APPENDIX F.

LESSON P REPARATION AND EVALUATION Lesson Preparation Teacher Candidate: _Andrea Maier Title of Lesson: _Let's Read with Speed Grade Level: _6th Grade Subject Area: _Reading, Writing, and Communication Lesson Topic (What is the big idea?): The big idea is to work on my students reading fluency, this will help him decode and read a story with accuracy.

What standard(s) and/or IEP goal(s) will it address? The lesson plan will work with my student's IEP and the standards. 6th grade Standard 1: Oral Expression and Listening 1.c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.6.6) 1st grade Standard 2: Reading for All Purposes E.1 Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)
E.2 Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

Main Objective of Instruction (What do you want the student(s) to learn?): The main objective is to get my student to read a story will accuracy and decoding. This will make the stories the he reads more fluent and with the accuracy he needs to have better times on his readings.

Supporting Objectives: The student supporting objective will be him being able to read a story and reading it without stopping. This will have him break down the words to when reading and not pausing when getting stuck on a word. This will help him read with accuracy.

Specific Strategies to be taught/modeled: I will model with reading a story to my student to let him hear what a fluent story sounds like. I will pull the words that he would struggle with and work on break them down with him. Using a tape recorder would help so he could listen to himself when he is reading.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The modifications that will help my student is going over the words the he does not know in the story, and pulling them out and breaking them down. This will help my student with the fluency when reading the story.

What background knowledge do the students have? How will you assess students learning pre, during and post? I have been working with this student all year, and I would have him read a story and then we would go over the words that he missed. The student will work on the words and then read the story with 95% accuracy on Friday. What management/grouping issues do you need to consider? The management of my student will not be that difficult. I just have to make sure the room is quite so that he can focus and read loud and clear. Materials and Resources: worksheets, story, timer, highlighter, pencil, and eraser How/where will students be able to integrate (generalize) this learning? The student will be able to generalize this material when in his other class science. How will you evaluate the lesson (judicious review)? The student will be tested on a fluency read and he will have the week to work on the story and have a 95% on Friday. Lesson Title: _Let's Read with Speed Main Objective of this lesson: _The student will read with accuracy and speed when reading a story. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask my student why do you think reading fluency is important? Then depending on his answer we will talk about why it is important with having fluency when reading.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) The lesson will be direct instruction and will help guide the student to reading with fluency.

Strategies (I Do): I will read the story and ask the student how he thought my reading of the story sounded when I was reading it out loud to him. Then I will show him how to break down words that I had trouble with.

Check for Understanding- What will you ask? I will ask my student to read a story and ask him why is it important to read with fluency?

Differentiation: Show my student how you can break down a story before you read it and work on the words that you do not know, and learn them so you can read the story with fluency.

(PRODUCT) Guided Practice (We Do): The student and I will work on a story and pick the words out that he will have trouble with and break them down. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. The student will be able to read a story and pick out the words that he has trouble with and break them down. He will them be able to read the story will accuracy and with speed.

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)