Secondary English-Language Arts<\/p>\n
EDSP 622<\/p>\n
Special Education<\/p>\n
Task 1: Planning Commentary<\/p>\n
Task 1: Part E \u2013 Planning Commentary<\/p>\n
Respond to the prompts below (no more than 12 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.<\/p>\n
1. Alignment of the Learning Goal, Standard, Lesson Objectives, and Planned Supports<\/p>\n
a. Complete the table below to identify the<\/p>\n
learning goal selected for the learning segment.<\/p>\n
academic content standard, alternate standard, or early childhood standard, related to the learning goal and\/or the planned supports. (Note: Please include the number and text of the standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there is no relevant standard for the learning goal and\/or planned supports.<\/p>\n
lesson objective for each lesson.<\/p>\n
planned supports to be used throughout the learning segment and described in the lesson plans, specific to achieving the learning goal. (Please provide a brief list of the key supports that you intend to use; you will have an opportunity to explain how they support the focus learner in prompts 3a\u2013d and 4b.)<\/p>\n
Learning Goal: [The focus learner will use 2-3 elements of the Expanding Expression tool when writing about a picture.]<\/p>\n
Relevant Academic, Alternate, or Early Childhood Standard: [ W.2.2 Write informative\/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.]<\/p>\n
Lesson Objectives<\/p>\n
Specific Planned Supports to Address the Learning Goal (supports may be the same across lessons)<\/p>\n
Lesson 1<\/p>\n
[When shown 4-5 picture cards, the focus learner will verbally say what it is and turn that observation into an introductory sentence.]<\/p>\n
[explicit instruction, modeling (think-alouds), guided practice, visuals, graphic organizer]<\/p>\n
Lesson 2<\/p>\n
[When shown the picture cards from Lesson 1, the focus learner will tell what group each belongs to and write that in the second sentence of their paper.]<\/p>\n
[explicit instruction, modeling (think-alouds), guided practice, visuals, graphic organizer]<\/p>\n
Lesson 3<\/p>\n
[When shown the picture cards from Lesson 1 and 2, the focus learner will tell what the subject does, or what you can do with it and write that in the third sentence of their paper. ]<\/p>\n
[explicit instruction, modeling (think-alouds), guided practice, visuals, graphic organizer]<\/p>\n
Lesson 4<\/p>\n
[ ]<\/p>\n
[ ] <\/p>\n
Lesson 5<\/p>\n
[ ]<\/p>\n
[ ]<\/p>\n
b. Based on the learning goal and the focus learner\u2019s IEP goals, respond to ONE of the prompts below.<\/p>\n
If the selected learning goal is academic and is aligned with an IEP goal:<\/p>\n
Explain how the learning goal and the planned supports align with the IEP goal.<\/p>\n
[ The learning goals and supports align with the focus learner\u2019s IEP goal of obtaining points on the Expanding Expression Tool (EET) writing rubric. An introduction and the use of more elements of the EET tool will improve the focus learner\u2019s rubric score and help her to reach her goal. Particularly having an introduction on every writing assignment will automatically increase her score by 2 points.]<\/p>\n
If the selected learning goal is academic but is not aligned with an IEP goal:<\/p>\n
Explain how the planned supports align with the learning goal.<\/p>\n
[ ]<\/p>\n
If the selected learning goal is non-academic: <\/p>\n
Explain how the learning goal and, if relevant, the planned supports align with the focus learner\u2019s IEP.<\/p>\n
[ ]<\/p>\n
c. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning goal.<\/p>\n
[ The pace of instruction will be carefully monitored. The instruction will be one-on-one, in close proximity, and the hearing device will be used for ease of communication. Teacher will use clear speech and will rephrase and repeat instruction as necessary and give additional wait time to the learner for responses. The amount of work may be reduced as time and attention allow or repeated in an identical lesson if not mastered before moving on. Manipulatives and a number of ways to practice new skills will be provided (visuals, whiteboard, paper and pencil). ]<\/p>\n
d. Explain how the lesson objectives, learning tasks, materials, and planned supports are sequenced to<\/p>\n
move the focus learner toward achievement of the IEP goals, standards (as appropriate), and the learning goal.<\/p>\n
build connections between the focus learner\u2019s prior learning and experiences and new learning for the learning goal.<\/p>\n
NOTE: If the lesson objectives are the same across the learning segment, the explanation may address how the materials used or the planned supports may change throughout the learning segment.<\/p>\n
