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edTPA Unit Plan
Context for Learning
First Name: “Niel”
Age: 21
Gender: Male
Grade Level: Typically Pre-K Level
The individual has been diagnosed with autism and Down syndrome.
Primary Language: English
List any type of augmentative or alternative communication used by learner.
___Ipad___________________________________________________________________
Focus Learner’s Information
The two learning targets selected for the learning segment are:
1) To recognize colors and shapes; modified target—match to similar context while he continues to work on initial target (due to difficulty level for individual as student struggles with naming/recognizing)
2) To be familiar with relationships of numbers and representation.
The focus learner’s exceptionality (strengths and challenges) and its potential impact on instruction for the learning targets:
Strengths— Math is his best content area.
Weaknesses—Literacy is his weakest content area.
Impact—Potential impact on instruction for learning targets varies with each aspect. His strength in math will likely portray successful results during the learning segment. His weakness in literacy may lead to less successful results during the learning segment.
Standards/Goals in each focus learner’s individual education plan relevant to achieving the learning targets:
CCSS.Math.Content.K.CC.B.4
CCSS.Math.Content.K.G.A.1
1) To understand the relationship between numbers and quantities
2) To identify and describe objects
Special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning targets: N/A—no longer on an IEP.
Behavior Management Plans: The student gets very distracted from tasks at hand. The student can need prompts for focus and completing tasks at times. The student can say inappropriate things at times as well. He usually just needs advised of his behavior or redirected to correct behavior issues. There is no behavior management plan in place aside from plan implemented at home. He doesn’t have severe behavior issues at this time.
Baseline Data Collected for Knowledge and Skills Related to Both Learning Targets
The collected data for focus learner demonstrates that he is basically at Pre-K and/or K level of learning. The student doesn’t write; he does know how to write his name. He generally doesn’t recognize letters, but can recognize numbers. He does not know how to use numbers in solving problems. He generally doesn’t remember colors and shapes, but can recognize similarities. He is able to match similar concepts. From the learning targets and the baseline data, I have developed lesson objectives for his approximate level that can be achieved in a 3-5 lesson learning segment. I will continue to work with the individual on the target goals as needed.
Knowledge of Focus Learner to Inform Teaching of the Lesson Segment:
Regarding the learner’s two learning targets, the focus learner knows:
The learner knows how to spell his name, read his name, typically count to 100 and recognize numbers 1-100. He can tell if things are the same color.
Regarding the learner’s two learning targets, the focus learner can:
He can color, although he needs to work on fine motor skills for a better product. He can write his name. He can count objects. He can match items with similar concepts.
Regarding the learner’s two learning targets, the focus learner will be learning and/or improving:
Recurring across the segment, a key learning task that integrates language/communication demands is oral response to recognizing shapes and colors, as well as numbers. The individual will have to verbally respond to certain tasks, such as identifying numbers 1-100, identifying colors, and identifying shapes. The individual can orally respond with limited communication skills. The need for his IPad will not be necessary for any of the tasks at hand.
Supportive Learning:
My choice of the lesson objectives, learning tasks, materials, and supports, including any adaptations, modifications, or accommodations related to:
Lesson Plan Unit Part 3: For Student with Disabilities
Standards
CCSS.Math.Content.K.CC.B.4
CCSS.Math.Content.K.G.A.1
Objective/Goals
1) To understand the relationship between numbers and quantities
2) To identify and describe objects
Activities and Procedures
Lesson 1
I will make changes in order to make instruction better by support learning of the focus learner according to focus learner’s performance and principles from theory and/or research as appropriate as follows:
1) I feel that more lessons on describing and identifying shapes are necessary, as learner struggles with identifying them. I will incorporate technological learning programs into the lessons to support and reinforce learning of the concepts. I will repeat related activities to enhance the retaining of knowledge.
2) I will have learner practice tracing numbers/letters reintroduce the concept.
Analyzing Focus Learner’s Performance
The lesson objectives from the learning segment are measured by the Four Score Rubric Assessment guidelines and overall performance for before, during, and after is documented in the Assessment Chart.
Changes in the assessments, records, and/or lesson objectives in the lesson plans were considered largely due to the learner’s low level of ability; for example, I added more shape activities to aid in his struggle with the related concepts. I also added more visuals and integrated technology.
