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Hickory Tree Elementary ESE Classroom EDF 2085 Angelina Catalfamo April 20, 2012

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Page 1: Volunteer project

Hickory Tree Elementary ESE Classroom

EDF 2085Angelina Catalfamo

April 20, 2012

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Artifact #1Ms. Crystal’s Classroom Rules

In these rules is what Ms. Crystal expects out of her students on a daily basis.

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Artifact #2The Smart Board

This is used for every lesson in the morning and afternoon. It is like a big iPad. This was the coolest technology I’ve seen in my life!

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Artifact #3ESE Classroom Brochures

This is given to the parents at the beginning of the school year. It gives information on the special Olympics, academic expectations, and daily basis information such as if their child is sick, snack time…etc.

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Days Language Arts Reading (Large Group) Reading Centers Social Skills Science Math Centers Social Studies & Snack

MONDAY

LG: Students will produce writing that is clear, legible, and appropriate for the purpose.TSW: Complete one page in handwriting practice folder/fine motor activity.

LG: Identify problem and solution within text.TSW: Listen to a selected book. Contribute to a group discussion about problem character(s) are facing and identify possible solutions, as well as the solution the character(s) chose.

LG: Discover strategies we can use to learn to read new words.R1: TSW will read sight words using time-delay instruction & point to sight words to complete sentencesELSB Lv2 Ls4 Obj1 & 2R2: TSW engage in listening center activities.R3: TSW engage in reading skills practice games on computer.R4: TSW will work on Individualized reading skills w/ Mrs. Emily or Mrs. Dawn as assigned.

LG: Discover strategies for choosing appropriate behavior in public places. TTW: Read “Field Trip” (We Beehave).TSW: Cut & color mini-book. Take home to read aloud with family.

LG: Students will develop an understanding of the life cycles of basic plants and animals. (e.g. tadpole, butterfly, bean plant)TSW Learn new vocabulary terms: Reproduce, Cycle, egg, young, adultTSW: Engage in S. Board activities to learn vocab, build background knowledge, & understand why life cycles are important.Review & connect learning with plant life cycle color, cut, & paste sheet.

LG: Acquire knowledge of math skills based on grade level and IEP goals.R1: TSW identify uses for money – EQUALS lesson 6.C.6R2: TSW engage in math skills practice games on computer.R3: TSW will work on Individualized math skills w/ Mrs. DawnR4: TSW engage in cooperative math games /puzzles with peers.

LG: Analyze and interpret events, patterns and themes in historyTTW Read “NCAA Final Four” from the News-2-You newspaper.TSW Apply strategies for comprehension by completing color and label activity.

TUESDAY

LG: Students will produce writing that is clear, legible, and appropriate for the purpose.TSW: Complete one page in handwriting practice folder/fine motor activity

LG: Identify problem and solution within text.TSW: Listen to a selected book. TSW contribute to a group discussion about problem character(s) are facing and identify possible solutions, as well as the solution the character(s) chose.

LG: Discover strategies we can use to learn to read new words.R1: TSW point to text as it’s read ELSB Lv2 Ls4 Obj3R2: TSW engage in listening center activities.R3: TSW engage in reading skills practice games on computer.R4: TSW will work on Individualized reading skills w/ Mrs. Emily or Mrs. Dawn as assigned

LG: Discover strategies for choosing appropriate behavior in public places. TTW: Read “Field Trip” (We Beehave).TSW: Complete matching activity to demonstrate understanding of choosing appropriate behavior in public places.

LG: Students will develop an understanding of the life cycles of basic plants and animals. (e.g. tadpole, butterfly, bean plant)TSW Learn new vocabulary terms: Reproduce, Cycle, egg, young, adultTSW: Create life cycle of a frog craft & discuss what we have learned about animal life cycles.

LG: Acquire knowledge of math skills based on grade level and IEP goals.R1: TSW identify uses for money – EQUALS lesson 6.C.6R2: TSW engage in math skills practice games on computer.R3: TSW will work on Individualized math skills w/ Mrs. DawnR4: TSW engage in cooperative math games /puzzles with peers.

LG: Analyze and interpret events, patterns and themes in historyTTW Read People in the News & Places in News section of the News-2-You newspaper.TSW Apply strategies for comprehension to complete the game page.

WEDNESDAY

LG: Students will produce writing that is clear, legible, and appropriate for the purpose.TSW: Complete one page in handwriting practice folder/fine motor activity

LG: Identify problem and solution within text.TSW: Listen to a selected book. TSW contribute to a group discussion about problem character(s) are facing and identify possible solutions, as well as the solution the character(s) chose.

