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INTASCStandardAlignment

Standard2:LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverse
culturesandcommunitiestoensureinclusivelearningenvironments
thatenableeachlearnertomeethighstandards.

NAEYCStandardAlignment
STANDARD1.PROMOTINGCHILDDEVELOPMENTANDLEARNING
Candidatespreparedinearlychildhooddegreeprogramsaregroundedinachilddevelopmentknowledge
base.Theyusetheirunderstandingofyoungchildrenscharacteristicsandneeds,andofmultiple
interactinginfluencesonchildrensdevelopmentandlearning,tocreateenvironmentsthatarehealthy,
respectful,supportive,andchallengingforeachchild.

STANDARD4.USINGDEVELOPMENTALLYEFFECTIVE
APPROACHES
Candidatespreparedinearlychildhooddegreeprogramsunderstandthatteachingandlearningwithyoung
childrenisacomplexenterprise,anditsdetailsvarydependingonchildrensages,characteristics,andthe
settingswithinwhichteachingandlearningoccur.Theyunderstandandusepositiverelationshipsand
supportiveinteractionsasthefoundationfortheirworkwithyoungchildrenandfamilies.
Candidatesknow,understand,anduseawidearrayofdevelopmentallyappropriateapproaches,
instructionalstrategies,andtoolstoconnectwithchildrenandfamiliesandpositivelyinfluenceeachchilds
developmentandlearning.

Item 1:
Below is a picture of me dressed as our very first President, George Washington! We traveled to a
Norwin Elementary School, where we did a history day. My lesson was on the Delaware River. It was a hands
on lesson that gave the students first hand experiences. Or should I say a feets on lesson. I brought in a small
pool and filled it up with water and ice. The kids took their shoes off and walked through the icy waters. This
was to demonstrate George Washington and his army crossing the icy Delaware River. The INTASC standards
essential knowledge says that the teacher understands and identifies differences in
approaches to learning and performance and knows how to design instruction that uses
each learners strengths to promote growth. The NAEYC standards say to promote growth
in the childs learning. My lesson gave hands on learning experiences, with resources
that is hard to forget for a child.

Item 2:
Below I attached a lesson I created for one of my third grade students from my Student Teaching
Placement. I posted a picture of what it consisted of. I used a singular and plural pronoun review game to
review singular and plural pronouns. The standards above talk about learning differences in a child. This lesson
helped the child to learn about the pronouns, and practice, all while having fun with the board game. It allowed
him to relax and learn. This adaptation helped him do well on the assessment the next day!

Seton Hill University


Daily Lesson Plan for Student Teachers

Teache
r:
Tyler Zimmer
Dat
e:
Monday 3/3/2015

Subjec
t:
ELA
Time
:
1:45-2:30

Grad
e:

Plan
approved by:

Topic: Singular and Plural Pronouns


Behavioral Objective(s):

SWBAT complete Lesson spelling pretest.

SWBAT understand and identify singular and plural pronouns.

Pennsylvania State Academic Standard(s):

E03.D.1.1.1: Explain the function of nouns, pronouns.

1.5.3.F: spell, write, and use conventions of grammar at a 4th grade level
with modifications.

Materials and/or Equipment:

Spelling words.
Teacher manual Story Town Pg. T406
Singular and plural pronoun activity (Review and game)
Worksheet 125

Adaptations/Accommodations for Students with Special Needs

The spelling pretest is given so the teacher can monitor progress throughout the
week.
The students will have a spelling list that has words chosen to best fit their
individual needs.
Spelling list is 10 words instead of 20.
Teacher will scaffold students during singular and plural pronoun activity.

Activities and Procedures:


Anticipatory Set:

Orton: SW complete Orton Packet in White binder (under the 3rd grade tab)Students will read the Weekly Wordlist, TW note the words that were decoded,
recognized, & all errors on lined sheet behind student list.
Students will complete the Daily Read & note all errors on page.
Students will complete the Daily Edit on student sheet. TW dictate the sentence to
student.
Students will complete Daily Quick Read, TW time using stopwatch on cell phone or
PASA timer

Lesson Sequence:

Teacher will introduce singular and plural pronouns. T406

Teacher and students will review singular and plural pronouns.

Teacher and students will complete the singular and plural pronouns activity that
includes a full review and a game activity.

Transition

Students will stay at the kidney table.

Closure:

TW review singular and plural pronouns with the students, and answer any
questions.

TW give the students worksheet pg. 125 for homework on singular and plural
pronouns.

TW give students three spelling words that they did not spell correctly on the
pretest. The student will write each word three times each.

Evaluations used in lesson:

Formal Evaluation

Teacher will have an open discussion with the students and ask questions
throughout the lesson.