Laura Gillett

Foundations & Methods of English Language / Literacy Development & Content Instruction
Final Project - Process Writing Lesson Plan with Technology Integration & Assessment Integration

Lesson Plan
Context:​ I will be using this lesson with preschool-aged students in a non-categorical, self-contained moderate/severe special education classroom. This
lesson is designed for use with English learners, as well as non-verbal students. This lesson is designed for small group pre-writing instruction.

School Grade Level Students Content Area

IUSD - ECLC Preschool Small group (1-3 students) Preschool Literacy

Theme:​ This lesson will focus on the book ​Polar Bear, Polar Bear, What Do You Hear?​ by Bill Martin Jr. & Eric Carle, and can be used during a Winter theme,
during an author study of Eric Carle, or during a theme focused on preacademic concept development (color, size, five senses, etc.).

Standards:
CA-PLF Language and Literacy: Writing 1.0 Writing Strategies
-- 1.1 Experiment with grasp and body position using a variety of drawing and writing tools.
-- 1.2 Write using scribbles that are different from pictures.
CA-PLF English-Language Development: Writing 1.0 Children use writing to communicate their ideas. Focus: Writing as communication
-- 1.1 Beginning: Begin to understand that writing can be used to communicate.

Content Objective(s): ​The student will use a functional grasp on a variety of Language Objective(s): ​The student will imitate and produce pre-writing
drawing and writing tools to demonstrate knowledge of vocabulary and strokes to begin to communicate unique ideas through writing by
concepts from ​Polar Bear, Polar Bear...​ (animals from story; colors) by demonstrating their knowledge of vocabulary and concepts from ​Polar Bear,
imitating and producing pre-writing strokes. Polar Bear…​.

Instructional Sequence:
In a large group or small group setting, the teacher will read ​Polar Bear, Polar Bear, What Do You Hear?​ by Bill Martin Jr. and Eric Carle. The teacher will
engage students in the reading process by using props and/or visuals, as well as a multimodal communication approach while reading. The teacher will
emphasize vocabulary (animal names and colors) while reading.
*For students to engage fully with the story and later engage in the writing activity, the teacher will read the book multiple times over several days, focusing on
different elements of the story (print concepts; vocabulary - animal names, colors; animal sounds; use of props; retelling; imitation through call and response;
multiple approaches through reading and through song). ​For informal assessment, use attached rubric and/or The Carolina Curriculum for Infants and Toddlers
/ Preschoolers with Special Needs to assess receptive language related to story content (animals, colors). For formal assessment of receptive language, use
SANDI developmental checklist and/or take observation notes for DRDP.

Writing Activity
Materials needed: ​Polar Bear, Polar Bear…​ book, a variety of drawing and writing tools (markers, crayons, paint daubers, etc.), activity pages (attached), slant
boards if needed, augmentative communication devices if needed, first/then visuals if needed, highly motivating reinforcers if needed
In small groups, the teacher will support students to demonstrate their knowledge through imitation and production of pre-writing strokes at each student’s
developmental level.
*Teacher will support students to demonstrate their knowledge through the following activity that best matches and challenges the students’ developmental
skills. The teacher differentiates instruction based on the students’ needs.

Aim and Color/Scribble

Teacher will give verbal directions and provide a visual model. The teacher will show each student in the small group the book. Each student will choose a
favorite picture/animal from the story (verbally, gesturally, or with AAC device). The teacher will provide choices for drawing and/or writing materials for each
student. The teacher will look for each student to choose the color that matches the color of the animal they chose in the book. For example, if the student
chooses the pink flamingo, the teacher will give a choice of art tools that includes pink and look for the student to choose the pink tool. The teacher will support
the student to grasp the art tool with a functional grasp and then aim the art tool at the animal and color/scribble. The teacher can count with the student to 10 if
needed. The teacher will continue to use vocabulary and concept language throughout the activity through the use of multimodal communication. See attached
aim and color sheets for materials. ​For informal assessment, use aim and color activity sheets paired with attached rubric and/or The Carolina Curriculum for
Infants and Toddlers / Preschoolers with Special Needs. For formal assessment, collect data for fine motor IEP goals, use SANDI developmental checklist,
and/or take observation notes for DRDP.

Vertical and Horizontal Lines

Teacher will give verbal directions and provide a visual model. The teacher will provide a book-related sheet to support each student in imitating or producing
vertical or horizontal lines. The teacher will give each student a choice of art tools (verbally, gesturally, or with AAC device) and then support the student to
grasp the art tool with a functional grasp. See attached vertical and horizontal line sheets for materials. The student will imitate or produce a line connecting the
animals with the zookeeper. The teacher will continue to use vocabulary and concept language throughout the activity through the use of multimodal
communication. ​For additional fine motor practice, the teacher can provide access to tracing apps on the iPad (Dexteria Jr.; Pocoyo Lines & Strokes; Tracing
For Kids - Free; etc.)​. ​For informal assessment, use vertical line and horizontal line activity sheets paired with attached rubric and/or The Carolina Curriculum
for Infants and Toddlers / Preschoolers with Special Needs. For formal assessment, collect data for fine motor IEP goals, use SANDI developmental checklist,
and/or take observation notes for DRDP.

