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Monroe and Carla have a learning disability in reading and are both reading at a fifth-grade level.

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Mini-Lesson Format
Students Name: Alec, Monroe, Carla Grade: 8th Subject Area: Vocabulary
Characteristics/needs of the students with disabilities in the group:
Monroe and Carla have a learning disability in reading and are both reading at a fifth-grade level. Alec has autism and he needs support with communication.
Disability Types: Reading disability and Autism
Accommodations that need to be made: Highlight words, teacher will read out loud for students, screen reader when using computers, one on one time with Alec on the computer.
Title of Mini-Lesson: Word Clues
Common Core State Standard: CCSS.ELA-LITERACY.L.8.4. A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Specific Learning Objectives: Students will be able to identify the meaning of words and phrases from sentences and paragraphs.
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 provide students with flashcards. These cards have a sentence on the front, and two highlighted words on the back.
· The teacher will read the (2) sentences out loud while the students follow along.
· The teacher will then ask students to highlight the words that stand out to them. Two words will be highlighted in each sentence*
· The students will then circle words that relate to the highlighted word and discuss with their peers and teacher their understanding of the words.
· Students will then use Learning Farm to practice (game mode) on the computer. I will work with Alec on the computer to guide him through the practice. Monroe and Alec will use the screen reader.
· Students will write down any words they do not understand and highlight words they do not know in the assessment worksheet. We will go over words they do not understand.
Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
I included assistive technology for the students and one on one interaction. I focused on the needs of the students of incorporate 21-century skills in the lesson. I also give the students a chance to work in different ways which include verbal cues, hands-on task, and technology.
2. Why did you choose the strategy you used in this mini-lesson?
I believe my strategies will work for students because I focused on the needs of the students. I use methods which utilized student skills with assistance with and without the teacher.
Reference
Vaughn, S. &Bos, C. (2012). Strategies for teaching students with learning and behavior problems (8th ed.). Boston: Pearson.
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