K.RF.4.4 Read common high-frequency words by sight (e.g., a, my).
K.W.2.2 Write by moving from left to right and top to bottom.
K.W.3.3 Use words and pictures to narrate a single event or simple story, arranging ideas in order
K.SL.1 Listen actively and communicate effectively with a variety of audiences and for different purposes
In this lesson, I want my students to be “teachers for the day,” modeling instruction of sight words. This is a strategy that I witnessed on one of our site visits at Willow Lake Elementary and I knew immediately that I wanted to implement it into my future classroom. Prior to the lesson, I will encourage my students to bring their “comfort item” from home (something that they can teach); whether that be a favorite doll, a stuffed animal, etc. The students will be in my shoes for the day. Prior to this lesson, we have learned all about our sight words so it is something that my students are familiar with (both in writing, speaking, and reading). I will start this lesson out by modeling and demonstrating what I expect from my students in order to give clear behavioral expectations. Then, I will release the responsibility onto my students and have them essentially “mirror” the lesson I just did with them to their “students” or stuffed animals.
Purpose This lesson is multi-purposeful. My hope and purpose for this lesson is that my students are able to feel a sense of responsibility as well as feel comfortable enough with the material that they are able to teach it. This is practicing the implementation of the release of responsibility model that my students will encounter in their later years of schooling, it is getting them comfortable at an early age. This lesson encourages the proficiency and mastering of their sight words but also the ability to explain. Oftentimes schools and teachers do not spend enough time making sure that students understand the process and the meaning behind the teaching and if the students cannot allocate purpose and meaning to the teaching, they are not truly learning. In this lesson, once I feel that my students are comfortable with my direct instruction on sight words, I will then release the responsibility onto them for their independent practice and put their knowledge/comprehension to the test to see if they are truly able to explain and identify these sight words elsewhere, aside from direct instruction. If so, I will know that my students are truly proficient in the material. As I stated initially, this lesson is multi-purposeful and can be carried to other environments, settings, and subjects. Once my students have the ability to effectively communicate and model their learning to others, they will be able to master the material much quicker. This is a skill that they will carry with them throughout their entire lifespan, learning how to effectively communicate and model their knowledge and understanding of a concept.
Student Overview My student, Cody Schmid, has Autism Spectrum Disorder. Cody receives special education services in the form of daily check-in and check-out systems, direct services by the special education teacher to address task completion goals and classroom behavior. In addition to this, he has push-in behavioral support in his general education classroom to help him focus and stay on task. He also goes to speech and occupational therapy. Cody’s goals are mostly in the area of task completion. He is able to complete multi-step tasks but often needs reminders to refocus his attention. He works better when large tasks are broken down into smaller steps and requires more attention for tasks that are more complex.
Behavioral Objectives / Differentiation of Instruction In order to be an effective teacher in this particular lesson of instruction for all of my students, I need to respond to all of my learner’s needs. After looking over Cody’s readiness, interests, and learning profile, I have a better understanding of his different needs in my classroom. GOALS: Cody’s behavioral goals for this lesson are to properly communicate with his classmates, repeat directions and complete the multi-step lesson in all parts once broken down for him.
Cody works well when he is asked to repeat the directions.
Cody benefits from direct instruction, visual cues, modeling, and communication tools
Emphasis on making my classroom environment VISUAL for Cody
No cultural, linguistic, or gender differences
As stated in Cody’s IEP, he needs frequent breaks
I want Cody to be able to get up and move when he needs to as well as remove himself completely from the classroom situation if necessary.
Whole class objective: To adequately follow directions with minimal redirection and to work well with classmates. Aiding Cody in meeting this objective will be made possible with the help of added visuals, remodeling, and step-by-step instruction.
Materials
Play-Doh
Worksheets with sight words
Markers
Dry erase board/markers
** This way, my students are able to choose the method that they want to teach their “students” this material. I want them to have both creative independence as well as a mix of materials that play into different educational needs.
Adaptive Technology for Cody
In order to help Cody participate and communicate more effectively, I would implement assistive technology into his independent work
Use school computer or IPAD to provide VISUALS for Cody
Students with autism with extremely well when provided with an extra push in the form of visuals, easier to see tasks at hand
Methods/Strategies for Whole Class Engagement Warm-Up (5 minutes)
I will warm up by having my students review their knowledge of sight words. This is something that we practice on a weekly basis so I know that it is something that they are comfortable with but refreshers on the topic are always necessary! I will conduct this warm-up on the front carpet in the classroom where each student has their own assigned carpet square to sit on. I will then show them this YouTube video to get them engaged in the topic of the lesson for the day.
This will not only get the kids ready for the main lesson by refreshing their brains on their sight words but it will also get them up and moving (dancing) for a good brain break before we start a whole class activity that will then lead into a sit-down, independent work time session where their bodies may be fairly stagnant.
