l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. Guided Practice (We do it. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö However, since he is proficient in these two areas, it may be an effective place to begin his word study. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö & These tools were created by the SDI Workgroup through the Regional Special Education Technical Assistance Support Center (RSE-TASC).  The RSE-TASC network is one of the P-12: Office of Special Education’s primary resources for school improvement in New York State.  Special Education School Improvement Specialists (SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and delivering professional development for educators across the State to improve results for students with disabilities. Objective (Learning Objective, Learning Target):  A learning objective is a statement that describes what the student will be able to do successfully and independently at the end of a specific lesson as a result of the classroom instruction.  All learning objectives contain a concept (main idea) and a skill (measureable student behavior). 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ Check either your Frameworks or the back of your TE.Lesson Objective: What the students should know and be able to do by the end of the lesson You say it, say it together, say it to your partner - T-C, S-S, C-TConnecting to Prior Knowledge: What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? * + , 4 5 ; A F K P Q ] a h i j z { … † ‡ ğŞÍ»ª˜‰˜{»ª˜ªl»ª˜ZHl9 hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h„?+ h¼w� 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ h¼w� CJ OJ QJ ^J aJ h¼w� >*CJ OJ QJ ^J aJ #h„?+ h¼w� >*CJ OJ QJ ^J aJ h„?+ h¼w� CJ OJ QJ ^J aJ #h„?+ h¼w� 5�CJ OJ QJ ^J aJ h{0W h¼w� CJ OJ QJ ^J aJ #h{0W h¼w� 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ + , z { † ‡ ˆ ‰ � � ó ê ê Û Ò Ò Ò a X X $If gdcL p kd $$If –l Ö ”ÓÖ ÈûD% |) &h 9Š h 9Š 5�6�CJ OJ QJ ^J aJ &h 9Š h´f€ 5�6�CJ OJ QJ ^J aJ &h 9Š h+i 5�6�CJ OJ QJ ^J aJ )hû|> h+i 5�6�>*CJ OJ QJ ^J aJ &h 9Š hàfï 5�6�CJ OJ QJ ^J aJ &h 9Š h~M… 5�6�CJ OJ QJ ^J aJ æ ç B ‡ � … y $$If a$gd ¨ $If gdvi p kdë $$If –l Ö ”$Ö Èûø% 0* http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf. Madeline Hunter's ITIP Model. Lesson&Plan&Template& Small&Group&Targeted&Instruction& & Date:&&&&&Teacher:& ¤ l aö4üpÖ ÿæææ ÿæææ yt¼w� & ` a k l m ö ö H ? l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ¤ Teacher connects today’s lesson to a previously related one. The Term "Lesson Plan" is conveyed in a different way by different people. Examples of Other Lesson Plans The foundation of these tools is rooted in the research around the elements of explicit instruction. 2 ñáÔñŸ’„’z„z„zŸl[I[l7 #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h¡@` hÁB 5�CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÁB OJ QJ ^J h¡@` hÁB 5�OJ QJ ^J h¡@` hÁB OJ QJ ^J #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h¡@` hÁB >*CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÄz† hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h¡@` hÁB >*OJ QJ ^J � The implementation of the Common Core Learning Standards (CCLS) provides an historic opportunity to improve access to rigorous academic content standards for students with diverse needs. Necessary Prerequisite Skills:  A prerequisite skill is a skill that a student has mastered.  The skill needs to be mastered before the student will be able to learn a new skill. OJ QJ ^J aJ Students with diverse needs must be challenged to excel within the general curriculum and be prepared for success in their post-school lives. Checking for Understanding (CFU):  Checking for Understanding means checking all students’ levels of understanding throughout each lesson to track learning and adapt instruction appropriately during instruction. The systematic synthetic phonics teaching principles. Examples of Computer Lesson Plans. Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.34 (a) (2004), Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.39 (b)(3) (2004), Thompson, Sandra J., Amanda B. Morse, Michael Sharpe, and Sharon Hall. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö and Charles A. Hughes.  Explicit Instruction:  Effective and Efficient Teaching.  London:  The Guilford Press, 2011, Regulations of the Commissioner of Education:  Part 200 Students with Disabilities and Part 201 Procedural Safeguards for Students with Disabilities Subject to Discipline:  The University of the State of New York, The State Education Department, Office of P-12 Education, Office of Special Education.  New York:  July 2013, DeLorenzo, J.P.  Continuum of Special Education Services for School-Age Students with Disabilities.  The New York State Education Department.  New York:  April, 2008. Integrated Co-Teaching Services:  Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided jointly by a special education teacher and a general education teacher to a group of students with disabilities and nondisabled students.