 Identify the following aspects of an observed child/client with a diagnosed

disability:
 Name: Nicholas/Shehab
 Chronological Age (CA): 7 years/7 years
 Mental Age (MA): Average to typically developing peers/slightly below
average from typically developing peers
 Grade Level: 1st/1st
 Socioeconomic Status: Unknown/Middle Income Family
 Race: White/ Indian
 Gender: Male/Male
 Disability: Autism/Autism
 Grading – Both are graded on a standards based curriculum with the
same lens as same age peers.
 Assessments –Both Students: Assessments are done in small group with
support from the special education teacher. Text to speech is used along
with frequent breaks and extended time.
Wood, C. (2015). Yardsticks: Children in the Classroom, ages 4-14. Turners Falls,
MA: Center for Responsive Schools, Inc.
Characteristic Norm (identify source) Case Study
Behavioral  Need humor and games to There are two things that really
help moderate their stand out to me are the
seriousness responses of each student
 Don’t like taking risks or when they make a mistake.
making mistakes Now that I know that 7 year olds
don’t like making mistakes it
makes much more sense.
When Nick makes a mistake he
gets very upset. He begins to
whine and shout out. When he
does so I often just assure him
that it is okay, and most of the
time he gets through it. On the
other hand, with Shehab, when
he makes a mistake he doesn’t
act out whatsoever. He just
simply says “Uh-Oh” with no
inflection in his voice. I still have
yet to kind of figure this out and
would love to learn more.
Emotional  7 year olds find classroom From what I have observed with
changes upsetting. They Shehab, he doesn’t often
need teachers to prepare communicate his emotions very
them in advance for well. He often seems
substitutes. emotionless. With Nick, all of
the typical emotional
developments just seem much
  Get sick from worrying
about tests, assignments,
etc.
 Inward looking; sometimes
moody, touchy, depressed,
sulky, or shy
 Need security and
structure; rely on adults for
help and constant
reassurance
Social  7 year olds often prefer
working alone or playing
with only one friend.
 Close communication
between teachers and
parents help ensure their
needs are understood
 May change friendships
quickly and feel “nobody
likes me”
 Sensitive to others’
feelings, but sometimes
tattles
 Enjoy one-to-one
conversations and like to
send notes
Academic Reading:
Performance  They need more
in a content opportunities for individual
area – Math, reading (their greater
Reading, strength at this age)
Science,  They need to continue
Art…) May phonics work, ready for
more apparent. He experiences
these behaviors, but at a high
velocity than his typically
developing peers. These two
students, with the same
learning disability, experience
their typical developments in
different ways, completely.
As I have discussed a couple
times, these two boys aren’t
really all that social. Shehab
doesn’t really talk to other
students and doesn’t typically
answer any questions that are
asked to the whole class. Nick
also has a hard time answering
questions that are asked to the
entire class. When he needs to
ask a student for help with tasks
or worksheets he needs to be
directed ho to do so politely.
When working with a partner,
neither of these boys really talk
to their partner. They often just
sit quiet and work along with
them. When I was working with
Nick and another student, I
often had to start the
conversation or the counting. As
we were in a math unit, I often
had to begin the problem and
help the two work it out
together.
I haven’t really had a chance to
see the boys work in any other
subject than reading or math.
The class that I sit in on in the
afternoon is math, so I am able
to observe Nick and Shehab
work on reviewing and learning
include areas intense phonics instruction new concepts. It is the best
of difficulty in small groups feeling when either of these
 Do written reading boys make a breakthrough in
comprehension their learning, as it is with any
assignments other student. Both of these
Math: boys work really hard when they
 Do more computation with are reading. Shehab is at a
money and time higher reading level than Nick
 Do more complex mental is, but they both have a hard
mathematics and solve time comprehending the things
equations that they are reading. I have
 Work with fractions by spent every day I am there in an
measuring, weighing, and intervention time with both of
comparing. the boys. The special education
 Experiment with symmetry teacher is slowly working on
and other wimple geometry them being able to remember
by using, for example, unit stories in their entirety, and not
blocks or pattern blocks. just part by part. As for now,
 Do simple computation with they are reading page by page
multiplication; do division and then reviewing what they
based on experience with learn after each one. I would
concrete materials. love to be able to see the boys’
 Continue practicing growth in their reading, but
mathematics by playing unfortunately I only have 3 more
games weeks to spend with them. They
have been doing a great job at
persevering when they are
reading, especially Nick. It is
hard for him to figure out some
words and he throws a fit when
he can’t figure it out. At that
point the special education
teacher reminds him that he
knows how to figure it out and if
he needs help he needs to raise
his hand and not shout out.
Most of the time, though, he is
able to figure the word(s) out on
his own.
Strengths/Needs
(IEP/observation and/or discuss
with CT)

