SPE 3500 Grade Sheet Module 1 Case Study (ELL) A B All parts of the 3 questions are answered Paragraph about the research and resources Accom./Mod. for Students with special needs A Discussion (1 page single spaced) Lesson Plan A B. Source cited / indicated in Materials section Lesson plan with modifications addressed (Rubric used for evaluation) Accommodations include consideration of Environment Content Pace Evaluation At least % page at end of LP ORONa Created worksheet for “typical” kids with key 1. Matches lesson plan and in Independent Practice 2. Minimum of 10 questions with written directions 3. Addresses reading comprehension skills 4. Created, typed and ready to use Created modified worksheet with key 1, Modification of typical worksheet 2. Minimum of 8 questions with written directions 3. Addresses reading comprehension skills 3. Created, typed and ready to use TOTAL, (S 145 (0 110 BG 126 ‘Lis O40 © 40 SL izBrooke Kimball, Tyler Harr, Perrick Zerrusen Module 1. Case Study 1, Ido not think that Serge was assessed adequately. I agree with Mrs, Evans thought that it 5 could have been more beneficial to do his test in Serbian instead of English since that was \ the language he was most comfortable using at that time, I don’t think Serge had a Eo learning disability but more of an adjustment issue. He was behind a year in school ‘S before coming to America and now needed to learn in a new language which proved to be challenging for him, It wasn’t until a teacher took a vested interest in him that he started to make real progress. I believe had a teacher the first year of his American education experience been like Mrs. Evans Serge would have had more trust and confidence in the teacher to feel like they cared about his education. Ultimately I believe Serge does not have a learning disability but just lacked confidence in his ability to learn Englis ‘was still trying to adjust to his new life. 2, While I don’t believe Serge had a learning disability I do think that placing him ina special education program for part of the day was necessary because he needed that extra help when it came to writing, speaking, and reading English, IT was vital to Serge’s progress that he receive the one on one time that he got in the special education program. I think without the use of a resource room Serge would have fallen even more behind due to not getting the extra help. 3. Mrs. Evans took the time to understand her students, She was intrigued by the large number of Serbian students and made a point to understand their culture. She had a general idea then off his to better provide for her students culturally in the classroom. By doing so she learned tools that made her more able to better serve her students’ needs. Thus contributed to Serge's successful year in the fifth grade, and likely helped more of his classmates as well. Module 1. Part 1. 0 The research for this case study comes from three sources, two from TEACHING Exceptional Children, and the other from ERIC Clearinghouse on Languages and ee Linguistics. The first piece from TEACHING Exceptional Children had the most impact \V onthe case study. Research from Salend and Salinas in 2003 discusses how English Language Leamers can display the same symptoms of a student with a lemming disability. They offer six recommendations for assessing English Language Learners. Following the six recommendations are a great way too ensure the success of English Language Learners. Schoen and Schoen offer research in the same article in the same year. Their research claims that the benefits to understanding student culture do notBrooke Kimball, Tyler Harr, Derrick Zerrusen end with knowing the student better. By understanding the students’ culture, we can understand why they react to things the way they do. Students also may not have the background knowledge that textbook authors assume that they have, so supplemental material may be required to help them catch up. The article by Ortiz in 2001 in ERIC Clearinghouse on Languages and Linguistics talks about the importance of early intervention. The author also claims that success can not be achieved by focusing on correcting behavior and learning problems, while going on top list factors of English Language Learners success in relation to his findings. Module 1: Part 2 There are many different kinds of adaptations, accommodations, and modifications that can help the child with disabilities lear. These are all specific changes that a teacher can make in the classroom where some are easily identified and implemented and others are a larger puzzle to figure out how best to aid the student. Before discussing the differences between these terms, a clear understanding of the definitions of each is important. The term modification describes a teacher's action of expecting less from a student with special needs. This deals with making the work easier, at a lower reading level, or any other change of the curriculum that the student may need. The term modification often gets confused with the term accommodation. Accommodation describes a teacher's action of finding ways around the student's, disability. The student is expected to know the same material as the rest of the class, but the manner in which they give the information might be different. This can be seen in giving essay answers oraily, having an exam read to students, or the use of braille for any class materials, There are several common ways that teachers can manipulate their lessons to help these students, one way is change the scheduling on exams or other assignments. They can give extra time or even spread the test over several days. Teachers can also adjust the setting at which material is learned, in groups, one-on-one instruction, or sometimes even just in general education classes. Students