Â, Special Class:  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.Â. l aö4üpÖ W Class: For purposes of the lesson plan document, this term means the setting in which students with disabilities are receiving instruction in the general education curriculum.  Â. If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. Keep students engaged/busy. Show me, I might remember. Planning to Teach Writing Strategies . We don’t just want students knowing and doing; we want them explaining and understanding. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. Chapter 408 – Providing Copies of the Individualized Education Programs (IEPs) for Students with Disabilities for detailed information  The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. � http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf Œ Make your action plan template simple and easy to update. Explicit instruction is the foundation by which SDI is delivered.  SDI is defined in 34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the Commissioner of Education to mean “adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.”  SDI is the intentional and purposeful planning of instruction to ensure that students with disabilities can meaningfully access, participate and progress in the curriculum throughout the entire lesson. Instructional systems design (ISD) is one example of a systematic program planning process. The teacher is able to assess students’ skills because instruction is visible and explicit, and all students are actively participating in the learning.During each part of the lesson, a teacher is assessing how the student is responding to his/her instruction and how the students’ skills and understanding of concepts are progressing as well. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension”. l aö4üpÖ @ A ‹ ¬ ­ Don’t forget to “Overlap” activities. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö Ex: As you pass out papers, have partners read the steps to each other. T ² ¼V œ R Ô u Ÿ Ö u u u R „ „ Ì Ì Ó R à à à u „ 8 Ì Ô Ì ßQ à u ßQ Ã Ã Ş M X ¼ aP Ì ÿÿÿÿ î¹´9Ñ ÿÿÿÿ ‘ . Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. generate the lesson plans and lesson materials. Example of Economics Lesson Plan:K5. l aö4üpÖ This is also referred to as dedicated or designated ELD. t àÖ All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Improving Systematic­ Instructio­n . Explicit Instruction Lesson Plan Template 6347 views "Caught You Teaching to the Norms" Notepad 1341 views. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB m n € � ‚ � † † † $If gdcL o kdÏ $$If –l Ö Ö 0ıD% ( Download both the annotated version—for instructional coaches to use with teachers when planning a lesson; and the blank template once teachers have mastered how to correctly use the lesson plan. You want to make it as simple and as easy to update as possible. t àÖ Modeling (I do it. Explicit Instruction 4 B. Scaffolded Instruction 6 C. Strategy Instruction 8 Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. 3 4 R S ö ö ö ö ö H ­ kda $$If –l 4Ö ”fÖF Èû´ üD%Œì ÿÿÿÿ €H H Ö l aö4üpÖ 3b.Career Majors: (Optional for this credential.) ; Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. The foundation of these tools is rooted in the research around the elements of explicit instruction. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Verb:  The skill is the verb in the learning objective.  (e.g., “Write a summary of a newspaper article,” write is the skill).  The measurable skill is the verb in the learning objectives.  (e.g., solve, identify, write, compute, and describe).Â, Context:  A context is any specific condition under which the learning objective will be executed.  Often the context describes the resources or methods to be used.  (e.g., “Write a summary of a newspaper article,” the context describes the resources to be used - newspaper article).Â, Accommodations:  Accommodations mean adjustments to the environment, instruction or materials (e.g., instructional materials in alternative format such as large print or Braille, fewer items on each page; extra time to complete tasks) that allow a student with a disability to access the content or complete assigned tasks.  Accommodations do not alter what is being taught.Â, Modifications (Program modifications):  Program modification may be used to describe a change in the curriculum or measurement of learning; for example, when a student with a disability is unable to comprehend all of the content a teacher is teaching (e.g., reduced number of assignments; alternative grading system).Â, Assistive Technology (Assistive technology device, Assistive technology service):  Assistive technology device means an item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with a disability.  Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.  The term includes: the evaluation of the needs, purchasing and leasing of the device, selecting, designing, fitting, customizing, and adapting the device, coordination of the therapy, intervention for the device, along with training and/or technical assistance for a student with a disability and the professionals who will provide the service.