Teacher: Jennifer Nelson

Grade Level: Special Ed. Pre-K

Febraury 9-13, 2015

Subject: Intensive Teaching

(Stations)

I.Contents and Standards:

NJ Standards:
Standard 0.2: Children demonstrate self-direction.
~ 0.2.P.A.2: Demonstrate self-help skills (e.g., clean up, pour juice, use soap when
washing hands, put away belongings).
~0.2.P.A.4: Attend to tasks for a period of time.
Standard 0.4: Children exhibit positive interactions with other children and adults.
~ 0.4.P.A.1: Engage appropriately with peers and teachers in classroom
activities.
~0.4.P.A.5: Express needs verbally or nonverbally to teacher and peers
without being aggressive
Standard 2.3: Children begin to develop an awareness of potential hazards in their environment.
~ 2.1.P.D.3: Identify community helpers who assist in maintaining a safe environment.
Standard 2.4: Children develop competence and confidence in activities that
require gross- and fine-motor skills.
~ 2.5.P.A.2: Develop and refine fine-motor skills (e.g., complete gradually
more complex puzzles, use smaller-sized manipulatives during play, and use a variety of
writing instruments in a conventional matter).
Standard RF.PK.1, d: Recognize and name many upper and lower case letters of the alphabet.
Standard W.PK.1: Use a combination of drawings, dictation, scribble writing, letter-strings, or
invented spelling to share a preference or opinion during play or other activities.
Standard L.PK.1,a,b,d,e,f,g: Begin to understand the conventions of standard English grammar
when speaking during interactions and activities.
~ a) Print many alphabet letters.
~b) Use frequently occurring nouns and verbs.
~d) Understand and use question words (e.g., who, what, where, when, why, how).
~e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).
~ f) Begin to speak in complete sentences.
~g) Understands and can follow simple multi-step directions.
Standard 9.1: Children demonstrate initiative, engagement, and persistence.
~ 9.1.3: Focus attention on tasks and experiences, despite interruptions or distractions
(e.g., working hard on a drawing even when children nearby are playing a game).
~ 9.1.5: Bring a teacher-directed or self-initiated task, activity or project to completion
(e.g., showing the teacher, LookI finished it all by myself!).
Standard 9.3: Children identify and solve problems.
~ 9.3.2: Use varied strategies to seek or recall information and to find answers (e.g.,
questioning, trial and error, testing, building on ideas, finding resources, drawing, or
thinking aloud).
Standard 4.1: Children begin to demonstrate an understanding of number and counting.
~ K.CC.1: Count to 20 by ones with minimal prompting.

~ K.CC.2: Recognize and name one-digit written numbers up to 10 with minimal

prompting.
~ K.CC.4: Understand the relationship between numbers and quantities (i.e., the last
word stated when counting tells how many)
Standard 4.3: Children begin to conceptualize measurable attributes of objects.
~ K.MD.3: Sort, order, pattern, and classify objects by non-measurable (e.g., color,
texture, type of material) and measurable attributes (e.g., length, capacity, height).
Standard 4.4: Children develop spatial and geometric sense.
~ K.G.2: Use accurate terms to name and describe some two-dimensional shapes and
begin to use accurate terms to name and describe some three-dimensional shapes (e.g.,
circle, square, triangle, sphere, cylinder, cube, side point, angle).
Standard 5.1: Children develop inquiry skills.
~ 5.1.P.C.1: Communicate with other children and adults to share observations, pursue
questions, make predictions, and/or conclusions.
Standard 6.3: Children demonstrate knowledge of neighborhood and community.
~ 6.1.P.B.2: Identify, discuss, and role-play the duties of a range of community workers.
II. Prerequisites:
a. Students should have a basic understanding of verbal language/requests.
b. Students should be able to attend to specific tasks for 15 minute increments.
c. Students should be willing to participate in a variety of activities, both easy and difficult,
during the allotted time.
III. Instructional Objectives:
a. To help students learn a variety of skills/knowledge that will help them to meet the goals
outlined in their individual IEPs.
IV. Instructional Procedures:
a. To begin the students will be asked to go to a specific station, taking their chair with
them. Once they settle in, the teacher/para will give the student an easy task to do while
getting the necessary materials together and to be able to praise the student for good
work.
b. Teacher/para will begin going through the goals, interspersing with easy things to do in
between the goals that are written on the data sheet to allow for reward (praise or actual
item) and to keep the student motivated to continue working. Each goal will be
attempted as many times as possible (up to 10 times) during the 15 minutes that the
student stays in the station.
c. Once the students time is up, they will be rewarded with their preferred reward (using
the most minimal reward that can be used, such as using less physical rewards with the
goal to be to have the student only want verbal praise). They will then move to the other

