UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Ms. Tina SDC School: Mountainview SUBJECT: Mathematics Date: 10/1/13 GRADE: TK - 3 Site Support Provider: Mrs. Heller LESSON TITLE Number Sense LENGTH OF LESSON: 60 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES IEP GOAL: Grade Level State Content Standard:
R1.2 Identify the title and author of a reading selection. R2.0 Students read and understand grade-levelappropriate material. LS1.1 Listen attentively 1NS1.1 Count, read, and write whole numbers to 100. Instructional Strategies: Cover Talk Picture Talk Shared Reading Manipulatives/One to One Correspondence Brain Based Direct Instruction (BBDI)

When given objects to count, student will be able to count one to one correspondence to 30 with 80% accuracy in 4/5 trials as measured by teacher-charted records. Instructional Objective: Student will be able to count, read, and write whole numbers to 30. Pre-Requisite skills: Calendar skills Number recognition

ASSESSMENT
PRE ASSESSMENT: During morning circle students are asked to chorally count the days on the calendar to the last day of the month. CFU: 1. 2. 3. Q&A: What number comes next? Monitoring students work while moving around the classroom as they use counters. Corrective feedback: Model using the counters and listening to the students identify numbers to 30.

FINAL ASSESSMENT: Students will continue to count objects to 30. They will also complete pages from their workbook that will be used as a summative assessment.

LEARNING ENHANCEMENTS
Strategies for Universal Access and Differentiated Instruction: Visual aides/realia, big book, counters, manipulatives, and a YouTube video. White board with BBDI icons highlighting the learning objectives. Small group rotations. Para-educators to assist students. Materials, equipment and adaptive technology: (low) counters, toy objects, white board, manipulatives, big book, computer, projector, and visual aides/realia.

STEPS THROUGH THE LESSON

INTO: Before lunch, the teacher holds up the book Carlo Likes Counting by Jessica Spanyol. She asks the students to identify the title and author. The teacher engages in a cover walk and asks the students to predict what the story will be about based on the title and cover pictures. Any student answers are accepted as students make predictions based on the pictures on the cover. The teacher does a picture walk and flips through the book and shows each picture page by page to the students while inviting any ideas on what the story is about based on the pictures. After activating prior knowledge, the teacher explains what they will be learning today. RATIONALE: Displaying a big book helps the students identify text features and also reminds them of the importance of reading. Cover walk and picture walk will engage the students in making predictions. It will also assist in activating prior knowledge.

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Teacher states the objective of the lesson using the BBDI (Brain Based Direct Instruction) method. She points to the icons and explains to the students about number sense. Then she will say today you will be able to count, read, and write numbers to 30. THROUGH: After lunch, teacher plays YouTube videos of counting to 30. Teacher will explain to the students that they will be counting objects together. She will model counting objects (i.e. cars, minions, smurfs, rubber ducks, etc.). She will point to and say the number. The students will repeat them. As they count the objects she will push them into groups of ten to one side. During this time, she will ask what comes next? She will ask the students to help her clean up and count the objects as she drops them back into its container. At this time the teacher will check for understanding and use corrective feedback while modeling and listening to the students counting out loud. After modeling, the teacher will use guided practice to count, read, and identify numbers to 30. The teacher will explain to the students that they will be playing a number sense activity similar to bingo. The aides will pass out a sheet of numbers to 30 and bingo chips. The teacher will count the numbers on the sheet and ask the students to follow along. The students are instructed to use them as tools and to listen to the teacher as she calls out the numbers. She explains first I say the number and then you put a chip on the number. The teacher will check for understanding and clarify any misconceptions by moving around the classroom. Teacher will restate the learning objectives and have students transition to small group rotations. BEYOND: In a small group, teacher will give students counting bears and ask them to count them to 30. Then she will give each student a certain amount and ask the next student to continue counting where the previous student left off. After each student has had a turn, they will move onto a work sheet about number sense and ask them to circle groups of ten. Teacher will check for understanding by monitoring students identify and write the numbers. RATIONALE: Small group will assist the teacher in differentiating instruction. For example, if the students are above level in identifying and counting, the group can continue to count past 30. To modify the work sheet assignment, some students may need the numbers to be written in highlighter to assist them in tracing with a pencil. The work sheet activity will be used as a summative assessment to determine whether the teacher should reteach or move on to the next lesson. Para Professionals Role: They will assist students to sit and attend during whole group. In addition, they will also lead small group rotations and circulate around the classroom to assist specific students. Please see attached schedule for small group assignments. Reflection will be e-mailed tomorrow. RATIONALE: The purpose for the YouTube videos is to engage students through the use of technology. Pointing to each number and verbally saying the number will assist the students in following along and tracking the lesson. Pushing the objects into groups of ten will assist the students in recognizing the concept of tens. On the sheet of numbers the 10, 20, and 30 are bolded to help students recognize this concept as well.

Monitoring the students identify and place the chips on the correct number that the teacher calls out will be used as an informal formative assessment to determine whether to continue with guided practice or to move on to independent practice.

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Small Group Assignments

GREEN
Group leader - Tina
Donovan - Sheryl Will Baz Izrael Timothy - Kelsey counting bears activity 1st grade Number Sense worksheet

RED
Group leader - Virginia
Chelsea Sebastian Ose - Kristy Jackson number game K worksheet

YELLOW
Group leader - Denise
Leah - Shirley Caloy Kamden Jack - Trish counting unifix cubes 2nd grade worksheet

Using technology such as YouTube videos to promote student engagement. http://www.youtube.com/watch?v=hJafZYYaALA&list=PLw_x9WSqXg2j2QMlcnEz66rikV-utJ9nT

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