils

 

1. Printer and Paper

 

1. Internet Access

 

1. Scissors

 

1. Colored paper

 

1. Glue

 

1. Timer

 

25. Instructional Activities/Procedures:

 

1. Review/background information and activities

 

• Share a personal vacation photo or travel brochure with students. Invite students to contribute ideas for writing a short caption about the image. Then ask students to help identify and edit the caption with correct capitalization and punctuation.  Encourage students to contribute additional details to expand the caption. 

 

• For capitalization, remind students to begin every sentence with a capitalized word and to capitalize proper nouns like names of people, pets, and titles. For punctuation, remind students to use a period after a telling sentence, a question mark after a question is asked, and an exclamation point after stating something exciting or emotional.

 

1. Provide each student with a travel brochure or destination photo. Ask students to create and write their own original caption.

 

1. After captions are composed, help each student proofread

 

2. Teaching/Modeling New Information (10 minutes)

 

1. Display the worksheet and complete the first few problems as a whole class.

 

1. Have students complete the worksheet.

 

1. Hand out the capitalization and punctuation worksheet.

 

1. Remind students what capitalization and punctuation are, using the worksheet’s examples.

 

3. Independent Practice (25 minutes)

 

1. At this time both teachers can make their rounds and make sure all the students are progressing through the prompts and doing what is required.

 

1. When all the students are finished, they can grab what they need to decorate their poems with pictures.

 

26. Accommodations/Differentiated Instruction/Assistive technology:

 

1. Ahmed (Dysgraphia): he should use the computer with the same capabilities as her tablet. Instead of printing out the finished capitalization and punctuation, he can save it to his computer and open the document in MS Paint so that he can decorate it like the other students.

 

1. Kate (APD): the teacher wears a microphone during instructional time, and she has a headset she can plug in and listen to solely to what the teacher is saying without disruptions from other noises in the room. She is also provided with a quiet area to complete work. When students are working alone, Kate has earplugs to wear so that she doesn’t get distracted from normal classroom sounds. When Kate gets to the computer lab, she is told the instructions again. The IS teacher will be close by to help her though the assignment.

 

27. Assessment/Evaluation:

 

The evaluation of this work is formative. The completed worksheet with capitalization and punctuation is used as their assessment. It will be checked to see if the student began the word or phrase with the vertical letter.

 

28. Reflection:

 

1. Differentiated Instruction

 

1. Students have the opportunity to work on the computer to complete the assignment.

 

1. Strategies

 

1. As an attention getter, I would flicker the lights and clap my hands so that students can see and hear that I am trying to get their attention.

 

1. The co-teaching strategy of one teach-one assist is useful because the IS teacher can assist the students with IEP’s so that they fully comprehend the assignment.

 

1. Accommodation

 

1. . Instructions should be repeated to students and frequently checked for comprehension.

 

1. The instructors must wear a microphone during instruction so that Kate can listen more intently to what is being taught, and it blocks out some of the additional classroom noises.

 

iii. Ahmed is allowed to be a helper during class as a part of his behavior contract with the IS teacher. He is also allowed to have putty while in class to help him when he is feeling a bit antsy.

 

1. Modification

 

1. The students with IEP’s have their assignments (homework and worksheets) reduce and/or provided with extra time to complete.

 

1. Kate has this due to her sequencing issues as part of her disability along with poor listening skills, he also has reading difficulties. This allows for extra time to make sure the student comprehends the assignment.

 

2. Oliver is provided with extra time and breaks as a part of his IEP. His assignments are reduced so that he can stay focused on the task at hand as long as possible due to his disability.

 

1. Assistive Technology

 

The assistive technology used in the classroom is a microphone and speaker system in the classroom for Kate and her disability, but it benefits all the students in the class. Peyton uses putty to strengthen her hand muscles. All the students will also use headphones, and the other student’s activities don’t distract them.