The focus learner’s progress toward the lesson objectives was minimal. This summary is demonstrated in the chart attached.
The focus learner appears to understand or do well with number concepts. He continues to struggle with shape concepts. His greatest challenges and/or needs seemingly are literacy-related. He can only write and read his name. Evidence lies in his performance level outcome.
The connections with the focus learner’s outcomes and instruction, support, and/or the learning environment are:
My instruction, support, or modifications of the learning environment lead to the focus learner’s progress on or attainment of lesson objectives in the following ways:
1) The learner was more comfortable and motivated when he realized that it was okay if he could not complete task; the more realistic tasks allowed him self-confidence and reassurance.
2) The learner can perform certain tasks better than others so building on those tasks leads to more acquired knowledge.
Referring to assessments, the learner is proficient in counting 1-100; the learner is proficient in recognizing numbers 1-100; the learner is proficient in counting items; the learner is marginal in recognizing colors; the learner is unsatisfactory in both recognizing and describing shapes.
The form submitted for evidence of my feedback for the focus learner for the final assessment is the Assessment chart which is attached.
The feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives measured by correlating the with the goals of recognizing and describing shapes, as well as identifying and understanding relationships with number quantities and whether or not he was excellent, proficient, marginal, or unsatisfactory in performance of tasks given. An example is demonstrated with the coloring of his picture.
I supported the focus learner in applying the feedback to guide his improvement within the learning segment or in subsequent learning activities through the various learning strategies used in the learning segment. I also gave verbal feedback that aided him in the self-improvement process.
I can support the focus learner to move towards self-assessment, self-instruction, and/or self-correction by:
The focus learner had opportunities to understand and use the targeted language/communication demands (function, vocabulary, symbols, and other demands) to access the learning task and to demonstrate learning when responding to questions during lessons and tasks:
Considering what I know about the focus learner and the effectiveness of my instruction/intervention and the learning environment, I designed the next steps after connecting the next steps to my analysis of the focus learner’s performance for both learning targets. My decisions are based on principles from related research and/or theory as well; for example:
1) Scaffolding—building on prior knowledge with the addition of new knowledge (Tracey and Morrow, 2012).
2) All instruction offers knowledge to be learned. John Locke focuses on how the mind is like an “empty vessel” waiting to be filled (Tracey and Morrow, 2012).
3) Constructivism—learning is a natural and constant process of the brain that can take place without any indication (Tracey and Morrow, 2012).
4) Associationism—emphasizes how events or ideas become associated with one another in the mind in a form of learning (Tracey and Morrow, 2012).
The next steps for instruction to reinforce current progress toward reaching the lesson objectives and/or increasing progress, generalization, maintenance, and/or self-directed use of knowledge, skills, or future learning:
1) Student will perform previous related tasks to shape recognition and description.
2) Student will perform new related tasks to shape recognition and description; such as matching foam shapes with laminated pictures of shapes into Ziploc bags.
3) Student will review with shape flashcards as he begins to comprehend shape concepts better.
4) Student will use online shape concept learning games for the Pre-K level.
References
Tracey, D. H. & Morrow, L. M. (2012). Lenses on Reading (2nd ed.). New York: Guilford Press.
Context for Learning
First Name: “Niel”
Age: 21
Gender: Male
Grade Level: Typically Pre-K Level
The individual has been diagnosed with autism and Down syndrome.
Primary Language: English
List any type of augmentative or alternative communication used by learner.
___Ipad___________________________________________________________________
- Type of setting: Home
- My role in the focused learner’s instructional program: Voluntary limited tutoring
- The schedule for instructional time with the focus learner for the learning segment focus: Thursday (Time allotted 40 minutes)
- The primary language of instruction if other than English: N/A (English)
Focus Learner’s Information
The two learning targets selected for the learning segment are:
1) To recognize colors and shapes; modified target—match to similar context while he continues to work on initial target (due to difficulty level for individual as student struggles with naming/recognizing)
2) To be familiar with relationships of numbers and representation.
The focus learner’s exceptionality (strengths and challenges) and its potential impact on instruction for the learning targets:
Strengths— Math is his best content area.
