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[SOLVED] week 2 responed to 2 classmate DQ need it in 5 hours 50 words each person

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Week 2 responses to 2 people for DQ 2

 

Respond to at least two peers by discussing any challenges you might experience or questions you might have in implementing accommodations in your classroom, and how you might provide different accommodations or modifications to meet student needs.

 

DQ 2 first person name Daniel

 

Mini-Lesson Format

Student Name:                                 Grade:                           Disability Area:

Jill, John, Fred, Joan                           Kindergarten            Autism, ID, ADHD

Characteristics/needs of the students with disabilities in the group:

Jill is Intellectually Disabled (ID).

John has been diagnosed as Autistic

Fred and Joan both have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).

Accommodations that need to be made:

If needed all of the students listed above will be allowed to listen to the video for additional times before being asked to name the letters and create the sounds on their own.  John may need sensory breaks. Fred and Joan will be allowed to stand at their desk during the lesson. They can move around the desk within an arm’s distance of their desks. No other student can enter their space during their lesson. Jill will be seated next to the teacher’s desk. John will be seated at the back of the room (away from the center of the action). Fred and Joan  will be seated on opposite sides of the room so that their standing will not affect the other students.

Title of Mini-Lesson:

Phonic Generalization-Letter Recognition and letter sounds

Common Core State Standard:

RF.K.3.d . Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Procedures (15 minute activity):

 (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

After discussing the importance of proper sounds in making words the students will listen to the Youtube video “Phonics Song 2” (https://search.yahoo.com/yhs/search?type=avastbcl&hspart=avast&hsimp=yhs-001&p=youtube+video+kindergarten+phonics). This video is a three minute video on Letter recognition and sounds. After the video there will be a period where the students will be asked to name the letter and give the sound. The Video will be played again to reinforce the names and sounds.

Reflection:

1.      How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?  In the form of a song it will appeal to those who learn from music. It also provides stimulation for the visual learners. The students who are auditory learners will hear it and make an association between the letters and sounds.

2.      Why did you choose the strategy you used in this mini-lesson?

I chose it because it meets the needs of several different kinds of learners and it also directly aligns with the CCSS. Even the students with disabilities can use it. They may have to review it on their own some but because it is a Youtube video it is available from any internet device so the child’s family can help them from home.

 

 

 

Second person is  

 

 

Valerie

 

 

 

Mini-Lesson Format

Student Names: Linda                                 Grade: Kindergarten        Disability Area: Autism

                                Peter                                               Kindergarten         Intellectual Disability

                                Kevin                                              Kindergarten          ADHD

                                Karen                                              Kindergarten          ADHD

·         All (4) Students read at pre-K level

        

 

Characteristics/needs of the students with disabilities in the group: Autism is a bio-neurological developmental disability that generally appears before the age of (3). It impacts the areas of the brain in connection with social interaction, verbal and non-verbal communication skills & cognitive function.  It produces difficulty in speaking. Boys are (4) times more likely to have autism than girls.

Intellectual Disability: Mild range with an I.Q. of 50 to 70; Difficulty with memory recall, task & skill generalization; Tendencies toward low-motivation with low conceptual, social & practical skills; deficits in self-determination skills such as making choices, problem solving & goal setting.

ADHD: Inattentive; hyperactivity & impulsivity.

 

Accommodations that need to be made: Autism- individual visual schedule with highlighted important information; utilization of completed models; color coding relevant data; provided visual directions; making endings obvious by using finished box or folder; providing fidget toys; and incorporating exercise into the day.

Intellectual Disability- auto books, movies, videos and listening to audio media recordings; larger print size; designated reader; hear instructions orally; sit near the teacher; and have student take frequent breaks.

ADHD- Seat the student near the teacher & away from doors & windows; allow student to tape-record assignments; provide a note taking partner; give lighter homework load; grant extra time for test taking; let student run occasional errands for the teacher.

