EDUC 330/EDUC 347

Lesson Planning
Accessible Instructional Design

Lesson Title: People Help Animals Day 1

Part I Unit/Big Idea

Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?
People Help Animals

How does this Unit address students IEP/PCP?

Green Group:
P Read high frequency words for Kindergarten. Identify the ending sound
in a given word. Decode CVC words with a short a.
A Decode CVC words with all vowels, decode CVC words with s blends.
Will participate in class.
S Decode and read CVC words with s. Read sight words from pre-primer
and primer sight word lists.
D Associate 26 letters with their sounds and blend those into CVC words.
Red Group:
M Produce lowercase letters with legibility, 50 sight words, demonstrate
proper punctuation, capitalization, and spacing.
M Give the sound for each letter and read pre-primer Dolch words.
R Identify phonemes (sounds) associated with each letter of the
alphabet. Read letters in CVC words. Read 25 sight words from the pre-
primer list.

The Learner Will (your objectives):

Read high-frequency words a, is, look
Practice reading fluency with oral reading and rereading of Lets Find
Out: People Help Animals
Build the concepts and vocabulary words career, injury, and service
Answer comprehension questions using evidence from the text.
Connection to Standards (Common Core, GLCES, Extended GLCES)

Kindergarten:
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which
they appear (e.g., what moment in a story an illustration depicts).
Range of Reading and Level of Text Complexity:

1
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.

Part IIa Lesson

Content Description
Lesson: Todays lesson begins the weeklong reading unit,
What is taught? People Help Animals. The students will read a
Concept to be learned? story called, Lets Find Out: People Help Animals. I
What is the point? will try to enhance the students comprehension by
Objective to be reached. doing a picture walk and asking lots of questions. I
will build the students fluency by having them re-
read the story. I will also introduce key vocabulary:
career, service, and tool.

Accessible Instruction Teacher Student Response

Methods/Strategies
Engagement: Engage the students Students raise their
Accounting for Interest by asking them the hand to answer what
and Commitment question, What is their favorite animal
Provides way to your favorite animal? is.
Internalize Explain that this week
Plan for Motivation we will be reading lots
Affective Network of stories about how
people can help
animals.

Process/Recognition: Explain to the

How the lesson is students that there
received. are a few words that
Mode of reception. we need to make sure
Recognition Network that we understand
before we read so
that we can be the
best readers we can
be.
(Before the lesson
have the vocabulary
words on the board).
The first word is
career. Tell the
students, I think my
career is the best job Students repeat after
ever. My career is the teacher, Career.
being a teacher.
Have the students say
2
EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

the word career.

Explain that career is
another word for job.
A doctor likes her The students raise
career because she their hands to share
can help others when what career they
they are sick. want to have one day.
Ask the students what The students repeat,
career they would like service
to have when they
grow up?
The next word is
service. We will read
about people who Students raise their
provide service to hand to share what
animals. Service work service they could
is done to help others. give to help others.
Have the students say
the word service.
Cashiers and The students repeat,
waitresses provide us tool
with great service!
What service could
you give to help
others?
Our last word is tool.
A hairbrush is a tool
that I use to keep my Students raise their
hair nice and smooth. hands to share what
A tool is something tools they use at
that helps people do school.
their work. Have the
students say the word
tool.
A wrench is a tool I
might use to fix a car. Students repeat after
A paintbrush is a tool the teacher to say the
a painter uses to words.
paint pictures. What
are some tools that
you use to help you
learn?
Say each of the words
while pointing to
them on the board.
Have the students Vet, animal doctor
repeat after you.
3
EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Takes care of them,

Have the students helps them when they
open up their books are sick
to page 22.
Read the title aloud. Pets, dogs, cats, farm
Take a picture walk. animals, zoo
P.22 Ask, what career animals
does this person
have? A firefighter
How does a vet help
animals? Put out fires, help
A vet is a doctor for people
animals. What type of Save them when
animals might a vet theyre stuck in a fire
take care of? or hurt.
P.23 What career Dog walker
does this person
have? Walks dogs, plays
What do firefighters with them, helps
do? them exercise
How do firefighters 5!
help animals?
P. 24 What career Responses vary
does this person
have? Zookeeper
She is a dog walker.
How does she help Washing an elephant
dogs?
How many dogs is she Feed animals, clean
walking? cages, make sure
Could you walk that their healthy
many dogs? Responses vary.
P. 25 What is this
persons career?
He is a zookeeper. Read the story with
What is this the teacher.
zookeeper doing?
How else to
zookeepers help
animals/
Which animals would
you like to take care
of? Why?

Have the students

read aloud with you.
4
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

(If there is time, have the

students read the story
aloud one or two more
times. The third time
through, have them read
the story on their own in
whisper voices)

Product/Strategic: Ask the students:

How learning is shown. o What did you Answers will vary.
Interaction with the learn about Should be about the
concept. people helping different people who
Mode of expression animals? help and what they
Strategic Network o What careers do.
involve helping Zookeeper, firefighter,
animals? vet, dog walker
o What tools Ladder, hose, axe
might a
firefighter use
to help an Food, a hose, a brush
animal?
o What tools Helps people take
might a care of and walk their
zookeeper use? dogs.
o What service
does a dog
walker provide?

Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP
Concept to be O:TS
HOT
learned? NMF Difficulty
What is the point? LAN
Objective to be G
SOC
reached.
Alternate Goals
Encourage A to participate, especially to read aloud with the
group.

Substitute Curriculum

Accessible ND Accommodations and Modifications

5
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Instruction
Engagement: AC
MEM
Environment
Accounting for O:SP Seat S and M near to the teacher to help them stay on task.
Interest, O:TS Seat S and D apart from one another.
Commitment HOT
NMF
Affective Network LAN
Interest G
SOC
Effort/Regulation
Process/Recogni AC
ME
Input
tion: M Provide lots of examples when teaching vocabulary. Use the
How the lesson is O:SP vocabulary in sentences. Provide visuals when possible.
O:TS
received.
Mode of reception.
HOT
NMF
Level of Support
Recognition LAN Students may need prompting in order to be able to answer
G comprehension questions. Start with the least amount of support
Network
Perception
SOC for all and move to more support if necessary. Model thinking and
how to find answers. Scaffold comprehension questions for P and
Language &
M.
Symbols
Comprehension Time

Participation
Encourage A to participate as much as possible, even if she doesnt
speak.

Product/Strategi AC
MEM
Time
c: O:SP
How learning is O:TS
HOT
shown. NMF
Interaction with the LAN
Output
G Learning will be shown through discussion. A will give output
concept.
SOC through choosing options (show options with hands) or through
Mode of expression
yes/no questions.
Production Network
Action Format
Expression
Executive
Function

Part III Lesson

Closure
Time Parts Teacher Activity Student Activity
Closure Have students clean up
Assessm their spaces and move to
ent the next station.