ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö This is also referred to as dedicated or designated ELD. @ A ‹ ¬ ­ Steps in an Explicit, Systematic Instruction Lesson. Arcadia Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. Guided Practice (We do it. &h 9Š h 9Š 5�6�CJ OJ QJ ^J aJ &h 9Š h´f€ 5�6�CJ OJ QJ ^J aJ &h 9Š h+i 5�6�CJ OJ QJ ^J aJ )hû|> h+i 5�6�>*CJ OJ QJ ^J aJ &h 9Š hàfï 5�6�CJ OJ QJ ^J aJ &h 9Š h~M… 5�6�CJ OJ QJ ^J aJ æ ç B ‡ � … y $$If a$gd ¨ $If gdvi p kdë $$If –l Ö ”$Ö Èûø% 0* Note:  These tools are a resource and may be adapted to meet varying needs of educators. Improving Systematic­ Instructio­n . Explicit Instruction 4 B. Scaffolded Instruction 6 C. Strategy Instruction 8 Verb:  The skill is the verb in the learning objective.  (e.g., “Write a summary of a newspaper article,” write is the skill).  The measurable skill is the verb in the learning objectives.  (e.g., solve, identify, write, compute, and describe).Â, Context:  A context is any specific condition under which the learning objective will be executed.  Often the context describes the resources or methods to be used.  (e.g., “Write a summary of a newspaper article,” the context describes the resources to be used - newspaper article).Â, Accommodations:  Accommodations mean adjustments to the environment, instruction or materials (e.g., instructional materials in alternative format such as large print or Braille, fewer items on each page; extra time to complete tasks) that allow a student with a disability to access the content or complete assigned tasks.  Accommodations do not alter what is being taught.Â, Modifications (Program modifications):  Program modification may be used to describe a change in the curriculum or measurement of learning; for example, when a student with a disability is unable to comprehend all of the content a teacher is teaching (e.g., reduced number of assignments; alternative grading system).Â, Assistive Technology (Assistive technology device, Assistive technology service):  Assistive technology device means an item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with a disability.  Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.  The term includes: the evaluation of the needs, purchasing and leasing of the device, selecting, designing, fitting, customizing, and adapting the device, coordination of the therapy, intervention for the device, along with training and/or technical assistance for a student with a disability and the professionals who will provide the service.Â. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö £ If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. ):  Modeling involves teaching using think-aloud to reveal to students the strategic thinking required to solve a problem. V All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. We don’t just want students knowing and doing; we want them explaining and understanding. About this Learning Experience. During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. Integrated Co-Teaching Services:  Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided jointly by a special education teacher and a general education teacher to a group of students with disabilities and nondisabled students.Â, Special Class:  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.Â. OJ QJ ^J aJ Make sure to Think Aloud and to model what you want them to be doing independently. Ex: As you pass out papers, have partners read the steps to each other.  Learning strategies may be subtle or overt and simple or complex - always matched to student need.  Learning strategies are student centered and designed to result in a new understanding, deeper knowledge, and generalization.  Â, Teacher Strategies: Teaching strategies are teacher centered and require student’s response or reaction.  Teaching strategies include the structure for effective teaching provided by the teacher in order to deliver specially designed instruction.  Teacher strategies include student’s engagement and positive behavior management strategies such as Hands Up/Hands Down, Give Me Five, Look/Lean/Whisper, Elbow Partners, and Think/Pair/Share.Â. The implementation of the Common Core Learning Standards (CCLS) provides an historic opportunity to improve access to rigorous academic content standards for students with diverse needs. (Accessed January, 29, 2010), Kentucky Special Education Cooperatives:  IEP and Lesson Plan Development Handbook, Revised, January 2009Â, Common Core and Students with Disabilities, Employment Opportunities in Shortage Areas, Graduation Requirements/Exiting Credentials, New York State Alternate Assessment (NYSAA), Information related to the Common Core Learning Standards, Curriculum Instruction and Students with Disabilities, http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf, http://www.corestandards.org/the-standards, http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö #h ¨ h 9Š 5�CJ OJ QJ ^J aJ #h ¨ hzÖ 5�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ #h ¨ h*! Chapter 408 – Providing Copies of the Individualized Education Programs (IEPs) for Students with Disabilities for detailed information t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö The systematic synthetic phonics teaching principles. (These definitions are following the order of the terms in the Lesson Plan Template), SE Teacher (Special Education Teacher):  Special education teacher means an individual who is certified or licensed to teach students with disabilities who is providing special education to the student.Â, GE Teacher (General Education Teacher):  General education teacher means a teacher who is qualified to serve nondisabled students who is providing general education instruction to the student.Â, Teaching Assistant:  A teaching assistant can assist in the delivery of special education services but cannot serve in place of a special education teacher.  (e.g., working with groups of students on instructional projects, provide teacher information about students, assist with testing accommodations, development of materials, etc.). £ ):  Independent practice is having students practice what has been taught while it is being taught.Â. http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Make your action plan template simple and easy to update. generate the lesson plans and lesson materials. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. 2 ñáÔñŸ’„’z„z„zŸl[I[l7 #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h¡@` hÁB 5�CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÁB OJ QJ ^J h¡@` hÁB 5�OJ QJ ^J h¡@` hÁB OJ QJ ^J #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h¡@` hÁB >*CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÄz† hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h¡@` hÁB >*OJ QJ ^J � Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Necessary Prerequisite Skills:  A prerequisite skill is a skill that a student has mastered.  The skill needs to be mastered before the student will be able to learn a new skill. W Systematic Introduction of Lesson (Anticipated Length_____): During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson. Saved by Brian Cramer. Common Core Learning Standards (CCLS) or Common Core State Standards (CCSS):  The Common Core Learning Standards provide a consistent, clear understanding of what students are expected to learn. Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. The practice of purposeful lesson sequencing is to create a continuum of learning which builds upon the previously taught lesson (scaffolding) while maximizing optimal learning outcomes. Example of Economics Lesson Plan:K5. CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more) Give “Think Time” – 5 seconds Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down Have students verbalize steps: “What do I do next?” Think...tell your partner, randomly call on students to CFU Student Engagement T-C C-T , T– G G – T, T-S S-T Ask a question, let them think, let them share, THEN call on studentsGuided Practice You Do It. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö This is also referred to as integrated ELD. See the "Differentiated Instruction for Students With Disabilities" and the "Differentiating Instruction for Success in Special Education" resources in the resource section below for more information. To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. Œ Systematic instruction is an evidence-based method for teaching individuals with disabilities that spans more than 50 years. t àÖ Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. ş Objective (Learning Objective, Learning Target):  A learning objective is a statement that describes what the student will be able to do successfully and independently at the end of a specific lesson as a result of the classroom instruction.  All learning objectives contain a concept (main idea) and a skill (measureable student behavior). Goldilocks and the Three Bears Lesson Plans for kindergarten and first grade. 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Learning Strategies: Learning strategies are techniques, steps or rules that are a fundamental part of the process to acquire, manipulate, integrate, store, and retrieve skills, and information to be applied in a variety of settings and situations. 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