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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.
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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
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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
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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
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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
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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.