 

 

 

http://snowguides.info/capitalization-worksheets-for-5th-grade/

 

Reading Lesson Plan Day 3

 

Name: Ali Al Qsslah

 

Date of Lesson: Wednesday

 

Content Area: Reading

 

Grade/Age: 5th Grade

 

Cooperating Teacher: Ibrahim

 

29. Topic of Lesson/Unit: Prepositional Phrases

 

Goal/Objective/Purpose of Lesson: Students will be able to identify prepositions and prepositional phrases.

 

30. Prerequisite Knowledge:

 

1. Since this may be the first time students will learn about prepositions and prepositional phrases, students should be familiar with the other parts of speech such as nouns, pronouns, verbs, and adjectives in order to understand both the components and function of a prepositional phrase.

 

2. Students should be adept at writing complete sentences and composing clear and cohesive paragraphs

 

31. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Conventions of Standard English

 

1. Explain the function of phrases and clauses in general and their function in specific sentences.

 

2. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

 

32. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Ahmed-given a grade level writing prompt, she will be able to write legibly (within the lines) and use proper punctuation on 70% of the words within 25 minutes when given grade level sight words, he will be able to write 60 words at 855% of the words correctness within 355 minutes. Follow instructions in the correct sequence of instructions 90% of the time when retold to him.

 

During this instructional period Ahmed can practice writing words on the line, and to follow the correct sequence of directions.

 

Kate- will be able to read a grade level passage with 75% fluency within 5minutes during a conversation with peers or educators, she will be able to respond appropriately by answering and asking questions 75% of the time.

 

During this instructional period, Kate can work through some of the grade level words, and appropriately responding by asking and answering questions during conversations

 

33. Resources/Materials/Technology:

 

1. PowerPoint presentation

 

1. Digital Story

 

1. Sensory Question Worksheet

 

1. Timer

 

1. Online vocabulary games

 

34. Instructional Activities/Procedures:

 

1. Review/background information and activities

 

1. Explain to the class that a preposition is a word that specifies location. Some examples of prepositions are “near,” “above,” and “before.” Note that prepositions can also indicate location in time. A prepositional phrase is the combination of a preposition and its object. In the sentence. The dog is sitting near the tree; the prepositional phrase is near the tree.

 

1. On the board, write three sentences that include prepositions.

 

1. Ask students to copy the sentences down, circle the prepositions, underline the prepositional phrases, and draw an arrow from the preposition to its object.

 

1. Give students 5-10 minutes to complete this warm-up.

 

1. Go over the answers.

 

1. Explain that this lesson will involve finding prepositional phrases in a multi-paragraph written sample.

 

1. Modeling New Information and Guided Practice (25 minutes)

 

1) Have students go through the passage and mark up the prepositional phrases that they find.

 

2) As they work, highlight the phrases on your own copy. Pace yourself so that you finish highlighting after 15 minutes.

 

3) Have students stop working once you’re done.

 

4) Mark up all the sentences you highlighted to reveal the answers for the exercise, and have students to correct their own passages.

 

1. Independent Practice (25 minutes)

 

Have students re-read the excerpt and answer the questions on the worksheet.

 

35. Accommodations/Differentiated Instruction/Assistive technology:

 

1. Depending of ability of students, the text may need to be read aloud before the students read it again within the group.

 

1. Kate (APD): the teacher wears a microphone during instructional time, and she has a headset she can plug in and listen to solely to what the teacher is saying without disruptions from other noises in the room. She is also provided with a quiet area to complete work. When students are working alone, Kate has earplugs to wear so that she doesn’t get distracted from normal classroom sounds.

 

36. Assessment/Evaluation:

 

1. The sensory worksheet will be checked and used as the formative assessment.

 

37. Reflection:

 

1. Differentiation Strategies

 

1. During review of previous activities, students will be asked questions this will be used as a pretest to the new information.

 

1. Strategies

 

1. As an attention getter, I would flicker the lights and clap my hands so that students can see and hear that I am trying to get their attention.

 

1. The co-teaching strategy of one teach-one assist is useful because the IS teacher can assist the students with IEP’s so that they fully comprehend the assignment.

 

iii. The timer is used so students know when they should complete their assignment.