Differentiation for Cody: Oftentimes, students with Autism can become increasingly over-stimulated with lots of noise and movement in the classroom so after the song/dance break warm-up Cody may need a small break before he rejoins the class for a whole group discussion. I differentiated this part of the lesson in order to accommodate Cody by having this time to implement “free movement” giving him a chance to get up and move around but also allowing him the space and opportunity to interact with classmates in a less intimidating setting (inclusion). **No cultural, linguistic or gender differences
Higher Level Practice 18 shown above ^ HLP 18: Actively Engaging Students
Use a variety of strategies to engage students
Student Active Engagement (5-7 minutes)
I will then turn their attention to the projector screen where I project our list of sight words and point to each of them and have them repeat after me. We review this list week in and week out so it will be the list that they focus on to teach their “students” as well.
I will keep them engaged by keeping my whole group lesson short in order to tailor to their attention spans. NO more than 5-7 minutes per whole group activity.
I will also model the behavior that I expect before I release the students off into their guided/independent practice. I will model how to teach their “students” sight words. They should write them down on whatever method they choose (whiteboards, markers, pencils, etc., or modeling them with play-doh).
I will introduce academic language that they should use and enforce the fact that I want them to follow how I typically teach them!
Guided / Independent Practice (10 minutes)
During the student’s guided/independent practice time, I will let my students have a choice of seating. According to the philosophies that we learned about in 491 regarding behavioral management and classroom management, I learned the importance of the choice of seating and how it can benefit the needs of all of my students, especially Cody. Given that my students are so young, I want them to have the freedom to move around while learning and make my classroom and positive, engaging, and fun learning environment.
Once the students are comfortable in their choice of seating, they will start their instruction with their stuffed animals. They will model being the “teacher” and conduct a mini-lesson with their stuffed animal “student” teaching them their sight words.
CODY: Cody has a favorite seat (shown above) that he is most comfortable doing his learning in because he is not able to sit stagnant for very long so he has his own designated seat that I allow him to sit in during both whole group lessons as well as independent work. I will also allow for plenty of breaks when they are needed.
I will hand out a worksheet that has a list of the commonly used sight words that we have studied in our class thus far that they will visually and verbally teach their students
Visually: practicing writing these words in their own creative way (modeling with play-doh, writing on a whiteboard, coloring with markers)
Verbally: practicing saying the words as well as finding them in their favorite book.
CODY: May need extra assistance with completing his task, typically he receives “push-in” instruction from the instructor (1 v 1 work). Help place him in groups with students that he feels comfortable with (if it is a day where Cody is communicating well with his peers and wants to work with others). I will also hand out his behavioral expectations chart along with the directions for the independent practice but more drawn out and detailed (step by step, broken down).
I will circulate the room during this time to monitor the progress of all of my students. Listening in for their communication skills and their ability to follow directions. Cody will have direct assistance from his “helper” but I will also give him one-on-one instruction to ensure that he understands his goals and objectives for the day and aid him in properly communicating and completing the lesson. Higher Level Practice 18 shown above ^ HLP 18: Actively Engaging Students
Build positive teacher-student relationships
Actively monitor students and provide feedback
Assessment (10 minutes)
In order to assess my student’s understanding and proficiency within the lesson, I want them to do a small show and tell with the class.
I want them to practice their presentation skills and this will vary from student to student in terms of their comfortability.
They will come up with their stuffed animal and show the class how they were able to teach their “student” their sight words and this way we can showcase the class’s creativity! Learning goals assessed: able to follow directions, able to understand the content and mimic instruction, able to showcase their learning appropriately
Cody...I will assess his learning goals by…
Monitoring his interactions with his peers throughout the day
Is he on task independently?
Give him the choice of how he would like to showcase his work to me
A personal student conference where he can verbally express his learning and understanding of the lesson
If he would prefer to visually show me his progress he can also do that
Drawing pictures
Using assistive technology
Measuring assessments: Notetaking is something that I will value as an educator so that I can ensure that my lessons are engaging and successful and I will refer to my data to adapt instruction for the future. Students’ progress will be monitored through the assessment aspect of my lesson and that data will be used again, to modify my future instruction to best suit my student’s needs.
Self-Reflection After my lesson, I will keep these key questions in mind: Was this lesson engaging? Did my students seem to comprehend and understand the material? Were they able to transfer their comprehension into teaching? How was the behavior in the classroom- was the classroom management successful? Was my classroom environment suitable for student learning? Did Cody seem comfortable and engaged? Does Cody need more direct instruction from me? I am confident that my answers to these questions will be successful yes’ given that throughout the lesson I was able to circulate the room and adapt my teaching as needed. I hope to be extremely aware of my student’s needs before, during, and after the lesson in order to adapt my instruction as necessary. In addition to this, kindergarten is a pivotal time for students to develop social skills with their peers and because of this, I will refer to the data that I collected whilst circulating the room during the lesson to see how my students interacted and how I can improve upon that with future group work.