Introduction
This lesson plan was designed to meet the requirements for the Kindergarten Math Virginia Standard of Learning (SOL) and was developed by a team of St. Agnes Catholic School teachers who worked collaboratively planning, implementing, and assessing this unit. We worked in a Professional Learning Community (PLC). This assignment required us to produce a four-week unit plan. We met weekly to share new ideas for instruction and develop a plan that would provide our Kindergarten with lessons that meet the needs of the general education students as well as the students who require accommodations. We worked cooperatively with colleagues to develop a plan that would meet the needs of all the students and the teachers. The St. Agnes PLC for Kindergarten Math included:
Mrs. Gracelin Emmanuel, Teacher
Mrs. Kathy Hofer, Special Education Teacher
Mrs. Madeline Lawson, Resource Teacher
Dr. Teri Eichner, Resource Teacher
Mrs. Jen Kuzdzal Assistant Principal
Within this unit, we cover the VA SOL K.7 on the measurement of money, recognizing coins, and determining the value of a collection of coins (whose total value is 10 cents or less); K.8 on identifying and using instruments to measure the length (ruler), weight (scale), and temperature (thermometer); K.9 on identifying and using instruments to measure time (clock) and tell time to the hour, using analog and digital clocks; K.10 on comparing two objects or events, using direct comparisons or nonstandard units of measure length (shorter, longer).
It was necessary for our team to assess the needs of all the students in our classrooms and to collaborate with other classroom teachers and resource teachers to try to find the best strategies to successfully teach the students in this unit. Our success and, in turn, the student’s success, were dependent on effective collaboration among the teachers, a sound lesson plan with effective implementation, and appropriate assessments.
In this report, we will describe our:
- School and teaching team
- Teachers
- Classrooms
- Student biographies
- Unit plan
- Unit plan calendar
- 4 sample lessons with assessments both formative and summative instruction
The Unit Plan contains details for instruction with assistive technology for specific students. We will conclude this paper with our group reflection and individual reflections on our unit planning process.
Our School and Team Descriptions
St. Agnes Catholic School is a diocesan school located in Arlington, Virginia. St. Agnes has 460 students enrolled from Pre-K to 8th grade. St. Agnes is not a Title 1 elementary school. St. Agnes has 2 Kindergarten classrooms with 20 students in each class. Both classrooms have a special education teacher and a resource teacher. We are known as the Kindergarten Team 1. Our Kindergarten Team 1 manages one of the Kindergarten classrooms and is co-taught by Mrs. Emmanuel a general education teacher, Mrs. Hofer a special education teacher, and Mrs. Lawson the resource teacher, as noted below:
Mrs. Emmanuel (General Education)
Mrs. Hofer (Special Education)
Mrs. Lawson (Resource Teacher)
Teacher Biographies
Mrs. Emmanuel has 20 years of experience teaching Pre-Kindergarten to 3rd grade. She has been teaching Kindergarten at St. Agnes for the past 10 years. She has taught at Ladies College, Sri Lanka for 10 years. Mrs. Emmanuel has her undergraduate degree in Liberal Studies from Marymount University and a Master’s degree in Education (Pre K – 6) from Marymount University. She is currently working toward a certificate in Special Education at Marymount University.
Mrs. Hofer has 9 years of experience teaching Preschool and 3rd grade. Currently, Mrs. Hofer is in her 4th year as a staff member at St. Agnes where she works as a special education teacher in Kindergarten. Prior to working at St. Agnes, Mrs. Hofer was a Special Education Instructional Assistant at Long Branch Elementary School in Arlington, Virginia. Mrs. Hofer also worked for 2 years as a Lead Preschool Teacher at St. Ann’s Catholic School in Arlington County School and taught 3rd grade as a long-term substitute teacher at Corpus Christi School in Falls Church, Virginia. Mrs. Hofer earned her undergraduate degree in International Relations from George Mason University and is currently working toward a certificate in Special Education at Marymount University.
Ms. Lawson has 8 years of experience teaching preschool-age children and is currently in her 3rd year at St Agnes as a Resources Teacher. She previously taught in Early Childhood programs at a Montessori School in Alexandria, VA, and a Child Development Center in Kodiak, Alaska. Mrs. Lawson has her undergraduate degree in Liberal Arts Excelsior College and is currently working toward a certificate in Special Education at Marymount University.
Target Classroom Description
Mrs. Emmanuel, Mrs. Hofer, and Mrs. Lawson
| Student | SPED/ GEN ED | Disability | Student Info |
| Rhys | SPED | Behavior | Rhys is a Kindergarten student in a general education classroom. He is struggling with his Kindergarten classroom assignments. He is reading below grade level and tested as a DRA 1. In the classroom, he rushes through his work. His goal is to finish first with no regard for accuracy. His comprehension is strong and he has a good memory but his behavior in the classroom is very disruptive and he often is verbally mean to classmates. |
| Liam | SPED | ADHD | Liam is an active Kindergartner with observed ADHD behaviors. He is easily distracted when working on worksheets and is unable to complete assignments. He appears not to listen when spoken to. Liam enjoys art (painting) and working with manipulative materials. He also enjoys P.E. and outside time with his classmates.
