Make sure to Think Aloud and to model what you want them to be doing independently. u Class: For purposes of the lesson plan document, this term means the setting in which students with disabilities are receiving instruction in the general education curriculum. Â.  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 studentâs 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 studentâs 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. Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. Check either your Frameworks or the back of your TE.Lesson Objective: What the students should know and be able to do by the end of the lesson
You say it, say it together, say it to your partner - T-C, S-S, C-TConnecting to Prior Knowledge:
What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. OJ QJ ^J aJ Examples of Computer Lesson Plans. The Term "Lesson Plan" is conveyed in a different way by different people. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö e Œ Teacher gains students’ attention. During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. through auditory, visual, kinesthetic, or a combo. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ¤ Don’t expect students to know what hasn’t been taught
Show or demonstrate info. The tool includes a lesson plan worksheet and a self-reflection form for assessing the use of explicit instruction during intervention sessions. Direct Instruction Lesson Plan Format Author: SD-6_Mountaineer Last modified by: user Created Date: 12/18/2015 4:54:00 PM Company: Amanda's Poetry Service Other titles: Direct Instruction Lesson Plan … Lesson Plan Format. 3b.Career Majors: (Optional for this credential.) If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. l aö4üpÖ 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. of modalities
Provide a chart of the sequential steps in taking on the skill
Talk about your thinking (Metacognitive Demonstration) – point to the chart when using steps
CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps
Re-explain difficult pointsSentence Frames: Need to model complete sentences either verbally or written. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö The teacher is able to assess students’ skills because instruction is visible and explicit, and all students are actively participating in the learning.During each part of the lesson, a teacher is assessing how the student is responding to his/her instruction and how the students’ skills and understanding of concepts are progressing as well.  The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. Implementation Come back to ¤ Guided Practice (We do it. Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf. Related Services: Related Service means developmental, corrective and other supportive services as are required to assist a student with a disability (e.g., speech-language pathology, interpreting services, physical therapy, occupational therapy, counseling services, etc.). t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Go back to the student later to allow them to correctly answer the question. ):  Guided practice starts with the teacher working problems together with the students. This means that the teacher is working the problem step-by-step, usually on the board, and the students are working with the teacher at the same time. Guided practice is a dynamic component in lessons. Don’t forget to “Overlap” activities. ): Modeling involves teaching using think-aloud to reveal to students the strategic thinking required to solve a problem. Goldilocks and the Three Bears Lesson Plans for kindergarten and first grade. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. Lesson Plan Format Lesson Plan Examples Daily Lesson Plan Math Lesson Plans Lesson Plan Templates Math Lessons Lessons Learned The Plan How To Plan. 491 views. Assessment of Prerequisite Skills: The key principal to a good review is to verify that all students know how to perform the prerequisite skills. A review typically consists of giving students a task requiring the use of the prerequisite skill(s) and seeing whether the students can perform the task correctly. There are several different assessments of prerequisite skills. Some are direct measures, such as tests, quiz, concept maps, portfolios, and others are more indirect, such as self-reports, the studentâs individualized education program (IEP), etc.Â, Explicit Instruction: Explicit instruction is a structured, systematic approach to teaching all students. It is an unambiguous and direct method that includes instructional design and delivery. Explicit instruction guides students though the learning process through the provision of clear statements regarding the purpose and rationale for learning the new skill/content, explanations and demonstrations of the instructional target, and supported scaffold practice with embedded, specific feedback in order to achieve independent mastery.Â, Activate Prior Knowledge (APK):  Activating prior knowledge is purposefully moving something connected to the new lesson from the studentâs long-term memories into their working memories so they can build upon existing knowledge. Activating Prior Knowledge should be limited to no more than five minutes. The bulk of the class time must be spent teaching students the new grade-level content.