Lesson Plan 3 ? Spelling, Handwriting, and Computer Use/Keyboarding

Paper Details
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 spelling, handwriting, and (optionally) computer use/keyboarding to students with disabilities. Week 3 also focused on planning effective assessments to ensure that you are monitoring student progress toward the learning objectives. This week there is an explicit focus on ensuring alignment of baseline assessment of student performance to the lesson objective. For this lesson, you may plan for your choice of grade level and type of instructional setting. You may use your own classroom, or create a fictional classroom setting for the lesson using the students described below.

Address at least two, research-based strategies for teaching each spelling and handwriting content area in this lesson plan. Your textbook (Vaughn & Bos, 2015) has an abundance of strategies, but you may also locate strategies in other peer-reviewed texts or articles.

Lesson Plan
The following components for your four to five page lesson plan are required:
1. Lesson Title, Subject Area, Grade Level, Duration
2. Number of students
3. Student disability, impact, and learning characteristics Describe at least one learner with a mild/moderate disability that will participate in the lesson and one learner who is a non-native English speaker. Include the type of disability, the student?s individualized needs of the student, and any pertinent information about the student(s).
4. Grade level or range
5. Instructional Content focus Please identify and describe the Phonemic Awareness skill that will be taught (refer to page 179 of the text)
6. Connection
7. Instructional setting and arrangement of environment Description of the classroom and specific instructional sub-environments for which you are planning instruction (include number of students, duration of lesson, and any other pertinent information about the classroom).
8. IEP Goal with measurable criteria and direct link to lesson IEP: Include an example of an IEP for your lesson. Provide an example IEP goal(s) for the student with a significant SLD in Spelling with an Orthopedic Impairment with limited use of the dominant hand to address at least three of baseline performance outcomes above. Provide specific criteria with annual end date.
9. Common Core State Standards alignment Provide a specific learning objective for the lesson and the Common Core State Standard that the lesson plan will address
10. Lesson objective Learning targets with measurable criterion to align towards the IEP goal(s) addressed above, in addition to addressing the learning needs of the second student in the group.
11. Assessment Describe how you will assess student learning of the lesson objective based on the age, grade, and needs documented.Provide a baseline description of performance.
Obtaining student performance baseline for a student with a significant SLD with an Orthopedic Impairment with limited use of the dominant hand in; 1) Spelling skills, 2) Handwriting fluency, and 3) Optional – Computer use/keyboarding. Provide fictitious but specific measured performance outcomes to address:
? Spelling word knowledge and rate of error
? Self-correction in spelling ability
? Key Boarding accuracy (optional)
? Handwriting (e.g., letter formation, letter reversal, legibility, fluency)
12. Accommodations or modifications Include the use of individualized supports and assistive technology to address the constructs of UDL (multiple means of Representation, Action and Expression, and Engagement), for each student.
13. Instructional strategies (name and procedure) Use of best practice and evidenced-based strategies as identified in the text (Vaughn & Bos, 2015) and required readings. Provide the name and procedures related to least two strategies per focus area (spelling and handwriting and optionally, computer use/keyboarding) addressed in the instructional plan. You must cite your sources to demonstrate your knowledge of effective strategies related to either spelling or handwriting fluency. Clearly address the strategies that are relevant to each student. Include best practices for the instruction of students with English Language Learning needs.
14. Student Management – Checks for understanding and Schedule of reinforcement A statement related to what criteria will identify a change when the rule decision to adjust instruction in order to meet on-going progress of student learning. Throughout the lesson, you will provide a minimum of two ways that you will check for understanding to ensure students are grasping pertinent and central concepts in your lesson.
15. Flow of lesson plan and instruction
16. Example of data collection form and Data analysis and decision rules Data collection form and data collection schedule to address formative and summative student performance outcomes
17. Critical Analysis: Reflection/Assessment This section will include a brief reflection on how progress monitoring will help inform you of your students? achievement of the learning objectives and meet the requirements of FAPE.
18. Critical Self-Assessment
19. Peer-reviewed sources Cite and reference in APA 6th edition style at least three sources.

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