His parents are currently seeking a formal assessment of his observed ADHD behaviors. |
| Lexi | GEN. ED | Lexi is a lively Kindergartener. She is 5 years and 9 months. Loves to be read to by her mom and has a very big imagination. She loves to draw and has a large vocabulary. She loves to get one-on-one attention. Lexi has been in daycare and school since she was three months. She has 2 older siblings, a sister, and a brother. Parents are very involved in older siblings’ sports activities. Lexi travels with them for all the games so she is tired on Mondays. | |
| Charles | SPED | Asperger’s | Charles is 6 years and 3 months. He repeated Pre-Kindergarten. He is now the oldest in the class and has a younger sibling. Charles frequently tires during active play and lies on the floor during floor activities. He frequently flaps his hands and twirls. Charles will sometimes argue with various adults. He bumps into others while lining up and when walking. Charles is easily distracted by the sights and sounds around him. He usually plays alone and does not recognize others’ feelings, other than physical pain. Even though Charles has a large vocabulary, it takes time for him to get his thoughts into words and to express himself. |
| James | GEN.ED | James is a kindergarten student in a general education classroom. He is reading above grade level, has a large vocabulary, and is very inquisitive. He is very outgoing and enjoys outdoor play with his classmates. He is an only child and the parents are very involved. They often read to him and take him to museums. | |
| Leena Sofia | GEN. ED | Bilingual and Reading. Leena Sofia is a Kindergarten student in a general education classroom. She is currently reading above grade level and is a DRA 8. She is extremely outgoing and really enjoys collaborating in groups and helping her classmates. She is an avid reader and takes pride in her work. |
SETT is an acronym for Student, Environments, Tasks, and Tools. The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities. Originally developed to support assistive technology selection and use in educational settings, the principles of the SETT Framework have been used to guide decisions about a much broader range of educational services, and also, with minor adjustments, have been successfully used in non-educational environments and service plans (Zabala 2005).
SETT Assessment: Charles is in a Kindergarten classroom of 20 students. In this classroom, the students sit at tables of six. This class is co-taught by a special education teacher, a resource teacher, and a general education teacher. In order for Charles to access the general education curriculum, he needs help from the special education teacher to complete his assignments and needs Assistive Technology (AT). Charles’s AT was determined by the SETT Assessment. Due to his handwriting and getting tired easily, Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day. The IEP team determined that the above-mentioned AT devices are appropriate for Charles.
SETT Assessment: Liam is in a Kindergarten classroom of 20 students and he either sits at a table with six students or at an individual table with the Special Education Teacher or the Resource Teacher. The class is taught by a general education teacher and an instructional assistant. They are often co-teach. Liam works in the general education curriculum and receives additional support from the resource teacher who has provided strategies for the teacher and IA to help Liam remain on task. He is allowed to walk around the classroom before sitting down at a group table; or sometimes is placed at an individual table with fewer distractions, such as other students working at the table. Liam does not have an IEP or SAP at this time. His teacher and IA have spoken to his parents regarding his behaviors, and the parents are in agreement to seek formal assessment so he can succeed and be less frustrated when attempting to complete a worksheet.
SETT Assessment: Rhys is enrolled in a Kindergarten classroom of 20 students. Rhys’s classmates sit at tables of six students. His class is taught by a general education teacher and an instructional assistant (IA) who are often co-teachers. A reading specialist and a resource teacher (RT) often push in. In this classroom, Rhys works in the general education curriculum, and for some tasks, he uses Assistive Technology (AT). Rhys does not have an IEP or an SAP at this time. However, Rhys’s performance on some tasks have been enhanced when he was provided AT. At a SETT Assessment meeting with his classroom teacher, the IA, and RT, the decision was made to provide Rhys with an iPad for some lessons and assessments. Rhys has difficulty focusing on the teacher’s instructions and cannot complete many individual tasks without disrupting his table and often the entire class. Rhys’s performance and comprehension are often below grade level. Rhys often will follow a lesson and demonstrate mastery in a one-on-one session with the IA or RT but when he returns to the class he has difficulty behaving appropriately with his peers. His Kindergarten class works collaboratively on many assignments but Rhys has trouble finding his role and demonstrating appropriate Kindergarten behaviors. His classroom teacher, IA, RT, and parents are concerned his behavior in the classroom is having a detrimental effect on his performance. An IEP team has been established to determine what further steps can be taken to help Rhys with his classroom behavior and if an IEP is necessary.
| ED 529 Critical Assignment | Unit Plan |
| Date: August 15, 2017 | |
| Grade: Kindergarten | Subject area and overarching SOL: Math: Measurement. Focus: Instruments and Attributes
K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. K.8 The student will identify the instruments used to measure the length (ruler), weight (scale), time (clock: digital and analog); calendar: day, month, and season), and temperature (thermometer). K.9 The student will tell time to the hour, using analog and digital clocks. K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block. |
| Purpose of the unit: From the 2009 VDOE Standards of Learning for students to learn about math measurement in everyday life. | Number of weeks for the unit: 4 weeks
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| A number of lessons to support the unit:
(one sample lesson per week included) 4 Lessons Total Collaborative Effort – Week 1: K.7 Money Mrs. Hofer – Week 2: K.8 Calendar Mrs. Lawson -Week 3: K.9 Clock Mrs. Emmanuel -Week 4: K.10 Nonstandard
Assistive Technology Services |
Primary educational intent: Copied from the VDOE Standards of Learning 2017 Curriculum Framework for Kindergarten Measurement strand:
Measurement instruction at the primary level focuses on developing the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money. Measurement at this level lends itself especially well to the use of concrete materials. Children can see the usefulness of measurement if classroom experiences focus on estimating and measuring real objects. They gain a deep understanding of the concepts of measurement when handling the materials, making physical comparisons, and measuring with tools.
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| Unit title: Measurement
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Key concepts:
· Describe the properties/characteristics of a penny, nickel, dime, and quarter. · identify a penny, nickel, dime, and quarter. · Identify that nickel is the same value as five pennies. · Count a randomly placed collection of pennies and/or nickels whose value is 10 cents or less, and determine the value of the collection. · Identify a ruler as an instrument to measure length. · Identify different types of scales as instruments to measure weight. · Identify the components of a calendar, including days, months, and seasons. · Identify different types of thermometers as instruments used to measure temperature. · Identify different types of clocks as instruments to measure time. · Tell time on an analog clock to the hour. · Tell time on a digital clock to the hour · Compare and describe lengths of two objects using direct comparison or nonstandard units of measure.
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| Overarching “Big Idea” for the unit:
Students will develop a sense of the attributes of measurement and the concept of a measurement unit, i.e.: a measure of length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money, they also begin to recognize the differences between using nonstandard and standard units of measure. |
Last unit (students’ prior knowledge):
Looking at Measurement Using coins Saving in their own piggy bank What they did with a coin Know what a clock is/use of The scale at the doctor’s office Weigh fruit/veggies at the grocery store
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| Overarching “Goal” for the unit:
Students will develop an understanding of mathematical concepts and apply their knowledge and skills to everyday life.
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Subject area and standard for next unit:
VDOE SOL 2017 K10 Geometric ideas help children systematically represent and describe their world as they learn to represent planes and solid figures through drawing, block constructions, dramatization, and verbal language. The focus of instruction at this level is on • observing, identifying, describing, comparing, contrasting, and investigating solid objects and their faces; • sorting objects and ordering them directly by comparing them one to the other; • describing, comparing, contrasting, sorting, and classifying figures; and • exploring symmetry, congruence, and transformation
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| Essential knowledge: from the VDOE Curriculum Framework 2009 Document:
K.7 • Develop common references for identifying pennies, nickels, dimes, and quarters. • Understand the value of a collection of coins whose value is 10 cents or less.
K.8 • Identify an appropriate measuring tool for a given unit of measure.
K.9 • Apply an appropriate technique, depending on the type of clock, to determine the time to the nearest hour.
K.10 • Compare and order objects according to their attributes. • Develop an understanding of measuring with nonstandard and standard units of measure. • Recognize attributes (length, height, weight, temperature) that can be measured.
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Critical thinking skills:
Problem-solving Making Predictions Making Inferences Inquiry Investigating Analyzing Interpreting Information |
| Social and Emotional Learning
The students will be introduced to cooperative learning through exchanging coins, taking turns with the measurement tools, and strengthening their listening skills. |
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| 4-Week Unit summary
During the first week, the students will learn how to recognize the characteristics of coins and will put this knowledge into practice. During the second week’s lesson, the students will learn how to identify and use instruments of measure for a calendar.
During the third week, the students will learn about telling time to the hour, using analog and digital clocks.
During the fourth week, the students will learn to compare two objects or events using direct comparison or nonstandard units of measure.
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Desired outcomes for each lesson:
Students will be able to identify a penny, nickel, dime, and quarter. Identify that nickel is the same value as five pennies. Students will be able to use a calendar to learn the day, month, and year.
Students will be able to tell time on a digital clock and an analog clock to the hour.
Students will be able to compare two objects using direct comparison and nonstandard units of measure. |
| Accommodations:
Charles: The student is provided one-on-one help from the special education teacher to complete his assignments and needs Assistive Technology (AT). Liam: The student sits next to the teacher during circle time, and is allowed additional time to complete worksheets. Rhys: The student works individually with the instructional assistant or resource teacher during table work to complete workbook assignment, and is given assistive technology rather than the paper version of the test. |
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| Assistive Technology used and how they reflect unit goals:
Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day.