[The lesson objectives are sequenced to include the necessary elements in their writing that directly tie into the writing rubric used in their IEP goal. The first objective\u2014to write an introduction will procure the learner two points on the rubric, and it is something that will always be required of writing assignments. It was something that was not present on the most recent assessment of the focus learner\u2019s writing. The second objective builds on the EET tool, helping the student to categorize the subject using the visual of the green (group) bead and then the third objective adds the next element of the blue (do) bead, describing what the object does or what you can do with it. With these two elements, which are foundational to writing about any subject, another two points can be added to the rubric at assessment time.<\/p>\n
The materials are familiar to the focus learner who has been trained in using the EET tool for her writing, so she knows what each colored bead stands for already. These lessons will connect that prior knowledge of the EET tool into a focused, intentional and explicit use of the tool to start each writing assignment with an introductory sentence followed by a sentence for each of the next two beads. The objectives aim to explicitly teach the focus learner to have these elements present in every single writing assignment, and in this order. After these, the other elements can be used more loosely. For example, the next EET element \u201cwhat does it look like\u201d can include many details such as size, shape and color. The elements in this learning progression are the essentials, or the \u201cmust-haves\u201d in order to begin to be successful in the IEP goal and achieve the greatest number of points on the writing rubric.]<\/p>\n
2. Knowledge of Focus Learner to Inform Teaching of the Learning Segment<\/p>\n
For each of the categories listed below (2a\u2013d), describe what you know about the focus learner\u2019s strengths and challenges as related to the lesson objectives of the learning segment. Cite evidence of what the learner knows, what s\/he can do, and what s\/he is learning to do in relation to the learning goal and any relevant planned supports.<\/p>\n
Refer to baseline data obtained prior to the beginning of the learning segment.<\/p>\n
a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives <\/p>\n
[The focus learner has learned the individual components of the EET tool and is familiar with the visual and manipulative (rope with different colored beads representing writing categories). She can also sound out words and write regularly spelled words with accuracy. She is able to spell many words phonetically. Although she struggles to write about a given topic, according to her IEP, she consistently uses ending punctuation and will often capitalize sentences. So, the mechanics of writing a sentence are usually present. In her baseline data writing assessment, the focus learner scored a 2\/12 on her EET writing rubric, and although some of the components were there, she needed to have an introduction come first in the writing piece. That\u2019s where Lesson 1 starts\u2014putting this in place. See assessment below: <\/p>\n
The focus learner was given this visual of the EET tool and the picture of this cat: <\/p>\n
The focus learner produced the following sentences. What she was saying aloud at the time of assessment is written on the yellow sticky note underneath her written passage: <\/p>\n
Her rubric score is below, which shows that even though she meant to introduce and say what she was describing, it was the second sentence, and therefore did not count as an introduction. See rubric below: <\/p>\n
]<\/p>\n
b. Social and emotional development (e.g., impulse control, ability to interact and express him\/herself and his\/her feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness) <\/p>\n
[The focus learner is a hard worker and even though she may find tasks difficult will not give up. She has perseverance to finish a task and is motivated to succeed. She will use a variety of tools and skills in order to communicate, and she has a sense of humor that helps her to stay positive when presented with challenges. She prefers to do what her classmates are doing and not be singled out, but she does learn best in a one-on-one situation with fewer auditory distractions.]<\/p>\n
c. Personal, family, community, and cultural assets (e.g., the focus learner\u2019s interests and strengths, relevant lived experiences, and self-management skills; family supports or resources; cultural expectations; community supports or resources)<\/p>\n
[The focus learner has a supportive and encouraging family who has provided her with current assistive technology in conjunction with the school to aid in her hearing and improved communication with peers and educators. Her parents collaborate with educators and professionals to find the most currently available technologies and supports to help their daughter. The IEP team works well together to provide the focus learner a quality experience with valuable peer and adult interactions throughout her school day. In particular, the paraeducator assigned to the focus learner has established meaningful rapport with her and the family and knows how to maintain her HAT system. The focus learner\u2019s strengths include being kind to others, maintaining many friendships, greeting others and positive interactions with other children. She enjoys many things, such as animals, drawing, coloring, Legos, sports, singing and dancing and card games.]<\/p>\n
