Lesson #3-Characteristics of Habitats *showcase lesson Whole class: This class consists of students with severe writing and

reading disabilities
caused by their Intellectual disability and therefore this lesson was designed to reach all ability levels in this class. By providing modified instruction and assessments I believe I was able to provide a positive learning experience and positive results as the chart and graph above demonstrates. To modify the instruction I presented a PowerPoint slide consisting mostly of pictures with very few words. This material led directly to the next activity/assessment. I also modified the amount of instruction given spending no more than 5 minutes on the instructional PowerPoint because I have found that these students have difficulty remaining focus for long periods of time. I also modified the assessments in many ways, mostly having visual representation alongside words, and providing examples and demonstrations of expectations. Because this class is used to a teacher led assessment I provided prompts for all assessments and wrote answers after students supplied answers. Even though the assessments were led by myself I provided opportunities for individual students to supply me with correct answers, specifically with the post-assessment. The results displayed in graph above do not surprise me. Students J, L, AJ, and JR are all around the same ability level. For student AJ and JR there results, I believe, are skewed because of the dependence of the aids it was hard to determine how much assistance was given in completion of all assessments. Students A, S, and JO are also around the same ability level based off assessments. Student M is placing slightly above all his peers in all assessments. I think the graph may be misleading because the total number of assessment questions differs for each assessment. In the future when teaching and assessing this lesson I believe I would provide alternate assessment for students that require assistance from aids. These assessments would be designed to allow for more independence of these students.

3 Individual students: The objective of this lesson called for students to match the animal
to its habitat and identify the essential characteristics of habitats 4 out of 5 times with 80% accuracy. My top student, student M, performed as expected scoring the maximum amount of points for all assessments. He was able to provide answers aloud and written with minimal mistakes. I believe he scored well on his post-assessment because he is currently able to read at a 2nd grade instructional reading level and is one of the few students in class who can write words without a visual representation to copy. My middle performing student, student JO, showed no change between his assessments; he was at target scoring around the average for class. He showed minimal mistakes on spelling and provided some answers aloud with a little prompting sometimes repeating what was already stated. This was expected of him because he

like 2 others in his class is able to read on a k-beginning 1st grade level, but still shows difficulty writing without visual prompts. For my lower level student I was going to choose student JR but because I feel his assessment was skewed due to assistance I choose to use student L because she did not show as much growth between assessments as some of the other students around her ability level. Looking at post assessment and observations she struggled with providing answers orally and always repeated what was said and provided correct answer said by other student to assist her. She also showed inconsistency in her ability to follow directions and her sentence structuring ability. For this student I would provide an even more modified assessment as discussed above in the whole group analysis, Such as having the choice between sentences instead of writing another one, and having a matching part instead of a bubble map.