ESE 697 Academic Success/snaptutorial

ESE 697 Entire Course
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ESE 697 Week 1 Assignment Lesson Plan #1 Reading

Comprehension
ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State
Standards and the IEP
ESE 697 Week 1 DQ 2 Designing in Mini-Lesson in Reading
Comprehension
ESE 697 Week 1 Reflective Journal
ESE 697 Week 2 Assignment Lesson Plan #2 Phonics or Oral
Language
ESE 697 Week 2 DQ 1 Planning Accommodations for Instruction
ESE 697 Week 1 Assignment Lesson Plan

1 Reading Comprehension

Lesson Plan #1: Reading Comprehension. As you have learned in this first week of
class, it is essential to understand how to plan for effective instruction for students
with disabilities. In the classroom, it is important for all lesson plans to not only
integrate effective strategies for instruction and accommodations for students with
disabilities, but to also align with the Common Core State Standards (CCSS).
Your first lesson plan will focus on using effective, research-based strategies for
teaching reading comprehension to students with disabilities. For this lesson, you
may plan for your choice of grade level, type of classroom, and disability areas.
ESE 697 Week 1 DQ 1 Aligning Instruction

with Common Core State Standards and
the IEP

Aligning Instruction With Common Core State Standards and the IEP. Read the
required text chapters and articles, and watch the video for Week One. Use these
resources to inform and support your responses to the prompts below.
a. Describe the special education teacher's responsibility in planning instruction that
is aligned with both Common Core State Standards (CCSS) as well as the needs of a
child based on their individual education plan (IEP).
b. What challenges do you anticipate in planning instruction for students with
disabilities to meet the CCSS and/or IEP goals?
ESE 697 Week 1 DQ 2 Designing in MiniLesson in Reading Comprehension

Designing in Mini-Lesson in Reading Comprehension. Create a mini-lesson in

reading comprehension to teach a small group of students (group description below)
using an evidence-based strategy from the textbook. Plan a 15- to 20-minute minilesson that addresses the needs of all four students in the group through effective
strategies and accommodations for the learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Use the mini-lesson template provided
in Week One of your online course to develop your mini-lesson, and then copy and
paste it into the discussion forum to obtain feedback from your peers.
ESE 697 Week 1 DQ 3 Optional Share

Your Lesson Plans

ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans

Week One Reflective Journal. The Council for Exceptional Children (CEC) is the
largest international professional organization dedicated to improving the educational
success of individuals with disabilities and/or gifts and talents. CEC advocates for
appropriate governmental policies, sets professional standards, provides professional
development, defends the rights of individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary for effective professional
practice (Council for Exceptional Children, 2011). As such, they have established
professional standards for teachers working in the field of special education. This
course is strongly

2 Phonics or Oral Language

Lesson Plan #2: Phonics or Oral Language. As you have learned this week, it is
essential to understand how to plan for effective instruction in phonics and oral
language for students with disabilities. In the classroom, it is important for all lesson
plans to not only integrate effective strategies for instruction and accommodations for
students with disabilities, but to also align with Common Core State Standards and
the students individualized needs. This lesson plan will focus on using effective,
research-based strategies for teaching phonics or oral language to students with
disabilities, with an additional emphasis on planning for appropriate classroom
accommodations or modifications.
ESE 697 Week 2 DQ 1 Planning

Accommodations for Instruction

Planning Accommodations for Instruction. Visit Teachnologys website and select a

phonics lesson from the Phonics Lesson Plans page. Analyze the lesson to determine
what learning needs exist for a student with a learning disability (LD) in the
classroom. Then, using the article from LD Online, Accommodations for Students
with LD, generate a list of three to five possible accommodations, modifications, or
assistive technologies that could be integrated into the lesson for a student with a
learning disability. Describe how you would integrate them into the lesson to ensure
the student has access to learning, and provide a rationale for each accommodation
or modification.
ESE 697 Week 2 DQ 2 Designing a MiniLesson in Phonics or Oral Language

Designing a Mini-Lesson in Phonics or Oral Language. Create a mini-lesson in

phonics or oral language to teach a small group of students (group description below)
using an evidence-based strategy from the textbook. that addresses the needs of all
four students in the group through effective strategies and accommodations for the
learners. Respond briefly to the two reflection questions (in the template) about your
lesson. Use the mini-lesson template provided in Week Two of your online course to
develop your mini-lesson, and then copy and paste it into the discussion forum to
obtain feedback from your peers.
Small group description
ESE 697 Week 2 DQ 3 Optional Share

