Marcus Partial IEP and Lesson and Sample Co-Teaching Lesson Plan

Marcus Partial IEP and Lesson
Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability
Present Level of Performance:
Marcus is a second-grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first-grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.
Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.
Sample Co-Teaching Lesson Plan (Direct Instruction)
Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

2nd grade

Date:


Unit/Subject:

ELA

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
* The central focus of the lesson is to improve reading comprehension and reading fluency skills.
* The lesson will involve strategies and activities aimed at helping students decode grade-level words (with short /e/ sound)
* The students should be able to decode the vowel sound short /e/ in one-syllable words.

Classroom and Student Factors/Grouping:


National/State Learning Standards:

Common Core State Standards:
RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Specific Learning Target(s)/Objectives:

Objective (Explicit)
Student will be able to (SWBAT):
* decode the vowel sound short /e/ in one-syllable words.
* to distinguish the short /e/ sound in one-syllable word within a sentence.
Sub-objectives
* SWBAT sound out words phonically
* SWBAT differentiate between different phonemes

Academic Language

Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.

Resources, Materials, Equipment, and Technology:

Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet

Section 2: Instructional Planning
Anticipatory Set

Time Needed

Multiple Means of Representation
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound...