Students with the will be able to spell and write out some basic long vowel words that have c-v-c-e and v-c-e spelling patterns and will use the Clickers/Responses when they hear the right sound.

About the Concept:

There are several regular long vowel spelling patterns in the English language. The c-v-c-e pattern (consonant-vowel-consonant-final e) is a long vowel spelling pattern which occurs quite frequently in early reading and spelling. Essentially, the phonics rule for this design mentions that when a vowel and final e are separated by a single consonant, the first vowel is long, and the final e is silent. Some words that follow this rule are cake, scene, kite, hope, and rude. The c-v-c-e pattern occurs most frequently when the long vowel is a, i, and o and less frequently when the first vowel is e or u (Classroom Resources, 2012).

The students will use the Clickers/Responses as a game after learning the sounds. They will hear the vowel sound and use the clicker to buz in to give their answer as to what sound that they have heard.

Materials:

Sing Your Way Through Phonics Volume 1 CD, Tracks 17 and 18 (Listen to audio sample)

Sing Your Way Through Phonics Volume 1 Mini-Charts (pp. 74-85)

Optional: Flip Chart, markers, sticky notes

Optional: card stock, markers, index cards

Clickers/Responses

Spelling Lesson: SmartBoard Exercise

If you are teaching third grade for special education students, it is already obvious that your students are learning new words at a faster pace than ever before. It is essential that third graders in special Ed keep their spelling abilities on the rise as well and also have them modified.

Here are two basic activities that you can use throughout the year with any list of third grade special Ed spelling words. This activity can be done together on a SmartBoard

Intersections

The teacher will have this already up on the smart board. They will then give students half-sheets of graph paper. Ask them to make a crossword-type grid of their spelling words, using as many intersections as possible. This activity is fun for the kids, and it requires that they look extremely carefully at the letters in the spelling words and then at the SmartBoard for help.

If the teacher is interested with going even a step further, they can have the students do something like write crossword puzzle clues that will be for each spelling word. Then the teacher would permit them to go on a computer and then with the help they will do a free online crossword puzzle creator and make a puzzle with their words and clues for a classmate to solve it.(Classroom Resources, 2012).

Vocabulary Lesson with Audio Tape

STUDENT OBJECTIVES

Students will

Sing a song that contains 32 words from the Dolch word list that will be heard from the audio tape

Students will listen to audio tapes to become familiar with concepts of print

Recognize and read high-frequency vocabulary words from listening to audio

Spell and write the vocabulary words from what they heard from audio tapes

Comprehend the meanings of sentences from the song that use the vocabulary words from the audio tapes (Classroom Resources, 2012)

Session 1. Introduction to Song and Book

1.

Tell students they are going to learn to sing and read the words from a song played from the audio tape.

2.

Introduce the song that is played on the audio tape by having the students guess the answer to the following riddle:

I'm thinking of something...

You can eat it.

It's a fruit.

It's green on the outside.

It has seeds on the inside. It begins with the letter w.

It's pink on the inside.

Answer = a watermelon (Classroom Resources, 2012)

3. When students are able to guess the answer, show them the picture of a watermelon.

4. The teacher will then tell students that the song is about a body of water where watermelons can grow. (Classroom Resources, 2012)

Gates MacGinitie reading test

The simple indication of the Gates-MacGinitie Reading Tests is that it will be extremely useful for teachers and schools to distinguish the overall level of reading achievement of individual students during the course of their entire school careers (Gates-MacGinitie Reading Tests® Online, 2012). The objective material which was found from GMRT, supplemented by teachers' assessments and other bases of information, will be able to give a foundation for the following:

Organizing special education students into appropriate instructional groups

Selecting special education students for separate examination and special instruction

Categorizing special education students who are ready for more forward-thinking instruction

Putting new special education students into suitable instructional programs

Measuring the competence of instructional programs

Recording special education students development to teachers, parents and the community

SECTION 2: WRITING

STATE GOAL 3: Write to communicate for a variety of purposes.

Why This Goal Is Important: The ability to write clearly is essential to any person's effective communications. Students...

