Special Education

Appendix A - Accessing the Common Core for Students with Disabilities

Special Education Teacher:  Ms. Baxter
General Education Teacher (if applicable):  Mr. Whitmer
Teaching Assistant:
Teacher Aide: 
Class:  6th grade ELA  (condensed version for training purposes)
Date:  September 22, 2013
Standards to be addressed:
Common Core Learning Standards (CCLS):
R.L. 6.1 I can cite text-based evidence to support an analysis of literary text.
SI.6.1 I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues.
Career Development and Occupational Studies (CDOS):
CDOS 3a:  Universal Foundational Skills:  Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Topic and Context:
I can get the gist of the text by identifying unfamiliar vocabulary and gaining meaning from the text.
Objective: Verb:  Cite with evidence & engage in discussions Context:  Mythology
Special Considerations (Accommodations, Modifications, Assistive Technology, Strategies)  (see classroom summary for details about students)
Cory  (only 2 students used for training purposes)
Necessary prerequisite skills:
Getting the gist, annotating texts, chunking text and recognizing unfamiliar vocabulary; “Cite” – finding clues in the text, understanding the characteristics of the clues and how they relate to the evidence
Assessment of prerequisite skills:
First lesson of module.  (Formative assessment data from this lesson will assist in filling this section out for lesson 2)
  Explicit Core Instruction
Grade 6 - Module 1: Unit 1, Lesson 1
Specially Designed Instruction
Gain Students’ Attention
- objective
- learning target
- key vocabulary
Connect to previous learning

  • I can get the gist of the text “Shrouded in Myth.”
  • I can identify unfamiliar vocabulary in “Shrouded in Myth.”
  • I can collaborate effectively with my peers.
** Interact with objectives.  Teacher reads them aloud, re-read them as a whole group, read with partner.  1 minute to discuss with partner what you think we’ll be learning today.  Discuss as class.
Activate Prior Knowledge:
Post quote from “Shroud in Myth” and the image of the sculpture.  “Today we are launching into a new and exciting study.  Read the quote on the board.  This will give you clues as to what we will be studying.  Quick write (pass out forms) for 2 minutes (it is exactly what it sounds like - explain).  Turn and talk to partner about “Where do you think this quote came from?  Why do you think that?”  Invite students to look at the image of the sculpture.  Quick write to add “How is this image related to the quote you just read?  What makes you think that?”  Talk to partner.  Invite whole class shares.  Encourage specificity and details.  Congratulate them on their entry into the world of mythology.  The topic of mythology and the skill of using evidence when discussing reading will be the heart of the learning for the next several weeks.
Learning target, gist, annotate, reflect, prophecy, fate, imprisoned, stunning, dreaded, writhing
Connection to previous learning:
Teacher refreshes students’ memories of the think-pair-share (TPS) and fist-to-five (FTF) protocols
Just take the guessing game out of it and just ask 3 sets of partners what we’re learning today.  Be sure to Check for Understanding (CFU).  (CORY)
Will need to read quote aloud first, then as a group, then with partners, then independently to self to aid in comprehension and fluency. (CORY)
Turn and talk to partner BEFORE quick write to allow for processing and assist with writing on demand. (CORY, EUGENE)
Reveal questions one at a time to keep focus and eliminate confusion. (CORY, EUGENE)
Graphic organizer for all students in class but highlighted key words and phrases version. (CORY)
Help CORY to prepare an answer to the question “How does the picture relate to the quote?” and ask him during whole group share time.
Active Teaching/ Modeling/ “I Do”:
- Demonstration
- Think Aloud
- Provide model &/or rubric
Description of “I Do”: 
Teacher reads “Shrouded in Myth.”  Students read in their heads while teacher reads.  Let students continue to dig through this text throughout the next several days.  Invite students to Think-Pair-Share:  “What do you notice about this text? What do you wonder?”
Exemplar, Model, or Rubric: 
  • Teacher reads aloud to promote fluency and comprehension, providing a model for students to read on their own.  Show them on the document camera how to separate the text into sections to get the gist of each section.  ** Now they do it in pairs/small groups. 
  • Model for them how to read carefully, thinking aloud while annotating, demonstrating how to annotate using the first section.  Have a discussion with the whole group about what the gist of the first section was and what it was mostly about.  ** Now they do it in small groups.
  • Model the identification of unfamiliar words.  Using the first section, go back and re-read to identify unfamiliar words.  Circle them.  Explain that names of people and places often begin with capital letters and they are unimportant to determine the meaning of them.  Try their best to read them but just move on.  ** Now they do it in small groups.
Be sure to pair with complimentary partners for TPS. (CORY, EUGENE)
Put these questions on desk with scaffolded questions:  What do you see on the statue?  What is she holding?  Why do you think she’s holding it?  (CORY)
Use nonlinguistic representations (pictures) to prompt in each activity of the lesson (CORY)
Prechunked versions of text (CORY) with highlighted key words/phrases (CORY, EUGENE)
Remind them of the strategy for finding the gist that was learned previously in the Resource Room.  (CORY)
Group CORY with the two other students with this need and two other students who are stronger in this area (with or without disabilities) – stay with this group to reteach and scaffold supports during the activity
Guided Practice/
“We Do”:
Provide time for:
- Small group work
- Discussion
- Teacher/ student
observation & feedback
Assess before moving to independent practice
Involve Students
Practice Activity with teacher corrective feedback:
  • Students will re-read this text with a small group of 3 or 4 with a new purpose of getting the gist.  Think-pair-share about the gist of the second section.  “What was the gist of this section?  What was it mostly about?”  Bring class back together as a whole group and do fist-to-five on getting the gist.  Reteach if necessary.
  • After re-reading each section together the students will annotate together and discuss their notes.  Bring class back together as a whole group and do fist-to-five on annotating.  Reteach if necessary.
  • After re-reading each section together, the students will circle unfamiliar words.  Bring class back together as a whole group and do fist-to-five on identifying unfamiliar words.
Quick write form, “Shrouded in Myth” text (full and pre-chunked version with spots marked for where to annotate for select students who, upon observation, appear to be struggling); document camera; writing utensil; fist-to-five chart
Check for understanding:
After the second section, discuss the difficulties with the activity, how to overcome them, reteach to entire group if necessary.
Stay in same groups for this activity.  Continue to stay with this group to reteach and support.

Continue to use prechunked versions of the text and highlighted key words/ideas.
Remind of strategies of fist of five learned in previous lessons and Resource Room.
Prechunked version of text
Highlighted version of prechunked text (spots marked to annotate)
Independent Practice/ Application/ “You Do”: Multiple practice opportunities to ensure success
Task/Materials for independent practice:
The last section will be used for independent practice if some students are ready to do it (get the gist, annotate and identify unfamiliar words) on their own.  Allow for some students to continue working in the group if needed. 
After checking for understanding, reteach areas needed.
Lesson Closure Summary:
Ask students to volunteer reading each objective.  Using fist-to-five protocol for self-assessment on meeting the objective.  Describe patterns noticed since the earlier fist-to-five assessments.
Homework – Re-read “Shrouded in Myth” and finish annotating if you did not finish in class.  After reading, try representing the story through a drawing or a series of drawings that show your understanding.
Checking for Understanding:
Exit ticket: 
Reflecting on the learning targets
Fist-to-five for self-reflection – noting level of confidence to see if matches with accuracy of the exit ticket

Throughout lesson:Involve students.  Monitor performance.  Provide feedback.

Last Updated: June 24, 2014