Maggie Kearns DAILY SCHEDULE: 4/22-4/26 Mondays, Wednesdays, Thursdays, and Fridays TIME AND LOCATION STUDENT(S) 8:45

9:45 Ms. Johnsons classroom room 123 6 1st, 2nd, and 3rd grade students with mild disabilites

TARGET BEHAVIOR Math: Counting Patterns Calendar Story problems Addition and subtraction facts

LESSON DETAILS We are using the Saxon Math program. First we do calendar. I ask the students to state the day of the week, month, date, and year. They practice writing the date of today, tomorrow, and yesterday. We work on counting. We perform some kind of stretch as we count. We are currently working on counting by 4s (sung to Row, Row, Row your boat), by 10s, backwards by 1s and 10s. We have a mystery bag, which contains items I put in earlier. The students have to listen to the clues that I give them to figure out how many of a certain item is in the bag. We then write out the equation as a group. The students work on their addition and subtraction facts with worksheets and homework We count coins from a coin cup. Right now we are working on dimes and pennies. The students have a guided practice worksheet that we go through together that contains a story problem, coin counting, counting by certain numbers, and other topics, such as symmetry, that we have covered during the lesson. They get a similar sheet for homework as well. We are using a phonics program in which for

9:45 10:15 Ms. Johnsons classroom room 123

6 1st, 2nd, and 3rd grade students with mild disabilites

Spelling

each lesson the students have 5 letters, each on a card, in front of them. I announce the word that they are to spell out, and they tap out the word, put the cards in order to form the word, and spell it on their paper. One student goes up to the board for each word. At the end of the 10 words, we put all the words in columns based on the first letter of the words. Students are broken up into groups or working with TAs, my co-op, and myself oneon-one to increase their reading skills. Each student has an individual reading intervention that they use. I work with one student on her blending sounds. I show her a notecard with a letter on it and she says the sound that it makes. We go through all of the letters and some of the digraphs, then form nonsense words out of the letters that she reads. We also do the Edmark Reading Program together. She does word recognition lessons and story lessons that she reads through.

10:15-10:45 Ms. Johnsons classroom room 123

6 1st, 2nd, and 3rd grade students with mild disabilities.

Reading Blending Sight words

Tuesday **Mrs. Renfro is the sub for this class each Tuesday TIME AND LOCATION STUDENT(S) TARGET BEHAVIOR 8:45 9:45 Ms. Johnsons classroom room 123 6 1st, 2nd, and 3rd grade students with mild disabilites Math: Counting Patterns Calendar Story problems Addition and

LESSON DETAILS We are using the Saxon Math program. First we do calendar. I ask the students to state the day of the week, month, date, and year. They practice writing the date of today, tomorrow, and yesterday. We work on counting. We perform some kind of stretch as we count. We are

subtraction facts

9:45 10:15 Ms. Johnsons classroom

6 1st, 2nd, and 3rd grade students with mild disabilites

Spelling

currently working on counting by 4s (sung to Row, Row, Row your boat), by 10s, backwards by 1s and 10s. We have a mystery bag, which contains items I put in earlier. The students have to listen to the clues that I give them to figure out how many of a certain item is in the bag. We then write out the equation as a group. The students work on their addition and subtraction facts with worksheets and homework We count coins from a coin cup. Right now we are working on dimes and pennies. The students have a guided practice worksheet that we go through together that contains a story problem, coin counting, counting by certain numbers, and other topics, such as symmetry, that we have covered during the lesson. They get a similar sheet for homework as well. We are using a phonics program in which for each lesson the students have 5 letters, each on a card, in front of them. I announce the word that they are to spell out, and they tap out the word, put the cards in order to form the word, and spell it on their paper. One student goes up to the board for each word. At the end of the 10 words, we put all the words in columns based on the first letter of the words. Students are currently reading fairy tales and doing many activities having to do with reading and writing related to the fairy tales.

10:15 11:15 Ms. Johnsons Classroom

6 1st, 2nd, and 3rd graded students with mild disabilities

Reading and Writing

Sometimes I read the story aloud to them. I either lead the students in completing activities or assist them with the activities.