d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or communication)<\/p>\n
[According to the speech-language pathologist, the focus learner has significantly increased her overall intelligibility within the past year. She is using longer and more complex sentences in her speech and continues to work on multisyllabic words. She is now relying almost solely on verbal communication with only intermittent signing and hand motions.]<\/p>\n
3. Supporting Learning<\/p>\n
Refer to the instructional materials and lesson plans you have included to support your justifications, as needed. <\/p>\n
a. Describe how the learning tasks, materials, and planned supports address your focus learner\u2019s needs and capitalize on his\/her strengths and interests.<\/p>\n
Planned supports can include the learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and\/or scaffolding that are deliberately selected or designed to facilitate learning of the targeted knowledge and skills.<\/p>\n
[The learning environment will be a quiet setting, and one that she is accustomed to. She will be using materials that she is familiar with and will receive one-on-one instruction for these lessons, with close proximity so that she can use visual cues as necessary to understand what the teacher is saying. She and the teacher will utilize a direct input Hearing Assistive Technology (HAT) system to aid in communication. Direct and explicit instruction will include modeling of the skill required and guided and independent practice before she is assessed.]<\/p>\n
b. Explain how the learning tasks, materials, and\/or planned supports will provide challenge to your focus learner.<\/p>\n
[The challenge for the learner is to use the EET tool that she is already familiar in a very specific order for the beginning components of a writing assignment or assessment so that she will be able to succeed in her IEP goal. In her assessment on 2-7-2020, (the writing about the picture of the cat) she did write \u201cThere a cat\u201d, but it was not written first, and so did not garner any points as an introductory statement. The challenge and the goal will be to see a picture and the blank writing page and know exactly where to start every time. The modeling and the visuals are set up to give her this skill.]<\/p>\n
c. Justify your choices of learning tasks, materials, and planned supports based on <\/p>\n
the focus learner\u2019s strengths and needs and <\/p>\n
principles of research and\/or theory.<\/p>\n
[The learning tasks of writing one simple introductory sentence and then one sentence per the first two categories of the EET tool are tasks that the focus learner needs in order to eventually meet her IEP goal. The materials are ones that she has already been working on, so she will now be learning how to use them more effectively. Supporting this learning with a graphic organizer, visual and manipulative aids, and modeling will meet the requirements for supports as listed in her IEP. Visuals for the student with hearing-impairment are necessary and supported by research. In addition, through explicit and direct instruction as well as modeling, the focus learner will be able to practice the required skill.]<\/p>\n
d. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and planned supports related to the learning goal.<\/p>\n
[Throughout the learning segment, the focus learner will be taught directly to use the required skills, as the teacher will use \u201cthink-alouds\u201d to show what to write when handed an empty sheet of paper and asked to write on a topic based on a picture card. The student will then have opportunity to practice with guidance from the teacher, who will gradually use less verbal instruction. The student will add only one piece of the writing at a time until she is proficient at each one. The teacher will use scaffolding in these lessons, and throughout will gradually remove the scaffolds until the student can perform the skills independently.]<\/p>\n
4. Supporting the Focus Learner\u2019s Use of Expressive\/Receptive Communication<\/p>\n
a. Communication Skill. Identify and describe one communication skill related to the learning goal that the focus learner will need to use to participate in the learning tasks and\/or demonstrate learning.<\/p>\n
Consider the focus learner\u2019s strengths and needs related to the communication skill. Examples of communication skills include retelling a story, explaining a mathematics problem-solving strategy, answering questions, appropriately expressing frustration, selecting the right sign, requesting assistance, selecting a picture, starting or stopping communication, and responding to a prompt or cue.<\/p>\n
