periodic feedback, and visual aids, per the IEP. Based on my own observations and conversations with Natalie’s first grade teacher, Natalie focuses best when she is faced toward the teacher with minimal background commotion. A pocket chart is placed in between teacher sections in the same classroom as to minimize distraction among the students. 2. Planning for Alignment and Development of Knowledge and Skills a. Complete the below to identify curricular area represented by each learning target (Note: Learning targets must come the from different curricular areas.) goals and/or benchmarks in each focus learner’s individual education plan relevant to the achieving either learning target, if applicable early childhood standard, academic content standard, modified standard, or alternate the standard related to each learning target (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there are no relevant standards for your learner or for a curricular area. Curricular Area (e.g., Related iep Goal(s) Related Standard(s), academic, cognitive and Benchmark(s), if if applicable Learning Target development, etc.) If applicable academic, list content area. Primary Learning Natalie will answer 2.RS.7 Use Target: literal, inferential, and information gained sequential questions from the illustrations Comprehension to demonstrate and in a print or comprehension of digital text to what she has read or demonstrate what has been read to understanding of its her with 70% characters, setting, or accuracy on random plot. work samples within the length of the IEP cycle. Secondary Learning Natalie will read a 2.RF.3 Know and Target: passage using fluid apply grade level and automatic phonics and word Phonics decoding skills with analysis skills in 49 words per minute decoding words. at her instructional level with 90% accuracy within the length of the IEP cycle.
periodic feedback, and visual aids, per the IEP. Based on my own observations and conversations with Natalie’s first grade teacher, Natalie focuses best when she is faced toward the teacher with minimal background commotion. A pocket chart is placed in between teacher sections in the same classroom as to minimize distraction among the students. 2. Planning for Alignment and Development of Knowledge and Skills a. Complete the below to identify the curricular area represented by each learning target (Note: Learning targets must come from different curricular areas.) the goals and/or benchmarks in each focus learner’s individual education plan relevant to achieving either learning target, if applicable the early childhood standard, academic content standard, modified standard, or alternate standard related to each learning target (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there are no relevant standards for your learner or for a curricular area. Learning Target Curricular Area (e.g., academic, cognitive development, etc.) If academic, list content area. Related iep Goal(s) and Benchmark(s), if applicable Related Standard(s), if applicable Primary Learning Target: Comprehension Natalie will answer literal, inferential, and sequential questions to demonstrate comprehension of what she has read or what has been read to her with 70% accuracy on random work samples within the length of the IEP cycle. 2.RS.7 Use information gained from the illustrations and in a print or digital text to demonstrate understanding of its characters, setting, or plot. Secondary Learning Target: Phonics Natalie will read a passage using fluid and automatic decoding skills with 49 words per minute at her instructional level with 90% accuracy within the length of the IEP cycle. 2.RF.3 Know and apply grade level phonics and word analysis skills in decoding words.
task1_planning_commentary.docx