 

1. Accommodation

 

1. Instructions should be repeated to students and frequently checked for comprehension.

 

1. The instructors must wear a microphone during instruction so that Kate can listen more intently to what is being taught, and it blocks out some of the additional classroom noises.

 

1. Modification

 

1. The students with IEP’s have their assignments (homework and worksheets) reduce and/or provided with extra time to complete.

 

1. Kate has this due to her sequencing issues as part of her disability along with poor listening skills, she also has reading difficulties. This allows for extra time to make sure the student comprehends the assignment.

 

2. Ahmed is provided with extra time and breaks as a part of his IEP. His assignments are reduced so that he can stay focused on the task at hand as long as possible due to his disability.

 

1. Assistive Technology

 

1. The assistive technology used in the classroom is a microphone and speaker system in the classroom for Chloe and her disability, but it benefits all the students in the class. Peyton uses putty to strengthen her hand muscles. All the students will also use headphones so the other student’s activities don’t distract them. Ear plugs for Chloe so that she can focus on her work during independent work time.

 

 

 

https://www.superteacherworksheets.com/prepositions/prepositions1_WBZTW.pdf?up=1466611200

 

Reading Lesson Plan: Day 4

 

Name: Ali Al Qsslah

 

Date of Lesson: Thursday

 

Content Area: Reading

 

Grade/Age: 5th Grade

 

Cooperating Teacher: Ibrahim

 

38. Topic of Lesson/Unit: Simile vs. Metaphor

 

39. Goal/Objective/Purpose of Lesson: Students will understand and recognize the similarities and differences between similes and metaphors.

 

40. Prerequisite Knowledge:

 

1. Students need a basic understanding of literal and non-literal meanings.

 

1. Students should know how to work with a partner or in a group.

 

1. Students should know how to respond to prompts or questions in a journal.

 

1. Students should know how to respond in front of a group.

 

1. Students should know how to make revisions, using a checklist provided by the teacher, to a narrative piece of writing.

 

41. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

1. Fluency

 

2. Phonics and Word Recognition
3. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

 

2. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

 

42. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Ahmed-given a grade level writing prompt, he will be able to write legibly (within the lines) and use proper punctuation on 70% of the words within 25 minutes when given grade level sight words, he will be able to write 80 words at 85% of the words correctness within 40 minutes. Follow instructions in the correct sequence of instructions 80% of the time when retold to him.

 

During this instructional period Ahmed can practice writing words on the line, and to follow the correct sequence of directions.

 

Kate- will be able to read a grade level passage with 75% fluency within 7 minutes during a conversation with peers or educators, she will be able to respond appropriately by answering and asking questions 80% of the time.

 

–

 

During this instructional period, Kate can work through some of the grade level words, and appropriately responding by asking and answering questions during conversations

 

43. Resources/Materials/Technology:

 

1. PowerPoint Presentation

 

1. Smart Board

 

1. Worksheet

 

1. Play video of Simile Song

 

44. Instructional Activities/Procedures:

 

1. Have students each create a T-chart on lined paper to compare and contrast the similarities and differences between similes and metaphors.

 

1. Create a T-chart on the board.

 

1. Have students volunteer to share their thoughts and create a class version of their T-charts.

 

1. Advise students to add to their charts as needed.

 

1. Remind students that similes are analogies that compare two things using “like” or “as.” Also remind them that metaphors are analogies that compare two unlike things without using “like” or “as”

 

1. Explain to students that in this lesson, they will identify and explain the meanings of similes and metaphors and create a writing of their own that uses both.

 

1. Teaching New Information/Modeling (10 minutes)

 

1. Have a student volunteer read the story on the Metaphors and Similes worksheet.

 

1. Have students identify the similes and metaphors in the story by underlining them and writing them on the spaces provided on the worksheet.

 

1. Guide students as they identify the examples of each by reminding them that similes use “like or “as” and metaphors do not.

 

2. Guided Practice (10 minutes)

 

1. Have students work in pairs or small groups to complete the Mixed Practice: Similes and Metaphors worksheet.

 

3. Independent Practice (30 minutes)

 

1. a) Tell students that this assignment will require them to use these literary devices in their own writing.