Clear writing is serious to employment and production in today's world. Special ed students will capable of writing for an assortment of audiences in opposing styles, counting standard rhetoric themes, reports and business letters, financial proposals and technical and professional communications. Students will need to be able to utilize word processors and computers to improve their writing proficiency and recover their career chances.
A. Use correct grammar, spell-ing, punctuation, capitalization and structure.

3.A. 1 Create complete sentences that will be able to show some demon-stration with subject/verb agreement; suitable capitalization and punctuation; correct spelling of appropriate, high-frequency words; and suitable use of the eight parts of speech (Indiana Academic Standards, 2012).

B. Compose well-organized and coherent writing for specific pur-poses and audiences.

3.B.1a Use prewriting methods that will be able to create and establish thoughts (stress on one topic; establish writing to encompass a beginning, middle and end; use expressive words when writing about persons, places, things, actions). (Elementary K-5 Writing Curriculum, 2012)

C. Communicate ideas in writing to accomplish a variety of purposes.

3. C.1a Write for a diversity of purposes as well as description, information, clarification, persua-sion and account (Elementary K-5 Writing Curriculum, 2012).

3. C.1b Create media arrangements or pro-duct-ions which take meaning visually for a variety of determinations.

Computer Lesson: Clouds and Rain - a Writing and Clipart Activity

Students Practice Writing and Illustrating a Story with Clipart

This activity gives students in special education the practice writing and searching for context suitable clipart to supplement into their sentences. Students will utilize Microsoft Word to type the following sentences.

Students add clipart to illustrate.

When you are teaching this, demonstrate how to search for clipart, size and position clipart, and how to delete clipart.

Students should know how to use "Undo."

Students should print, and save this document with a descriptive name (Classroom Resources, 2012).

Clouds and Rain - Writing and Clipart Practice:

SECTION 3: Social Behavior Plan

Personal-Social Skills. Competency 14: Achieving Independence. Sub-competency

61: Demonstrate awareness of how one's behavior affects others.

LESSON PLAN

LCCE Objective 14.61.1. Determine the right behavior when it comes to bullying.

LCCE Objective 14.61.2. List all of the appropriate behaviors for a variety of situations such as bullying.

Reducing Behavior Problems

Practice: Teach Skills on the SmartBoard and Paper Exercise

This document is a typical third-grade lesson plan for a social-emotional skills lesson at for special education students. The goal of this lesson is to help children identify the difference between a "reporter" and a "tattletale." From time to time, students do not report bullying incidents for the reason that they are fearful to be called tattletales. Part of building social skills and a safe environment at school is being able to teach students about their rights and duties, and the importance of reporting incidents of teasing, bullying, and harassment.

Through this lesson and follow-up activities, children in special education can learn and practice social skills needed to succeed in group situations. First, the teacher introduces the concept of a tattletale to the students on the Smartboard. Then the teacher reads a book related to tattling to the children, asking them to make predictions about what will happen during the story. As a class, students differentiate among tattletale and reporter statements that are given in the lesson plan. Then the teacher splits the class into groups for a problem- solving activity where students will make the decision if a behavior is an example of a tattletale or reporter. Teachers in special education may wish to use this lesson plan format to plan social-emotional skills lessons (Classroom Resources, 2012).

SmartBoard Lesson on social-emotional skills -- "Tattling"

Book: "Tattlin' Madeline" by Carol Cummings

Goal: The goal is to help children recognize the difference between a "reporter" and a "tattletale." (Classroom Resources, 2012)

Socially capable children are more acknowledged in school by their teachers and friends. Through this lesson and follow-up actions children will learn and practice that is needed social skills to prosper in group conditions.

Key terms: tattletale, reporter

Core Activities:

1. Introduce social skill to class on the SmartBoard: What do you know about tattletales? Have you ever called someone a tattletale? Why? Would you want to be called a tattletale? (Elementary K-5 Writing Curriculum, 2012)

2. Skill Book: "Tattlin' Madeline" by Carol Cummings

a) Make story forecasts from reading the title and…