Â. The practice of purposeful lesson sequencing is to create a continuum of learning which builds upon the previously taught lesson (scaffolding) while maximizing optimal learning outcomes. Standard: Make sure you are writing a grade level standard. hàfï 5�6�CJ ¢ Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. Direct Instruction Lesson Plan Format Author: SD-6_Mountaineer Last modified by: user Created Date: 12/18/2015 4:54:00 PM Company: Amanda's Poetry Service Other titles: Direct Instruction Lesson Plan … More information... People also love these ideas -Ancient Chinese Proverb AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Often times you will need to go back up into Structured Practice if students seem to still be struggling. A systematic method of instruction wherein the teacher leads the students in a carefully constructed step-by-step lesson. OJ QJ ^J aJ e This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction). ):  Guided practice starts with the teacher working problems together with the students.  This means that the teacher is working the problem step-by-step, usually on the board, and the students are working with the teacher at the same time.  Guided practice is a dynamic component in lessons. V Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. Demonstration:  Teaching using physical objects to clarify the content and to support kinesthetic learning. CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more) Give “Think Time” – 5 seconds Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down Have students verbalize steps: “What do I do next?” Think...tell your partner, randomly call on students to CFU Student Engagement T-C C-T , T– G G – T, T-S S-T Ask a question, let them think, let them share, THEN call on studentsGuided Practice You Do It. California:  Corwin Press, 2009, Archer, A.L. * * „ „ Ô Ô Ô ÿÿÿÿ è è è è ¬ ” ì è `R ª € L Ì Ì Ì Ì u u u ßQ áQ áQ áQ áQ áQ áQ $ Lesson Plan Template (Annotated) This lesson plan template can be used at all grade levels to ensure systematic and explicit instruction. £ The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. Our SCID workshop is a follow-on program to the Developing a Curriculum (DACUM) training.It picks up where DACUM leaves off and teaches you how to develop a competency-based curriculum or training program using the ADDIE instructional design model as … The tool includes a lesson plan worksheet and a self-reflection form for assessing the use of explicit instruction during intervention sessions. Ù OJ QJ ^J aJ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö � ÿ ÿ yt ¨ õ ö ÷ ‚ ƒ � • ¨ � … … … q e e $$If a$gd ¨ $„”ÿ„”ÿ$If ]„”ÿ^„”ÿa$gd ¨ „0ı^„0ıgdvi p kd $$If –l Ö ”ØÖ Èûø% 0* Also provided is a vowel chart that can be used to signal short vowel sounds sample lesson plans a template to assist teachers in creating a phonics lesson plan and a glossary of phonics related terms. This is also referred to as integrated ELD. ÿ ÿ yt¼w� ‚ ƒ „ ¥ ¦ t u  æ � ƒ ƒ z z z q q $If gdvi „Èû^„Èûgdàfï $„0ı^„0ıa$gdvi o kd] $$If –l Ö Ö 0ıD% ( Explicit Instruction Lesson Plan Template.  Learning strategies may be subtle or overt and simple or complex - always matched to student need.  Learning strategies are student centered and designed to result in a new understanding, deeper knowledge, and generalization.  Â, Teacher Strategies: Teaching strategies are teacher centered and require student’s response or reaction.  Teaching strategies include the structure for effective teaching provided by the teacher in order to deliver specially designed instruction.  Teacher strategies include student’s engagement and positive behavior management strategies such as Hands Up/Hands Down, Give Me Five, Look/Lean/Whisper, Elbow Partners, and Think/Pair/Share.Â. Make sure to Think Aloud and to model what you want them to be doing independently. aN ( ËQ 0R 0 `R ‰N Ø XW ¿ è XW P aP aP B XW Ô £P ( u u à u u u u u R R § u u u `R u u u u ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ XW u u u u u u u u u * J : DII Thinking – Cognitive Planning Template Teacher: ______ _________ Date: ____________ Subject: _______________ Standard: Lesson Objective: Connecting to Prior Knowledge: ObjectiveTeacherStudent EngagementInput and ModelInput: Academic Vocabulary (AV) – (posted) Process/Steps: (posted) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Model: (introduce process/steps) Students will participate with choral/echo response of meanings of Academic Vocabulary, steps/process Students will use gestures (TPR) to distinguish definitions of AV Students will listen and watch teacher “think aloud.”Structured Practice Students will actively participate (echo/choral read) in completing problems with teacher Think-Pair-Share opportunities, equity cards/sticks Respond using sentence frame:Guided Practice*Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. 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