[Student will verbally express a complete sentence when asked to introduce and\/or describe a subject when she is given a picture to write about, so that she will be able to turn this verbal statement into a complete, yet simple, written sentence. Her para has noted that she will often have the answer to questions in the general education classroom and will say them quietly to herself, but then will not write down what she said, even though it is correct. The strength of the focus learner is that she has used the EET tool for writing before and knows what the beads in the visual\/manipulative stand for (Green\/Group, Blue\/Do, etc.); however, when tested she spent valuable time saying something over and over and not writing it down as well as not putting the introduction first. If the introduction is not written down first, it cannot be counted as an introduction. So even though she can use parts of the tool, she needs explicit instruction on using it effectively (i.e. in the right order). Learning to say a simple introduction over and over through direct and guided instruction should give the focus learner the confidence to write down what she has said.]<\/p>\n
b. Explain how you plan to support the focus learner\u2019s use of the communication skill (planned supports for communication can include instructional strategies such as vocabulary development, modeling, guided practice; materials such as graphic organizers, dictionaries, spell-check; or accommodations such as assistive technology). Describe how the supports assist the focus learner in acquiring, maintaining, and\/or generalizing the communication skill.<\/p>\n
Provide an example from your lesson plans of this planned support.<\/p>\n
[I will model the skill for the focus learner by doing and thinking aloud as I do it. An example of this is in Lesson 1 from the Direct Instruction\/Modeling: (I Do) I will look at a card. I will say, \u201cThis is a rake\u201d. I will show the focus learner on the writing sheet with which she is assessed where I will write this sentence. I will say, \u201cBefore we start describing, we must introduce what we are describing.\u201d Above the visual of the EET colored groups, I will draw a line for a sentence on a whiteboard, to show that this is the first thing needed in her writing, before we start describing an object. To the side of the bead visual will be the paper that she uses for her assessments. I will model one more: Showing another card, I will say, \u201cThis is a barn\u201d. Immediately, I will write the sentence on the whiteboard, above the visual, and again on the writing paper.]<\/p>\n
5. Monitoring Learning <\/p>\n
a. Explain how the assessments and the daily assessment record (including baseline data) will provide evidence of<\/p>\n
the focus learner\u2019s progress toward the learning goal through the lesson objectives<\/p>\n
the level of support and challenge appropriate for the focus learner\u2019s needs<\/p>\n
[The assessments for each lesson will show whether or not the introductory sentence is the first sentence in each writing prompt, and if the learner is able to independently write sentences describing the group and what the subject does. If the focus learner is not able to perform the task, then an element will need to be added\u2014perhaps a game that shows a lot of cards right in a row, and she simply says, \u201cThis is a —-. This is a —–. This is a —-.\u201d, while the teacher writes down what she says at the top of the page.]<\/p>\n
b. Explain how you plan to involve the focus learner in monitoring his\/her own learning progress.<\/p>\n
[The focus learner will be required to read aloud what she has written before the new skill is introduced so that the pieces remain in the correct order in her mind as they are on the writing paper. If this is not enough, a checklist can be provided, but the less words and written instructions used are best for this learner, so the best way to achieve the learning objectives is to use the bead visual and memorizing that the first sentence is an introduction. ]<\/p>\n
Copyright \u00a9 2018 Board of Trustees of the Leland Stanford Junior University.\u00a0 7 of 7 | 12 pages maximum<\/p>\n
All rights reserved. V08<\/p>\n
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.<\/p>\n
Copyright \u00a9 2012 Board of Trustees of the Leland Stanford Junior University.\u00a0 1 of XX<\/p>\n
All rights reserved.<\/p>\n","protected":false},"excerpt":{"rendered":"
Secondary English-Language Arts EDSP 622 Special Education Task 1: Planning Commentary Task 1: Part E \u2013 Planning Commentary Respond to the prompts below (no more than 12 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Alignment […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-91559","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91559","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=91559"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91559\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=91559"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=91559"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=91559"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}