Weaknesses—Literacy is his weakest content area.
Impact—Potential impact on instruction for learning targets varies with each aspect. His strength in math will likely portray successful results during the learning segment. His weakness in literacy may lead to less successful results during the learning segment.
Standards/Goals in each focus learner’s individual education plan relevant to achieving the learning targets:
CCSS.Math.Content.K.CC.B.4
CCSS.Math.Content.K.G.A.1
1) To understand the relationship between numbers and quantities
2) To identify and describe objects
Special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning targets: N/A—no longer on an IEP.
Behavior Management Plans: The student gets very distracted from tasks at hand. The student can need prompts for focus and completing tasks at times. The student can say inappropriate things at times as well. He usually just needs advised of his behavior or redirected to correct behavior issues. There is no behavior management plan in place aside from plan implemented at home. He doesn’t have severe behavior issues at this time.
Baseline Data Collected for Knowledge and Skills Related to Both Learning Targets
The collected data for focus learner demonstrates that he is basically at Pre-K and/or K level of learning. The student doesn’t write; he does know how to write his name. He generally doesn’t recognize letters, but can recognize numbers. He does not know how to use numbers in solving problems. He generally doesn’t remember colors and shapes, but can recognize similarities. He is able to match similar concepts. From the learning targets and the baseline data, I have developed lesson objectives for his approximate level that can be achieved in a 3-5 lesson learning segment. I will continue to work with the individual on the target goals as needed.
Knowledge of Focus Learner to Inform Teaching of the Lesson Segment:
Regarding the learner’s two learning targets, the focus learner knows:
The learner knows how to spell his name, read his name, typically count to 100 and recognize numbers 1-100. He can tell if things are the same color.
Regarding the learner’s two learning targets, the focus learner can:
He can color, although he needs to work on fine motor skills for a better product. He can write his name. He can count objects. He can match items with similar concepts.
Regarding the learner’s two learning targets, the focus learner will be learning and/or improving:
- Prior learning and experiences, including
prerequisite knowledge and skills related to the lesson objectives and baseline
data that are repeated for reinforcing data; for example, the learner typically
knows matching concepts, number counting concepts, identifies numbers 1-100.
He knows how to write his name. He can recognize similar concepts.
- Social and emotional development; for example,
he is working on impulse control because it is limited. He has a limited ability to interact and
express his thoughts and feelings in constructive ways. His ability to engage
and persist in individual/collaborative learning, and appropriate social behavior
is limited as well.
- Personal, family, community, and cultural asset;
for example, the focus learner’s interests are in math and technology. His strengths are in math and technology. His
self-management skills consist of using the bathroom with little assistance; he
can get dressed and put on his own shoes; he can brush his hair and teeth on
his own; he can eat and drink on his own, including the opening of cans. He can operate his electronics on his own,
including his calculator, Wii, IPod, and IPad.
He typically needs help with hygiene, although independence is
emphasized; he has family supports/resources, and community supports/resources;
for example, he has an independent provider from the state assist and supervise
him 46 hours weekly.
- Additional information about the focus learner
that will influences instructional planning is in the areas of fine motor skills,
focus skills, and language/communication skills.
Recurring across the segment, a key learning task that integrates language/communication demands is oral response to recognizing shapes and colors, as well as numbers. The individual will have to verbally respond to certain tasks, such as identifying numbers 1-100, identifying colors, and identifying shapes. The individual can orally respond with limited communication skills. The need for his IPad will not be necessary for any of the tasks at hand.
Supportive Learning:
My choice of the lesson objectives, learning tasks, materials, and supports, including any adaptations, modifications, or accommodations related to:
- The focus learner’s prior learning and
experiences because I wanted to challenge him without overwhelming him. I wanted to use what he already knows to
increase knowledge. I also wanted to
reinforce his prior knowledge to aid him in better retaining that information.
- The focus learner’s interests and
personal/family/cultural/community assets largely due to his interest in
math.
- The focus learner’s individual goals are
pertinent to greater understanding to concepts surrounding him in his every day
environment.
- Targets are not linked to the general education
or early childhood curriculum because it is not relevant for the focus
learner’s learning needs as he has aged out of the program.
