Special Education Lesson Plan (Adapted Curriculum)

ASOL: HSE-RW 1 The student will

c) determine or clarify the meaning of unknown and multiplemeaning words by using context.
Reading component: Vocabulary
Objective 1: By June 6, 2013, the student will learn 5 new vocabulary words and
demonstrate understanding of words by matching pictures to text with 80 % accuracy.
Objective 2: By June 6, 2013, the student will learn 8 multiple-meaning words and
demonstrate understanding of multiple-meaning words by matching pictures to text with
80 % accuracy.
Materials:
- Individual picture cards representing words that have multiple meanings as well as
words that may be unfamiliar to the student (use words from SMART board activity).
- SMART board activity "multiple meaning" retrievable
fromhttp://exchange.smarttech.com/details.html?id=45a72fcc-76c5-410a-ac1e02bc740f8014
- yes/no communication switch/PECS and/or communication device (depending on the
individual student's communication profile)
- checklist (for easy recording of student answers)
Introduction:
Present vocabulary and multiple-meaning words to students (in written and picture
format) and identify words that are currently unknown. Students will identify unknown
words by answering yes/no questions or touching word/picture cards that are unfamiliar
to them (focus on their individual form of communication). Explain the concept of
multiple-meaning words by using word examples that are familiar to all students, such as
"Autumn." Autumn is a student in the classroom, but the word also represents one of the
seasons (fall).
Activities:
Group work - Present the SMART board activity "Multiple Meaning." Read each
sentence out loud and provide verbal descriptions of pictures for students with visual
impairments. Find the matching picture and model how to match pictures to multiple
meaning words. Think out loud as you are providing students with this example. Students
will then take turns coming up to the SMART board and selecting the matching picture.
Follow up with specific yes/no questions to measure understanding. Take notes or assign
para to take notes using pre-made checklist. For those words that are unfamiliar to
students, provide the student with a sentence that has meaning to him/her (link to prior
knowledge/relate to context). Provide as little clues/prompts as possible and check for
understanding frequently.

Modification:
If the student continues to show little understanding of unknown words after providing
clues and prompts, reduce the number of words. Provide one word at a time and relate to
concrete objects that the student can see, touch, hear, smell, or taste (if possible). Relate
back to this word in other lessons and different settings to check for generalization skills.
Use structured and repetitive instruction to teach 2 words at a time.
Assessment:
Assess throughout the activity. After completion of the group activity, break into
individual instruction. Teacher/paras work with one student at a time. Ask students to
match pictures to a description of a word. The student will then identify which picture
represents the same word, but has a different meaning. Use yes/no questions to ensure
understanding. For those students who use communication devices, preprogram the
device to include required words. Take careful notes using premade checklists.