Title of Mini-Lesson: “Making Rhymes In Time”

 

Common Core State Standard: (ELA – Literacy R.F.K3c) English Language Arts Standards; Reading; Foundational Skills; Kindergarten -3c) Read common high frequency words by sight, (e.g., the, of, to, you, she, my, is, are, do, & does.)

 

Procedures (15 minute activity):

 (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

1.      Teacher will point to pictures such as “cat, rat, hat & bat,” etc., and ask the class, “What do you notice about these words?” Then explain, “They all rhyme.” Teacher will ask next, “Can you name some other words that rhyme?” Then give some example such as, care/bear, dish/wish etc.)

2.      Teacher will say, “Let’s listen to this nursery rhyme song and see if we can find the rhyming words. “Every time we hear a rhyme let’s tap our fingers on our desk.”

3.      Teacher will recite the nursery rhyme song “Hey Diddle, Diddle, the Cat & the Fiddle” and lead the students in tapping at the appropriate times.

4.      The teacher then will say the directions in rhyme as well by stating, “Let’s see if you can help me with some of the words, when I hear words that rhyme, I always tap in time, and if you agree just tap along with me.  So listen for the rhyming and be quick about your timing.

5.      Teacher will say “Now, let’s listen to the nursery rhyme again and this time class join in as much as you can, “Hey. Diddle, Diddle; the Cat & the Fiddle; the cow jumped over the moon; the little dog laughed to see such a sport; and the dish ran away with the spoon.”

6.      Now the teacher will see if the students can say the rhyming words on their own. The teacher will begin the nursery rhyme, “Hey Diddle________;” then wait to see if the class responds appropriately by saying “Diddle” if so, then the teacher will continue to the next line “The cat & the ____________.” Then pulse to see if the class responds with the rhyming word “Fiddle’’ and so on.

7.      The teacher will continue omitting the rhyming word in order for the students to supply the appropriate rhyming words. * If the students should forget the rhyming word, say for example the word “moon” then the teacher can give a clue by saying the letters “m-m-m’’

8.      The teacher will say to the class, “Now, let’s see if we can sing the whole song but let’s think of something different to do on the rhyming words. Oh, I know! This time, let’s clap our hands on the rhyming words.”

9.      Teacher will repeat the procedure.

10.  At the end of the activity the teacher will ask if the class had fun and discuss any comments for feedback purposes. (Gifford, 2012)

 

 

Reflection:

1.      How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?  Answer: I ensured that my mini-lesson addresses the needs of my individual learners in the group by testing my lesson objectives that my students have learned to recognize sets of rhyming words in nursery rhyme songs, speech and poetry.  Also my students will indicated rhyme recognition by responding with a physical movement.

 

 

2.      Why did you choose the strategy you used in this mini-lesson? Answer: I chose this strategy for my mini-lesson because “recognizing rhyme is a basic component of phonetic awareness.  This is a critical pre-reading skill that students must acquire in pre-school years or kindergarten to prepare them for decoding and spelling words through phonics.” (Gifford, 2012). In addition I chose this as my mini-lesson because it appeals to student’s funny bone through its whimsical and nonsensical lyrics and its whacky and unusual characters.  This activity gives students a chance to demonstrate rhyme recognition by tapping their feet or clapping their hands.  Also recognizing rhyme is an auditory skill rather than a visual one.  In other words, students recognize the sound of rhyme when they hear it but do not generally have the skill level to read or spell rhyming words.  However, for students who already recognize some letters and sounds, nursery rhyme song lyrics contained in my mini-lesson can help them build their skills in spelling and reading rhyming words.

REFERENCES:

Common Core State Standards (2015) ELA – Literacy R.F. K 3c; English Language Arts

                    Standards; Reading: Foundational Skills; Kindergarten 3 c.

 

Glifford, (2012), Sing Your Way Through Phonics; Geo-Trust; Action Factor; Building

                    Readers & Writers Through Music.

 

 

 

 

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