Your Lesson Plans

ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans

3 Writing or Spelling

Lesson Plan #3: Writing and Spelling. As you have learned this week, it is essential to
plan for quality instruction in the areas of writing and spelling for students with
disabilities. This lesson plan will focus on using effective, research-based strategies
for teaching writing or spelling to students with disabilities.
Week Three also focused on planning effective assessments to ensure that you are
monitoring student progress toward the learning objectives. You have already started
planning assessments in Weeks One and Two, but in Week Three and beyond, there
will be a greater focus on ensuring alignment of your assessment to your learning
objective.
ESE 697 Week 3 DQ 1 Curriculum-Based

Measurements

Curriculum-Based Measurements. Review the articles What is Curriculum-Based

Measurement and What Does It Mean to My Child? and A Guide to Choosing WebBased Curriculum-Based Measurements for the Classroom (retrieved from the
EBSCOhost database).
For this discussion, take on the role of a school administrator. Explain to your
teachers why curriculum-based measurements can help support all students,
especially those with disabilities. In addition, address why this is important in terms of
accountability from an NCLB perspective, as well as from a special education/IEP
perspective. Explain several strategies and tools that teachers
ESE 697 Week 3 DQ 2 Designing a MiniLesson in Writing or Spelling

Designing a Mini-Lesson in Writing or Spelling. Create a mini-lesson in writing or

spelling to teach a small group of students (group description below) using an
evidence-based strategy from the textbook or from the required articles from
Teaching Exceptional Children. that addresses the needs of all three students in the
group through effective strategies and accommodations for the learners. Respond
briefly to the two reflection questions (in the template) about your lesson. Use the
mini-lesson template provided in Week Three of your online course to develop your
mini-lesson, and then copy and paste it into the discussion forum to obtain feedback
from your peers

4 Mathematics

Lesson Plan #4: Mathematics. As you have learned in this fourth week of class, it is
essential to understand how to plan for effective mathematics instruction for students
with disabilities.
This week, the emphasis of this lesson plan is to not only align your mathematics
lesson objective and activities to the Common Core State Standards, but to also
consider how you will promote self-determination in your students with disabilities
through your instruction. Your lesson plan should include at least one way to support
self-determination for one of your learners with a disability.
Your lesson plan should use at least one, if not multiple, research-based strategies
for teaching mathematics to students with disabilities. Your textbook has a plethora of
ESE 697 Week 4 DQ 1 Self-Determination

in Young Children with Disabilities

Self-Determination in Young Children with Disabilities. Read the article A Model of

Parent-Teacher Collaboration to Promote Self-Determination in Young Children with
Disabilities, retrieved from the EBSCOhost database.
Imagine that you are a special education teacher and you have been asked by your
administrator to support a novice teacher who has never heard the term selfdetermination. How would you explain the concept of self-determination, and how
important it is for all children with disabilities to develop these skills? What strategies
would you suggest to this teacher to help to promote and teach these skills through
classroom instruction?
ESE 697 Week 4 DQ 2 Designing a MiniLesson in Mathematics

Designing a Mini-Lesson in Mathematics. Create a mini-lesson in mathematics to

teach a small group of students (group description below) using an evidence-based
strategy from the textbook. Plan a that addresses the needs of all four students in the
group through effective strategies and accommodations for the learners. Respond
briefly to the two reflection questions (in the Learning Plan Template) about your
lesson. Use the mini-lesson template provided in Week Four of your online course to
develop your mini-lesson, and then copy and paste it into the discussion forum to
obtain feedback from your peers.

5 Vocabulary or Content Area

Lesson Plan #5: Vocabulary or Content Area. As you have learned in this fifth week of
class, it is essential to understand how to plan for effective vocabulary and content
area instruction for students with disabilities. In the classroom, it is important for all
lesson plans to not only integrate effective strategies for instruction and
accommodations for students with disabilities, but to also align with Common Core
State Standards.
This lesson plan will focus on using effective, research-based strategies for teaching
vocabulary (or a content area) to students with disabilities. Your lesson plan should
use at least one, if not multiple, research-based strategies for teaching in this content
area for students with disabilities. Your textbook has a plethora of strategies, but you
ESE 697 Week 5 DQ 1 Planning

Vocabulary Instruction Based on IEP
Objectives and Individualized Needs

Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs.