Liam is provided a weighted lap buddy during circle time and uses a pencil grip.
Rhys is allowed to use the iPad or work in the computer lab. |
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| Resource Links for State of Virginia Standards of Learning
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009/stds_mathk.
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/fra mewk_mathk.pdf
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009/stds_mathk.pdf
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Plotted Standards and Objectives
Please refer to the document: UnitPlan_Calendar
Kindergarten Sample Lesson Plans for the Unit (One sample per week – 50 min each)
The lessons described below are example lesson plans for an inclusive, co-taught, kindergarten class on math. The unit will extend for one month and will cover measurement with a focus on instruments and attributes. There is a sample lesson for each week of the unit. The professional learning committee met regularly to discuss best practices for our students and share and compile educational resources. The unit plan and sample lessons are the products of the meetings. The general educator, special educator, and the resource teacher created one lesson as a group for the first week and one lesson for each of their week.
Week One – Introduction to Money
During week one, students will be introduced to money which is the first lesson in our unit. The week will begin with the introduction of money. Students will participate in group activities, worksheets, vocabulary, and games to help engage them with the material. The General Education Teacher, Special Education Teacher, and Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through a vocabulary and identifying coins worksheet that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
| SOL K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less (VDOE 2009).
Lesson Objectives: The students will learn to recognize a penny, nickel, dime, and quarter; and determine the value of a nickel. |
Link
| The lesson will be introduced with the Counting Coins with Annie and Mosby video on BrainPOP. Jr.(https://jr.Brainpop.com/math/money/countingcoin). The class will play the Counting Coin game on BrainPOP Jr. The teacher will follow up with a review of the corresponding vocabulary, and coin value, and recognize each coin (penny, nickel, dime, and quarter). To remember the value of each coin the teacher will teach the Coin Poem. | |||
| General Education Teacher will lead the class by introducing money and asking the students if they have seen money and where? | Special Education Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Engage and Explain
| The teacher will present a large group lesson, based upon Program of Studies/SOL and student assessment information for SOL: K: 7 The lesson will have the students
a) Recognize penny, nickel, dime, and quarter. b) Determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. c) Identify that nickel is the same value as five pennies. During circle time read One Cent, Two Cents, Old Cent, New Cent: All About Money by Bonnie Worth. The teacher will ask the class if they have seen coins. Where can the students save coins? Why save coins? The students individually tell about the coins that they have and where they save them. Give some examples of what you can use coins for. If needed provide more examples. Show the coins and pictures of coins. Display and demonstrate the equivalent values of each coin. Teach the poem |
Active Learning
| Guided Practice. The teacher will work with small groups of students, pairs, or individual students. The teacher can tailor the instruction based on strengths and students’ needs and check for understanding and document observations. The teacher can observe and assess the students’ understanding. The resource teacher and the special education teacher can also work with students during this time. | Hands-on Practice: Students can make coin rubbings with a worksheet from BrainPOP, Jr. Students will be asked to bring a small bag of real coins from home. With these coins, they will match the real coins with pictures of coins. The students will also practice identifying the coin, writing the value, and drawing a line to the coin name. At the end of the week, a small classroom store will be set up for the students to purchase small items with their coins. | Higher Thinking: The teacher will ask students to combine the coins and form different values. Place different combinations of coins in plastics Easter eggs. The students will open the eggs and tally the coins. Also on a grid with the alphabet printed out place coins under the letters in penny, nickel, dime, and quarter. The students will take a word flash card and the coin for each letter. They add up the coin value of the word and write the value. |
Reflection
| The teacher will ask each student to take a coin out of their bag. Each corner of the room is assigned a value and the students go to the corresponding corner for the coin they chose. The students can add up their “corner value”. After the end of the lesson, the teacher will review what they learned today. |
Now and Then
| Students will ask for 7 coins from their parents and draw them. Then write the value of them on a paper and write the total value of the coins. |
| Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students. · Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged. · Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments. |
| Week One Assessment – Money
At the beginning of the school year, the teacher will use a mathematics dynamic assessment (MDA), which is an informal assessment that can be used to structure instruction (Kauffman & Hallahan, 2015, p. 141). The MDA will provide the teacher with the information on what are the best techniques for teaching this lesson. This assessment includes a mathematical assessment at the concrete, semi-concrete and abstract levels of instruction as well as identifies math interests and mistake patterns (Kauffman & Hallahan, 2015, p. 141). This is an informal but practical method to collect data to design the instruction to meet the needs of students, especially those with learning disabilities. |
Documents/worksheets for Lesson 1:
Match the real coins to the value of the coins.
