Goal of Indiana Students Reading

¶ … goal of Indiana students reading proficiently by the end of 3rd grade for special Ed students, we will have to strengthen the initial program in reading. That basis must allow students to not only become skilled, but to display mastery during K-3 schooling. With that said,

Standards, instruction and assessment will have to be precisely aligned;

Statistics on every child's development must be used by teachers to adjust/distinguish their instructional practices;

Children will have to be given effective interventions if they are not making satisfactory development so their learning can be quicker and they can thus "catch-up" with their peers;

Teachers will have to get information regarding each child's prior learning so transitions from grade-to-grade occur smoothly;

All of the students will have to have the opportunity for quickening. Children in special education who are performing at or above grade-level must be provided enhanced instruction so their depth of learning can continue;

Activities to reach state literacy goals have to take place at the parent, child, classroom, school and professional levels;

Parents must be frequently informed of their children's progress; and •

Teachers must unceasingly improve their effectiveness.

This plan, to guarantee the literacy of students by the end of 3rd grade for special education, includes a clarification of the state's reading standards which will be in Part I. Part II clarifies the state's Reading Framework and recently compulsory Reading Plans for children in special education.

SECTION 1: READING

PART 1: Reading Standards

The world in which we live in bears to regulate. For students to be able to prosper in school, at work, and in their communities, they will probably need more skills and information than ever did before. Suggested by Indiana's Alpha Omega Publications accepted by the State Board of Education, Indiana's academic standards are very much classified among the best in the country by Achieve, Inc., Indiana's K-12 academic values do deliver teachers and managers with a full option and order for curriculum preparation.

The present form of Indiana's English/language arts standards, which was adopted in 2006, started with a basis of assistances to help children learn to read, and then change to serving children read and transcribe to learn.

The reading standards include the following:

print ideas

Phonemic awareness

Decoding and word recognition

Vocabulary and concept development

Structural features of informational and technical materials

Analysis of nonfiction, informational and literary text

Structural features of literature

Writing, listening, and speaking standards, which support reading, include the following:

The processes and features of writing

Writing and research applications

English language conventions

Analysis and evaluation of oral and media communications speaking applications

The appeal is now much bigger than it was a long time ago when it comes down to is capable to read, write, think, and speak professionally; examine problems and set insistences; learn new ideas extremely rapidly; take the ingenuity; and also be able to work in teams. This appeal is the same that goes on all across the state and even national restrictions. While Indiana in the past had world-class standards, the Shared Core State Standards Initiative is a state-led power synchronized by the National Governors Association Center for Best Practices (NGA Center) for various states to be able adopt a set of shared standards (State of Indiana Academic Standards, 2012). Nearly all of the states, and that does consist of Indiana, has acknowledged or has made plans to receive the Common Core State Standards as the state's standards, in response that core services and information are an absolute expectation nevertheless of where a child is living (Indiana Academic Standards, 2012).

The Common Core State Standards include K-12 College- and Career-Ready Standards in English/language arts and mathematics that define the knowledge and skills students need for success in entry-level, credit-bearing, academic college courses and labor force training programs (Indiana Academic Standards, 2012).

The Common Core State Standards

Are related with college and work scenarios that are modified for those in special education;

Encompass severe content and application of material skills through higher-order;

make upon strengths and educations of the current state standards;

Are globally benchmarked;

Are suggestion- and/or investigation-based.

Indiana's forecasts for literacy achievement are absorbed by these standards, which undergird this strategy to help protection Indiana students learn to read proficiently by the end of 3rd grade. An inspection of the Common Core State Standards, as compared to the content of Indiana's Academic Standards, was brought to the Education Roundtable in August of 2010. The Common Core National Standards were then obtainable to the State Board of Education and accepted in August of 2010. Application of the Common Core State Values will start throughout the 2011-2012 school year and will be thoroughly practical once a multi- state estimate group is entirely allied with the Common Core State Standards -- maybe as first as 2014-2015.

PART II: Instruction, Remediation and Retention

Reading Framework

Indiana has been capable to partner with the Corporation on Reading Excellence (CORE) to grow a K-6 Reading Framework for special education in an effort to make a united, statewide reading plan which is intended at attending all students reach skill in reading. Created upon scientifically-originated reading research, the framework summaries the material and values that should inform clarification does and found labors at all levels. The Reading Framework for special education will be able to deliver guidance for instructing reading achievement, in addition as making students for the 21st century, postsecondary education and the yet to come labor force. This is not considered to be a package or brochure to buying, nor is it a method that will fade as a new fad arises. It is a research determined procedure for emerging actual reading instruction statewide and creating enduring developments in student performance.

Up under procedures the IDOE and the State Board of Education will propagate, all elementary schools in Indiana will be obligatory to device the Reading Framework, except both of the following standards are met:

A current school account under P.L. 221 in one of the top two presentation groups

Make sure students are able to score around 90% on test scores

A brief synopsis for each chapter of the framework is provided below.

1. Reading Goals

Quantifiable reading goalmouths are essential to drive instruction and control suitable assessments. While the most essential reading objective is to read at grade level, specific goals in grades K-3 special ed focus on how to read,

2. Instruction

Schools will need to be able provide operative scientifically-founded reading instruction all the way through grades K-6. In the initial grades, actual reading instruction which will be able to enable students to grow the opening reading skills they need to read and learn positively in school and beyond. In grades 3 real reading instruction safeguards students uphold strong foundational reading abilities and relate those services to reading multifaceted material in the content areas.

3. Assessment

To be definite instruction has to be able to meet the needs of every student and to regulate if students are reading capably for their grade level and meeting vital goals that are formative. Teachers will need to be able to have some sort of access to and then be able to recognize how to utilize valid and dependable reading valuations. Each school's reading plan will need to be able to include a comprehensive system of screening actions to classify students at risk, progress watching tools to safeguard students are on track, and collective valuations to control student mastery.

4. Professional Development

Professional growth is the vehicle utilized in providing teachers with the provision, awareness and abilities they need in order to be able to deliver effective, high-quality teaching in the classroom. Teacher quality, and the degree to which educators are receiving continuing training and support, make an immense difference that happens in student achievement.

5. Leadership

Operative building leaders will be able to make student accomplishment of grade level reading objectives and importance by energetically supporting teachers as they make available classroom teaching that will be able to meet student needs. Leadership will have to be circulated between different persons and groups that are within the school to grow shared accountability. Effective building leaders safeguard passable time for making for instruction and frequently observe classroom reading blocks to monitor how reading instruction is delivered and to deliver support for application.

6. Commitment

Giving the instruction that is deemed necessary for all students that are able to read at grade level necessitates a school wide promise to the application of methodically-based reading teaching. State education leaders, company leaders and school leaders must do whatever it takes to transport on the objective of safeguarding all students learn to read capably (Classroom Resources, 2012). This needs inspiring the entire school community, counting staff, board members, and parents; bestowing the essential capitals and time to be able to get the job complete; recording statistics to the public; following to clear answerability procedures; establishing and following problem-solving procedures; sharing concern to instrument a comprehensive reading program; and applying a reading plan with fidelity so all students will be prosperous (Classroom Resources, 2012).

Clickers/Responses Phonics Lesson

Phonics Long Vowel - Silent e Lesson Plan for Special Education

Objectives:

Students will recognize and say words that follow the c-v-c-e and v-c-e rule where the first vowel is a long vowel and the final e is silent. By using the Clickers/Responses as a classroom game they will utilize them after hearing the correct sounds.

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 that are having some kind of high-level writing skills can create documents that display planning and organization and efficiently take the envisioned message and meaning. 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.