ACCOMMODATIONS
CB will be allowed breaks when frustrated, and receive positive reinforcement throughout the day
E will also be allowed breaks during work as well as figgit sticks whenever necessary.
AD: ESOL Teacher/ Aide will assist this student if needed
Many of the students in the classroom are ELL. Effective teaching for ELL students involve joint activities among students and students’ prior knowledge and learning being activated as well as their prior experiences and skills (Hoover & Patton, 2005). This lesson plan does that due to the fact that the students will be continuously working in groups. Student skills are targeted as well due to the fact that with the choice board, all students have an equal opportunity in finding something that is a strength. Furthermore, the teacher will also offer some resources in students’ home languages for those who are not proficient in English, making content comprehensible for all students.
The exit tickets for students with special needs will have fill in the blank responses so that they can more clearly follow along and directions on each worksheet will be read orally to specific students.
Specific students will have sticky notes on the student’s desk to remind the student of how much time they have to complete tasks and a tracking sheet of expected assignments for the week/day. In addition, specific students will have color coded items, matching colors of documents with the resources that will be used for them (textbooks, books, websites, etc.). The students will also have close proximity to the teacher as well seated away from distractions.
Scheduling
Giving the student extra time to complete assignments
Breaking up testing over several days
Materials
providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)
reduce number of items per page or line
highlighted text/study guides
note taking assistance
Instruction
reducing the difficulty of assignments
reducing the reading level
using a student/peer tutor
reduce number of items per page or line
read directions orally
use small distinct steps in instructions
adapt worksheets as necessary
Student Response
allowing some answers to be given orally or dictated
using a word processor for written work
using sign language, a communication device, Braille, or native language if it is not
English.
E will also be allowed breaks during work as well as figgit sticks whenever necessary.
AD: ESOL Teacher/ Aide will assist this student if needed
Many of the students in the classroom are ELL. Effective teaching for ELL students involve joint activities among students and students’ prior knowledge and learning being activated as well as their prior experiences and skills (Hoover & Patton, 2005). This lesson plan does that due to the fact that the students will be continuously working in groups. Student skills are targeted as well due to the fact that with the choice board, all students have an equal opportunity in finding something that is a strength. Furthermore, the teacher will also offer some resources in students’ home languages for those who are not proficient in English, making content comprehensible for all students.
The exit tickets for students with special needs will have fill in the blank responses so that they can more clearly follow along and directions on each worksheet will be read orally to specific students.
Specific students will have sticky notes on the student’s desk to remind the student of how much time they have to complete tasks and a tracking sheet of expected assignments for the week/day. In addition, specific students will have color coded items, matching colors of documents with the resources that will be used for them (textbooks, books, websites, etc.). The students will also have close proximity to the teacher as well seated away from distractions.
Scheduling
Giving the student extra time to complete assignments
Breaking up testing over several days
Materials
providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)
reduce number of items per page or line
highlighted text/study guides
note taking assistance
Instruction
reducing the difficulty of assignments
reducing the reading level
using a student/peer tutor
reduce number of items per page or line
read directions orally
use small distinct steps in instructions
adapt worksheets as necessary
Student Response
allowing some answers to be given orally or dictated
using a word processor for written work
using sign language, a communication device, Braille, or native language if it is not
English.