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| Figure 2: Matching real coins to pictures of the coins and the value of the coins. created by G. Emmanuel and K. Hofer
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Week Two – Introduction to the Calendar and Dates
During the second week, the students will spend most of their time working with clocks but will continue to work with their calendars by adding the time to events. Some students will find the time lapsed for an activity. This may be used as enrichment for those students. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through review calendars and date worksheets that will serve as summative assessments. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
| SOL K.8 The student will identify the instruments used to measure the length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer). (VDOE 2009)
Lesson Objectives: The students will learn to use the calendar properly. The students will learn to read a calendar and identify the day, month, and seasons. |
Link
| From the very first day of school to the last, the students will review the daily calendar during the morning meeting. The teacher will review the daily schedule going over what day it is, what month it is, the time of year, count the days of the week, and talk about birthdays and important upcoming dates. These topics are part of SOL K.8 but also an important part of the morning meeting every day. The topics in this unit will be introduced or reviewed with the following short videos and reading the Math Counts series.
Video: Calendar and Dates: https://jr.brainpop.com/math/time/calendaranddates/ Songs: Days of the Week and Macarena Months on Dr. Jean and Friends by Dr. Jean Feldman |
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| General Education Teacher will introduce the calendar and explain its purpose. The class will compile a list of what the students know about a calendar. The teacher will display the list in the classroom and add new items as the students expand their knowledge. | Special Education Teacher will sit with identified students in a quiet location in the classroom. She will limit distractions to help keep their focus on the lessons and encourage active participation. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Engage and Explain
| The kindergarten students will discuss what information they can gather from a calendar. The class will develop a schedule for our school day. We will use a large daily wall calendar. We will also compare a daily weekly, monthly and yearlong calendar. | ||
| General Education Teacher will begin a vocabulary list for the calendar and the class will label the parts of the calendar. | Special Education Teacher will shadow and observe students. She will take notes on students’ class behavior, and participation, reinforce concepts and begin a list of concepts that will need review or further instruction. | |
Active Learning
| The students will complete their own calendars at their desks and the classroom calendar in the large group during the morning meeting. During sharing the students will practice giving their classmates thinking time, raising their hands with answers, and working on self-control by not shouting out. | ||
| General Education teachers will discuss the importance of keeping a calendar in everyday life. The students will discuss why we need a calendar. | Special Education Teacher will monitor and periodically review and assess these skills with her students during the school year. She will work with the students to be sure they understand the concepts, completes their assignments, and address any weakness. | |
Reflection
| Students will work on this unit every day from the first day of the school year to the last day of school. Slowly, the students will go from identifying the day, week, month, and year to determining a future date and a past date.
Each morning, the class will gather on the carpet for the morning meeting. At this time, the calendar helper will name the day of the week, date, month, and year. The class will also choose the type of weather for the day. Each student will get a chance to be the calendar helper and update the classroom calendar. This will allow the teacher a quick assessment of the chosen student. The teacher will remind the class to give the calendar helper thinking time, if needed, and to not shout out answers. After the class has confidence in their daily calendar skills, the teacher can ask the students to name tomorrow, yesterday, and the date a week from today or a week ago. We can use visual tools to graph the weather too. We can use Unix cubes or clips to compare sunny days to cloudy days. The class can also count the first hundred days of school with popsicle sticks bundled into groups of ten. With each passing day, the students will gain stronger calendar skills, calendar vocabulary, and an understanding of the passage of time. |
Now and Then
| Students will make their own calendars. We will ask the students to find different calendars at home and the use of the calendar. During calendar work we will learn about the following concepts:
week, month, year, date events a month from now, three months from now seasons: Autumn, Winter, Spring, Summer morning, afternoon, evening before and after beginning of the year, middle of the year, end of the year, new year, week-end, week-day |
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| General Education Teacher will provide the scavenger hunt list. She will use poster graphs to compare elapsed time and dates. | Special Education Teacher will send home instructions to parents for the scavenger hunt and explanation of the unit so they can reinforce the measurement lessons at home. | |
| Overall Accommodations:
Break Passes: Charles, James, Rhys Simplifying Instructions: Liam Behavior Charts: Liam, Rhys Worksheet in iPad: Charles, Rhys Small-Group Instruction: Liam, James Individuel Instruction: Charles, Rhys Partners: 1. Lexi, Rhys 2. Leena Sofia, James Enrichment work: Leena Sofia, Lexi |
| Week Two Assessment – Calendar
The classroom calendar is a daily activity in Kindergarten, allowing the teacher to assess the students’ knowledge of the days, weeks, months, and years and knowledge of the weather every morning. The K8 SOL will expand the students’ knowledge and application of the calendar. During this week the student will have daily assessments and a cumulative assessment of their calendar knowledge. |
Documents/worksheets for Lesson 2:
| Figure 10: Student’s Calendar worksheet 1 created by Kathy Hofer |
Student’s Calendar Worksheet
| Figure 11: My Daily Calendar created by Kathy Hofer |
Student Calendar Assessment Worksheets:
| CALENDAR REVIEW
NAME: __________________________________________________
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LAST MONTH:
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THIS MONTH:
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NEXT MONTH:
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| MY BIRTHDAY MONTH:
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YESTERDAY:
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TODAY:
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TOMORROW:
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JANUARY |
FEBRUARY
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MARCH |
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APRIL |
MAY
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JUNE
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JULY |
AUGUST
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SEPTEMBER |
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OCTOBER |
NOVEMBER
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DECEMBER |
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MONDAY |
TUESDAY
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WEDNESDAY |
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THURSDAY |
FRIDAY
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SATURDAY |
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SUNDAY
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| Figure 12: Calendar Review created by Madeline A Lawson | |||
Week Three – Introduction to Telling Time
During the third week, the students will spend most of their time learning about clocks, both analog and digital; and making their own clocks. Telling time will take additional instructional time and lots of practice is essential. Several books will be available for the students to read about telling time, clocks and when things happen. At the beginning of each lesson, the class will watch BrainPOP Jr. videos and complete some of the activities. This may be used as enrichment for some students. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through review clock and time worksheets that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
| K.9 The student will tell time to the hour, using analog and digital clocks. Also, the student will identify the instruments used to measure time (clock: digital and analog) [K.8].
