Gwynedd-Mercy University

School of Education
Valuing Diversity ~ Deepening Community

Name: Deborah R Givens

Date: October 12, 2015

School: Easter Seals Towamencin

Grade/Topic: Pre-K/Math

STANDARDS: PDE ELS: Mathematical Thinking and Expression

2.1 Numbers, Number Systems and Number Relationships
PDE ELS: Health, Wellness and Physical Development
10.5 Concepts, Principles and Strategies of Movement: Fine
Motor Development
PERFORMANCE EXPECTATION: The student will identify numerals one to ten and
will use hand, fingers and wrists to manipulate objects by completing sorting and
matching activities.
I.

PLANNING AND PREPARATION:

1.

Briefly describe the students in your class, including those with special
needs, explain how you will meet the needs of the learner.
The class consists of seven pre-school students, one girl and six boys, all
of whom have IEPs. Four students are diagnosed with Autism, one with
Fragile X Syndrome. The other students are classified with a diagnosis of
PDD-NOS
During this lesson, I will be working with one student focusing on his IEP
goal of labeling.

2.

What are your expectations for this lesson? What do you want student to
learn and be able to do with the knowledge?
The student will practice identifying and labeling numbers (one to ten) by
sorting and matching, working toward 100 percent accuracy for three
probes. The student will also manipulate, sort and match counting items
(one to ten) in various activities to reinforce numeral identification.

3.

Why are these expectations suitable for this student?

The expectations are suitable for the student because one of the students
IEP goals is as follows: When presented with a common object or picture
and asked, What is this? the student will immediately label/tact with
words/sign the object for at least ten objects with 100 percent accuracy for
three consecutive correct probes.
By identifying and counting numbers one to ten he will meet his goal of
labeling the numbers (one to ten), and with repeated probes he will gain
accuracy and fluency in numeral identification. The student will utilize
his fine motor skills, developing strength, coordination and muscle control
as he participates in sorting and activities.

4.

How do these expectations support the school districts curriculum, state

standards, and content standards?
These standards are supported by the Pennsylvania Learning Standards for
Early Childhood.
PA Academic Standards for Mathematics
2.1.1 Count and Compare Numbers
PA Academic Health, Wellness and Physical Development
10.5.1 Strength, Coordination and Muscle Control

5.

Explain the psychological principles/theories you used in constructing this

lesson.
I have selected Bruners Three Modes of Representation for this lesson
because he proposes education should also develop symbolic thinking
in children. I feel this occurs when the student will make the mental
connection between the symbolic numeral identification and the associated
amount of items (ie. Counting leaves).
As noted at www.simplypsychology.Org, in Bruners constructivist theory,
my student would fall in the iconic stage where his learning would be
visual.
Bruner believed that information acquired is stored in a form of images.
Bruner also stresses the need for language skills, where the use of words
allows the student to have flexible cognition promoting the
acquisition of abstract concepts.

Lastly, he believed, a child (of any age) is capable of understanding

complex information. I believe this ties into my lesson, as my student is
capable of learning and he will acquire skills needed to process complex
information.
(http://www.simplypsychology.org/bruner.html?PageSpeed=noscript)
The National Autistic Society created a framework, SPELL for students
with Autism and I will address part of this structure in my lesson.
As noted in the framework, Ensure all planned activities are achievable.
Explain tasks in small manageable chunks with a clear start and end
point.
I will meet this goal by using constructivist educational theory in using
scaffolding. I will activate his prior knowledge by first introducing a
counting story where I will observe his counting identification skills,
introduce counting activities where I will model the activity and finally
where the student will complete the skill on his own with little to no
support.
(http://autismeducationtrust.org.uk/resources/teachers%20guide.aspx)
II. CLASSROOM ENVIRONMENT:
6.

Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
The student will work in a quiet corner of the room, minimizing potential
distractions.
Unnecessary materials will be clear from the working area and the student
will only be presented with pertinent materials for each activity.
All materials will be prepared and stored in separate activity containers.

7.

Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
I will reward the student with positive feedback and reinforcement
(squishy toy) and will consistently redirect the student when inappropriate
behaviors occur.

8.

Identify what you will do to establish expectations for student

achievement.
I will provide a visual chart so the student understands the plan of the
lesson to decrease anxiety.
I will provide clear, concise verbal instructions for each activity and I will
model the expected behavior as well.

III.

INSTRUCTION:
9.

What will you do to motivate students?

I will reward the student for good behavior by using positive reinforcers.
By incorporating the Sesame Street character of Elmo into my lesson I
hope to motivate my student, as this character is used in the classroom as a
reinforcer.
I will use the iPad app program, Elmo Loves 123s as a motivational tool.
This may be used as a transitional item, if needed, as it is also a favorite
reinforcer.

10.

What will you do to activate prior knowledge?

I will use an Elmo doll to encourage the student to share his prior
knowledge and see if he can identify the numbers (one to ten) on a number
chart. We will review the picture book and see if he can consistently
identify the numbers.

11.

Materials in detail.

Easter Seals iPad

Sesame Street App Program: Elmo Loves 123s
Elmo Doll
Laminated Numbers Mat
Foil Fun Numbers book by Salina Yoon
Bulletin Board Project (Numbered Leaves Matching Project)
Numbered leaves
Leaf Basket
Play-Doh
Plastic number cutters

12.

