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Andrea Claire

Diff 590: Observation Lesson 3

Shift Work-IRLA (Independent Reading Level Assessment) Power Word Center
Center Focus: Recognizing and Identifying Power Words within Student Individual Levels
Common Core or other appropriate standard: (include the standard number and text)

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding
o RF.K.3c Read common high-frequency words by sight.
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding
o RF.3.3b Decode words with common Latin Suffixes.
o RF.3.3c Decode multisyllable words.
o RF.3.3d Read grade-appropriate irregularly spelled words.
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding
o RF.4.3a Use combined knowledge of all letter-sound correspondences,
syllabication patters, and morphology to read accurately unfamiliar
multisyllable words in context and out of context.

Lesson objective:


Students will identify tricky power words

from the independent reading level 1R from

Teacher observation during the BINGO

activity while using a BINGO board
(identical to each individual students
board) to monitor students identification
and correct recognition of the tricky power

IEP goals addressed:

Goals for Connor:

o Conner will improve his ability to self-monitor his articulation and speech
Goals for Jacob:
o Jacob will demonstrate the ability to use a slower rate of speech combined
with body and head posture oriented to the speaking partner during a small
group activity within the classroom setting in 3 out of 4 trials over 5
consecutive sessions, given no more than 1 visual and verbal cue.
Goals for Frankie:
o Frank will demonstrate the ability to use an increased vocal volume combined
with body and head posture oriented to the speaking partner, during a
classroom based activity, in 3 out of 4 trials over 5 consecutive sessions,
given no more than 2 verbal or visual cues.
Goals for Jake:
o Jake will perform safe, effective sit to stand and stand to sit transitions
independently 100% of the time with no instability or loss of balance.

*The rest of the students IEP goals deal more with life skills and/or Math skills.
Scaffolds/supports/accommodations provided:

Andrea Claire
Diff 590: Observation Lesson 3

Students are grouped for shift work by ability level. Each group of students (2 to 3 in
each group) is at a different IRLA level (1G, 2G, 2B, or 1R). The BINGO activity is
leveled to match the tricky power words for each level of IRLA to ensure the students
are at their independent reading level during the activity.
Chris does not participate in the shift work regularly. He is not expected to complete
the power word center. If Mrs. Mest decides to have him try the center on any given
day, I have created a yes/no board to interact with him using colors/shapes.
Jake has been placed at the lowest level of IRLA. Mrs. Mest and I have decided to try
out the power word center with little adaptation to try and get a true assessment on
Jakes ability to recognize the words. Since he is able to match letters and spell out
words in front of him using his keyboard on the iPad, it is tricky to get a true reading
on his ability to identify power words. Adaptations such as verbal prompts and oneon-one aide support are used on and as needed basis. Due to the small groups (only
2 students in his group) it is possible to provide extra attention to Jake when needed.

1. Students begin shift work between 8:50 and 9:15 each morning. The shifts normally
last about 20-25 minutes.
2. Students will grab their shift work time sheets and move into their first shift. (This will
be Bruce, Jacob, and Connor for shift 1.)
3. Students have been working with the tricky words for a week prior to this activity,
and this will be an assessment to see which words they have mastered and which
they need more work with.
4. Students will be using cereal or goldfish as BINGO markers (the last 5 minutes of the
shift will be allotted for them to eat their snack). The beginning of the shift will be the
students getting their snack and introducing the rules of the game.
5. The rules are as follows:
a. Students cannot eat their snack until told to do so.
b. A BINGO can only be called when 5 spaces in a row (horizontally, vertically, or
diagonally) are covered.
c. Students should not help other students or call out that they have it or
dont have it when finding a word, only calling out when they have a BINGO.
6. Begin the BINGO game. Continue calling words in random order until someone has a
BINGO. When a BINGO is called have the student repeat the covered words that make
up the BINGO. If a BINGO was not completed correctly continue the game, if it was
completed correctly allow the students to eat the snack that is currently on their
board. Then continue a new game of BINGO. Repeat this process until about 5
minutes remains, then have the students finish their snack.
7. During the BINGO game the teacher will use the copied BIGNO cards to assess each
student. Using the copied cards match the correct card to each student by writing
their name next to the card. Throughout the game the teacher will mark the words
the student identifies correctly with no help. This will show the teacher which words
the student has mastered and which words the student needs more practice with.
8. After the students finish their snack, have them use a disinfectant wipe to clean their
spot at the table.
9. The students will then fill out their shift work time sheet for the day and shift number.
10. Students will then move to their next shift after the class takes a brain break in the
form of Go Noodle.

Andrea Claire
Diff 590: Observation Lesson 3
Leveled BINGO boards
IRLA Tricky Word lists
Goldfish or Cereal for snack/BINGO chips
Teacher copy of BINGO boards for assessment
Students Shift Work Time Sheet