Cathy Grieco

EDU 521
K/1
Putting on a Coat

Professor Moroney
April 19, 2015
Life Skills/Special Education

Instructional Objective
After watching the teacher model how to put on a coat, including closing the coat,
students will perform the 19 steps of putting on a coat 8 out of 10 consecutive trials over
a period of 4 weeks.
Standards and Indicators
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.K.2 and NYS #2
Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting
clarification if something is not understood.
Indicator: This will be evident when students answer questions about putting on
a coat, or asking questions about putting on a coat.
CCSS.ELA-LITERACY.SL.K.3 and NYS #3
Ask and answer questions in order to seek help, get information, or clarify something that
is not understood.
Indicator: This will be evident when students ask and answer questions about
putting on a coat.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.K.4 and NYS #4
Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
Indicator: This will be evident when students provide more detail about putting
on a coat.
ISTE NETS for Students #6
Students demonstrate a sound understanding of technology concepts, systems and
operation.
a. understand and use technology systems
b. select and use applications effectively and productively
Indicator: This will be evident when students chose an app on the iPad to use to
help them put on a coat.
New York State Alternative Assessment (Standards for Students with Severe Disabilities)

Alternate Level - Thinking Skills

2. Thinking skills lead to problem solving and allow the application of knowledge to new
and unfamiliar situations.
Indicator: This will be evident when students are asked to recall the steps of
putting on a coat.
Motivation
Students will watch a sing along video titled Put on your coat Its cold on the S MART
Board.
Materials
Sing along video, internet, SMART Board, coat, Velcro, video of peer modeling, visual
check list, apps, iPads, data collection analysis sheet
Strategies
Modeling when the teacher performs how to put on and close the coat.
Direct Instruction when the teacher explains the steps of putting on and closing the
coat.
Independent Practice - when the students practice putting on the coat.
Refocusing - when the teacher uses refocusing strategies that the students have been
taught if they need to refocus.
Verbal Prompts when teacher needs to encourage the students to continue the steps.
Hand over Hand- when the teacher needs to assist the students in performing the steps.
Adaptations
For the student that has auditory processing disorder a video will be played of a peer
modeling how to put on a coat while the student is performing the steps.
For the student that has fine motor planning deficits, Velcro has replaced the zipper to
ensure that that student can close the coat.
For the student who is speech language impaired directions will be repeated if needed. An
Augmentative and Alternative Communication (AAC) device such as a
voice output communication app (VOCA) like Touch Chat can also be
used.

For students who become distracted refocusing when prompted will be used so the
students can attend to the assigned activity.
Differentiation of Instruction
Since the students need to develop readiness skills in life skills, an instructional approach
will be taken by visual, tactile, and kinesthetic procedures.
Tier One Students: Students will put on the coat in 19 steps or less using strategies
(including hand over hand or visual checklists) that will help the student to successfully
complete the task.
Tier Two Students: Students will put on the coat in 19 steps or less with verbal prompts.
Tier Three Students: Students will independently put on the coat in 19 steps or less.
Developmental Procedures
Students will watch the teacher model how to put on a coat.
Key Question: Can someone tell me how to put on a coat?
Students will use their coats to properly learn how to put on a coat independently.
Key Question: Looking out the window why is it important to put on a coat?
Students will practice putting on a coat using the steps and strategies that have been
taught.
Key Question: Why is it important to zip or close your coat?
Assessment
Student will successfully put on their coats using the 19 steps on the data sheet for item
analysis 8 out of 10 consecutive trials over a 4-week period. (See attached rubric at end)
Independent Practice
Students will practice putting on their own coats every afternoon when leaving.
Students will use the iPad app (iDress) designed to help them to successfully choose what
kind of coat to wear for what kind of weather.
Direct Teacher Intervention
The students who are in need of more intensive practice or another method of putting on
their coat will be taught the method of laying the coat on the table and putting their arms
in and flipping the coat over their head.

Academic Enrichment
For the students who mastered putting on their coats, they will then be encouraged to take
off their own coat, including unzipping the coat.

References
Author Unknown. (2015). Common Core Standards. EnglishLanguageArtsStandards,
Speaking&Listening,Kindergarten.Retrievedfrom:
http://www.corestandards.org/ELA-Literacy/SL/K/
Author Unknown. (Undated). The New York State Alternate Assessment for Students
With Severe Disabilities. Retrieved from:
http://www.p12.nysed.gov/specialed/publications/learnstand/lrnstd6.htm
English SingSing. (2012). Put on your coat, Its cold.
Retrieved from: https://www.youtube.com/watch?v=jTBVpfZWfBA
Pebro Productions. (2012). [App]. iDress for Weather version 2.5.1
Rubistar. (2015). Retrieved from: http://rubistar.4teachers.org/index.php

Collaborative Work Skills: Putting on a Coat

Teacher Name: Ms Grieco
Student Name: ________________________________________
Independently
Go to coat hook
Take coat off hook
Bring coat to area in
classroom
grasps coat by the
collar in non-dominant
hand
turns coat until
opening faces student
inserts \"right\" arm
into \"right sleeve\"
pull coat onto arm until
hand is exposed
releases grip from
collar with nondominant hand
reaches around back
with non-dominant
hand
grasps bottom \"left\"
side of coat
brings coat around
front
grasps bottom of coat
with \"right\" hand
releases grip
with \"left\" hand
puts \"left\" arm
between self and coat
finds arm hole and
inserts hand
inserts arm
releases grip
with \"right\" hand
grasps \"left\" lapel

Verbal Prompts

Physical Prompts

Hand Over Hand

pulls coat over \"left\"

shoulder until hand is
exposed
pull coat onto arm until
hand is exposed