Elementary Lesson Plan Name: Melanie Roth Subject: Language Arts Grade Level: K 1 (sped)2 3 4 5 6 Social Studies Mathematics

Science

Lesson Title: Comprehension Read Aloud Materials Needed: Comprehension Worksheet Pencils Book: Prerequisite Skills: Students actively listen to a story while recording answers to comprehensive questions. Lesson Objectives: Students will show their understanding of a story by recording the character, setting, and other specific details. 1. Provide Objectives: Time: 4 minutes I will begin by stating the expectations of the group (listening, behaving, and consequences). I will then explain the comprehension sheet in detail. I will then ask what good listeners do when being read a story? I will do this to ensure they know the expectations of being read a story. 2. Demonstrate Knowledge or Skill: Time: 5 minutes Before reading the story I will ask the small group a question that accesses their priorknowledge to help students make a connection to the story. This also provides me an idea of where I may need to provide more explanation. I will also fill in the first part of the comprehension worksheet with students to guide them. 4. Check for understanding and provide student feedback: Time: 15 minutes I will know students understand the story by checking their answers and hearing their thoughts through discussion and the comprehension worksheet. 5. Provide extended practice and transfer: Time: 6 minutes I will allow students time to complete the worksheet by stopping throughout the story and providing time at the end to finish if not completed. 6. Assessment/Closure: Time: 6 minutes I will assess students by viewing their worksheets and through discussing the answers. 7. Adaptation for students who need extra help, time, or attention? Adaptations for this lesson include reading aloud to students for listening comprehension. Also adapted is the worksheet. Students can draw pictures and write short answers to respond to the comprehension questions. Total Lesson Time: 30-35 minutes

Elementary Lesson Plan Name: Melanie Roth Grade Level: K 1 (sped)2 3 4 5 6

Group Members: Chase, Mariah, Paiton, Asoni, and Sedin Overview: The group is energetic and always engaged. The biggest struggle I have is keeping some of the students on task. There have been a few times that I have had to notify parents of the disruption or disrespect given during small group time. It takes redirecting or worse case having them return to their desk. Otherwise, the students do what they are told and are excited to learn.

Elementary Lesson Plan Name: Melanie Roth Subject: Language Arts Grade Level: K 1 (sped)2 3 4 5 6 Social Studies Mathematics Science

Lesson Title: Barrowing and Carrying Subtraction Materials Needed: Subtraction/Addition chart Dry Erase Markers (5) Erasers (5) Whiteboard Prerequisite Skills: Students must be familiar with addition and subtraction dealing with two digit numbers. Students must also understand the language used in word problems. Lesson Objectives: Students will demonstrate their understanding of subtracting two digit numbers by barrowing from their neighbor or carrying over numbers using the addition/subtraction chart to record an answer. 1. Provide Objectives: Time: 2 minutes Students will work to find answers to two digit numbers by carrying over ones, and barrowing from the tens place, through two part word problems. Students will point out the specific language that provides what steps should be taken to complete the problem. 2. Demonstrate Knowledge or Skill: Time: 3 minutes I will begin by modeling a problem with the involvement and participation of students. I will write the problem on the board and then ask students questions about the wording of the problem (Ex. How many problems/questions are in this word problem? What does the and stand for?). I will use the chart to show students how it is used and discuss how you can apply the chart to written problems in class. 3. Provide guided practice: Time: 3 minutes I will then give students a problem, in which I will do with them at the same time. This way students who still need some assistance can work with me as they complete the problem. 4. Check for understanding and provide student feedback: Time: 3 minutes Students will show their understanding of the skill by using the manipulatives and counting them into two groups. The students will also show their understanding by recording the answer on the provided answer box. (See Take it Away chart) I will ask students to explain how they received their answer. 5. Provide extended practice and transfer: Time: 3 minutes Students will independently complete problems, unless prompted to correct their counting. Students will be given two problems to complete themselves.

6. Assessment/Closure: Time: 2 minutes I will evaluate students progress by observing them as they complete the independent problems. I will ensure that students are correctly counting and carrying the numbers correctly (in the correct place value). I will also look for the answer written in the provided answer square to see if students wrote the numbers in the correct form. I will close the lesson by explaining why this is a good tool to finding the answer to a subtraction problem and we will continue working on our subtraction. 7. Adaptation for students who need extra help, time, or attention? Students are given the subtraction/addition chart to show them how they can breakup a problem. It is something they can use when given assignments and assessments in the general education classroom. Students are given the time they need to complete the problem. The other students must place the cap on the marker and put their hand on their head when they have the answer. Total Lesson Time: 16 minutes

Elementary Lesson Plan Name: Melanie Roth Introduction: To start, I pick up each of the four students from their general education classroom (2nd grade). The students grab a seat cushion from the corner of the room and sit at their seats. I begin by addressing the rules to the seat cushions and that we were rewarded a game in which we will play after we work on math. I will then state what we are doing; Today we are going to review some of the math we have been working on, the two digit numbers with word problems. Then ask what are the rules when working with markers, and cubes? (Students will respond with behaviors that are appropriate including writing down our answer and putting the caps back on our marker). After we have discussed the math rules I will then begin by modeling an example problem. After math is completed we can then proceed with the sight word game. Common Student Behaviors: Ty: Ty has the tendency to get up from his seat and struggles to remain seated. Ty also unknowingly blurts out answers. These are issues that are addressed several times during group work. Indy: Indy is attentive and almost always engaged, but occasionally drifts off or distracted by the environment. Deloris: Deloris is very engaged and enjoys helping the teacher direct class. Deloris can lose focus every once in a while, but with some guidance she quickly gets back on task. CJ: CJ can express a lot of energy, sometimes struggling to stay in his seat. However, participates in group work, but needs prompting to stay seated. Grade Level: K 1 (sped)2 3 4 5 6