How do you plan to engage students in the content? What will you do?
What will students do?
Part I
1. I will begin the lesson by showing my student the iPad learning
program, Sesame Street:Elmo Loves 123s.
2. I will announce, 1,2,3 My Turn to transition to the next activity.
3. I will then use the Elmo doll (one of his favorite characters) to
motivate and encourage him to teach Elmo the numbers, thus
activating his prior knowledge, as he counts the numbers on a
laminated chart.
4. I will introduce the Foil Fun Numbers book, by Salina Yoon. The
student will trace each number with his finger as we read the book.
5. Next, I will bring my student to the corner bulletin board study area,
allowing for physical movement and a change of area.
6. We will count the leaves in the basket and I will model how he can
attach the leaves to the tree.
7. We will count the numbers again once they are on the tree (with Elmo)
and this will end the first part of the lesson.
The teacher has requested we break the lesson into two lesson periods
to accommodate the personal comfort of the student, ensuring he will
not be overwhelmed by a long lesson.
Part II
1. We will begin our second lesson with a quick review of the book, Foil
Fun Numbers, by Salina Yoon.
2. We will transition into our Play-doh numbers activity, where the
student will create numbers (1 to 10) using plastic number molds. The
student can match the numbers he creates to a plastic numbers mat.
3. I will announce it is time to clean up and we will put the Play-doh and
plastic numbers in the storage container.
4. We will complete the lesson by matching the Velcro numbers on our
tree poster and counting them together with Elmo.
5. I will thank my student for his good work and will praise his efforts.

13.

Describe the use of questioning and discussion strategies that will

encourage students to participate in class.
I will use the mode of questioning as noted in the IEP, What is this?
when questioning the student. I will encourage the student to share his
prior knowledge with the Elmo doll, so he may teach what he knows.
We will learn with Elmo, as he as indicated he likes this character and it is
always more interesting to learn with a friend. I will describe the items
we are counting and will review each activity.

14.

What difficulties do students typically experience in this area, and how do

you plan to adapt/modify to meet their needs?
I expect this lesson may need to be modified when delivered due to the
needs of the student. Autistic students need extra supports with behavior
and I am planning to have reinforcers available to redirect any behavioral
issues.

15.

Identify what informal and/or formal assessments you will use to monitor
student learning.
I will be informally assessing the student when he activates prior
knowledge, participates in numeral identification, matching and sorting
activities.
Formal assessment will occur when the student participates in the Leaf
Number matching activity.

16.

What will you do to bring closure to the lesson?

We will count the numbers on our number tree with the students friend,
Elmo. I will reward his efforts with positive feedback (hugs and highfives) and will transition him to the next activity.

IV. PROFESSIONAL RESPONSIBILITIES:

17.

Identify Easter Seals policies regarding staff attendance and punctuality

on the job.
Attendance
If there is an absence or tardiness from work, it is your responsibility to
notify your supervisor prior to your start time. You are to make every

effort to directly contact your supervisor. Tardiness occurs when one

arrives ten minutes later than their start time.
If you are to be absent for any period of time in excess of five days you
will need a note from your physician. An absence (multiple consecutive
days) counts as one occurrence. If you fail to report to work for a period of
time in excess of three business days, the Agency considers you have
terminated your employment. The only exception to the rule is if there is
an unexpected accident, emergency or pre-approved absence (FMLA).
There is a tier chart listing absence/tardiness occurrences in a six-month
period where verbal warning, written warnings and termination is
documented.
18.

Identify Easter Seals plan for professional development.

Job related seminars, workshops and training conferences are offered to
the staff. Subject to funding, many of these programs will be preapproved for payment for full or part-time employees who work 900 hours
or more. Many programs are available, not only ones that are directly
required. Attendees are strongly encouraged to share their acquired
knowledge with their department/division and this may determine
eligibility.

19.

Describe what you have done to effectively communicate, both orally and
in writing, with your cooperating teacher, administrative staff, supportive
staff, students and parents.
My first contact with my cooperating teacher was by telephone, due to an
unexpected illness. I have exchanged emails communications with her.
I have had oral conversations with the teacher and her staff members.
They have been welcoming and helpful, as I have become aquatinted with
the program and the students. The staff members have shared personal
experiences both professional and personal, as we have spent time before
and after work getting to know each other.
Engaging with the students has been most enjoyable and I look forward to
my time with them. I try to physically move to their level to establish eye
contact and bond with them during paring activities.
I created a short introductory letter for parents and this was distributed on
my first day of class.

20.

Identify what you have done to participate in and support school building
or district projects and or/ events.

I have not been involved with any event as of yet, however, I volunteered
to be available for the Halloween parade and the trip to the pumpkin patch
if they need extra help with the students. I have not been advised of any
future events as of yet, but I will check with the teacher this week.

CITATIONS
A Guide for Teachers." Http://autismeducationtrust.org.uk/resources/teachers
%20guide.aspx. N.p., n.d. Web.
McLeod, S. A. (2008). Bruner. Retrieved from www.simplypsychology.org/bruner.html
Yoon, Salina. Numbers. Santa Monica, CA: Piggy Toes, 1999. Print.