Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Come back to ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö ):  Guided practice starts with the teacher working problems together with the students.  This means that the teacher is working the problem step-by-step, usually on the board, and the students are working with the teacher at the same time.  Guided practice is a dynamic component in lessons. 302. Five Essential Reading Components 339 views. Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. More Examples (student paced, teacher monitored (Check for Understanding) Students start to take on more of the practice – teacher monitors CFU - Elicit overt response that demonstrates behavior in the objective – Make sure to have students verbalize the steps NOT TEACHER Praise-Prompt-Leave strategy to gradually release responsibility Pre-correctives and Correctives Maintain a brisk pace if students are grasping concept “Ok students, what do I do next?” partner A tell B...call on at least 5 students to get a good % of your class- White boards, “Chest it” Student Engagement T-G, S-S, G-G TeacherStudent EngagementIndependent Practice You Do It Try and be quiet at this time. 2 ñáÔñŸ’„’z„z„zŸl[I[l7 #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h¡@` hÁB 5�CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÁB OJ QJ ^J h¡@` hÁB 5�OJ QJ ^J h¡@` hÁB OJ QJ ^J #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h¡@` hÁB >*CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÄz† hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h¡@` hÁB >*OJ QJ ^J � Keep students engaged/busy. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. aN ( ËQ 0R 0 `R ‰N Ø XW ¿ è XW P aP aP B XW Ô £P ( u u à u u u u u R R § u u u `R u u u u ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ XW u u u u u u u u u * J : DII Thinking – Cognitive Planning Template Teacher: ______ _________ Date: ____________ Subject: _______________ Standard: Lesson Objective: Connecting to Prior Knowledge: ObjectiveTeacherStudent EngagementInput and ModelInput: Academic Vocabulary (AV) – (posted) Process/Steps: (posted) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Model: (introduce process/steps) Students will participate with choral/echo response of meanings of Academic Vocabulary, steps/process Students will use gestures (TPR) to distinguish definitions of AV Students will listen and watch teacher “think aloud.”Structured Practice Students will actively participate (echo/choral read) in completing problems with teacher Think-Pair-Share opportunities, equity cards/sticks Respond using sentence frame:Guided Practice*Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. Examples of Art Lesson Plans. These tools were created by the SDI Workgroup through the Regional Special Education Technical Assistance Support Center (RSE-TASC).  The RSE-TASC network is one of the P-12: Office of Special Education’s primary resources for school improvement in New York State.  Special Education School Improvement Specialists (SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and delivering professional development for educators across the State to improve results for students with disabilities. Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. t àÖ £ Afterwards, Teacher has students come to explain problem(s)Students will recall process Students will work in pairs and use process to complete practice problems. Modeling (I do it. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Explicit Instruction 4 B. Scaffolded Instruction 6 C. Strategy Instruction 8 ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö l aö4üpÖ Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. Consultant Teacher Services (CT):  Consultant Teacher Services are defined as direct and/or indirect services provided to a school-aged student with a disability in the student’s general education classes, including career and technical education classes, and/or to such students’ general education teachers. LESSON PLAN FORMAT AND EXPLANATION Name Date Grade Subject # in Group School Time ... • Select a systematic means of assessment that is aligned with the objectives to analyze and document student progress. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt ¨ / 0 G V b h � › � ¾ ¿ Ä Ì Õ íØÄ°œˆt°_J8'8' h ¨ h´f€ CJ OJ QJ ^J aJ #*h ¨ h´f€ CJ OJ QJ ^J aJ )h ¨ hÅa× 5�6�>*CJ OJ QJ ^J aJ )h ¨ h%/ 5�6�>*CJ OJ QJ ^J aJ &h ¨ hàfï 5�6�CJ OJ QJ ^J aJ &h ¨ hXt¼ 5�6�CJ OJ QJ ^J aJ &h ¨ h+i 5�6�CJ OJ QJ ^J aJ &h ¨ h%/ 5�6�CJ OJ QJ ^J aJ &h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ )*h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ 0 ¿ u ´ l ˆ Ö × å / 0 ö Ü Ü Ü Ü Â ¨ › › � � ~ ~ ~ $„x $If ^„x a$gd ¨ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB m n € � ‚ � † † † $If gdcL o kdÏ $$If –l Ö Ö 0ıD% ( OJ QJ ^J aJ 3 4 R S ö ö ö ö ö H ­ kda $$If –l 4Ö ”fÖF Èû´ üD%Œì ÿÿÿÿ €H H Ö ş http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf See the "Differentiated Instruction for Students With Disabilities" and the "Differentiating Instruction for Success in Special Education" resources in the resource section below for more information. Ex: As you pass out papers, have partners read the steps to each other. Don’t expect students to know what hasn’t been taught Show or demonstrate info. The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). Example of Computer Lesson Plan:Grade 1 Level. 533 views. u t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Verb:  The skill is the verb in the learning objective.  (e.g., “Write a summary of a newspaper article,” write is the skill).  The measurable skill is the verb in the learning objectives.  (e.g., solve, identify, write, compute, and describe).Â, Context:  A context is any specific condition under which the learning objective will be executed.  Often the context describes the resources or methods to be used.  (e.g., “Write a summary of a newspaper article,” the context describes the resources to be used - newspaper article).Â, Accommodations:  Accommodations mean adjustments to the environment, instruction or materials (e.g., instructional materials in alternative format such as large print or Braille, fewer items on each page; extra time to complete tasks) that allow a student with a disability to access the content or complete assigned tasks.  Accommodations do not alter what is being taught.Â, Modifications (Program modifications):  Program modification may be used to describe a change in the curriculum or measurement of learning; for example, when a student with a disability is unable to comprehend all of the content a teacher is teaching (e.g., reduced number of assignments; alternative grading system).Â, Assistive Technology (Assistive technology device, Assistive technology service):  Assistive technology device means an item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with a disability.  Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.  The term includes: the evaluation of the needs, purchasing and leasing of the device, selecting, designing, fitting, customizing, and adapting the device, coordination of the therapy, intervention for the device, along with training and/or technical assistance for a student with a disability and the professionals who will provide the service.Â. l aö4üpÖ ÿæææ ÿæææ yt¼w� & ` a k l m ö ö H ?  Learning strategies may be subtle or overt and simple or complex - always matched to student need.  Learning strategies are student centered and designed to result in a new understanding, deeper knowledge, and generalization.  Â, Teacher Strategies: Teaching strategies are teacher centered and require student’s response or reaction.  Teaching strategies include the structure for effective teaching provided by the teacher in order to deliver specially designed instruction.  Teacher strategies include student’s engagement and positive behavior management strategies such as Hands Up/Hands Down, Give Me Five, Look/Lean/Whisper, Elbow Partners, and Think/Pair/Share.Â. ; Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. BTSA Induction Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. Generally, for a teacher, it is a work to be covered in a class period which runs for 40 to 50 minutes. CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more) Give “Think Time” – 5 seconds Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down Have students verbalize steps: “What do I do next?” Think...tell your partner, randomly call on students to CFU Student Engagement T-C C-T , T– G G – T, T-S S-T Ask a question, let them think, let them share, THEN call on studentsGuided Practice You Do It. ÿ ÿ yt¼w� ‚ ƒ „ ¥ ¦ t u  æ � ƒ ƒ z z z q q $If gdvi „Èû^„Èûgdàfï $„0ı^„0ıa$gdvi o kd] $$If –l Ö Ö 0ıD% ( and Charles A. Hughes.  Explicit Instruction:  Effective and Efficient Teaching.  London:  The Guilford Press, 2011, Regulations of the Commissioner of Education:  Part 200 Students with Disabilities and Part 201 Procedural Safeguards for Students with Disabilities Subject to Discipline:  The University of the State of New York, The State Education Department, Office of P-12 Education, Office of Special Education.  New York:  July 2013, DeLorenzo, J.P.  Continuum of Special Education Services for School-Age Students with Disabilities.  The New York State Education Department.  New York:  April, 2008. Download both the annotated version—for instructional coaches to use with teachers when planning a lesson; and the blank template once teachers have mastered how to correctly use the lesson plan. Our SCID workshop is a follow-on program to the Developing a Curriculum (DACUM) training.It picks up where DACUM leaves off and teaches you how to develop a competency-based curriculum or training program using the ADDIE instructional design model as … 3b.Career Majors: (Optional for this credential.) W t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Respond using sentence frame:TeacherStudent EngagementIndependent PracticeMonitoring Collects for Formative Data OR Coaches students (immediate feedback)Students will independently complete ___________________.Standard: Lesson Objective: DII Thinking / Planning Template Remember: DII is meant to be used when students are taking on a skill. * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö I Watch and Listen Students do the thinking while you monitor. Systematic Introduction of Lesson (Anticipated Length_____): During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson. The practice of purposeful lesson sequencing is to create a continuum of learning which builds upon the previously taught lesson (scaffolding) while maximizing optimal learning outcomes. Teacher Aides:  Teacher aides perform noninstructional duties.  (e.g., assisting students with behavioral needs, set-up centers, or upcoming activities, make copies, manage records, materials, equipment, watching students during recess, hall transitions, etc). A systematic method of instruction wherein the teacher leads the students in a carefully constructed step-by-step lesson. ... • Sequence the key learning tasks for daily instruction. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Explicit instruction is the foundation by which SDI is delivered.  