may also benefit from a different set of materials they receive, such as a worksheet in braille or copies of the teachers notes. Instructors may also change the delivery of the material or even just the form of the students responses whether letting them be typed, translated by sign language interpreter or any thing else that would support the student's learning, These techniques would appear on students’ IEPs and would be assessed on the effectiveness. Sometimes the accommodations and modifications made in the classroom are not enough to help students and outside services are needed as well. Some of these include speech-language pathologists, school psychologists, physical and occupational therapists, even social workers and other counselors can help students with disabilities. In some cases, students will need different services and utilities according to their unique needs. U.S. Legislation IDEA includes special adaptive equipment, unique technology, adaptive materials, specific staff training, and many other classroom and school aids. These different services would be discussed in the child's official IEP meeting, full of experts in the medical field, special education, Principals, teachers, and the parents. From these meetings the school may decide they need to hire additionalBrooke Kimball, Tyler Harr, Derrick Zerrusen aids, special equipment, or any other necessary staff members. The school staff will also have to make other accommodations and adaptations for district or statewide exams. They can give the student alternate exams, but with explanations on why this student should have an alternate version of these tests. These standardized exam matters will be addressed in IEP meetings and be figured out in that document. Although these supports are very specific and possibly time-consuming, they are so important to help all students learn and succeed. | think IDEA legislation and others are beneficial to helping students be included with their peers helping educate the students with IEP’s better and even educating other students on how people learn differently and that not everyone is the same. This field has even changed drastically since | went through school and I cannot wait to be a part of change in the future and explore types of accommodations and adaptations within my field.f. LESSON PLAN (IPTS 4, 2, 3, 4, 5, 6, 7, 8,9) tis lesson plan format follows Madeline Hunter's format for delivery. The lesson plan should pertain to the content area that you will be teaching. *Accommodations made for students may include: IEP, 504, ELL and Diverse learning styles. the lesson delivery: environment, content, pace, and evaluation. *** You must demonstrate consideration of the following areas throughout ‘Course/Unit/ Topic Grade level ‘Objectivels) What learning Standard(s) are addressed? “tated in general terms: missing action verbs and/or lttle/n0 relationship to er ae ‘Materials Ae eS PROCEDURES Review (2min, or less) Review actity too lengthy ‘oF does not fit with previously covered material, ‘anticipatory Set [Anticipatory set isnot ‘Anticipatory set is not {Bellringer or Hook) previous material effective in one of the fective in two of the knowledge, mots following: motivation, following: motivation, readiness, or relating new | readiness, or relating new provides readiness. materiatto old. >. material to ol vblective Poiecive & cai) Objective & Rationale not Rationale clearly stated. clearly stated. Instructional Input ‘Instructional input listed in| Instructional mput listed in Some aspects of limited detail, with more Information needed in one general detail, with more Informat yn needed in two Instructional Input missing completely, or need major Guided Practice Guided Practice listed Ta limited detail; more information needed in one throughout the lesson, “Guided practice listed in ‘general detail; more information needed in two Some aspects of Guided tice missing completely ‘or need major revision. Independent Practice /ebronologically pr appropriate fluent Tadependent practice listed in general detol Independent practice isnot appropriate to the objective ofthe lesson, Closure ‘Suramarzes esso Tilssing ane components summarization or frame for next lesson. Bvalvation Limited detail; some relationship with objectives and activites. Missing Teacher or Students tesson pian: 2H _/26wy, Pe) wr Into to Ukulele Lesson Plan (edapted from Madeline Hunter, 1994) © Class Information 628" Grade / World Music / Hawaiian Music / Introduction to the Ukulele 50 minutes 5, patent Objectives) rFean a Giving 10 questions on a worksheet Soe the history of thé Ukulele, © the student will answer the questions with 90% aécuracy. a, ILS 27.B.4c Giving 10 parts ofthe ukulele, students will be able to identity thom ith 80% accuracy, : a. ILS 25.B.4c ee / Students will learn how ta hold the ukulele and play a C chord on their ukulele. a. ILS 26.A.4c a ee your : @) sions ~ Nannalive criteria.” ee ie Ukuleles (one per student) and make sure they are in tune before class, projector/SriartBoard, worksheets, video of ukulele playing, My ideas, and worksheet text from Mainland Ukes at B ”) mainlandukuleles.com/history.htm| ~* Procedure AR ) feview (2 minutes or less) 1. In other units we looked at music from different cultures. | will ask the students what cultures we have learned about, such as African drumming, Indonesian Gamelan, and maybe others. Have them get their minds remembering what we have done in this world music class. Tell the students “For this new unit we will be learning about Hawaiian music, specicaly leoking atthe Ukyfele, we even gef to learn how to play them as a class. We a this new unit.” Anticipatory Set 1. Here | will put students into groups and have them fill out the first two parts of a KWL chart filling out what they already