Lesson Objectives: The students will learn the proper use of a clock. The students will learn to read analog and digital clocks. The students will discuss the passage of time. |
Link
| During our morning meeting from the very first day of school to the last, the students will review the daily schedule and note the time of each activity. These topics are part of SOL K.9 (and K.8) but also part of the morning meeting every day. The topics in this unit will be introduced or reviewed with the following short videos and reading the Math Counts series book Time.
Book: Time by Henry Pluckrose Videos: Parts of a clock: https://jr.brainpop.com/math/time/partsofaclock/ Time to the hour: https://jr.brainpop.com/math/time/timetothehour/ Time to the minute: https://jr.brainpop.com/math/time/timetotheminute/ Time to the quarter and half hour: https://jr.brainpop.com/math/time/timetothequarterandhalfhour/ Elapsed time: https://jr.brainpop.com/math/time/elapsedtime/ Song: What’s the Time https://www.youtube.com/watch?v=RBvmO7NgUp0 |
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| General Education Teacher will introduce each topic. Develop a list of what the students know about the topic. Keep the list up in the classroom to add new items as the students expand their knowledge. | Special Education Teacher will sit with identified students in a quiet and removal location in the classroom. She will limit distractions to help keep their focus on the lessons and encourage active participation. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Engage and Explain
| The students will discuss when they see a clock and what time it is during their daily routine at school and at home. We will develop a time schedule for our school day and create a list for this schedule. We will use the following tools: a digital and analog clock. Also, students will use the Time Activity Set by Learning Resources that provides additional learning through hands-on learning: a clock with movable hands, puzzle pieces to match both analog and digital, 2-hour dice and 1 minute die to write the time after dice are rolled, and dry-erase cards to write the time. | |||
| General Education Teacher will introduce each part of the clock for the students to see and work with.
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Special Education Teacher will shadow and observe students. She will take notes on students’ class behavior, and participation, reinforce concepts and begin a list of concepts that will need review or further instruction. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Active Learning
| Every day, during the school year, the students will look at the clock during morning circle time and students will take turns explaining what time it is during our morning schedule routine. Also, the students will work with an instructional toy ‘parts of a clock’ and the Time Activity Set. The students will use table clocks to find the time for classroom and home activities.
During the computer, students will practice telling time within one of abcya’s online educational games Telling Time. Parents will be encouraged their child to practice at home with a real clock, discussing their family schedule for both am and pm activities (soccer is at 5:00 pm; reading time at the library is at 4:00 pm, and Mass is at 9:00 am). http://www.abcya.com/telling_time.ht Note: this link is unique to the school’s abcya’s log-in account for students. |
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| General Education Teacher will provide instructions on how to use the instructional toy ‘parts of a clock’ and will walk around the room monitoring students’ progress, assisting those who need help, and noting skills that need review.
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Special Education Teacher will sit with Liam and Rhys at the horseshoe table and provide instruction and help. She will ask these students to return to their tables to work with classmates. She will then ask Charles to sit with her to work on the lesson and observe his progress and assist when needed. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Reflection
| During these lessons, the students will switch seats and work with different classmates. The students will share in during these group sessions and at circle time what they have learned about telling time.
During sharing, students will practice raising their hands to be called on, allowing other students time to think before giving the answer or speaking out of turn, and work on self-control by not shouting out. A few of these tasks will begin the first week of school and expand on over the year and during the measurement unit. Other topics will be introduced during the unit. The yearlong tasks can be used for critical thinking projects during the unit week. |
Now and Then
| Students will make their own clock. We will ask the students to find different types of clocks at home. The students will also complete a daily home time schedule and turn in the worksheet (see attached).