You have a student with autism in your classroom. His individualized education plan
(IEP) is available here: Sample IEP for Child with Autism/PDD. Using one of the
instructional activities in Chapter 10 related to vocabulary instruction and content area
learning; explain how you might leverage assistive technology or accommodations to
support this student with autism. Also include ways to include technology as part of
universal design for the entire class population.
ESE 697 Week 5 DQ 2 Designign a MiniLesson in Vocabulary

Designing a Mini-Lesson in Vocabulary. Create a mini-lesson in vocabulary to teach a

small group of students (group description below) using an evidence-based strategy
from the textbook. that addresses the needs of all three students in the group through
effective strategies and accommodations for the learners. Respond briefly to the two
reflection questions (in the Learning Plan Template) about your lesson. Use the minilesson template provided in Week Five of your online course to develop your minilesson, and then copy and paste it into the discussion forum to obtain feedback from
your peers.
ESE 697 Week 6 DQ 1 The Importance of

Planning Evidence-Based Strategies for
Teaching Students with Disabilities

The Importance of Planning Evidence-Based Strategies for Teaching Students with

Disabilities. Based on your textbook and readings throughout this course, why is it so
important to be able to use effective instructional strategies in your lessons? Why is it
critical that you consider the needs of students with disabilities when planning
instruction? Support your assertions by citing at least two peer-reviewed sources.
ESE 697 Week 6 Final Paper

Throughout the course, you have been demonstrating your understanding of

differentiation and lesson planning for children with mild and moderate disabilities
through the design of lesson plans in various content areas. For the Final Project, you
will demonstrate competency in planning instruction for students with mild and
moderate disabilities by developing a lesson plan portfolio that you can use and share
with other colleagues, for work interviews, or for personal use.
Your Lesson Plan Portfolio will consist of the five complete, original lesson plans that
you designed throughout this course. Each week, you received feedback from your
instructor, and possibly from your

Self-Determination in Young Children with Disabilities. Read the article A Model of

Parent-Teacher Collaboration to Promote Self-Determination in Young Children with
Disabilities, retrieved from the EBSCOhost database.
Imagine that you are a special education teacher and you have been asked by your
administrator to support a novice teacher who has never heard the term selfdetermination. How would you explain the concept of self-determination, and how
important it is for all children with disabilities to develop these skills? What strategies
would you suggest to this teacher to help to promote and teach these skills through
classroom instruction?

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ESE 697 Entire Course

For more classes visit

ESE 697 Week 1 Assignment Lesson Plan #1 Reading

ESE 697 Week 1 Assignment Lesson Plan

For more classes visit

ESE 697 Week 1 DQ 1 Aligning Instruction

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ESE 697 Week 1 DQ 2 Designing in MiniLesson in Reading Comprehension

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Designing in Mini-Lesson in Reading Comprehension. Create a mini-lesson in

ESE 697 Week 1 DQ 3 Optional Share

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ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans

ESE 697 Week 1 Reflective Journal

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ESE 697 Week 2 Assignment Lesson Plan

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ESE 697 Week 2 DQ 1 Planning

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Planning Accommodations for Instruction. Visit Teachnologys website and select a

ESE 697 Week 2 DQ 2 Designing a MiniLesson in Phonics or Oral Language

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Designing a Mini-Lesson in Phonics or Oral Language. Create a mini-lesson in

ESE 697 Week 2 DQ 3 Optional Share

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ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans

ESE 697 Week 3 Assignment Lesson Plan

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ESE 697 Week 3 DQ 1 Curriculum-Based

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Curriculum-Based Measurements. Review the articles What is Curriculum-Based

ESE 697 Week 3 DQ 2 Designing a MiniLesson in Writing or Spelling

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Designing a Mini-Lesson in Writing or Spelling. Create a mini-lesson in writing or

ESE 697 Week 4 Assignment Lesson Plan

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ESE 697 Week 4 DQ 1 Self-Determination

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Self-Determination in Young Children with Disabilities. Read the article A Model of

ESE 697 Week 4 DQ 2 Designing a MiniLesson in Mathematics

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Designing a Mini-Lesson in Mathematics. Create a mini-lesson in mathematics to

ESE 697 Week 5 Assignment Lesson Plan

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ESE 697 Week 5 DQ 1 Planning

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Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs.

ESE 697 Week 5 DQ 2 Designign a MiniLesson in Vocabulary

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Designing a Mini-Lesson in Vocabulary. Create a mini-lesson in vocabulary to teach a

ESE 697 Week 6 DQ 1 The Importance of

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The Importance of Planning Evidence-Based Strategies for Teaching Students with

ESE 697 Week 6 Final Paper

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Throughout the course, you have been demonstrating your understanding of

ESE 697 Week 6 Reflective Journal

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Self-Determination in Young Children with Disabilities. Read the article A Model of

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