... • Sequence the key learning tasks for daily instruction. Think...what needs to be MODELED? 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 t àÖ Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. Keep students engaged/busy. 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. Lesson Plan Format Lesson Plan Examples Daily Lesson Plan Math Lesson Plans Lesson Plan Templates Math Lessons Lessons Learned The Plan How To Plan. The foundation of these tools is rooted in the research around the elements of explicit instruction. Include how you plan to communicate and display your lesson objective. Lesson Closure:  Lesson closure activities are activities at the end of the lesson that reinforce what students have learned, help students organize the information into a meaningful and personally relevant context.  Lesson closure activities can also serve as a brief assessment tool with which to evaluate student retention of information. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á Show me, I might remember. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction). “Accommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition. 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. Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. Integrated Co-Teaching Services:  Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided jointly by a special education teacher and a general education teacher to a group of students with disabilities and nondisabled students.Â, Special Class:  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.Â. * * „ „ Ô Ô Ô ÿÿÿÿ è è è è ¬ ” ì è `R ª € L Ì Ì Ì Ì u u u ßQ áQ áQ áQ áQ áQ áQ $ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö l aö4üpÖ ÿæææ ÿæææ yt¼w� & ` a k l m ö ö H ? � 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 ‘ . 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. ÿ ÿ yt¼w� ‚ ƒ „ ¥ ¦ t u  æ � ƒ ƒ z z z q q $If gdvi „Èû^„Èûgdàfï $„0ı^„0ıa$gdvi o kd] $$If –l Ö Ö 0ıD% ( Independent Practice (You do it. (These definitions are following the order of the terms in the Lesson Plan Template), SE Teacher (Special Education Teacher):  Special education teacher means an individual who is certified or licensed to teach students with disabilities who is providing special education to the student.Â, GE Teacher (General Education Teacher):  General education teacher means a teacher who is qualified to serve nondisabled students who is providing general education instruction to the student.Â, Teaching Assistant:  A teaching assistant can assist in the delivery of special education services but cannot serve in place of a special education teacher.  (e.g., working with groups of students on instructional projects, provide teacher information about students, assist with testing accommodations, development of materials, etc.). t àÖ OJ QJ ^J aJ We don’t just want students knowing and doing; we want them explaining and understanding. ¤ & All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. Q = 1 ( $If gdÁB $$If a$gdcL $„q „q $If ]„q ^„q a$gdcL ­ kd€ $$If –l 4Ö ”ÄÖF Èû´ üD%Œì ÿÿÿÿ H H Ö If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. I Watch and Listen Students do the thinking while you monitor. -Ancient Chinese Proverb AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Often times you will need to go back up into Structured Practice if students seem to still be struggling. ; Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. £ l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö Demonstration:  Teaching using physical objects to clarify the content and to support kinesthetic learning. Come back to During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. � 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). 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. ‡ ˆ ‰ � Ÿ ¿ À Â Ã Ä Å û % ' 4 A x ƒ ‰ Š íÜÊÜÊ»¬íܛʋ~m\N~N~D~9hÁB >*OJ QJ ^J hÁB OJ QJ ^J hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ h¡@` hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h„?+ h¼w� CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ h ¨ h¼w� CJ OJ QJ ^J aJ #h ¨ hÁB 5�CJ OJ QJ ^J aJ � Ÿ À Á  à � … … … … $If gdÁB p kd‹ $$If –l Ö ”ÆÖ ÈûD% |) OJ QJ ^J aJ &. u The foundation of these tools is rooted in the research around the elements of explicit instruction. In order to align instruction in Early Literacy instruction across the district, during the 2012-2013 school year eacon’s four elementary schools expanded on a pilot program by implementing Fundations as its systematic whole-class decoding program in all K-2 classrooms. The plan for instruction that is systematic is carefully thought out, builds upon prior learning, is strategic building from simple to complex, and is designed before activities and lessons are planned. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt ¨ / 0 G V b h � › � ¾ ¿ Ä Ì Õ íØÄ°œˆt°_J8'8' h ¨ h´f€ CJ OJ QJ ^J aJ #*h ¨ h´f€ CJ OJ QJ ^J aJ )h ¨ hÅa× 5�6�>*CJ OJ QJ ^J aJ )h ¨ h%/ 5�6�>*CJ OJ QJ ^J aJ &h ¨ hàfï 5�6�CJ OJ QJ ^J aJ &h ¨ hXt¼ 5�6�CJ OJ QJ ^J aJ &h ¨ h+i 5�6�CJ OJ QJ ^J aJ &h ¨ h%/ 5�6�CJ OJ QJ ^J aJ &h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ )*h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ 0 ¿ u ´ l ˆ Ö × å / 0 ö Ü Ü Ü Ü Â ¨ › › � � ~ ~ ~ $„x $If ^„x a$gd ¨ Orientation to the Lesson. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.34 (a) (2004), Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.39 (b)(3) (2004), Thompson, Sandra J., Amanda B. Morse, Michael Sharpe, and Sharon Hall. 533 views. ):  Modeling involves teaching using think-aloud to reveal to students the strategic thinking required to solve a problem. The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. 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. http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf. Give specific feedback & correctives.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. hÍj0 6�CJ Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. Strategies:  A plan of action designed to achieve a goal. Improving Systematic­ Instructio­n . Reading comprehension, story comparisons, retelling, math and literacy connections, and a fun fine motor activity! Ç 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. Instructional systems design (ISD) is one example of a systematic program planning process. 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ Lesson Title: Summary vs. Response/Analysis Results Focus: Students will be able to discern a summary vs. response/analysis prompt and generate appropriate responses of their own. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Ù t àÖ 4 The Term "Lesson Plan" is conveyed in a different way by different people. The implementation of the Common Core Learning Standards (CCLS) provides an historic opportunity to improve access to rigorous academic content standards for students with diverse needs. This is also referred to as integrated ELD. A systematic method of instruction wherein the teacher leads the students in a carefully constructed step-by-step lesson. ÿ Œ Teacher gains students’ attention. 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*! They don’t think it all the way through by themselves until guided practice Teacher Paced - Lock Step Lead students through the steps, the cognitive process, and the rule Provide lots of prompts / pre-correctives Avoid letting errors go uncorrected or giving answers to students. OJ QJ ^J aJ Hollingsworth, John, and Silvia Ybarra.  Explicit Direct Instruction (EDI):  The Power of the Well-Crafted, Well-Taught Lesson. The systematic synthetic phonics teaching principles. There prerequisite skills are reviewed during the opening of a lesson. Don’t forget to “Overlap” activities. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Five Essential Reading Components 339 views. Examples of Computer Lesson Plans. l aö4üpÖ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö W Make sure to orally make this known and take back the “pace” of the lesson. Don’t expect students to know what hasn’t been taught Show or demonstrate info. Objective (Learning Objective, Learning Target):  A learning objective is a statement that describes what the student will be able to do successfully and independently at the end of a specific lesson as a result of the classroom instruction.  All learning objectives contain a concept (main idea) and a skill (measureable student behavior). Avoid asking questions during input. California:  Corwin Press, 2009, Archer, A.L. Related Services:  Related Service means developmental, corrective and other supportive services as are required to assist a student with a disability (e.g., speech-language pathology, interpreting services, physical therapy, occupational therapy, counseling services, etc.). 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 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. You want to make it as simple and as easy to update as possible. 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