 

1. b) You can provide students with a topic or allow them to choose their own topics.

 

1. c) Have students write a short paper that includes a minimum of five metaphors and five similes.

 

1. d) Have each student choose one of the similes and metaphors found from the remainder of the story and write in their journals.

 

1. e) Students will write the literal and non-literal meaning.

 

1. f) Teacher will circulate around the room checking for individual students’ understanding

 

45. Accommodations/Differentiated Instruction/Assistive technology:

 

1. Kate (APD): the teacher wears a microphone during instructional time, and KAte has a headset she can plug in and listen to solely to what the teacher is saying without disruptions from other noises in the room. Kate is also provided with a quiet area to complete work. When students are working alone, Kate has earplugs to wear so that she doesn’t get distracted from normal classroom sounds.

 

46. Assessment/Evaluation:

 

1. Review the basic similarities and differences between similes and metaphors again.

 

2. Have students create a Frayer Model for each of the two terms.

 

47. Reflection:

 

1. Differentiated Instruction

 

1. During the review of yesterday’s assignments will serve as a pre-test to moving onto the days assignments

 

1. Students will be able to write about and explore their environment.

 

1. Strategies

 

1. As an attention getter, I would flicker the lights and clap my hands so that students can see and hear that I am trying to get their attention.

 

1. The co-teaching strategy of one teach-one assist is useful because the IS teacher can assist the students with IEP’s so that they fully comprehend the assignment.

 

iii. Periodically remind students of the directions on what they are supposed to be doing. Ask students if they comprehend the task at hand. This can help all students stay on track and remember what is required of them during that time.

 

1. Accommodation

 

1. Instructions should be repeated to students and frequently checked for comprehension.

 

1. Assignments are cut in half as a part of her IEP because of the time needed to complete the assignment and her trouble with fine motor skills related to her writing. The tablet allows her to complete the assignments faster, but it is still at a reduced rate.

 

iii. The instructors must wear a microphone during instruction so that Chloe can listen more intently to what is being taught, and it blocks out some of the additional classroom noises.

 

1. Modification

 

1. The students with IEP’s have their assignments (homework and worksheets) reduce and/or provided with extra time to complete.

 

1. KAte has this due to her sequencing issues as part of her disability along with poor listening skills, she also has reading difficulties. This allows for extra time to make sure the student comprehends the assignment.

 

2. Ahmed is provided with extra time and breaks as a part of his IEP. His assignments are reduced so that he can stay focused on the task at hand as long as possible due to his disability.

 

1. Assistive Technology

 

1. The assistive technology used in the classroom is a microphone and speaker system in the classroom for Kate and her disability, but it benefits all the students in the class. Ear plugs for Kate so that she can focus on her work during independent work time.

 

 

 

Reading Lesson Plan: Day 5

 

Name: Ali Al Qsslah

 

Date of Lesson: Friday

 

Content Area: Reading

 

Grade/Age: 5th Grade

 

Cooperating Teacher: Ibrahim

 

48. Topic of Lesson/Unit: Power Reading

 

Goal/Objective/Purpose of Lesson: After this activity students will be able to differentiate between main ideas and details in text as well as identify main ideas in a text.

 

49. Prerequisite Knowledge:

 

1. Retelling

 

2. Monitoring of meaning.

 

3. Making connections

 

50. Ohio Academic Content Standards, Common Core Standards, Extended Standards, or Early Learning Standards:

 

Standard(s)

 

Benchmark(s)

 

Craft and Structure

 

Recognize common types of texts (e.g., storybooks, poems)

 

Range of Reading and Level of Text Complexity

 

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

 

51. Individual Education Plan information

 

Goal(s)

 

Benchmark(s)/ Objective(s)

 

Ahmed -given a grade level writing prompt, she will be able to write legibly (within the lines) and use proper punctuation on 70% of the words within 35 minutes when given grade level sight words, he will be able to write 60 words at 80% of the words correctness within 50 minutes. Follow instructions in the correct sequence of instructions 75% of the time when retold to him.

 

During this instructional period Ahmed can practice writing words on the line, and to follow the correct sequence of directions.

