ST.

JOSEPHS COLLEGE
Special Education Lesson Plan Format
Name of Student: Alexis Libretti

School: Cherokee Street Elementary School

Child Study Course #: CS 424

Date of Lesson: March 10th, 2016

Cooperating Teacher: Mrs. Donna Barclay

Grade and Age: 5th grade

Size of Group: 13

Special Education Classification(s): OHI, LD

Curriculum Area or Learning Domain: English Language Arts

Specific Lesson/Skill Taught: Spelling
CENTRAL FOCUS: The students will be able to write their spelling words without the list in front of them through
memorization activities and worksheets.
BEHAVIORAL OBJECTIVE: Given the Look Say Cover Write Check activity, the students will be able to spell
almost all of their words correctly because of the activities done previously before the closure.
CURRICULUM RATIONALE: Previously, the students were receiving third grade leveled Spelling words each
week that are related to the New York State Common Core Standards. Currently, they are learning a new set of words
that they received this week and are preparing for their test on Friday. In the future, the students will have all words
memorized and spelt correctly and will be able to read and write grade-appropriate irregularly spelled words.
IEP GOAL(S):
When presented each month with a list of number unknown and multiple-meaning words and phrases selected
by the teacher from Third Grade reading literature and content area subjects, the student will define the words
and phrases to assist in reading comprehension and language acquisition.
When presented with words from reading narratives or specific informational text from the student's content
area subjects on the grade level, the student will apply phonic skills and word analysis skills to correctly
decode the words.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
English Language Arts: RF.3.3- Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
With the students being two grade levels behind on Spelling, through the Common Core Standards the students will
be able to eventually read grade-appropriate irregularly spelled words.
ACADEMIC LANGUAGE: Memorization, spelling
MATERIALS: 1) 12 worksheets
2) 1 answer key
3) One worksheet and answer key for Student A.
4) 13 Look Say Cover Write Check pamphlets
5) 13 cards with spelling words
6) Scoreboard PowerPoint slide
7) Spelling words in Phonics and Spelling Practice book by Scott Foresman. (Grade 3 Reading Start)

DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION: As you are facing the students, explain how they will be doing
something different for spelling today since they are used to their normal routine.
Inform the students how we will be playing a game using their spelling words and then explain the rules to
the students. You will say, There will be two teams. The teams are listed on the board. (Here is when you
will show the PowerPoint slide. The slide has the names of the students for both teams along with a
scoreboard.) Then you will say, When I call your name, you will come up to the front. I will hand you a
spelling word. You have five seconds to memorize the word and then you will hand the word back to me. Then
one at a time you will say your word and then spell it for me. Whoever answers it correctly will win a point for
their team. If you both answer correctly, then you both earn a point. Mention how the team that wins will
receive a pencil each, and that each person is only going once. If there is a tie, call two people up from each
team and give them a word to spell that is not their spelling word. If they both spell it incorrectly, call up two
new students to try.
INSTRUCTIONAL STRATEGIES:
1. After the rules are explained, call up the first two students. The names of the partners will not be
listed in this lesson plan due to confidentiality. The reason why certain students are paired to verse
each other is because certain students in the class have different spelling words. Nine of the thirteen
students use all twenty words. Two of the thirteen only use the first fifteen words. One student only
uses the first twelve words, and Student A has their own set of ten spelling words that were
included in this game as well.
2. Call up every student to participate in the order that is listed. Make sure that you are keeping score
on the scoreboard slide by placing a tally based on which team receives a point.
3. Once the game is completed and there is a winning team, move on to the Is it spelt correctly?
worksheet. Every student will receive the same worksheet except for Student A. Student A will be
working with her one on one aid while the rest of the class is working independently.
4. Explain to the students the directions. Tell the students that since we memorize our words, we
should know which words are spelt correctly and which words need to be corrected. Explain how
memorizing and studying our words will help them on their test.
5. Go over an example together. Write toch _______________ on the board. You are going to say
Lets say our spelling word is touch. Is that how we spell touch? The class will answer with
No. Explain to the students that on their sheet if the word is spelt incorrectly, they will write the
word No and correct the spelling. Demonstrate with the example above .
6. Give the students about five to ten minutes to work on the worksheet. Since the students know their
spelling words, they should be able to recognize which spelling word is not spelt correctly. The
directions at the top of the page state that if the word is spelt incorrectly, the students have to write
No and then write the correct spelling of the word.
7. When the students are finished, go over the worksheet. If there is time, have the students come up
to the Smart Board and write the correct word for the ones that were spelt incorrectly.
8. Once the worksheet is completed, start the closure activity.
ADAPTIVE PROCEDURES:
1. For Student A, make sure the student has separate spelling words for the activity and a separate
worksheet with the words on it so that they are able to complete the lesson at their academic level as
well.
2. For the students with only fifteen out of the twenty spelling words make sure that they are partnered
together during the activity so that they are able to spell the words that they have been working with.
3. For students classified as Other Health Impairment and are diagnosed with ADHD, keep their attention
focused by letting them answer questions and by letting them participate as much as they can.
4. If any students are having difficulty, take them to the back table and re teach the lesson and steps
together.
5. For students who have trouble hearing, an Auditory FM system is used. A mini microphone is worn
around the neck for your voice to project through. It is connected to a speaker which projects your
voice throughout the classroom.

CLOSURE: The students will complete an activity called Look Say Cover Write Check. The students have a
pamphlet that is separated into three parts. First the students write their words in a list format in the first section. Then
they say each word individually. After they say the word, they cover those words and in the third section, they write
the word down without looking. Then when they have completed all the words, they check to see if they spelt them
correctly. If the word was spelt incorrectly, they need to try and spell the word correctly again in the middle part of the
pamphlet. This activity is used to help the students practice memorizing their spelling words before the test.
TECHNOLOGY COMPONENT: The Smart Board is used to project the scoreboard PowerPoint slide that will be
used during the lesson.
ASSESSMENT:
SHORT TERM ASSESSMENT: By collecting the students worksheets and closure activity after the lesson,
you are able to see how well they understood the given material. Check and correct the worksheets
individually so that the students are able to see what they got right and what they got wrong. By correcting
their answers, the students will be able to see where they made their mistake if there were any.
LONG TERM ASSESSMENT: At the end of the week, quiz the students on their words. Here you will be
able to see how well the students understood the lesson and after having homework and morning work on it.
SELF-EVALUATION: I will provide a written summary after I teach the lesson along with my cooperating teachers
comments on the lesson.
RE-ENGAGEMENT: The next day there will be a test. The students will have their normal weekly spelling test that
they have every Friday. Here you will be able to see if the activity and worksheets helped the students in remembering
how to spell their words.