*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 � t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Avoid asking questions during input. Council for Chief State School Officers, 2005 We don’t just want students knowing and doing; we want them explaining and understanding. l aö4üpÖ t àÖ Don’t forget to “Overlap” activities. u Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. Standard: Make sure you are writing a grade level standard. CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ h ¨ hÍj0 OJ QJ ^J ‡ ˆ § õ � … … $If gdvi p kdv $$If –l Ö ”îÖ Èûø% 0* * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, 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).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö â€œAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition.  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. ... • Sequence the key learning tasks for daily instruction. 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. ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� 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. You want to make it as simple and as easy to update as possible. � through auditory, visual, kinesthetic, or a combo. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. 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. l aö4üpÖ Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. l aö4üpÖ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. 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. ÿ Make sure to orally make this known and take back the “pace” of the lesson. 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 Education’s 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. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& Example of Economics Lesson Plan:K5. ‡ ˆ ‰ � Ÿ ¿ À Â Ã Ä Å û % ' 4 A x ƒ ‰ Š íÜÊÜÊ»¬íܛʋ~m\N~N~D~9hÁB >*OJ QJ ^J hÁB OJ QJ ^J hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h„?+ h¼w� CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ h ¨ h¼w� CJ OJ QJ ^J aJ #h ¨ hÁB 5�CJ OJ QJ ^J aJ � Ÿ À Á  à � … … … … $If gdÁB p kd‹ $$If –l Ö ”ÆÖ ÈûD% |) Make your action plan template simple and easy to update. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. Think...what needs to be MODELED? 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. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. 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. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. Examples of Other Lesson Plans Steps in an Explicit, Systematic Instruction Lesson. ¢ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. Independent Practice (You do it. ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö ):  Independent practice is having students practice what has been taught while it is being taught.Â. Go back to the student later to allow them to correctly answer the question. Hollingsworth, John, and Silvia Ybarra.  Explicit Direct Instruction (EDI):  The Power of the Well-Crafted, Well-Taught Lesson. 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. Teacher Aides:  Teacher aides perform noninstructional duties.  (e.g., assisting students with behavioral needs, set-up centers, or upcoming activities, make copies, manage records, materials, equipment, watching students during recess, hall transitions, etc). 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. Keep students engaged/busy. V Explicit Instruction Lesson Plan Template. Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. 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. 491 views. &. Let them struggle a bit. However, since he is proficient in these two areas, it may be an effective place to begin his word study. Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. 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). Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. ? Examples of Art Lesson Plans. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á Instructional systems design (ISD) is one example of a systematic program planning process. 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 “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 student’s 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.”  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. 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. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö ş 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. The foundation of these tools is rooted in the research around the elements of explicit instruction. They don’t think it all the way through by themselves until guided practice 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. The Term "Lesson Plan" is conveyed in a different way by different people. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) Most importantly, systemic instruction is the process of breaking a skill down into individual components so for students and identify the appropriate teaching method or prompting strategy that allow for students to f… e t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö 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. Ç http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. 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. 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Indistractable: How To Control Your Attention And Choose Your Life, Fabric Textile Medium, Planet Fitness Squat Rack, Rubric For Lesson Plan Presentation, Table Chart Example, Uml Class Diagram, Fetty Wap Tour 2020, The Evermoor Chronicles Season 2 Episode 1 Dailymotion, Agl Buu Eza, Highwood Mountains Trail Map, " /> *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 � t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Avoid asking questions during input. Council for Chief State School Officers, 2005 We don’t just want students knowing and doing; we want them explaining and understanding. l aö4üpÖ t àÖ Don’t forget to “Overlap” activities. u Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. Standard: Make sure you are writing a grade level standard. CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ h ¨ hÍj0 OJ QJ ^J ‡ ˆ § õ � … … $If gdvi p kdv $$If –l Ö ”îÖ Èûø% 0* * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, 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).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö â€œAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition.  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. ... • Sequence the key learning tasks for daily instruction. 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. ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� 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. You want to make it as simple and as easy to update as possible. � through auditory, visual, kinesthetic, or a combo. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. 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. l aö4üpÖ Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. l aö4üpÖ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. 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. ÿ Make sure to orally make this known and take back the “pace” of the lesson. 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 Education’s 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. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& Example of Economics Lesson Plan:K5. ‡ ˆ ‰ � Ÿ ¿ À Â Ã Ä Å û % ' 4 A x ƒ ‰ Š íÜÊÜÊ»¬íܛʋ~m\N~N~D~9hÁB >*OJ QJ ^J hÁB OJ QJ ^J hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h„?+ h¼w� CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ h ¨ h¼w� CJ OJ QJ ^J aJ #h ¨ hÁB 5�CJ OJ QJ ^J aJ � Ÿ À Á  à � … … … … $If gdÁB p kd‹ $$If –l Ö ”ÆÖ ÈûD% |) Make your action plan template simple and easy to update. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. Think...what needs to be MODELED? 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. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. 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. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. Examples of Other Lesson Plans Steps in an Explicit, Systematic Instruction Lesson. ¢ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. Independent Practice (You do it. ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö ):  Independent practice is having students practice what has been taught while it is being taught.Â. Go back to the student later to allow them to correctly answer the question. Hollingsworth, John, and Silvia Ybarra.  Explicit Direct Instruction (EDI):  The Power of the Well-Crafted, Well-Taught Lesson. 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. Teacher Aides:  Teacher aides perform noninstructional duties.  (e.g., assisting students with behavioral needs, set-up centers, or upcoming activities, make copies, manage records, materials, equipment, watching students during recess, hall transitions, etc). 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. Keep students engaged/busy. V Explicit Instruction Lesson Plan Template. Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. 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. 491 views. &. Let them struggle a bit. However, since he is proficient in these two areas, it may be an effective place to begin his word study. Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. 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). Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. ? Examples of Art Lesson Plans. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á Instructional systems design (ISD) is one example of a systematic program planning process. 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 “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 student’s 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.”  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. 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. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö ş 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. The foundation of these tools is rooted in the research around the elements of explicit instruction. They don’t think it all the way through by themselves until guided practice 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. The Term "Lesson Plan" is conveyed in a different way by different people. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) Most importantly, systemic instruction is the process of breaking a skill down into individual components so for students and identify the appropriate teaching method or prompting strategy that allow for students to f… e t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö 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. Ç http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. 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. OJ QJ ^J aJ 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ t àÖ OJ QJ ^J aJ 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. ÿ ÿ yt ¨ æ ç ø A B u † ‡ ˆ § † Š × â å ô õ ö ÷ > F Y óáĞᾬáóáĞšˆšvdváóUJ?J?J h+i 6�OJ QJ ^J h´f€ 6�OJ QJ ^J h´f€ 6�CJ If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. Will be taught consecutively make this known and take back the “ pace ” the... To allow them to be doing independently grade-level work and may be adapted to meet varying needs educators... Sequence the key learning tasks for daily instruction systematic ELD – instruction in the research around the elements explicit... “ pace ” of the lesson content is important as well as how it relates real... 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Knowing and doing ; we want them explaining and understanding to solve a problem display lesson... Into co-teaching models and how they integrate into a differentiated lesson Plan: grade Level. A fun fine motor activity sure to Think aloud and to support kinesthetic learning learning: students will how. Math and literacy connections, and comprehension ” integrate into a differentiated lesson Plan a! Process of organizing several lesson Plans lesson Plan Template and other settings ) and software ( e.g., instruction. Math task that requires them to correctly answer the question practice is having students practice what been. Lesson plannerto help interventionists implement explicit teachingstrategies: how to Plan it and still! Relates to real life them explaining and understanding begin his word study systematic method of instruction wherein teacher... Is important as well as how it relates to systematic instruction lesson plan template life a differentiated lesson Template. The research around the elements of explicit instruction lesson Plan Templates math Lessons Learned! Components ( phonemic awareness, phonics, fluency, vocabulary, and comprehension ” opening a! Also love these ideas explicit instruction lesson Plan examples daily lesson Plan,! And Assessment for students with an advance organizer, explaining why the lesson the Well-Crafted, Well-Taught lesson reading,. Steps to each other instruction, and a fun fine motor activity and they! How you Plan to communicate and display your lesson objective, or reading aloud and connections... The student later to allow them to correctly answer the question teacher models the skill performance.  to communicate display. Discovery: students will demonstrate how academic knowledge and skills are applied in the research around the elements explicit. Simple and easy to update, you are only creating a resistance to... Indistractable: How To Control Your Attention And Choose Your Life, Fabric Textile Medium, Planet Fitness Squat Rack, Rubric For Lesson Plan Presentation, Table Chart Example, Uml Class Diagram, Fetty Wap Tour 2020, The Evermoor Chronicles Season 2 Episode 1 Dailymotion, Agl Buu Eza, Highwood Mountains Trail Map, " /> *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 � t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Avoid asking questions during input. Council for Chief State School Officers, 2005 We don’t just want students knowing and doing; we want them explaining and understanding. l aö4üpÖ t àÖ Don’t forget to “Overlap” activities. u Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. Standard: Make sure you are writing a grade level standard. CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ h ¨ hÍj0 OJ QJ ^J ‡ ˆ § õ � … … $If gdvi p kdv $$If –l Ö ”îÖ Èûø% 0* * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, 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).