We will expand this lesson into time-lapse and determine how long the students watched TV, played outside, practiced piano, etc. During clockwork we will learn about the following concepts: · morning (am), night (pm) · before and after time · second, minute, hour, moment · time schedule of daily activities |
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| General Education Teacher will provide the materials for the students to make their own clock, the daily home time schedule worksheet, and will use poster graphs to compare elapsed time and dates. Also, the teacher will discuss the importance of learning how to tell time. | Special Education Teacher will monitor and periodically review and assess these skills with her students during the school year. She will work with the students to be sure they understand the concepts of telling time, complete their worksheets, and address any weaknesses. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
| Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students. · Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged. · Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments. |
| Week Three Assessment – Clock
The different learning resources for this lesson plan, videos on telling time, books about clocks, learning about the different parts of the clock, and worksheets, incorporated into the students’ daily work and morning circle time will allow the teacher to assess the student’s knowledge of the different parts of a clock and if they can identify the time of day. Additionally, assessment worksheets will ensure that the students have a better understanding of the concept of time and how a clock works. |
Documents/worksheets for Lesson 3:
Paper Plate Clock
- Take two paper plates—one plate should be a larger dinner plate-like Chinet and the smaller plate a solid, bright color. Glue the colored plate on the white plate so your clock has a rim that’s a different color from the face.
- Add clock numbers on the plate. The numbers can be handwritten with a marker, foam numbers, or stickers.
- Cut out the hour and minute hands bright, solid, contrasting colored paper and fasten it to the center of the plate with a brad.
Daily Home and School Time Schedule
Morning schedule – am
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| Get ready for school
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| breakfast
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| Arrive at school
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| Figure 16: Morning Schedule – am. Created by Madeline A. Lawson | |
Evening schedule – pm
| Arrive home after school
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| Snack
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| Homework
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| Sport activity
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| Figure 17: Evening Schedule – pm Created by Madeline A. Lawson | |
Week Four – Introduction to Measure Lengths with Nonstandard Units
During week four of our unit plan, the students will be introduced to Measure Lengths with Nonstandard Units. The week will begin with the introduction of what it means to nonstandard units and how we can measure lengths with nonstandard units. Students will participate in group activities, worksheets, vocabulary, and games to help engage them with the material. The Special Education Teacher, the General Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed from the mathematics dynamic assessment worksheet that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
| SOL K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block (VDOE 2009) |
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| The lesson will be introduced by inviting the students to the carpet. Draw a straight line on the board with a yardstick, and tell the students that they are going to measure the line. Ask the students what can be used to measure the line. Read the Literature Book – How Big is a Foot? By Rolf Myller. Ask the students what was used to measure in the story, and inform the students that the line drawn on the board is going to be measured not with a ruler, but with other units that are known as nonstandard units. | |||
| General Education Teacher will lead the class by introducing the lesson by showing the students different lengths using non-standard units of measure | Special Education Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating. | |
Engage and Explain
| The teacher will present a large group lesson, based on Program of Studies/SOL and student assessment information for SOL: K: 10 The lesson will have the students
· Students will measure lengths using nonstandard units. · Students will write the length in numbers. · Students will measure one object using three different nonstandard units, and graph the results (students already know how to graph). · Students will recognize that a measurement must include a number and the unit. During circle time read How Big is a Foot? By Rolf Myller. Ask the students what was used to measure in the story, and inform the students that the line drawn on the board is going to be measured not with a ruler, but with other units that are known as nonstandard units. Give some examples of nonstandard units. If needed provide more examples. |
Active Learning
| Guided Practice. The teacher will work with small groups of students, pairs or individual students. The teacher can tailor the instruction based on strengths and students’ needs and check for understanding and document observations. The teacher can observe and assess the students’ understanding. The resource teacher and special education teacher can also work with students during this time. | Hands-on Practice: Students can write their names and graph their names to see how many letters were there. Let them know that instead of the letters, they are going to graph the units to see how many are needed for that particular object. Tell that they are going to measure the length of the room using their steps (feet), measure the length of their desk using the new pencils, links, and yellow yarn, and measure the length of the teacher’s desk using their hands. Remind them to write down the number and draw the graph. | Higher Thinking: The teacher will ask students to find 3 different objects, measure them with the same unit, and make a graph. The students can measure a10 inch line using the counting cubes, crayons, and red yarn. Remind them to measure, write down the number, and draw a graph. The students can also compare the lengths. Challenge the students by asking them why the measurements are different even though they are measuring the same object. |
Reflection