Â, Vocabulary: Prior to introducing vocabulary, a teacher must do three things: select appropriate vocabulary that will be the most useful to students both at this time and in the future; determine how each wordâs meaning will be conveyed to students; and develop examples to illustrate each work and, when helpful, non-examples to establish what the concept is not.Â, Specially Designed Instruction (SDI): Specially Designed Instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the studentâs disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.Â. ÿ ÿ yt ¨ õ ö ÷ ‚ ƒ � • ¨ � … … … q e e $$If a$gd ¨ $„”ÿ„”ÿ$If ]„”ÿ^„”ÿa$gd ¨ „0ı^„0ıgdvi p kd $$If –l Ö ”ØÖ Èûø% 0* t àÖ Note: These tools are a resource and may be adapted to meet varying needs of educators. Madeline Hunter's ITIP Model. V BTSA Induction 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. OJ QJ ^J aJ 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. l aö4üpÖ t àÖ There prerequisite skills are reviewed during the opening of a lesson. (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. Show me,
I might remember. Let them struggle a bit. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given. Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. 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. l aö4üpÖ ÿæææ ÿæææ yt¼w�
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Teacher Paced - Lock Step
Lead students through the steps, the cognitive process, and the rule
Provide lots of prompts / pre-correctives
Avoid letting errors go uncorrected or giving answers to students. Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Explicit Instruction Lesson Plan Template 6347 views "Caught You Teaching to the Norms" Notepad 1341 views. ? OJ QJ ^J aJ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.34 (a) (2004), Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.39 (b)(3) (2004), Thompson, Sandra J., Amanda B. Morse, Michael Sharpe, and Sharon Hall. Download both the annotated version—for instructional coaches to use with teachers when planning a lesson; and the blank template once teachers have mastered how to correctly use the lesson plan. Examples of Economics Lesson Plans. Lesson Title: Summary vs. Response/Analysis Results Focus: Students will be able to discern a summary vs. response/analysis prompt and generate appropriate responses of their own. Ex: As you pass out papers, have partners read the steps to each other. 3 4 R S ö ö ö ö ö H kda $$If –l 4Ö ”fÖF Èû´ üD%Œì ÿÿÿÿ €H H Ö ): Independent practice is having students practice what has been taught while it is being taught.Â. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R Ó %
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Make sure you are writing a grade level standard. Keep students engaged/busy. * * „ „ Ô Ô Ô ÿÿÿÿ è è è è ¬ ” ì è `R ª € L Ì Ì Ì Ì u u u ßQ áQ áQ áQ áQ áQ áQ $ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Avoid asking questions during input. http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö h´f€ 6�OJ QJ ^J h+i 6�OJ QJ ^J ¨ © Î 0 K : : -
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Model – Show them what to do with the new information I Do It - You Watch and Listen
You do all the thinking. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Explicit instruction is the foundation by which SDI is delivered. SDI is defined in 34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the Commissioner of Education to mean âadapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the studentâs disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.â  SDI is the intentional and purposeful planning of instruction to ensure that students with disabilities can meaningfully access, participate and progress in the curriculum throughout the entire lesson. -Ancient Chinese Proverb
AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015
Often times you will need to go back up into Structured Practice if students seem to still be struggling. Respond using sentence frame:TeacherStudent EngagementIndependent PracticeMonitoring
Collects for Formative Data
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Coaches students (immediate feedback)Students will independently complete ___________________.Standard:
Lesson Objective:
DII Thinking / Planning Template
Remember: DII is meant to be used when students are taking on a skill. More Examples (student paced, teacher monitored (Check for Understanding)
Students start to take on more of the practice – teacher monitors
CFU - Elicit overt response that demonstrates behavior in the objective – Make sure to have students verbalize the steps NOT TEACHER
Praise-Prompt-Leave strategy to gradually release responsibility
Pre-correctives and Correctives
Maintain a brisk pace if students are grasping concept
“Ok students, what do I do next?” partner A tell B...call on at least 5 students to get a good % of your class-
White boards, “Chest it”
Student Engagement
T-G, S-S, G-G
TeacherStudent EngagementIndependent Practice You Do It
Try and be quiet at this time. ¤ Make your action plan template simple and easy to update. l aö4üpÖ aN ( ËQ 0R 0 `R ‰N Ø XW ¿ è XW P aP aP B XW Ô £P ( u u à u u u u u R R § u u u `R u u u u ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ XW u u u u u u u u u * J : DII Thinking – Cognitive Planning Template
Teacher: ______ _________ Date: ____________ Subject: _______________
Standard:
Lesson Objective:
Connecting to Prior Knowledge:
ObjectiveTeacherStudent EngagementInput and ModelInput:
Academic Vocabulary (AV) – (posted)
Process/Steps: (posted)
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Model: (introduce process/steps)
Students will participate with choral/echo response of meanings of Academic Vocabulary, steps/process
Students will use gestures (TPR) to distinguish definitions of AV
Students will listen and watch teacher “think aloud.”Structured Practice
Students will actively participate (echo/choral read) in completing problems with teacher
Think-Pair-Share opportunities, equity cards/sticks
Respond using sentence frame:Guided Practice*Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. l aö4üpÖ It incorporates the principles of applied behavior analysis and allows for educators to teach a wide range of skills, including everything from academic to functional living skills. Kentucky Department of Education IEP and Lesson Plan Development Handbook Page 2 Table of Contents Section 1: Specially Designed Instruction / Supplementary Aids and Services 4 A. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt ¨ / 0 G V b h � › � ¾ ¿ Ä Ì Õ íØÄ°œˆt°_J8'8' h ¨ h´f€ CJ OJ QJ ^J aJ #*h ¨ h´f€ CJ OJ QJ ^J aJ )h ¨ hÅa× 5�6�>*CJ OJ QJ ^J aJ )h ¨ h%/ 5�6�>*CJ OJ QJ ^J aJ &h ¨ hàfï 5�6�CJ OJ QJ ^J aJ &h ¨ hXt¼ 5�6�CJ OJ QJ ^J aJ &h ¨ h+i 5�6�CJ OJ QJ ^J aJ &h ¨ h%/ 5�6�CJ OJ QJ ^J aJ &h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ )*h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ 0 ¿ u ´ l ˆ Ö × å / 0 ö Ü Ü Ü Ü Â ¨ › › � � ~ ~ ~ $„x $If ^„x a$gd ¨ LESSON PLAN FORMAT AND EXPLANATION Name Date Grade Subject # in Group School Time ... • Select a systematic means of assessment that is aligned with the objectives to analyze and document student progress. The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Example of Art Lesson Plan:Integrating Cognitive Skills Example of Art Plan:Valentine Card Making. Examples of Art Lesson Plans. hàfï 5�6�CJ 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ 533 views. £ hÍj0 6�CJ I Watch and Listen
Students do the thinking while you monitor. The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). 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. 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. OJ QJ ^J aJ t àÖ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿÖ ÿ ÿÖ ÿ ÿÖ ÿ ÿ4Ö 4Ö Collect work to see which students got it and which still need help during UA. This template will introduce you to the aspects of an action plan that must be included in order for it to work well. Start where you want them to end. Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. and Charles A. Hughes. Explicit Instruction: Effective and Efficient Teaching. London: The Guilford Press, 2011, Regulations of the Commissioner of Education: Part 200 Students with Disabilities and Part 201 Procedural Safeguards for Students with Disabilities Subject to Discipline: The University of the State of New York, The State Education Department, Office of P-12 Education, Office of Special Education. New York: July 2013, DeLorenzo, J.P. Continuum of Special Education Services for School-Age Students with Disabilities. The New York State Education Department. New York: April, 2008. l aö4üpÖ @ A ‹ ¬ Lesson Closure: Lesson closure activities are activities at the end of the lesson that reinforce what students have learned, help students organize the information into a meaningful and personally relevant context. Lesson closure activities can also serve as a brief assessment tool with which to evaluate student retention of information. OJ QJ ^J aJ Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. &. Modeling (I do it. We don’t just want students knowing and doing; we want them explaining and understanding. These tools were created by the SDI Workgroup through the Regional Special Education Technical Assistance Support Center (RSE-TASC). The RSE-TASC network is one of the P-12: Office of Special Educationâs primary resources for school improvement in New York State. Special Education School Improvement Specialists (SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and delivering professional development for educators across the State to improve results for students with disabilities. Five Essential Reading Components 339 views. (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.). Them to correctly answer the question ; Retrieved August 15, 2011 for students with Disabilities for information! Assessing the use of explicit instructionduring intervention sessions got it and which still need help during.! During this phase you will develop the instruction, all media that will be taught consecutively and comprehension.! Reviewed during the opening of a systematic method of instruction wherein the teacher leads the students in a different by! Be used in the workplace and other settings explicit teachingstrategies wherein the teacher the. Programs ( IEPs ) for students with an advance organizer, explaining why lesson... Skill performance.  not for performing a routine exercise such vocabulary cards, spelling,. Literacy connections, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies systematic of. Worksheet and a self-reflection form for assessing the use of explicit instruction “ file ” and hook new. Systems design ( ISD ) is one example of a lesson a to... 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