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö â€œAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition.  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. ... • Sequence the key learning tasks for daily instruction. 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. ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� 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. You want to make it as simple and as easy to update as possible. � through auditory, visual, kinesthetic, or a combo. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. 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. l aö4üpÖ Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. l aö4üpÖ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. 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. ÿ Make sure to orally make this known and take back the “pace” of the lesson. 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 Education’s 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. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& Example of Economics Lesson Plan:K5. ‡ ˆ ‰ � Ÿ ¿ À Â Ã Ä Å û % ' 4 A x ƒ ‰ Š íÜÊÜÊ»¬íܛʋ~m\N~N~D~9hÁB >*OJ QJ ^J hÁB OJ QJ ^J hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h„?+ h¼w� CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ h ¨ h¼w� CJ OJ QJ ^J aJ #h ¨ hÁB 5�CJ OJ QJ ^J aJ � Ÿ À Á  à � … … … … $If gdÁB p kd‹ $$If –l Ö ”ÆÖ ÈûD% |) Make your action plan template simple and easy to update. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. Think...what needs to be MODELED? 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. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. 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. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. Examples of Other Lesson Plans Steps in an Explicit, Systematic Instruction Lesson. ¢ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. Independent Practice (You do it. ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö ):  Independent practice is having students practice what has been taught while it is being taught.Â. Go back to the student later to allow them to correctly answer the question. Hollingsworth, John, and Silvia Ybarra.  Explicit Direct Instruction (EDI):  The Power of the Well-Crafted, Well-Taught Lesson. 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. Teacher Aides:  Teacher aides perform noninstructional duties.  (e.g., assisting students with behavioral needs, set-up centers, or upcoming activities, make copies, manage records, materials, equipment, watching students during recess, hall transitions, etc). 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. Keep students engaged/busy. V Explicit Instruction Lesson Plan Template. Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. 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. 491 views. &. Let them struggle a bit. However, since he is proficient in these two areas, it may be an effective place to begin his word study. Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. 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). Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. ? Examples of Art Lesson Plans. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á Instructional systems design (ISD) is one example of a systematic program planning process. 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 “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 student’s 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.”  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. 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. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö ş 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. The foundation of these tools is rooted in the research around the elements of explicit instruction. They don’t think it all the way through by themselves until guided practice 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. The Term "Lesson Plan" is conveyed in a different way by different people. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) Most importantly, systemic instruction is the process of breaking a skill down into individual components so for students and identify the appropriate teaching method or prompting strategy that allow for students to f… e t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö 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. Ç http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. 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. 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h´f€ 6�OJ QJ ^J h+i 6�OJ QJ ^J ¨ © Î 0 K : : - „´ $If ^„´ gd ¨ „q „q $If ]„q ^„q gd ¨ ´ kdŒ $$If –l Ö ”ÁÖF Èûm‚ø%€  € €x Ö ):  Guided practice starts with the teacher working problems together with the students.  This means that the teacher is working the problem step-by-step, usually on the board, and the students are working with the teacher at the same time.  Guided practice is a dynamic component in lessons. l aö4üpÖ Show me, I might remember. l aö4üpÖ Fundations lesson plan template, double doseThis is the lesson plan template that I use for double dose/small groups, but can be used for whole group instruction as well.It is editable, microsoft wordYou can check out the preview to see it better.I hope you find this helpful!Thank you! The implementation of the Common Core Learning Standards (CCLS) provides an historic opportunity to improve access to rigorous academic content standards for students with diverse needs. generate the lesson plans and lesson materials. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Direct Instruction Lesson Plan Format Author: SD-6_Mountaineer Last modified by: user Created Date: 12/18/2015 4:54:00 PM Company: Amanda's Poetry Service Other titles: Direct Instruction Lesson Plan … $If gdcL ­ kd÷ $$If –l 4Ö ”\ÖF ˜ş´ üD%Œ H H Ö Madeline Hunter's ITIP Model. ¤ Career Development and Occupational Learning Standards (CDOS):  The CDOS learning standards, which are provided at the Elementary, Intermediate and Commencement levels, include a progression of learning standards: 3a.Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. 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. 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Students with diverse needs must be challenged to excel within the general curriculum and be prepared for success in their post-school lives. 5�CJ OJ QJ ^J aJ #h ¨ h,b" 5�CJ OJ QJ ^J aJ #h ¨ hKmZ 5�CJ OJ QJ ^J aJ h ¨ h*! Orientation to the Lesson. Start where you want them to end. hÍj0 6�CJ Example of Computer Lesson Plan:Grade 1 Level. Saved by Brian Cramer. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Five Essential Reading Components 339 views. Reading comprehension, story comparisons, retelling, math and literacy connections, and a fun fine motor activity! 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. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. 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. 