know about the ukulele and Hawaiian music. Then after that they will then fill out what they want to know in the few weeks of ukulele playing. This will get students actively engaged in their learning and | can incorporate what they want to learn in future lesson plans} They will not fill out the last section, learned, because they an fill this part out in the erfd of the unit and see what they have learned compared to what they already knew and wanted to learn. During this section play videos of ukulele music for the class to listen to.) Cp Aesson Objective and Rationale -7As a class we will learn about the history of the Ukulele and have a worksheet and hope to get 9/10 of them correct. This is to get a good fackground of the style of music. “As a class we wiill also identify parts of the ukulele and know at least 8 of the parts. This will help in teaching how to play once they learn the vocabulary.We will also leam to play a C chord on the ukulele today so we can eventually play full songs. sof metrucstonal Input @ Collect KWL chart, ask students what they wrote down to what they already know about Hayaiian music and what they want to learn, Tell students the Lesson Objectives and Ratignal, see Part C First students will take notes on the history of Hawaiian musig. This information will be on the PowerPoint and review how Hawaii may be part ofhe U.S. but how their culturg’is still unique and has features unique to their state. Here you will show the students the ukulele explaining that it is the most Popular instrument of Hawaiian folk music. Here introduce the parts of the ukulele, including head, tuners, nut, neck, fretboard, frets, body, bridge, sound hole, fret markers. Explain that they will find these on their ukuleles as well hecking for Understanding 1-Why did Hawaii join the U.S.? 2AWhere does the name, Ukulele, come from? 3sHow many countries used this instrument? 4cFlow many strings does it have? £ /buided Practice 4,Now students will get ukuleles. They will have to check them out one at a time, but before that they will review parts of the instrument. Say "irels” and tell them to point ‘Yo that part of the instrument. Continue this in that manner. 7 Also switch the order around pointing to a part of the instrument and asking for the name. -3! Have a student come up and lead a game of Simon Says, but with ukulele parts. Simon says touch the strings, simon says strum, tur the tuners, oh look you're out! And ete, Informally assess the students until the class as a whole can recall 8 of the 10 different parts of the ukulele. ‘Also as a group teach them how to properly hold the instrument. Neck in the left hand, and the body of the instrument in your right hand. Then to strum the strings use the side of your RH index finger nail. Do not strum very hard, it's a smalll instrument and broken strings are hard to replace. Then to change the pitch show students how to play a C chord by ‘on the string closest to the ground (a string) on the third fret and then strum and a chord should play. '8Walk around and help students get this chord and encourage them to experiment with strumming and playing different rhythms. Independent Practice 1. Next while students fill out instrument check gut information with the teacher the rest of the students will work on worksheets reviewing material, including the reading comprehension portion. Students will read about the history of Hawaiian music and the ukulele and answer multiple choice questions based on the readin ewer mips choice questions basedion he ready_/2: Tell all students that if they have questions to come and ask if needed. This is universal design, not just Jack can ask questions, but all students should feel free to ask questions. 3 - Students will have the rest of the period to finish the worksheet or complete the assignment for homework, ~ iz i Closure @ -*. Now that you've alll gotten familiar with the history of this culture and this instrument, tomorrow we can begin playing more than just one chord. B-We will learn more chords tamorrow as well as how to tune the instrument and make siete strings play the correct notes.” . Make sure the finish the worksheet or check your answers and turn them in tomorrow. ae (wi Evaluation A. Student Evaluation Students will be evaluated formally in their workshee/homework based on how many questions they answer correctly. | will also informally evaluate students when learning the parts of the ukulele observing whether or not students are getting the correct answer and improving the number of correct responses. | also want to make sure each student can play a C.chord and hold the ukulele correctly. | will go around and check that each student has done this skillg B. Teacher Evaluation 4._-Hthink my plan does a good job at reaching students at different levels and different ways that they learn, Students get to listen for the material, read a text describing the material, as well as getting to experiment with the hands on aspects of this lesson. This lets all students in the class be successful at some part of the lesson. Students get to work in groups, individually, and learn as a whole class as well. think my plan would be hard for a non-music person_to teach..| could have been more specific in the steps of the lesson. Several parts of it depend on student t responses and participation. ee pa (» Accommodations For this lesson we have Jack, a student with and IEP in my class. His reading level needs to be lowered.and that is why he has a different worksheet with a different article, He is still tested on the same material and content. He also requires longer for exams and tests, but this lesson does not use a test. He also is able to speak essay questions but this lesson does not include essay questions and follows universal design.. A