LG: Discover strategies we can use to learn to read new words.R1: : TSW will say/point to word to complete repeated story line &respond to literal questions about a storyELSB Lv2 Ls4 Obj4&5R2: TSW engage in listening center activities.R3: TSW engage in reading skills practice games on computer.R4: TSW will work on Individualized reading skills w/ Mrs. Emily or Mrs. Dawn as assigned

N/A LG: Students will develop an understanding of the life cycles of basic plants and animals. (e.g. tadpole, butterfly, bean plant)TSW Learn new vocabulary terms: Reproduce, Cycle, egg, young, adultTSW: Review vocab & S.Board activities for practice. Engage in selected life-cycle read-aloud & discuss.

LG: Acquire knowledge of math skills based on grade level and IEP goals.R1: TSW identify uses for money – EQUALS lesson 6.C.6R2: TSW engage in math skills practice games on computer.R3: TSW will work on Individualized math skills w/ Mrs. DawnR4: TSW engage in cooperative math games /puzzles with peers.

N/A

THURSDAY

LG: Students will produce writing that is clear, legible, and appropriate for the purpose.TSW: Complete one page in handwriting practice folder/fine motor activity

LG: Identify problem and solution within text.TSW: Listen to a selected book. TSW contribute to a group discussion about problem character(s) are facing and identify possible solutions, as well as the solution the character(s) chose.

LG: Discover strategies we can use to learn to read new words.R1: : TSW will demonstrate understanding of syllable segmentation by clapping out syllables in wordsELSB Lv2 Ls4 Obj6R2: TSW engage in listening center activities.R3: TSW engage in reading skills practice games on computer.R4: TSW will work on Individualized reading skills w/ Mrs. Emily or Mrs. Dawn as assigned

LG: Discover strategies for choosing appropriate behavior in public places. TTW: Read “Field Trip” (We Beehave).TSW: Complete generalization activity to demonstrate understanding of choosing appropriate behavior in public places.

LG: Students will develop an understanding of the life cycles of basic plants and animals. (e.g. tadpole, butterfly, bean plant)TSW Learn new vocabulary terms: Reproduce, Cycle, egg, young, adult TSW: Create butterfly coffee filter craft. Watch Disc. Ed. Video Animal Life Cycles.

LG: Acquire knowledge of math skills based on grade level and IEP goals.R1: TSW identify uses for money – EQUALS lesson 6.C.6R2: TSW engage in math skills practice games on computer.R3: TSW will work on Individualized math skills w/ Mrs. DawnR4: TSW engage in cooperative math games /puzzles with peers.

LG: Analyze and interpret events, patterns and themes in historyTTW Read “NCAA Final Four” from the News-2-You newspaper.TSW Apply strategies for vocabulary acquisition & fine motor control to complete the trace/write the word page.

FRIDAY

LG: Students will produce writing that is clear, legible, and appropriate for the purpose.TSW: Complete one page in handwriting practice folder/fine motor activity

LG: Identify problem and solution within text.TSW: Listen to a selected book. TSW contribute to a group discussion about problem character(s) are facing and identify possible solutions, as well as the solution the character(s) chose.

LG: Discover strategies we can use to learn to read new words.R1: : TSW will ident letter/sound correspondences & point/say the first/last sounds in wordsELSB Lv2 Ls4 Obj8 & 9R2: TSW engage in listening center activities.R3: TSW engage in reading skills practice games on computer.R4: TSW will work on Individualized reading skills w/ Mrs. Emily or Mrs. Dawn as assigned

LG: Apply social skills knowledge to real-world experiences.TSW: demonstrate appropriate social skills during reading buddy time.

LG: Students will develop an understanding of the life cycles of basic plants and animals. (e.g. tadpole, butterfly, bean plant)TSW Learn new vocabulary terms: Reproduce, Cycle, egg, young, adult TSW review for assessment. Demonstrate understanding of new vocabulary words & science concepts (Assessmt)

LG: Acquire knowledge of math skills based on grade level and IEP goals.R1: TSW identify uses for money – EQUALS lesson 6.C.6R2: TSW engage in math skills practice games on computer.R3: TSW will work on Individualized math skills w/ Mrs. DawnR4: TSW engage in cooperative math games /puzzles with peers.