SDI is defined in 34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the Commissioner of Education to mean “adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.”  SDI is the intentional and purposeful planning of instruction to ensure that students with disabilities can meaningfully access, participate and progress in the curriculum throughout the entire lesson. Ç The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). The teacher is able to assess students’ skills because instruction is visible and explicit, and all students are actively participating in the learning.During each part of the lesson, a teacher is assessing how the student is responding to his/her instruction and how the students’ skills and understanding of concepts are progressing as well. T ² ¼V œ R Ô u Ÿ Ö u u u R „ „ Ì Ì Ó R à à à u „ 8 Ì Ô Ì ßQ à u ßQ Ã Ã Ş M X ¼ aP Ì ÿÿÿÿ î¹´9Ñ ÿÿÿÿ ‘ . t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Independent Practice (You do it. V Examples of Economics Lesson Plans. ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� There prerequisite skills are reviewed during the opening of a lesson. This is also referred to as integrated ELD. l aö4üpÖ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Lesson Plan Format Lesson Plan Examples Daily Lesson Plan Math Lesson Plans Lesson Plan Templates Math Lessons Lessons Learned The Plan How To Plan. Example of Economics Lesson Plan:K5. Examples of … Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& through auditory, visual, kinesthetic, or a combo. @ A ‹ ¬ ­ Note:  These tools are a resource and may be adapted to meet varying needs of educators. Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given. Necessary Prerequisite Skills:  A prerequisite skill is a skill that a student has mastered.  The skill needs to be mastered before the student will be able to learn a new skill. This is also referred to as dedicated or designated ELD. ):  Modeling involves teaching using think-aloud to reveal to students the strategic thinking required to solve a problem. Lesson Plan Template (Annotated) This lesson plan template can be used at all grade levels to ensure systematic and explicit instruction. ÿ ÿ yt ¨ æ ç ø A B u † ‡ ˆ § † Š × â å ô õ ö ÷ > F Y óáĞᾬáóáĞšˆšvdváóUJ?J?J h+i 6�OJ QJ ^J h´f€ 6�OJ QJ ^J h´f€ 6�CJ 5�CJ OJ QJ ^J aJ #h ¨ h,b" 5�CJ OJ QJ ^J aJ #h ¨ hKmZ 5�CJ OJ QJ ^J aJ h ¨ h*! ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Ù OJ QJ ^J aJ The tool includes a lesson plan worksheet and a self-reflection form for assessing the use of explicit instruction during intervention sessions. ObjectiveTeacherStudent EngagementInput – Explain the new information Model – Show them what to do with the new information I Do It - You Watch and Listen You do all the thinking. Collect work to see which students got it and which still need help during UA. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Improving Systematic­ Instructio­n . OJ QJ ^J aJ Arcadia Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Assessment of Prerequisite Skills:  The key principal to a good review is to verify that all students know how to perform the prerequisite skills.  A review typically consists of giving students a task requiring the use of the prerequisite skill(s) and seeing whether the students can perform the task correctly.  There are several different assessments of prerequisite skills.  Some are direct measures, such as tests, quiz, concept maps, portfolios, and others are more indirect, such as self-reports, the student’s individualized education program (IEP), etc.Â, Explicit Instruction:  Explicit instruction is a structured, systematic approach to teaching all students.  It is an unambiguous and direct method that includes instructional design and delivery.  Explicit instruction guides students though the learning process through the provision of clear statements regarding the purpose and rationale for learning the new skill/content, explanations and demonstrations of the instructional target, and supported scaffold practice with embedded, specific feedback in order to achieve independent mastery.Â, Activate Prior Knowledge (APK):  Activating prior knowledge is purposefully moving something connected to the new lesson from the student’s long-term memories into their working memories so they can build upon existing knowledge.  Activating Prior Knowledge should be limited to no more than five minutes.  The bulk of the class time must be spent teaching students the new grade-level content.Â, Vocabulary:  Prior to introducing vocabulary, a teacher must do three things: select appropriate vocabulary that will be the most useful to students both at this time and in the future; determine how each word’s meaning will be conveyed to students; and develop examples to illustrate each work and, when helpful, non-examples to establish what the concept is not.Â, Specially Designed Instruction (SDI):  Specially Designed Instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.Â. Lesson Plan Format. ÿ ÿ ytcL ê ë û & H 4 + + $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¶ kd¡ $$If –l Ö ”ÁÖF Èû´ üD%€ì €H €H Ö We don’t just want students knowing and doing; we want them explaining and understanding. of modalities Provide a chart of the sequential steps in taking on the skill Talk about your thinking (Metacognitive Demonstration) – point to the chart when using steps CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps Re-explain difficult pointsSentence Frames: Need to model complete sentences either verbally or written. You want to make it as simple and as easy to update as possible. 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