Ogechukwu Ozo-Onyali

ESL; Special Education. (Co-Teaching Grade IV)

A. Learning Context, Topic and Objectives:

Cromwell Valley Elementary Regional Magnet School (CVE) is located in Towson,
Baltimore County. This school serves students from a variety of neighborhoods in the
Baltimore County. CVE school is made up of students from a variety of cultural
backgrounds, 62% of the students in this school are white, 25% are blacks, 4% are
Hispanic, and 9% are Asian.
CVE takes pride in a full inclusion model for special education. This unit was taught
in one of the three 4th grade classes. Grade 4C is made up of 23 students; 11 boys and 12
girls. 5 of the students have Individualized Education Plans (IEP); Students Ca, Co, Li,
and Lm are identified as having Specific Learning Disability; Li receives speech therapy
for pragmatic speech. Student M has an IEP for other health impairments. Students Li,
Lm and Co received scribing and reader accommodations as well as small group
instructions and one-on-one support during this lesson. All the students with IEP received
extended time as an accommodation during assessments. Students Ca, Lm, Li and M are
reading at second grade level while Student Co reads at a first grade level. None of the
students in this class have cultural or linguistic differences.
Due to the inclusive nature of this classroom, the special education teacher co-teaches
with the classroom teacher during Language Art instructions to provide one-on-one
support or small group instructions. The school uses the daily 5-CAF where students
select from five authentic reading and writing choices, working independently toward
personalized goals, while the teacher meets individual needs through whole-group and

small-group instruction, as well as one-on-one conferring. These choices include; Read to

Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work.
The class teacher incorporates the daily 5 into every Language Arts Lesson, where
she teaches whole group instruction and then the students will practice what has been
taught in small groups using one of the daily 5 choices. The class regroups after each
breakout or independent session for the teacher to teach another focus lesson directed
towards meeting the lessons objective before breaking off into another practice session.
This enables the students to move around a bit during instruction while still achieving the
daily 5 objectives. The class typically meets for language arts for 90 minutes, four days a
week.
This reading unit was taught in compliance with the Maryland College and Career
Readiness Standards. An article, Milton Hershey was selected in line with the
Baltimore County Curriculum Guide, to be used as a model to teach students how to
determine if a person is memorable, using key details and main idea to write a summary
of a non-fiction text. The unit focused on identifying key details and main details,
vocabulary acquisition, and using parts of words to determine the meaning of a word. The
unit was taught over the course of three days, the third day ending with a unit assessment.

The Lessons
Day 1 Objective: Students will be able to determine key details from an informational
text by turning headings and titles into questions.
Standards: CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.

Alignment to MCCRS: RI1 CCR Anchor Standard

Determine what the text says explicitly and make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Essential Skills and Knowledge:
1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
2. Apply appropriate strategies before reading a text.
a. Preview and survey the text
b. Access prior knowledge about prefixes and root words to help
understand meanings of words.
Day 2 Objective: Students will be able to distinguish between essential and interesting
facts by sorting the interesting and essential facts in an informational text and completing
an FQR chart.
Standards: CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Alignment with MCCRS Alignment: RI.2;
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Essential Skills and Knowledge:
1. Determine the main idea of individual paragraphs or sections of a text either by
identifying explicitly stated ideas or inferring implied ideas.

2. Participate actively and appropriately in discussions about informational texts.

3. Connect explicitly stated or inferred ideas from across the text to determine a
main idea.
4. Paraphrase key details or information.
Day 3 Objective: Students will be able to write a summary of an informational text using
details and examples from the text when explaining what the text says explicitly and
when drawing inferences from the text.
Standard: CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Alignment to MCCRS: RI1 CCR Anchor Standard
Determine what the text says explicitly and make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Essential Dispositions and Knowledge
1. Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
3. Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
4. Provide a concluding statement or section related to the information or
explanation presented.