LG: Analyze and interpret events, patterns and themes in historyTTW Review previously read sections of News-2-You newspaper.TSW demonstrate understanding by completing the Review Page (Assessmt)

LESSON PLANSAccess points met –Language Arts: LA.K.4.2.In.b; LA.K.4.2.Su.b; LA.2.4.2.Su.b; LA.3.3.1.In.a; LA.3.3.5.In.a; LA.4.3.5.In.a; La.5.3.5.In.bReading: please see attached list of access points metSocial Skills: SS.K.A.2.In.b; SS.K.A.2.Su.a; SS.1.A.2.In.a; SS.1.A.2.Su.a; SS.2.C.3.In.b; SS.2.C.3.Su.a; SS.3.C.3.In.a; SS.3.C.3.Su.a; SS.4.A.3.Pa.j; SS.5.A.1.In.a; SS.5.A.1.Su.a Science: please see attached list of access points metMath Rotations: please see attached list of access points metSocial Studies: SS.K.A.2.In.b; SS.K.A.2.Su.a; SS.1.A.2.In.a; SS.1.A.2.Su.a; SS.2.C.3.In.b; SS.2.C.3.Su.a; SS.3.C.3.In.a; SS.3.C.3.Su.a; SS.4.A.3.Pa.j; SS.5.A.1.In.a; SS.5.A.1.Su.a

ESOL Strategies: S-1, S-3, S-11, S-14, S-17, S-23, S-24, S-27, S-31, S-36, S-42, S-43, S-52, S-54

ESE Strategies: frequent comprehension checks extended wait time direct instruction cooperative group learning multiple methods of presentation manipulatives songs/music segmenting lessons graphic organizers self-

monitoring of learning

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Animal Planet

The police department visited the ESE classes because they were learning about animals this month.

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A Day In The Life of ESE

The classroom daily scheduleWhen the students behave they get a cookie, and when they misbehave they get a cookie taken away, after all the cookies are gone, no recess for that student.

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These are the daily classroom rules and how the students should act during the day

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1. What exceptionality do the students have?  What grade level and what age are they?I have students who have Down Syndrome, Autism, and Other Health Impairments. There are ten students total – 1 Kindergartener, 4 1st graders, 2 2nd graders, 2 3rd graders, 1 4th grader. They are all appropriately placed in terms of age level (no one has been held back or promoted early). Ages range from 5 years to 10 years old.2. What needs do the children seem to have that are unique to this group?  Common to other children? What modifications in instructional approach are made?I have one child who struggles with a disorder called PICA. This means she eats indiscriminately – both edible and inedible items. That makes my classroom somewhat unique in terms of the crafts and independent activities I can offer my students because I must always be cognizant of what the child may consume or attempt to consume.There are also some communication and behavior issues that make my classroom unique. I have children who are less able than others to communicate via speech, so they supplement with sign. This means that I have to be ready to diffuse behavior issues that arise due to misunderstandings. I also spend a good deal of time teaching my students how to ask for help and to be unafraid to self advocate if they are being treated unfairly.As far as what needs that my students have that are common…they are truly more like their general education peers than they are different. That is to say, they

need quality education, friendship and socialization, opportunities for play, affection and approval of adults and peers, and all the litany of other

experiences that school provides.I make numerous modifications and adaptations in lessons such as using graphic organizers, offering faded cueing or guidance, using realia, singing & music, extended wait time for questioning activities, frequent comprehension checks, small group and directly taught lessons. I also require my students to begin monitoring their own progress and performing their own comprehension checks as the school year progresses, so that they have the opportunity to become more independent in their learning.3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs?With each new unit I teach in math, reading, and science (in particular), I will send home a message to parents detailing the new skills their child is about to learn and things that can be done to support this new learning at home. For example, if we are learning to count 0-5 in math, parents may be reminded to help their child practice this skill by looking for these numbers in books or magazines, taking time to count silverware pieces used to set the dinner table, or making a collage using amounts of pictures totaling 0-5 cut from magazines. The main idea is to keep it simple and fun so that the child enjoys building competency in the new skill while not even realizing that he or she is doing any work at all!4. How have you been affected by the education policy directed at children with special needs.  What modifications ahs the teacher made in teaching?  What do you as a teacher still feel is needed?I am certainly affected by the Americans with Disabilities Act and IDEA 2004 every day – without these policies, my students wouldn’t even be able to attend school because they might be thought of as uneducable! I have worked hard with the other teachers on my team to help other students learn acceptance and understanding of the children in our classrooms. If anything is still needed, this is it! Without exposure to the ESE and special needs population, many general education students are inclined to think that individuals with disabilities are harmful, contagious, or scary. This is, of course, not so! 5. What type of assistive technology do you use to accommodate the special needs of your students?Picture schedules, pointers for the smartboard, adapted scissors, pencil grips, adapted crayons, step stools, special potty seats, behavior management chart.

Teacher Interview

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Verification Form