Sie sind auf Seite 1von 7

Oh What A Sight To See!

Name:Ashley Fajkus
Cooperating Teacher: Luther
Cooperating Teacher Initial Here________
Lesson Date: 11/06/2016
School: Creek View Elementary
Grade Level: 3rd
Setting: CASL
Subject/Topic: Vocabulary Words Teaching Model: Functional Academic Instruction
University Supervisor Initial Here________
Unit Goal:
The student will be able to read vocabulary words that will be commonly seen in passages to add to list of skills for
independence in academic core subjects; specifically ELA/ Reading.
Teaching Objective (ABCDE):

Through the use of a kinesthetic activity of students choice from list, the student will be able to orally identify
activities appeal to
vocabulary terms with 100% accuracy.
how the student
learns best
IEP Objective(s):
Through the use of manipulatives, the student will be able to fluently read reading passages on deemed reading
level with 80% accuracy.
English Language Arts and Reading 3.1.Bv, 3.1.E
(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling
patterns, and morphological analysis to decode written English. Students are expected to:
(B) use common syllabication patterns to decode words including:
(v) vowel digraphs and diphthongs (e.g., ei-ther);
(E) monitor accuracy in decoding
Background Information:
help student with
Student is a 3 grade, male student with Autism. Student is provided his education through both CASL and gen. ed.
pronunciations first
settings (75% CASL, 25% gen. ed.). Student has trouble with working memory, social situations (what is appropriate/
time if need-be
not appropriate in situations), and putting his thoughts on paper. He can tell you an entire story, but has trouble
connecting letters/ word spellings with those words he is speaking and wanting to put on paper. Student is far
below grade level in ELA/ reading and math courses; he is fairly close to his peers in science/ social studies where
he receives inclusion time for these courses. He has a good handle on fine motor and verbal skills; definitely strong
suits of his. Student uses a token economy in all classes where he works for earning extra computer time as an
incentive for meeting self-goals aligned by teacher. Student in almost all assignments is given a choice, usually out
of two or three options, of how he would like to go about completing an assignment/ task kinesthetically. Student
has multiple choice charts of common ways he can complete assignment; teacher narrows down the multiple
options on chart to usually 2-4 options for student to choose from.

The student should have a firm knowledge in regards to:

letter-sound correspondence
oral skill of pronouncing sounds
firm motor skills for kinesthetic activity chosen
o paper
o glue
o crayons/ markers- white crayon and multiple colors of markers
o tic tac toe chart
o paint
o q-tip
o vocabulary word cards
o kinesthetic activity chart
o tic tac toe, q-tip paint, marker color shade
Classroom Management/Environment:
The setting of this lesson is in a CASL room with one on one instruction for student being worked with. Student
spends most of time in CASL room (75%) while spending the remaining time in a general education setting (25%). He
receives most of his academic instruction in CASL room as well as social and behavioral instruction in this setting.
For this lesson, the student was given a chart of options of kinesthetic activities he could choose from to complete
activity. Student learns best through kinesthetic activities as well as having that social experience of making own
decisions. All activities given on board were pre-prepared for student to choose from so student didnt have time
to disengage with lesson attention.
The student is to stay seated in seat for duration of lesson. Student is to also verbally participate when directed by
teacher to say vocabulary words. The student will be working for computer time and will be able to self-monitor
based on tokens received by teacher.
Engagement/Focus: 3 minutes
Good morning

Relate/ review back to last weeks vocabulary word learning

could, out, the, is, in
o emphasize letter sounds
o have student remind you because you need some help about the pronunciation of a word you know
they struggled with

heavily emphasize
token economy for
students motivation
and focus during

Today we are going to learn a new word, as well as work on some more of our words from last week, that
we are going to see all the time in stories and use whenever we write stories of our own
Today you will be able to read new vocabulary words ALLL on your own!

