Reeba Thompson

Kindergarten
McCook Central
4/5/2016
12:15
Reflection:
BL has a cognitive disability. We have been working on reading and identifying
words and pictures associated with the grocery store through the Edmark series. We
are also working on reading skills through the Milestones series. We will continue
with those two main areas today. With BLs disability, he is sometimes very hard to
understand when he speaks and reads. BL likes to sit in the teacher chair while
we work, and I allow it as long he works. I may mention that if he does not work that
he has to move in order to direct him back to his work. BL also enjoys playing Uno
as a reward for getting his work done and does so with another student, BM,
another student teacher- Miss MacDonald, and myself. I may ask BL if he wants to
play Uno today if he is off task, and remind him that in order to do so, he needs to
finish his work. BL may invade your bubble upon first meeting, try to show off for
a new person, or he may want to sit and stare. He may also ask repeatedly who the
new person is, or show the new person every worksheet he finishes.. We will
address whatever may or may not occur appropriately. One more thing to be aware
of is the phrases BL is famous for uttering on a regular basis. They are as follows:
Oh yeah!, What?, I dont know, Uh-huh, Stop it!, Im tired, and Ba Ba
Baaaaah. You will be able to hear these phases very clearly.
Lesson Goals/Standards:
When given daily print, BL will read and understand the meaning of the words with
80% accuracy in 5/6 trials.
When given a verbal/written direction, BL will listen to/read the direction and
complete the activity with 80% accuracy in 5/6 trials.
Lesson Objectives:
When given worksheets with grocery store words and/or pictures, BL will read the
words, match a word to a picture, and match a picture to the word
When asked to read the story, BL read each page with no more than 2 prompts with
80% accuracy in 5/6 trials
When given a worksheet, BL will listen to the directions and complete the worksheet
with no more than 2 prompts per question.
Materials:
Pencil
Milestones book
Milestones vocab/phase worksheets

Edmark Grocery store series book

Window reader
Edmark grocery store words worksheets

Contextual Factors/Learner Characteristics:

The Middle/High school special education room at this time will contain 3 students
with special needs and a fourth that will come in during the middle of the class
period, 1 special education teacher, 1 long-term substitute, 1 Paraprofessional with
another coming in with the fourth special needs student, and two student teachers.
The other student teacher and I as well as the paraprofessional will each be working
one-on-one with a student. This is considered their Reading class. The room itself
contains several iPads to serve as teaching tools or incentives when applicable.
There are also curriculum options to assist with the varying students needs.
A The Lesson
1 Introduction (3 minutes)
Teacher will get BL, and go to a designated work area where BL will sit in
the teacher chair, and the teacher will sit in the student chair. Teacher will
ask BL if he is ready to work. Teacher will then tell BL that today we will be
working on a new story in Milestones and learning a new grocery store
word. Which one first? BL will pick what he would like to do first and the
lesson will begin.
2

Content Delivery (18 minutes)

Teacher will take out the Edmark grocery store series and open to the
next lesson. Using the window reader, the teacher will go through the
lesson asking BL to read certain words, and point to others.
BL will then complete the worksheets that go with the Edmark lesson.
Teacher will next take out the Milestones book and ask BL to open it to
the Table of Content. Teacher will ask BL which page the story is one
and then ask him to turn to that page. Teacher will ask BL to look at the
picture and to tell the teacher something about the picture. Teacher
will ask BL to read the new words that will be coming up in the story
Teacher will then ask BL to read the story. He will probably need to be
prompted several times. Teacher will ask questions about what BL has
read.
After the story is read, the teacher will ask BL to complete a couple of
worksheets that covers the vocabulary from the story and phrases
from the story.

Closure (4 minutes)
Spend the last few moments reviewing the new vocabulary words and
grocery store words.

B Assessments Used:
Data sheet
Worksheets
C Differentiated Instruction:
This lesson could be differentiated in many ways. To make the lesson more
challenging, I may ask more challenging questions of BL throughout the
story. For those students who may struggle, I may ask more general
questions and assign less work.
D Resources:
Edmark Grocery Store Words Series
Miles Stones Series