ANSWER each of the following questions separately. (Copy and paste the
question prior to the answer).
 What are at least 2 individual characteristics from the social, emotional,
behavioral or academic areas that you need to consider in meeting this student’s
needs? What information/evidence do you have that leads you to believe that
these areas need to be taken into consideration in the design/implementation of
the lesson? (Diagnosis)

I think that the most apparent thing for both of these students is that they have a
hard time with making mistakes, as all 7 year olds do. It is hard for them to make
a mistake and fix it. They need to be reminded that they are able to fix a mistake
when they make one. It is hard for them to understand that. For Nick, it seems as
though it is the end of the world when he makes a mistake. He begins to heavy
breathe and wine. Whereas Shehab just says “Uh-Oh”. I made sure that during
my lesson, when the boys made a mistake, they were reassured that they are
able to make a mistake and that they can just fix it. It doesn’t mean they are
wrong, it just means they need to try again. Another thing that is important to
focus on is the difficulty these boys have with being social. When they feel a
certain way it is really hard for them to express how they are feeling or why.
Shehab, as I stated before, is very emotionless and doesn’t really show his
feelings no matter the situation he is in. With Nick, he has outbursts that
sometimes I don’t think he can control. Sometimes he does it just for attention,
and most of the time you can tell when that is, but sometimes it could be
uncontrollable.

 What evidence (pre-assessment) do you have that the child needs to meet the
lesson objective? (Diagnosis)

These boys have been working on letter blends and phonemes. My special
education teacher discussed with me the things that she wanted me to go over in
my lesson plan so that I was working along with her goals for the boys. I have
seen, in their reading, that the boys have a hard time figuring out the secret silent
e that crate a vowel to produce its long sound, as well as a handful of different
types of letter blends. I used this information, along with what he special
education teacher provided me with in order to write my lesson plan.

 What strategies/principles have you learned that could assist you in meeting
his/her needs in this lesson? (Conceptualization, Coordination)

In teaching this lesson, I used it as more of an assessment than anything. This

lesson was used to assess the student’s abilities to create long a words. Being
able to build the words and say them fluently and understanding what they mean.
One thing that I have learned that works well for most students is repetition. Prior
to doing the worksheet, I had the students do an activity where they made letter
blends. They physically had each letter on a piece of paper and I instructed them
to, for example, replace 1 letter to make this new word. As they figured it out, I
then created my own word so that when they had found their answer they could
compare it to mine. I would lift my hands off of the correct answer and ask the
 students if they got it right, and congratulated them because they got them right
EVERYTIME! That repetition was rewarding for them and also helped them
persevere when they were having trouble with the task. I was sure that during my
lesson I clearly went through each direction, repeating it when needed because they
don’t often process the information as quickly as a typically developing student.
Allowing them to create the words on their own, with only one direction, was a great
informal assessment to watch their word building and identifying skills.

 How will you monitor student learning during the learning segment? (Diagnosis,
Integrative Interaction) If one of your strategies is to ask questions to monitor the
learning, write out possible questions ahead of time and place in lesson plan. Be
sure that the strategies will provide you just-in-time feedback as to how the child is
progressing towards meeting the lesson’s objective(s).

The objective of this lesson was for the students to build words with familiar letter
blends to create new words, whether they were changing one letter or more. As I
explained above, I monitored the students learning by comparing correct answers
with them when they had completed each task. The initial activity was a little bit
easier for them, and they had directions repeated for them. With the worksheet I
tried to get them to do it more on their own, reading each direction to figure out the
next answer. When they were finished with the worksheet, I looked over and majority
of the time, they had corrected where they had gone wrong. If they had not corrected
where they had gone wrong, I would redirect them, without providing the answer, to
the correct step and what needed to be changed. Overall, the assessment was
informal, but I was able to keep track of their progress throughout the time they were
working on the worksheet. I was able to see which parts they struggled on and which
parts were easier for them.

 Identify the evaluation criteria that you will use to assess student learning. (You may
want to use Rubistar).

In order to assess the students’ learning on this lesson I will just be observing to see
their ability to create the given words when directed to do so. This lesson is more of
an observation for the special education teacher. We planned it together based on
where she was in what she was working with them on. As I went through the lesson,
I evaluated them on the amount of time that it took them to complete each task. I
didn’t take formal record of each task, but I kept mental notes while they went
through each task. The students seemed to get a little quicker as they progressed
through the worksheet, and when they got stuck they worked hard to persevere
through their problem. Nick got a little stressed out with some of the directions, so he
often wines and breathes heavily. Each time he did this I just reassured him that he
could do it, and he believed it and made it through the whole worksheet. He also had
the incentive of snacktime after he completed the worksheet. The special education
teacher says that when he has incentives, he works a little harder because he knows
he needs to finish in order to get to that incentive. With Shehab, he often has a hard
time with conversations. I often find him repeating either what I say or what Nick
says. Even if Nick has an incorrect answer, Shehab will repeat him because he
doesn’t know otherwise. I had to often repeated directions to him and direct him to
 which letter to change. He kept trying to change the word he had already written
instead of writing a new word, so I had to more redirect him on that. Overall, I
informally assessed the two on their ability to complete the worksheet in its entirety,
correctly.

