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1 Figure 9.3. James’s learning and participation plan Part 1: Weekly Learning Plan Student: James Subject: math Unit: Numbers & Operations: Use Place Value to Add and Subtract Week of: September 15 Part A: Learning Objectives, Homework, and Assessment Learning Objectives from Learning Objectives for the Homework & Assessments for Homework & Assessments for General Education Standards Focus Student Typical Students Focus Student Vocabulary: Vocabulary: 20 multiplication facts and 3 5 addition and 5 subtraction operations add word problems per night problems per night. 1 word unknown more End of week test: 5 word problem using addition. problems; written explanation of estimate subtract rounding less how student used mental computations and estimation to test for reasonableness of answer equals unknown End of week test: 5 addition and 5 subtraction problems. 1 word problem using addition. 2 Knowledge: Knowledge: Skills: Skills: Solve two-step word problems Solve one-step real-world using the four operations. problems using addition or subtraction within 20. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Part B. Daily Instructional Routines Monday Tuesday Wednesday Thursday Whole class Whole class Whole class instruction Whole class Friday Whole class instruction 3 instruction instruction Whole class Whole class discussion discussion Small group Small group Whole class discussion Small group discussion/problem solving instruction Whole class Whole class discussion discussion Small group discussion/problem discussion/problem Individual seatwork discussion/problem solving solving Presentation solving Small group discussion/problem solving Individual seatwork Individual seatwork Individual seatwork Lab experiment Individual seatwork Presentation Presentation Presentation Reading Presentation Lab experiment Lab experiment Lab experiment Writing Lab experiment Reading Reading Reading Math problem- Reading Writing Writing Writing Writing Math problem-solving Math problem- Math problem- Math problem- Test solving solving solving solving Other Information about Daily Lessons Monday Tuesday Wednesday Thursday Friday 4 Introduce unit Guided practice with Guided practice with whole whole class class Individual practice at seat Math stations Cooperative group Individual practice Test activities Test prep game Discussion of incorrect and correct answers 5 Part C. Vocabulary for Augmentative Communication Target vocabulary words Is it already on Will student What are already the device? use this existing words that word be vocabulary for can be used to programmed on to general describe the target device? Where is it? communication vocabulary word? after the unit? Are these words Should target Sentence starters? Light tech format? If yes, where should it go? that can be used for other activities? add more subtract less equals all are on math page sets yes n/a n/a The operation I need n/a to use is… 6 unknown 7 Part D. Accessible Instructional Materials Text Worksheets Tools/Equipment/ Graphic Organizers Technology/Software math problems pencils n/a digital version text to speech on scan into GoWorksheet and adapt Unifix cubes math schema for solving word iPad to reflect addition problems only Focus Student Class/Typical Students chapter 4 in math book AAC device problem using addition 8 Part E: CVI Supports 1. Color Use neon Unifix cubes against black background on felt board. 2. Movement Use movement of teacher’s hand or pointing wand to get visual attention. 3. Latency Allow wait time between presentation of materials and expected attention and response. 4. Visual fields Present material no more than 45 degrees from midline on a plane from his eyes to his chin but not higher or lower. 5. Complexity Remove extraneous objects from James’s desk except for black felt board and AAC device. All numbers and operations must be no less than 1” tall, written in black, and outlined in red. 6. Light Use lighted wand to draw James’s attention to the Unifix cubes against the black felt board. 7. Distance Assure that all math materials are within 12” of James’s face. 8. Visual novelty Subtraction sign is new to James so it must be explicitly taught. 9. Visual motor Provide hand-under-hand support when James is reaching for the Unifix cubes or his AAC device within his visual field.