Documentation:

Course Number:
CDV 380
Date Created:
February 18, 2016
Site Name:
LISD Tech Center

CDV Student Name: Joanne Duford

Date to Teach:
March 9 AM Small Group
Age: 4/5 years old/Kindergarten Readiness

Lesson Documentation:
Lesson Title: Dressing I got this!
Group Configuration:
Small

Domain/Content Area:

Fine Motor

Lesson Purpose:
Lesson Goal: To offer students additional support with dressing skills.
Standard:
ELE: Social, Emotional, and Physical Health and Development (SEP).
6.
Fine Motor Development. Children experience growth in fine motor development and use small
muscles to improve a variety of fine motor skills both in structured and unstructured ways. 2.
Use fine motor skills they are learning in daily activities (e.g. dressing themselves).
Lesson Objective: Given dressing boards, student to complete one activity without adult
support.
Content: (visual examples)
Button
Snap
Lace
Zipper
Differentiation:
Simplification: Student to complete the activity utilizing hand over hand technique.
Extension: Student to complete two or more activities without adult support.
Instructional Materials:
Implementation Materials: None needed for this lesson.
Teacher Materials: Two sets of dressing boards for each of the four groups.
Student Materials: None needed for this lesson.
Technology needed: Specialized headphones for specific children
Lesson Procedure:
Transition into the Lesson: After morning snack, students to clean up area and meet at the rug to
review small group activity.
Anticipatory Set: While holding up a dressing board, say, Who knows what this is? Allow
two to three students to respond. (Question, Silence, Reflective Praise) This is a dressing
board. During small group rotation, we will be working to complete these dressing boards. Each

table will be given a board with snapping, lacing and tying, buttoning, and zipping. Your table
teacher will assign you a board to work on. Hold up the correct board as you say what is being
provided to the small group tables. (Tell, Explain, Inform) Model how to complete one activity
on each board (i.e. one button, one snap, lining up the zipper, lacing, etc.). Have the helper of
the day announce groups to transition to the small group tables.
Steps of Lesson:
After students are settled around the table, table teacher to assign a dressing board to each
of the students based on current skill level (i.e. if a student struggles with snaps, give this
student the snapping board). (Do-it Statement)
Allow student time to complete the board independently. If student has for help, guide
the student to completing the board as independently as possible. (Guided Practice)
If student completes board with time left over, assign an additional board for student to
complete.
Closure: Say, Where do you see snaps? (Question, Silence, Reflective Praise). Allow all
students to respond. Shirts and pants can have snaps on them. Where do you see buttons?
(Question, Silence, Reflective Praise) Allow all students to respond. Coats, shirts, and pockets
can have buttons. Where do you see zippers? (Question, Silence, Reflective Praise). Allow all
students to respond. Boots, coats, and pants can have buttons. Where do you see laces?
(Question, Silence, Reflective Praise). Allow all students to respond. Shoes can have laces.
These items are going to be added to the discovery area for you to work on if you choose to do
so.
Transition out of Lesson: Table teacher to choose a method of planning choice time activity with
her table group.
Assessment:
See Attached
Resource Listing:
This lesson was created without the use of reference.
Site Supervisors Signature:____________________________________________
Date Signed: ____________________

Yellow Group:
Student

Board 1

Completed
I G H
I G H
I G H
I G H
I G H
I G H
G = with guidance

Board 2

Board 1

Completed
I G H
I G H
I G H
I G H
I G H
I G H
G = with guidance

Board 2

Board 1

Completed
I G H
I G H
I G H
I G H
I G H
G = with guidance

Board 2

Board 1

Completed
I G H
I G H
I G H
I G H
I G H
G = with guidance

Board 2

I= independently
Blue Group:
Student

I= independently
Green Group:
Student

I= independently
Red Group:
Student

I= independently

Completed Comments
I G H
I G H
I G H
I G H
I G H
I G H
H = hand over hand required

Completed Comments
I G H
I G H
I G H
I G H
I G H
I G H
H = hand over hand required

Completed Comments
I G H
I G H
I G H
I G H
I G H
H = hand over hand required

Completed Comments
I G H
I G H
I G H
I G H
I G H
H = hand over hand required