Circles
Teacher will give verbal directions and provide a visual model. The teacher will provide a book-related sheet to support each student in imitating or producing
circular strokes. The teacher will give each student a choice of art tools (verbally, gesturally, or with AAC device) and then support the student to grasp the art
tool with a functional grasp. See attached circular strokes sheets for materials. The student will imitate or produce a circular stroke to ‘catch’ each animal. The
teacher will continue to use vocabulary and concept language throughout the activity through the use of multimodal communication. ​For additional fine motor
practice, the teacher can provide access to tracing apps on the iPad (Dexteria Jr.; Pocoyo Lines & Strokes; Tracing For Kids - Free; etc.). ​For informal
assessment, use circles activity sheets paired with attached rubric and/or The Carolina Curriculum for Infants and Toddlers / Preschoolers with Special Needs.
For formal assessment, collect data for fine motor IEP goals, use SANDI developmental checklist, and/or take observation notes for DRDP.

Additional Fine Motor Extensions

Using the aim and color/scribble sheets - students can snip or tear paper matching the color of their chosen animal. Students can then glue the pieces onto the
animal. Cutting and glueing activities promote additional school readiness skills.
*All of the above pre-writing and fine motor activities can be adapted to fit a variety of stories and themes.
*Additional or adapted materials can be used if needed - slant boards, short crayons or adapted art tools, AAC devices, low- and high-tech, first/then visuals,
highly motivating reinforcers
*As students complete the activity sheets, a concept book can be made, featuring student work, to practice vocabulary and preacademic concepts.
*To challenge students who are developmentally ready, the ​LetterSchool app can be used to practice letter tracing​.

Lesson Rationale:​ Repetition of reading and repeated exposure to skill development can help students become more familiar with skills over time in a familiar
environment. These activities provide the opportunity for explicit teaching of vocabulary and concepts, as well as fine motor and pre-writing skills and
subsequent practice. This book and these activities also allow the teacher to incorporate highly reinforcing materials to enhance student participation.

Technology Integration Rationale: ​Through the use of hands-on tracing apps, the students have the opportunity for additional multimodal fine motor practice.
For students with aversions to fine motor activities, iPad apps can provide a highly motivating way for students to initially engage in skill building or gain
additional practice. This technology integration provides students with the opportunity to supplement core preschool fine motor standards and practice
content-related fine motor objectives.
As students finish tracing pages through the apps, the teacher can easily take screenshots of student work to assess students, display student work in the
classroom, and share student work with families.

Assessment Integration Rationale: ​Lesson standards and objectives can be assessed informally, through the use of the attached rubric and The Carolina
Curriculum for Infants and Toddlers / Preschoolers with Special Needs; and formally, through the use of fine motor IEP goals, the Student Annual Needs
Determination Inventory (SANDI) Assessment, and the DRDP. The attached rubric directly outlines CA-PLF Language and Literacy Standards and
English-Language Development Standards as well as the language and content objectives for this lesson through a developmental checklist of visual motor
skills and a receptive language rubric for story-related vocabulary. Through this lesson and subsequent informal assessment, students are able to practice
functional tool grasp and pre-writing strokes, as well as receptive language. The Carolina Curriculum for Infants and Toddlers / Preschoolers with Special
Needs is a developmental curriculum used in the classroom. Visual motor skills as well as receptive vocabulary can be tracked developmentally through the
use of informal data collection during classroom activities. This data is used to inform IEP Present Levels of Performance as well as instruction in the
classroom. The skills in this developmental progression directly correspond to the standards, objectives and content of this lesson through the Visual-Motor
Skills section and the Concepts/Vocabulary: Receptive section. Formal assessment through the SANDI Assessment and DRDP is documented twice per year
for each student. Informal observation and assessment help inform teacher input on these formal assessments. These assessments also align with the CA-PLF
and, in turn, align with the standards, objectives, and instruction of this lesson. Student IEP goals also provide a formal assessment of skills. Benchmarks and
annual progress is reported on three times per year, and each goal is aligned with state standards.

Color Key

Blue Technology Integration

Red Assessment Integration

Green Peer Review / Final Edits

Rubric
Polar Bear, Polar Bear, What Do You Hear?​ -- Early Writing Rubric
Student: ________________________________ Age: _______________ Date Completed: __________________

Early Writing Skills

Age Range Skill Skill Demonstration Support Provided

(circle one)

16 months Holds writing implement and scribbles, staying on paper Independent / With Support / Not Yet

21-24 months Imitates vertical strokes Independent / With Support / Not Yet

24-30 months Imitates horizontal strokes Independent / With Support / Not Yet

30-36 months Copies circle (circular motion) Independent / With Support / Not Yet

Receptive Language -- Story Content​ (fill in target words)

Vocabulary Word Demonstrated - Receptively​* Support Provided Demonstrated - Expressively​* Support Provided
(circle) (circle support) (circle) (circle support)

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
 Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

*Receptive Language - to understand and demonstrate understanding of language; for example, when shown an object/picture of a bear and an object/picture of a
lion and asked to “point to / show me bear,” the child demonstrates receptive language ability by scanning the objects or photos and correctly identifying the bear
by pointing to the bear.
*Expressive Language - to use language to express idea; for example, when shown an object/picture of a bear and asked “what’s this,” the child demonstrates
expressive language ability by verbally saying “bear” or expressing “bear” through a low- or high-tech AAC device.