| The teacher will ask each student what their measurements were, and observe them recording the number with the unit and completing the graph. After the end of the lesson, the teacher will review what they learned today. |
Now and Then
| Students will: measure their room using their feet and another family member’s feet. Write the number down and draw a graph comparing the measurements. |
| Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students. · Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged. · Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments. |
| Week Four Assessment – Nonstandard
The mathematics dynamic assessment will provide the teacher with the information on what are the best techniques for teaching this lesson. This is an informal but practical method to collect data to design the instruction to meet the needs of students, especially those with learning disabilities. |
Documents/worksheets for Lesson 4: (Created by Gracelin Emmanuel)
Measuring the line on the board (Figure 20)
| Clothes pins | ||||||||||||||||||||||||
| Red Yarn |
Measuring the length of the room (Figure 21)
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| Student B Foot | ||||||||||||||||||||||||
| Student C Foot |
Measuring the length of the student desk (Figure 22)
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| Links | ||||||||||||||||||||||||
| Yellow yarn |
Measuring a 10-inch line (Figure 23)
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| Crayons | ||||||||||||||||||||||||
| Red yarn |
Measuring the line on the board (Figure 24)
| Pencils | ||||||||||||||||||||||||
| Cubes | ||||||||||||||||||||||||
| Crayons |
Measuring the teacher’s table (Figure 25)
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| Student E hand | ||||||||||||||||||||||||
| Student F hand |
Measure from Home (Figure 26)
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Assistive Technology
Assistive technology is a vital component in education today, and it enables students with disabilities to grasp the general education curriculum. Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities. AT can be low-tech such as communication boards made of cardboard or fuzzy felt. It can be high-tech: special-purpose computers. AT can be hardware: prosthetics, mounting systems, and positioning devices. AT can be computer hardware: special switches, keyboards, and pointing devices. AT can be computer software: screen readers and communication programs. AT can be inclusive or specialized learning materials and curriculum aids. AT can be specialized curricular software. AT can be much more—electronic devices, wheelchairs, walkers, braces, educational software, power lifts, pencil holders, eye-gaze and head trackers, and much more. Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things. Different disabilities require different assistive technologies.
We have outlined the assistive technology plan for certain students:
Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day.
Liam is provided a weighted lap buddy during circle time and uses a pencil grip
Rhys is allowed to use the iPad or work in the computer lab.
Formative
Week One – Money: Throughout the lesson students will be given formative assessments to show understanding of the material taught, comprising of matching the value of the coin, combining coins to have equivalent for a nickel, a dime, and a quarter, the classroom shopping.
Week Two – Calendar: During the week, the students will be asked to complete a daily calendar worksheet as morning work. Using the Calendar Worksheet, the students will identify the name of the day, week, month, and year. They will be asked to write the name of each and the numbers. If possible, the students can write the digital time. The teacher will observe the students as they work and allow them to collaborate. During writer’s corner, the students will complete the My Daily Calendar Worksheet, writing complete sentences about their activities for the day.
Week Three – Clock: During the week, the students will be learning about digital and analog clocks, creating their own clock, and using materials from the Time Activity Set to reinforce the knowledge they have learned throughout the week to identify the face of the clock, the hands, the direction the hands of the clock move, and time of day (am, pm; morning, evening; second, minute, hour, and moment). Also, the students will be asked the complete a worksheet for their daily activities throughout the day for certain activities (both at school and at home). The teacher will observe the students as they work and allow them to collaborate.
Week Four – Nonstandard: Throughout the lesson, students will be given formative assessments to show understanding of the material taught, formative assessments will be done when the students are measuring, recording (using the correct unit), and graphing.
Summative
Week One – Money: The classroom shopping and fill in the blank on What’s It Worth (Figure 8), and writing how many cents (Figure 9).
Week Two – Calendar: At the end of the week, the students will complete a quiz asking them to fill in the missing part of the calendar. They can use the wall calendar and calendar vocabulary word list for help.
Week Three – Clock: At the end of the week, the students will participate in a special morning circle time about the time of day if it’s morning or evening, am or pm; have Show and Tell of the clock they made, and discuss the daily schedule worksheets that they completed (both at school and at home).
Week Four – Nonstandard: The students will be asked to measure the teacher’s desk using their hands, write the unit and draw a class graph. Each student has to fill in the number of boxes according to the measurement (figure 25).
Group Reflection
In the lessons for this Virginia SOL Standard, Kindergarten students will develop important mathematical skills. The Kindergarten students will form basic problem-solving skills, practice mathematical communication, develop mathematical reasoning skills, form connections, and develop a basic understanding of mathematical representations. The skills the Kindergarten students learn during these lessons are life skills that are used daily and are necessary for all students to understand. These lessons do not preclude special education students from doing the exact same work as general education students. The instruction and pace may be different for students who learn differently, but the end result should be the same. Reading a clock or calendar, counting money, measuring length and height, and measuring weight or temperature are skills we all use every day. It does not matter what a student’s career or education path may be: everyone needs the ability to use these mathematical skills in everyday life.
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