 

Kate- will be able to read a grade level passage with 85% fluency within 7minutes during a conversation with peers or educators, she will be able to respond appropriately by answering and asking questions 85% of the time.

 

During this instructional period, Kate can work through some of the grade level words, and appropriately responding by asking and answering questions during conversations

 

52. Resources/Materials/Technology:

 

1. PowerPoint Format Review

 

1. Smart board

 

1. Quiz in PowerPoint Format

 

1. True/False quiz questions (5) with poem examples

 

1. Quiz sheet

 

1. Pencils

 

1. Crayons/Markers/Colored Pencils

 

53. Instructional Activities/Procedures:

 

1. Review/background information and activities

 

1. This will be conducted using the one teach-one assist model for modeling new information

 

1. This lesson will consist of ending our lesson on poems. The students will have a short true or false quiz about the poems we have worked with up to this point. Once the students are done with the quiz, they will be using the sensory worksheet from the previous lesson to fill in a template to make their own sensory poem.

 

iii. This lesson is structured to be conducted in a 50-minute class period.

 

1. The activities for the day should be listed on the board and read to the students along with classroom expectations. Also, write weekly assignments on the board in a different area or different color.

 

1. Review the four the previous lessons, and how to identify them.

 

1. Ask students if they have any questions.

 

1. Teaching/Modeling New Information (15 minutes)

 

1. Pass out the answer sheet to the quiz; make sure everyone has a pencil. If they do not, raise their hand and Oliver will grab one for them.

 

1. Read the instructions, students can circle a T if they believe that statement is true and an F if they think the answer is not true, or false.

 

iii. On a PowerPoint presentation, create about 8 questions regarding each poem (2 for each). These should be true or false. If the question has an actual poem, make sure that it is short enough to read together.

 

1. Read the questions out loud to the students.

 

1. Guided practice (10 minutes)

 

1. Recruit three student helpers. One student will collect all the finished tests, and another student will pass out the finished sensory worksheet from the previous day. The last student will pass out the test sheet.

 

1. Using the worksheet finished by the instructor put the template on the smart board. Show student how to fill in their answers

 

1. Independent practice (25 minutes)

 

1. As the students are working, the general education teacher and IS teacher can make their way around the classroom and check and assist any students that need it.

 

54. Assessment/Evaluation:

 

The type of evaluation used will be the True or False quiz, a summative assessment.

 

55. Reflection:

 

1. Differentiated Instruction

 

1. The summative assessment will be given in a digital format with visual examples.

 

1. Strategies

 

1. As an attention getter, I would flicker the lights and clap my hands so that students can see and hear that I am trying to get their attention.

 

1. The co-teaching strategy of one teach-one assist is useful because the IS teacher can assist the students with IEP’s so that they fully comprehend the assignment.

 

iii. A review will be held so that it is still fresh in their mind.

 

1. Students only have to fill in the prompt with the words they used to reduce the amount of handwriting needed for the students to complete.

 

1. Periodically remind students of the directions on what they are supposed to be doing. Ask students if they comprehend the task at hand. This can help all students stay on track and remember what is required of them during that time.

 

1. Accommodation

 

1. Instructions should be repeated to students and frequently checked for comprehension.

 

1. Assignments are cut in half as a part of her IEP because of the time needed to complete the assignment and her trouble with fine motor skills related to her writing. The tablet allows her to complete the assignments faster, but it is still at a reduced rate.

 

iii. The instructors must wear a microphone during instruction so that Chloe can listen more intently to what is being taught, and it blocks out some of the additional classroom noises.

 

1. Modification

 

1. The students with IEP’s have their assignments (homework and worksheets) reduce and/or provided with extra time to complete. For the summative exam, the students will only have to answer the even questions. The odd questions should already be crossed out.

 

1. Kate has this due to her sequencing issues as part of her disability along with poor listening skills, she also has reading difficulties. This allows for extra time to make sure the student comprehends the assignment.