- My choices provide the focus learner with the
appropriate level of support and challenge needed to access and engage with the
curriculum and instruction as they are geared toward his level of learning with
some slightly higher expectations. I feel that the lessons that I’ve chosen are
appropriate for the individual learner to work towards his learning potential
because cannot read or write, except for his name. At one time, he could read
and write at a primary grade level, but underwent chemotherapy for cancer, which
affected his brain. He no longer reads
or writes, aside writing from his name. I will assist as needed with the more
difficult tasks.
- The plans for instruction are sequenced in the
learning segment to build connections between the focus learner’s prior
learning and experiences and new learning as I build on each lesson that
relates to the previous one as well as content introduced early on. For
example, I will read a book on shapes and colors prior to related
activities. I will integrate related and
corresponding tasks to reinforce previously learned data. I will review basic content knowledge on
counting that the learner is previously familiar with from past lessons. I will repeat counting concepts to better
ensure learning connections.
- Throughout the learning segment, I will help the
focus learner to generalize, maintain, or self-manage the knowledge, skills,
and supports by working with him throughout the learning sessions on
appropriate learning goals, strategies, and tasks to enhance his knowledge and
skills. We will focus on self-management skills to increase learning skills,
independence, and responsibility. He
will utilize appropriate resources and support as needed.
- Generalization and maintenance, or self-directed
use of learned skills will indicate strengths and weaknesses for areas to be
focused on, and if instruction influences learner progress.
- The conditions under which focus learner was
successful turned out to be when the learner counted the dots on the dominoes,
and matched the card to the written numeral.
He was also successful when he counted items in the Ziploc bag. He was not successful in recognizing types of
shapes and colors.
- Assessment will indicate whether or not the
student is on target or needs more instruction.
The “Got It” or “Not There Yet” observation assessment concepts will aid
in determining the outcome. The student
will be rated excellent, proficient, marginal, or unsatisfactory.
Lesson Plan Unit Part 3: For Student with Disabilities
Standards
CCSS.Math.Content.K.CC.B.4
CCSS.Math.Content.K.G.A.1
Objective/Goals
1) To understand the relationship between numbers and quantities
2) To identify and describe objects
Activities and Procedures
Lesson 1
- Teacher reads picture book on shapes and colors.
- Teacher reviews concepts with discussion and
visuals.
- Learner will put colored straws in matching
cups.
- Learner will sort blocks by connecting with
matching colors.
- Learner will toss a coin or small beanbag on
triangular-shaped number toss visual and state number landed on.
- Teacher will discuss, assist, and observe as
needed.
Lesson 2
- Teacher discusses and demonstrates patterns.
- Teacher models Playful Patterns activity: chooses a design card (i.e. cars, animals,
etc.) & matches shapes to designs on card to create a picture.
- Create patterns with connecting blocks using
colors.
- Color patterns on picture of Easter egg with
patterns.
- Discuss, assist, and observe as needed.
Lesson 3
- Teacher reviews numbers using flashcards.
- Teacher models domino matching game.
- Individual identifies numbers and matches
dominos to correct number.
- Individual counts to 100 using chart, and
without the number chart.
- Individual counts items in Ziploc bags (i.e. can
be food or nonfood items--small pretzels, M&M’s, goldfish, etc.) and places
with the matching number flashcard.
- Discuss, assist, and observe as needed
Materials and Resources
Colored straws, colored cups, picture book on shapes and colors: First Book of Shapes and Colors, domino flashcards, 1-10 flashcards, colored pencils, Easter egg picture with design patterns, triangular-shaped beanbag or coin toss paper game with numbers 1-10, shapes/pattern activity set, Ziploc bags with items to count between 1-10, Four Score Rubric, Assessment Chart
Differentiation
The lesson plans include scaffolding from prior knowledge and newly taught information to help the learner make connections. Modeling helps to provide clarity and support. Reviewing with prior knowledge information related to the lesson will familiarize individual with tasks. It is important to provide additional support as needed. The struggling learner must have needs assessed for adaptation and/or modifications to be determined. Individuals with learning disabilities have special needs to be considered regarding instruction.