Notes for your noggin though! We are going to be doing some fun things with our vocabulary words so we
need to make sure to use safe hands and safe words when working. There are other people working in class
at the same time we are, so we need to make sure to use our inside, low voices when talking to each other.
Lastly, remember that you are working for computer time with your tokens so lets follow directions so you
can earn that free time.
Student Objective (Today you will be able to___.): in engagement/ focus
Today you will be able to say the vocabulary words we are working on for this week; we are going to use fun
activities to do that today!
Purpose of the Lesson (This information is important because___.): in engagement/ focus
This is important to know because whenever we read we are going to see certain words all the time; so by learning
these words, well be able to read and write much easier.
Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the students are to do with you,
and what they are to do independently (I do, We do, You do); must include higher level questions you will answer) : 13 minutes
Student will choose activity from choice chart of how he would like to perform kinesthetic portion of activity.
o tic tac toe, q-tip paint, marker color shade
o tic tac toe: Student will play classic tic tac toe game with teacher. The game board will be filled with
preprinted words in the game boxes. Student has to identify orally the word wanting to mark out for
game before marking, then mark word, and finally say it once more. Whenever it is the teachers turn,
the student is to say word together with teacher in same fashion as when completed by self.

o q-tip paint: Student will trace over written vocabulary words on paper using paint and a q-tip as a
paint brush. Student is to sound out each letter/ letter blend when painting. Finally, student must say
word as a whole after finishing painting over word. Each vocabulary word should be written a
minimum of 3 times for student to practice with.

o marker color shade: Words will be written on colored paper with a white crayon. Student will search

help student with

pronunciations first
time if need-be
larger print for
vocabulary cards so
letters are easy to
read and
EXTRA think/
completion time
Be sure to closely
monitor students
Student learns best
through kinesthetic
activities, so by
practicing writing
skills through these
activities, the
student is practicing
written notation of
vocabulary words

paper for hidden words on paper with a marker. Student is to sound out each letter/ letter blend
when coloring. Finally, student must say word as a whole after finishing coloring over word. Each
vocabulary word should be written a minimum of 3 times for student to practice with.

get materials immediately and have vocabulary cards already pulled

remind student hes working for computer time
Check for students knowledge of previous vocabulary words from week beforehand, have student read aloud
o could, out, the, is, in
student guesses on word pronunciation
teacher says word
student and teacher say word together
student says word on own
PRAISE- tokens if earned
Practice writing word through kinesthetic activity chosen
o new word that added to activities
o Words in total that will be worked on for todays activity: could, out, the, is, in, that
teacher will give example of how word is to be said during activity
o teacher is modeling what is expected
teacher and student will perform activity together
student will perform activity independently while teacher monitors
reinforcing students understanding of word pronunciation by having student say word after every time being
used in activity
*** if student chooses tic tac toe activity, the teacher will perform activity together student cannot play tic tac
toe by self ***
PRAISE- tokens if earned
Review vocabulary words one last time orally.
Extension (what will you do to go deeper into this topic): 10 minutes
The student will make simple sentences using the vocabulary words. The student will then illustrate what the
sentence is about. The student already has firm sentence structure and grammar skills orally, but struggles to put
those words on paper. This activity will greatly help in further developing those written grammar skills.

without realizing it;

student doesnt
have the stress of
writing as a
forefront. Student
is also heavily
practicing oral
pronunciation to
fulfill objective goal
at the same time.

Elaboration (what else might you need to do/say to teach this skill/concept): 10 minutes
Student will write vocabulary words in a sand tray while sounding out every sound in the word as letters are
written. This will aid in the student being able to understand and articulate every sound made in the word. This will
also help the teacher in being able to pinpoint the struggle areas if the student has a hard time with decoding and
what sounds/ letters those decoding struggles stem from.
Closure (objective & purpose are restated; address how are you going to include the students in this) : 4 minutes
Today we learned how to say some of those key vocabulary words we see and use all the time. This is going to help
you whenever you write stories and read because these are words that we will see and use all the time! You worked
so hard today in staying focused and trying your best in saying your vocabulary words. Whenever we put our best
effort into our work we can be successful! IF STUDENT HAS EARNED COMPUTER TIME THROUGH TOKEN ECONOMY,
Assessment (how will you know when the student knows the information or can do the skill youve taught) : 5-6 minutes
(throughout week)
Student will be assessed for the day during the activity; success or needing improvement will be determined based
on identification of vocabulary words orally. Student will be assessed for overall objective competency at the end
of week; success or failure will be determined based on ability to orally identify vocabulary words when seen on
vocabulary cards without need of prompting or self-correction.

Be sure to closely
monitor students