station and once both stations have been visited, they will be allowed to move to the play
area where NET information will be recorded as they play by another para.
V. Materials and Equipment:
a. Data Sheets-individualized for each student and for the different stations
b. Pen
c. Chart to help identify percentages of accuracy
d. Materials (for both easy tasks and to meet weekly goals, such as puzzles, picture cards,
button/snap/zip boards, paper, scissors, and markers, etc.)
e. Reinforcers (to be used as needed)

VI. Assessment/Evaluation:
a. Informal assessment (Ongoing assessment) will be done throughout the lesson as the
student works. Each goal should be attempted 10 times within the allotted time and a
percentage of accuracy is recorded to assess how the student is doing with the newly
taught skill.
b. A student must meet the goal at least 80% of the time for 3 consecutive days to be
considered a learned skill. Once the student meets this, the skill is placed into their
maintenance skills and is re-evaluated twice during the month to ensure that it is
being maintained.
VII. Accommodations or Modifications needed for students with disabilities or ESOL:
a. For students having difficulty with a new skill, teacher will always prompt and
maneuver so that the student chooses the correct response. Reiterating the correct
response and making sure that the student is able to repeat the correct response prior
to moving on to another trial of a different skill.
b. If a student is having difficulty with the number of items in the field, the items may
be reduced to a smaller number until they have a better grasp on the new skill. The
field will increase as the student is able to handle additional choices.
c. If a student is having difficulty focusing on what is being taught, reinforcers may be
used. This will begin with adding in simple tasks to get them back into participating
and/or cooperating. If this does not work, an actual promise reinforcer may be used,
such as cookies or a toy.
d. An additional accommodation that may be made will be the blocking of the area so
that the student is not distracted by what else is occurring within the room.

VIII. Technology:
a. There will not be any technology used for this particular lesson. All of this is able to
be done on and with paper, picture cards, scissors, button/snap boards, play-doh and
puzzles.
IX: Self-Assessment:
a. I will look back and consider what I observed happening during the session. I will ask
myself if I think that this approach worked for my students. Do I feel like the
students learned more of the skills and knowledge that they will need to continue to
be successful in school and in their life? Were they able to complete this lesson
independently or with minimal assistance? I will make changes to the layout of this
lesson once I have answered these questions.
Station 1: (to be completed with Para)
Adam- matching a picture of a dog, tacting for eyes, self-help skills (take off coat with minimala
prompts), building a tower with a minimum of 5 blocks, receptively touching his nose
Jack- tacting about specific animal characteristics (how does a horse run and tell me about an
ostrichs neck), identifying the color brown and the letter /A/, identifying a written letter /A/ in a
field of 4
Sahir- self-help skills (snapping), intraverbal (A, B, __) with Sahir filling in letter /C/, using
scissors appropriately to cut a 3 line, tacting counting to 5, labeling chicken nuggets verbally
Madison- tacting counting to 20 (rote), self-help skills (button), tacting about community helpers
jobs, receptively answering the question of how old she is

Seven- self-help skills (zipping up coat independently), tacting for community helper jobs
(doctor and mailman), tacting to describe where the boy is (preposition-in front of), tacting to
determine how many of an item (will vary up to 10)

Station 2: (to be completed with Mrs. Nelson/Mrs. Cartnick)

Adam- fine motor skills (complete a 9 piece inset puzzle), self-help skills (unsnapping),
matching a picture of a shirt (field of 2), tacting for head, receptively touching head
Jack- identifying a written letter /D/ in a field of 4, receptively finding letter /E/ in a field of 4,
receptively finding up in a field of 4, self-help skills (button), using scissors appropriately to
cut a square
Sahir- fine motor skills (tracing letter /a/), receptively labeling pictures of cookie and juice,
tacting for nose, receptively following directions (stomp your feet)
Madison- self-help skills (snap), receptively finding over in a field of 8, fine motor skills
tacting washing, fine motor skills (coloring using correct grasp)
Seven- receptively continue a pattern of ABAB, receptively finding next to in a field of 8,
tacting where a specific animal lives and what a construction worker does, self-help skills (zip)