 

1. Assistive Technology

 

1. The assistive technology used in the classroom is a microphone and speaker system in the classroom for Kate and her disability, but it benefits all the students in the class. Peyton uses putty to strengthen her hand muscles. All the students will also use headphones so the other student’s activities don’t distract them. Ear plugs for Chloe so that she can focus on her work during independent work time.

 

https://educators.brainpop.com

 

Name _____________________ Date _________________________

 

Tons of Free Math Worksheets at: © www.mathworksheetsland.com

 

Sums and Differences Estimation Practice

 

Estimate the sum or difference for each problem.

 

1 1 2 5

 

3 1 6   2 9

 

3 5 3

 

1 3 

 

3 7 3 8 1

 

2 3   4 7

 

1 2 2

 

2 7 

 

5 9 3 4 6

 

2 7   6 3

 

2 7 1

 

1 3 

 

7 2 4 7 1

 

1 5   8 8

 

3 7 5

 

6 7 

 

Name _____________________ Date _________________________

 

Tons of Free Math Worksheets at: © www.mathworksheetsland.com

 

Sums and Differences Estimation Practice

 

Estimate the sum or difference for each problem.

 

1

 

1

 

2

 

5

 

3

 

1

 

6

 

 

 

2

 

9

 

3

 

5

 

3

 

1

 

3

 

 

 

3

 

7

 

3

 

8

 

1

 

2

 

3

 

 

 

4

 

7

 

1

 

2

 

2

 

2

 

7

 

 

 

5

 

9

 

3

 

4

 

6

 

2

 

7

 

 

 

6

 

3

 

2

 

7

 

1

 

1

 

3

 

 

 

7

 

2

 

4

 

7

 

1

 

1

 

5

 

 

 

8

 

8

 

3

 

7

 

5

 

6

 

7

 

 

 

Name: ___________________________________

 

Prepositions

 

A preposition is a word that shows a relationship between a noun (or pronoun) and some

 

other word in the sentence.

 

Prepositions can show where people or things are located.

 

The girl walked through the door.

 

The preposition through describes where the girl walked in relation to the door.

 

My book is under the papers.

 

The preposition under describes where the book is in relation to the papers.

 

Prepositions can also show time relationships.

 

I went to the store before dinner.

 

The preposition before describes the time relationship between going to the store

 

and making dinner.

 

We told ghost stories during the night.

 

The preposition during describes the time relationship between telling ghost

 

stories and the night.

 

Circle the preposition in each sentence.

 

1. Dwight walked across the street.

 

2. Erin wandered into the pet store.

 

3. Michael left before lunchtime.

 

4. Jim’s office is near the cafeteria.

 

5. Angela fell asleep during class.

 

6. Andy drove around the block.

 

7. Under a warm blanket, Pam rested.

 

8. Stanley sat on his new rocking chair.

 

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Prepositions

 

A preposition is a word that shows a relationship between a noun (or pronoun) and some

 

other word in the sentence.

 

Prepositions can show where people or things are located.

 

The girl walked through the door.

 

The preposition through describes where the girl walked in relation to the door.

 

My book is under the papers.

 

The preposition under describes where the book is in relation to the papers.

 

Prepositions can also show time relationships.

 

I went to the store before dinner.

 

The preposition before describes the time relationship between going to the store

 

and making dinner.

 

We told ghost stories during the night.

 

The preposition during describes the time relationship between telling ghost

 

stories and the night.

 

Circle the preposition in each sentence.

 

1. Dwight walked across the street.

 

2. Erin wandered into the pet store.

 

3. Michael left before lunchtime.

 

4. Jim’s office is near the cafeteria.

 

5. Angela fell asleep during class.

 

6. Andy drove around the block.

 

7. Under a warm blanket, Pam rested.

 

8. Stanley sat on his new rocking chair.

 

Super Teacher Worksheets – www.superteacherworksheets.com

 

12/10/17, 1(24 AMMetaphor and Simile: About You | Figurative Language Worksheets – metaphor_and_simile_about_you.pdf

 

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12/10/17, 1(24 AMMetaphor and Simile: About You | Figurative Language Worksheets – metaphor_and_simile_about_you.pdf

 

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