Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Designing a Mini-Lesson in Writing or Spelling
Create a mini-lesson in writing or spelling to teach a small group of students (group description below) using an evidence-based strategy from the textbook or from the required articles from Teaching Exceptional Children. Plan a 15- to 20-minute mini-lesson that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Respond briefly to the two reflection questions (in the template) about your lesson. Use this
mini-lesson template
to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.
Small group description:
There are three students in this group who are in fifth grade. One student has a physical impairment with limited use of his hands, one student has a learning disability in written expression, and one student has a learning disability in reading fluency and comprehension. Further, due to these limitations, each student has a fairly short attention span.
Hello Class,
Writing and spelling can be challenging for students with learning disabilities. There are some incredibly effective strategies for working with exceptional learners in these areas, and technology integration can be invaluable. Word prediction software, online organizational tools, spelling/grammar check, and even dictation tools can be all be quite useful in helping students to complete a piece of writing. Graphic organizers are another highly effective tool that help students to organize their thoughts, chunk the information, and assist with formatting. I recommend using graphic organizers for every writing assignment. Here are some great free printable graphic organizers you can access for a variety of genres: http://www.scholastic.com/teachers/unit/graphic-organizers-everything-you-need.
Here is another fabulous website for writing resources: www.readwritethink.org/. Finally, here are some great ideas for writing instruction from author Nancy Fetzer, incorporating visuals, graphic organizers, and paired gestures: https://youtu.be/n06Zc0PzLG4.
Happy planning! Looking forward to reading your mini-lessons!
Please use this
mini-lesson template
below
Mini-Lesson Format
Student Name:
Grade:
Disability Area:
Characteristics/needs of the students with disabilities in the group:
Accommodations that need to be made:
Title of Mini-Lesson:
Common Core State Standard:
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis.
Micro-Scholarship, What it is, How can it help me.pdf
Week 3 - Discussion 2Your initial discussion thread is due on .docx
1. Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and
the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Designing a Mini-Lesson in Writing or Spelling
Create a mini-lesson in writing or spelling to teach a small
group of students (group description below) using an evidence-
based strategy from the textbook or from the required articles
from Teaching Exceptional Children. Plan a 15- to 20-minute
mini-lesson that addresses the needs of all three students in the
group through effective strategies and accommodations for the
learners. Respond briefly to the two reflection questions (in the
template) about your lesson. Respond briefly to the two
reflection questions (in the template) about your lesson. Use
this
mini-lesson template
to develop your mini-lesson, and then copy and paste it into the
discussion forum to obtain feedback from your peers.
Small group description:
There are three students in this group who are in fifth grade.
One student has a physical impairment with limited use of his
hands, one student has a learning disability in written
expression, and one student has a learning disability in reading
fluency and comprehension. Further, due to these limitations,
2. each student has a fairly short attention span.
Hello Class,
Writing and spelling can be challenging for students with
learning disabilities. There are some incredibly effective
strategies for working with exceptional learners in these areas,
and technology integration can be invaluable. Word prediction
software, online organizational tools, spelling/grammar check,
and even dictation tools can be all be quite useful in helping
students to complete a piece of writing. Graphic organizers are
another highly effective tool that help students to organize their
thoughts, chunk the information, and assist with formatting. I
recommend using graphic organizers for every writing
assignment. Here are some great free printable graphic
organizers you can access for a variety of
genres: http://www.scholastic.com/teachers/unit/graphic-
organizers-everything-you-need.
Here is another fabulous website for writing
resources: www.readwritethink.org/. Finally, here are some
great ideas for writing instruction from author Nancy Fetzer,
incorporating visuals, graphic organizers, and paired
gestures: https://youtu.be/n06Zc0PzLG4.
Happy planning! Looking forward to reading your mini-
lessons!
Please use this
mini-lesson template
below
Mini-Lesson Format
Student Name:
3. Grade:
Disability Area:
Characteristics/needs of the students with disabilities in the
group:
Accommodations that need to be made:
Title of Mini-Lesson:
Common Core State Standard:
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)
Reflection:
1.
How did you ensure that your mini-lesson addresses the needs
of the individual learners in the group?
4. 2.
Why did you choose the strategy you used in this mini-lesson?
