Billy and Martin both have a leaning disability in reading and they both are reading at a fifth grade level.

Language Arts

Characteristics/needs of the students with disabilities in the group:

· Billy and Martin both have a leaning disability in reading and they both are reading at a fifth grade level.

· Janie has autism and needs support with communication skills.

Disability Types:

Two students Billy and Martin have learning disabilities in reading. One student Janie has autism and needs help with communication.

Accommodations that need to be made:

· Billy will be taught based on his IEP on vocabulary skills. He will be given his assignments that based on his reading level, and he will have assistance with reading instruction.

· Martin will also have an IEP that he will help assist with vocabulary skills. Martin will have his assignments and instructions read to him aloud and will also assist during assessments.

· Janie also has an IEP bases in her abilities. She will have a technology tool such as an iPad to help assist her with vocabulary skills. She will be given a break during assignment so that she can release unwanted energy.

Title of Mini-Lesson: Vocabulary

Common Core State Standard: CCSS.ELA-LITERACY.L.8.4.C

Specific Learning Objectives: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Procedures (15 minute activity):

(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

· The teacher will give students a list of words in the beginning of the week.

· Each student will be given a list with words and their parts of speech.

· For the lesson the students will choose five of the ten words, to look up in the dictionary.

· Educator will require students to create sentences using the vocabulary word as their participation in learning (Vaughn &Bos, 2012).

The student wiil be able to choose how they would like to write their sentence, by using the iPad to put word together, or paper to write. · Billy and Martin will use flash cards to help pronounce words and to help recognize words. The words will be download onto Janie iPad which she will use to help on her assignments. She will be able to touch on words and definition will appear, it will also pronounce the word for her.

· At the end of the lesson the teacher will give an assessment on the lesson by having a list of words on paper or the iPad and students will have to match words with the correct definition.

Reflection:

1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?

· I tried to make the correct accommodations for my students so that each student can learn at their own pace. All students are different so I found strategies that will work for me and my students. I allowed students to use instructional tools to help with learning, this will make it more interesting for student during class time some students get bored with reading and vocabulary skills, so that the reason for using technology to help teach vocabulary.

2. Why did you choose the strategy you used in this mini-lesson?

· I chose these strategies because, I have a student with autism and learning disabilities, and they need extra assistance, so I choose to make special arrangements for them. I have found out through my own experience that flash card can also be a good source to teach students a lesson it provides repetition and a visual experience.

Vaughn, S. &Bos, C. (2012).Strategies for teaching students with learning and behavior problems(8th ed.). Boston: Pearson.