Evaluation and Reflection
Assessment consists of observation during tasks, content discussion, and coloring of patterns on Easter egg picture. Reflection opportunities consist of discussion and review on concepts. A Four-Point Rubric will be used for assessment of individual performance to determine if student has completed tasks successfully and “Got It” as excellent or proficient rating or if student is “Not There Yet” as marginal or unsatisfactory rating.
Behavior Management
It is important to keep students actively engaged while observing and supporting their tasks at hand assists behavior management. Previously providing explicit instruction on class expectation and consequences can decrease behavior issues. Explicit instruction on lessons and tasks at hand also decrease behavior issues and increase overall learning.
Instruction Commentary
To promote a positive learning environment, I demonstrated mutual respect for, rapport with, and responsiveness to enhance self-determination and support engagement in learning for each focus learner, individually and/or as part of the group by:
- I
provided positive feedback to enhance his confidence and learning motivation
throughout the learning segment.
- I gave
high five’s as he responds well to the feedback (i.e. I gave high fives after
the completion of all number tasks).
- I assured
him that he is doing fine, and advised him to continue trying his best
periodically if he seemed frustrated (i.e. identifying shapes).
- I smiled,
and occasional clapped in approval of his success for more difficult tasks
(i.e. identifying colors and shapes).
- Building
on focus learner’s prior learning and personal, family, cultural, and/or community
assets with new learning (i.e. reinforcing number knowledge).
- Repeating
concepts to reinforce the content knowledge (i.e. read about shapes and colors;
then focus on colors and shapes in activities). Explain how you elicited and responded to
each focus learner’s performance to promote application of learning.
- The
learner created and colored patterns after we discussed and matched patterns.
- The
learner identifies numbers 1-100 on chart after review of numbers using
flashcards
- The
learner identifies numbers and matches dominos to correct number after review
with flashcards.
- Individual
counts to 100 using chart, and without the number chart.
- The
individual counts items in bags independently (teacher observes).
- I used
materials, supports, and instructional strategies that support learning in
relation to the lesson objectives and how they reflect the learner’s
development, age, and needs (i.e. one of the goals are recognize and describe
shapes so the activities reinforce the target).
- I used
instructional materials, instructional strategies, and support strategies to facilitate
the development or application of a self-directed learning strategy.
- I aided
the student with accommodations and modifications as needed; for example, I
repeated instructions, provided modeled examples of tasks, and adapted lessons
to the learner’s current and realistic potential abilities.
I will make changes in order to make instruction better by support learning of the focus learner according to focus learner’s performance and principles from theory and/or research as appropriate as follows:
1) I feel that more lessons on describing and identifying shapes are necessary, as learner struggles with identifying them. I will incorporate technological learning programs into the lessons to support and reinforce learning of the concepts. I will repeat related activities to enhance the retaining of knowledge.
2) I will have learner practice tracing numbers/letters reintroduce the concept.
Analyzing Focus Learner’s Performance
The lesson objectives from the learning segment are measured by the Four Score Rubric Assessment guidelines and overall performance for before, during, and after is documented in the Assessment Chart.
Changes in the assessments, records, and/or lesson objectives in the lesson plans were considered largely due to the learner’s low level of ability; for example, I added more shape activities to aid in his struggle with the related concepts. I also added more visuals and integrated technology.
The focus learner’s progress toward the lesson objectives was minimal. This summary is demonstrated in the chart attached.
The focus learner appears to understand or do well with number concepts. He continues to struggle with shape concepts. His greatest challenges and/or needs seemingly are literacy-related. He can only write and read his name. Evidence lies in his performance level outcome.
The connections with the focus learner’s outcomes and instruction, support, and/or the learning environment are:
My instruction, support, or modifications of the learning environment lead to the focus learner’s progress on or attainment of lesson objectives in the following ways:
1) The learner was more comfortable and motivated when he realized that it was okay if he could not complete task; the more realistic tasks allowed him self-confidence and reassurance.
2) The learner can perform certain tasks better than others so building on those tasks leads to more acquired knowledge.
Referring to assessments, the learner is proficient in counting 1-100; the learner is proficient in recognizing numbers 1-100; the learner is proficient in counting items; the learner is marginal in recognizing colors; the learner is unsatisfactory in both recognizing and describing shapes.