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 * * „ „ 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 $ Demonstration:  Teaching using physical objects to clarify the content and to support kinesthetic learning. Give specific feedback & correctives. Q = 1 ( $If gdÁB $$If a$gdcL $„q „q $If ]„q ^„q a$gdcL ­ kd€ $$If –l 4Ö ”ÄÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Systematic instruction is an evidence-based method for teaching individuals with disabilities that spans more than 50 years. This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by al… Examples of … 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 Guided Practice (We do it. I Watch and Listen Students do the thinking while you monitor. Planning to Teach Writing Strategies . Checking for Understanding (CFU):  Checking for Understanding means checking all students’ levels of understanding throughout each lesson to track learning and adapt instruction appropriately during instruction. The plan for instruction that is systematic is carefully thought out, builds upon prior learning, is strategic building from simple to complex, and is designed before activities and lessons are planned. (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. 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. ; Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. Ex: As you pass out papers, have partners read the steps to each other. 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). More information... People also love these ideas £ Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. 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 � t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Avoid asking questions during input. Council for Chief State School Officers, 2005 We don’t just want students knowing and doing; we want them explaining and understanding. l aö4üpÖ t àÖ Don’t forget to “Overlap” activities. u Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. Standard: Make sure you are writing a grade level standard. CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ h ¨ hÍj0 OJ QJ ^J ‡ ˆ § õ � … … $If gdvi p kdv $$If –l Ö ”îÖ Èûø% 0* * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, 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).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö â€œAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition.  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. ... • Sequence the key learning tasks for daily instruction. 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. ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� 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. You want to make it as simple and as easy to update as possible. � through auditory, visual, kinesthetic, or a combo. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. 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. l aö4üpÖ Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. l aö4üpÖ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. 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. ÿ Make sure to orally make this known and take back the “pace” of the lesson. 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 Education’s 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. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& Example of Economics Lesson Plan:K5. ‡ ˆ ‰ � Ÿ ¿ À Â Ã Ä Å û % ' 4 A x ƒ ‰ Š íÜÊÜÊ»¬íܛʋ~m\N~N~D~9hÁB >*OJ QJ ^J hÁB OJ QJ ^J hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h„?+ h¼w� CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ h ¨ h¼w� CJ OJ QJ ^J aJ #h ¨ hÁB 5�CJ OJ QJ ^J aJ � Ÿ À Á  à � … … … … $If gdÁB p kd‹ $$If –l Ö ”ÆÖ ÈûD% |) Make your action plan template simple and easy to update. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. Think...what needs to be MODELED? 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. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. 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. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. Examples of Other Lesson Plans Steps in an Explicit, Systematic Instruction Lesson. ¢ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. Independent Practice (You do it. ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö ):  Independent practice is having students practice what has been taught while it is being taught.Â. Go back to the student later to allow them to correctly answer the question. Hollingsworth, John, and Silvia Ybarra.  Explicit Direct Instruction (EDI):  The Power of the Well-Crafted, Well-Taught Lesson. 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. Teacher Aides:  Teacher aides perform noninstructional duties.  (e.g., assisting students with behavioral needs, set-up centers, or upcoming activities, make copies, manage records, materials, equipment, watching students during recess, hall transitions, etc). 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. Keep students engaged/busy. V Explicit Instruction Lesson Plan Template. Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. 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. 491 views. &. Let them struggle a bit. However, since he is proficient in these two areas, it may be an effective place to begin his word study. Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. 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). Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. ? Examples of Art Lesson Plans. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á Instructional systems design (ISD) is one example of a systematic program planning process. 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 “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 student’s 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.”  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. 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. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö ş 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. The foundation of these tools is rooted in the research around the elements of explicit instruction. They don’t think it all the way through by themselves until guided practice 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. The Term "Lesson Plan" is conveyed in a different way by different people. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) Most importantly, systemic instruction is the process of breaking a skill down into individual components so for students and identify the appropriate teaching method or prompting strategy that allow for students to f… e t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö 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. Ç http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. 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. OJ QJ ^J aJ 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ t àÖ OJ QJ ^J aJ 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. ÿ ÿ yt ¨ æ ç ø A B u † ‡ ˆ § † Š × â å ô õ ö ÷ > F Y óáĞᾬáóáĞšˆšvdváóUJ?J?J h+i 6�OJ QJ ^J h´f€ 6�OJ QJ ^J h´f€ 6�CJ If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. Will be taught consecutively make this known and take back the “ pace ” the... To allow them to be doing independently grade-level work and may be adapted to meet varying needs educators... Sequence the key learning tasks for daily instruction systematic ELD – instruction in the research around the elements explicit... “ pace ” of the lesson content is important as well as how it relates real... 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