 Identify the academic language for this lesson.

Some of the academic language that was used for this lesson were long a word and
letter blends. There was also social language included in the words that the students
were building. Phonemes is another word that can be used as academic language in
this lesson. These are the blending sounds, in this lesson between two consonants.

LESSON PLAN Lesson #_1_

Name: Kayla Clark Content Area: Literacy

Date: February 21, 2017 Grade Level: 1st Grade

Use this template to plan, removing the notes in parentheses and this box. Give this form to your cooperating teacher for
review and a signature before you teach your lesson.

Goal(s): CCSS.ELA-LITERACY.RF.1.2: Demonstrate understanding of

spoken words, syllables, and sounds (phonemes).

Through discussion and information gathered from the special

Planning: education teacher I have learned that these students have a hard
time breaking apart words in order to build new words. They
struggle with phonemes and blending different letters to create new
sounds. They also have a hard time with following directions
without aid from a teacher in repeating the directions. In this lesson
I plan to allow the students to review word creating prior to doing
the worksheet. The activity correlates with the worksheet, but not
directly. I am going to prepare the students to build words with
given direction, by first verbally given them the directions to see
how they follow along. When I feel like they are following the
directions easily, I will introduce the worksheet. I plan on scaffolding
for them in order to get them started on the worksheet, but then
allowing them to read the directions on their own and complete the
worksheet in the time they need to do so.

Objective(s): 1. Students will be able to identify different words with different

phonemes and letter blends to create new words.
: 2. Students will be able to follow given directions to complete
worksheet assigned, with help at first, and on their own to finish.

Students will learn to use the following vocabulary words:

 Letter Blends
  Long a words

Students will show their comprehension of the lesson by completing

Assessment: the given worksheet in its entirety and correctly. When students are
having a hard time finding the correct answer or being able to follow
the directions easily, they will be redirected but not given the
answer. The assessment is completely informal, but you will need
to keep track of how long the students takes to complete each task,
as well as the worksheet as a whole.

Materials Needed:

 Envelopes with letter in them and the directions to build the words
 Worksheet for creating long a words.

Procedures:
(Include time allotments)

Introduction (5-7 minutes)

Begin by giving the students their envelopes with their letters in them. Read each
direction, one by one, allowing the students to create their new words. While the
students are creating their new words, create the word yourself and cover it with
your hand. When the students are confident in their answer, direct their attention to
your hands and reveal the correct answer. Ask them, excitedly, if they got the right
answer. This allows them to check their own works, comparing answers. When they
have completed each step, present the worksheet to them. The initial activity is to
help them begin to build words using different directions.
Steps for instruction (10-15 minutes):
 Begin by handing the students the worksheet and asking them to put their
names on the top. Read the initial direction to them, being sure that they are
fully engaged in what you are explaining. Start with the first direction, and
help them create the first word, showing them exactly where they need to
remove and replace the letter needed. This is where the scaffolding comes in,
start with direct instruction, then move to independent work.
 Have the students continue to do each task on the worksheet, only redirecting
them when they are in need. If they don’t ask for help, allow them to make
mistakes.
 When they have completed the worksheet, go through and correct the
worksheet. With each direction they performed properly give them some
positive reinforcement. If they have an incorrect answer, go clearly over the
direction they did incorrectly. If they changed the wrong letter or replaced with
 the wrong letter, ask them to identify the proper letters they need and work
from there.
 When you have gone through and helped where they struggles, allow the
students to be dismissed. Take note of how long each student took to
complete each direction and the worksheet as a whole.
Strategies for students requiring additional assistance: Nick often tends to get
stressed out when he isn’t being helped through the assignments that he is working
on. I have previously experienced that he wines and shouts out when he gets
frustrated or can’t do something. When this has happened in the past, I have
reassured him that he can indeed do it and that I believe in him. That reassurance
has helped him in the past, so when he needs additional assistance this should
work. With Shehab, he often repeats the things that other people say. His
conversation skills are progressing, but are still lacking. I have observed him repeat
what Nick says, even if it is the incorrect answer. If he does this during this lesson, I
will simply review the direction with him and direct him towards his own work. Nick is
often distracting to Shehab, but when he gets the correct answer and is positively
reinforced he gets very excited and is proud of himself for it. Overall, these two have
only had minimal issues with instruction within the small group, so these are some
ways they may need help.
Closure: Students will complete the worksheet and review their answers with the
teacher. As stated in the steps for instruction, if they get an answer wrong, they are
not given the answer. They are to review the direction and then find the answer on
their own when possible. Assess the time it takes the students to complete each
portion as well as the worksheet as a whole, informally. This can also be a chance
for you to listen in on their reasoning for the answer that they gave, whether it was
correct or not.