The form submitted for evidence of my feedback for the focus learner for the final assessment is the Assessment chart which is attached.
The feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives measured by correlating the with the goals of recognizing and describing shapes, as well as identifying and understanding relationships with number quantities and whether or not he was excellent, proficient, marginal, or unsatisfactory in performance of tasks given. An example is demonstrated with the coloring of his picture.
I supported the focus learner in applying the feedback to guide his improvement within the learning segment or in subsequent learning activities through the various learning strategies used in the learning segment. I also gave verbal feedback that aided him in the self-improvement process.
I can support the focus learner to move towards self-assessment, self-instruction, and/or self-correction by:
- Instruct him check his work.
- Restate questions and have him answer based on
his work.
- Model for self-assessment.
The focus learner had opportunities to understand and use the targeted language/communication demands (function, vocabulary, symbols, and other demands) to access the learning task and to demonstrate learning when responding to questions during lessons and tasks:
- He stated answers to questions regarding colors,
numbers, and could not answer questions based on shapes.
- He played a toss game when instructed.
- He answered commands when told to match numbers,
colors, shapes, and patterns.
- He responded to commands when instructed to
color.
- When asked a question requiring a yes or no
response, he answered yes or no.
Considering what I know about the focus learner and the effectiveness of my instruction/intervention and the learning environment, I designed the next steps after connecting the next steps to my analysis of the focus learner’s performance for both learning targets. My decisions are based on principles from related research and/or theory as well; for example:
1) Scaffolding—building on prior knowledge with the addition of new knowledge (Tracey and Morrow, 2012).
2) All instruction offers knowledge to be learned. John Locke focuses on how the mind is like an “empty vessel” waiting to be filled (Tracey and Morrow, 2012).
3) Constructivism—learning is a natural and constant process of the brain that can take place without any indication (Tracey and Morrow, 2012).
4) Associationism—emphasizes how events or ideas become associated with one another in the mind in a form of learning (Tracey and Morrow, 2012).
The next steps for instruction to reinforce current progress toward reaching the lesson objectives and/or increasing progress, generalization, maintenance, and/or self-directed use of knowledge, skills, or future learning:
1) Student will perform previous related tasks to shape recognition and description.
2) Student will perform new related tasks to shape recognition and description; such as matching foam shapes with laminated pictures of shapes into Ziploc bags.
3) Student will review with shape flashcards as he begins to comprehend shape concepts better.
4) Student will use online shape concept learning games for the Pre-K level.
References
Tracey, D. H. & Morrow, L. M. (2012). Lenses on Reading (2nd ed.). New York: Guilford Press.
ASSESSMENT CHART
Counting 1-100
Proficient
The learner “Got it” by completing the task/counting to 100 sufficiently.
Recognizing numbers 1-100
Proficient
The learner “Got it” by completing the task/recognizing or pointing out 1 to 100 sufficiently from the chart. He just didn’t know how to read 100 correctly.
Counting items 1-10
Proficient
The learner “Got it” by completing the task/counting items in bag from 1-10.
Recognizing colors
Marginal
The learner “Got It” by completing the task/recognizing most of the basic colors, red/blue/green/yellow/orange/purple/pink. He did not know black, brown or white.
Recognizing shapes
Unsatisfactory
The learner was “Not There Yet” as he did not know any shapes.
Describing shapes
Unsatisfactory
The learner was “Not There Yet” as he could not descibe any shapes.
Counting 1-100
Proficient
The learner “Got it” by completing the task/counting to 100 sufficiently.
Recognizing numbers 1-100
Proficient
The learner “Got it” by completing the task/recognizing or pointing out 1 to 100 sufficiently from the chart. He just didn’t know how to read 100 correctly.
Counting items 1-10
Proficient
The learner “Got it” by completing the task/counting items in bag from 1-10.
Recognizing colors
Marginal
The learner “Got It” by completing the task/recognizing most of the basic colors, red/blue/green/yellow/orange/purple/pink. He did not know black, brown or white.
Recognizing shapes
Unsatisfactory
The learner was “Not There Yet” as he did not know any shapes.
Describing shapes
Unsatisfactory
The learner was “Not There Yet” as he could not descibe any shapes.