Ed322 Ashlyn F Instructional Teaching Portfolio

Running Head: INSTRUCTIONAL PORTFOLIO 1
Teaching Students with Exceptionalities in the Regular Classroom

Instructional Portfolio
Ashlyn Fitzgerald
Thomas College
INSTRUCTIONAL PORTFOLIO 2
Table of Contents
WEEK 2 ACCOMMODATIONS................................................................................................ 3
MINI-LESSON “INCLUDE TITLE HERE”..............................................................................7
MINI-LESSON “INCLUDE TITLE HERE”..............................................................................9
MINI LESSON “INCLUDE TITLE HERE”............................................................................11
WEEK 2 ACCOMMODATIONS
Scenario:
You have a class of 12 students, two of whom have IEPs. Your plan for the day
includes a brief lecture and a KWL chart (know-want to know-learned) about a new
topic. You will ask students to contribute to the KWL chart verbally.
IEPS:
Student with dyslexia
 Student with dyslexia will receive verbal instructions, repetition of

instruction, and larger print. The student will receive a blank KWL chart and
more notes on the lecture to be sure they can visually and verbally hear
instruction. The student will be sitting in the front group. The student will
also have a desk in the corner of the room to take a break or work
individually if needed.
Student with social anxiety

 Student with social anxiety will receive written and verbal
instruction, as well as check ins from the teacher. The student will be
free to choose where he/she sits, wherever in the classroom keeps
them on topic the best. Students with anxiety will not have to share
their KWL chart verbally to the class, just to the teacher. Student with
social anxiety will also have the chance to leave and go for a walk if
they are stressed over the activity.
Scenario:
You have a class of 17 students, four of whom have IEPs. Your plan for the day
includes a lot of movement through stations with directions on the board. All chairs
and desks are pushed to the side.
IEPS:
Student with dysgraphia

 Student with dysgraphia will be provided handouts so there is less to copy
from the board, these handouts will already have the student’s name, the
date, and the title. Student will also be provided extra time when moving
between stations if needed. Student may use and audio recorder to record
the lesson. Student will have the teacher or an aid to break the assignment
into steps. Student will be provided pencil grips.
Student with mild autism

 Student with mild autism will receive an outline of the lesson the day before
to help the student transition between the required tasks. Student will
receive an audio recording of the lesson beforehand. Student will be allowed
a fidget tool during the lesson. Student will have the option to take a break in
a quiet corner of the classroom with noise canceling headphones if needed.
Student with vision impairment

 Student with vision impairment will receive instructions in written and oral
form. The written instructions will be in size 16 font. In the written
instructions, the most important parts will be highlighted. Student will
receive extra time when moving through stations. The student will be given
the choice to move as close as needed during the activity. The classroom iPad
will have assistive technology downloaded onto it incase it is needed.
Student with ADHD

 Student with ADHD will receive an outline of the lesson to make it easier to
follow. Student will be provided with both written and verbal instructions.
Student will receive frequent check-ins to avoid an outburst. Student will be
sat in a wiggle chair close to the teacher in the classroom and distanced from
other students. The student will have a buddy that will help guide them
through the transitions between stations. Student will receive a brain break
between the stations at his own desk if needed.
Scenario:
You have a class of 20 students, four of whom have IEPs. Your plan for the day
includes numbers and graphs, as well as some groupwork.
IEPS:
Student with dyscalculia

 Student with dyscalculia will receive extra paper with graphs and tools for
any word problems. Student will be given a cheat sheet of any formulas we
are using in class. Student will get frequent check-ins during the lesson.
Student will get step by step instructions on their own paper with highlights
on the important parts. Student will be allowed a calculator for any problems
necessary. Student will also receive extra time for the assignment if
necessary.
Student with auditory processing disorder

 Student with auditory processing disorder will be placed by the teacher to
avoid auditory distractions. Student will be provided an assistive listening
device to make it easier to hear the teacher specifically. Student will receive
frequent check ins and extra time if needed. Student will receive instructions
written out step by step on their own paper. Student will be graded on
completion of the lesson goal, as opposed to for specific errors.
Student with synesthesia associated with numbers and ADHD

 Student with synesthesia associated with numbers and ADHD will have their
own desk in the corner of the classroom with noise canceling headphones if a
break is needed. Directions given on the whiteboard will be written in black
only and student will receive written instruction broken down on paper.
Student will receive extra time during assignment or brain breaks if needed.
Student on a year-long temporary 504 plan for a severe concussion caused by car
accident. Cannot concentrate on details on paper for more than 10 minutes at a
time.
 Student with year-long temporary 504 plan will receive extra time for the
activity to allow for brain breaks every 10 minutes. Student will always have
a timer set for ten minutes kept with them. Student will be placed in a group
at the front of the room to allow for less distractions and to be seen better.
Student will be placed away from windows to avoid too much light and be
allowed sunglasses or hats if needed. Student will receive their own typed
directions with highlighted important parts.
Scenario:
You have a class of 15 students, four of whom have IEPs. You work in a high-poverty
district where many of your students are from impoverished homes. You know that
two of your IEPs (student 1 and student 2) live in an impoverished home. Your plan
for the day includes working through a high-tech lesson plan that involves students
creating their own podcasts about bullying.
IEPS:
Student who is nonverbal and has mild autism

 Student who is nonverbal and has mild autism will receive verbal
instructions and written instructions for the lesson. Student will receive an
outline of the lesson prior to class. Student will have the freedom to choose
their seat. Student will be given written notes on the key takeaways from the
lesson. Student will receive extra time to complete their podcast if needed.
Student will have a desk in the quiet corner of the classroom for brain breaks
if needed. Student will be provided a fidget tool for during the activity.
Student with cerebral palsy (wheelchair-bound in this case)

 Student with cerebral palsy will be sat in a handicapped desk near the
teacher. Student will be provided a buddy to assist in recording their podcast.
Student will be provided with the necessary equipment at their desk so they
will not have to worry about getting around the room for the activity. Student
will be provided a voice activated computer program to assist in the
technology aspect of this lesson.
Student with epilepsy and anxiety (on medication for epileptic fits, but stress
induces epileptic fits)
 Student with epilepsy and anxiety will be provided extra time to complete
the assignment. Student will receive written step-by-step instructions for the
activity, as well as oral instruction. Student will receive frequent check-ins to
monitor for signs of an upcoming seizure. Student will be given the option to
share the podcast with just the teacher instead of everyone. Student will be
able to choose the seat where they are most comfortable. Student will be
provided breaks as needed.
Student with clinical depression and social anxiety

 Student with clinical depression and social anxiety will receive extra time to
complete the assignment. Student will receive both written and oral
instruction. Student will be receiving frequent check ins and allowed brain
breaks as needed. Student will be provided a fidget tool to redirect attention
towards the lesson and not their surroundings. Student will receive written
notes on the key take a way of the lesson.
MINI-LESSON “Behavior patterns of offspring”

Instructor: Ashlyn Fitzgerald
Grade: One
Demographic: 17 students total, 4 IEPs.
Title of Lesson: “Behavior patterns of offspring”

*Lesson plan based on 20 minutes
Purpose/rationale:
My first-grade class of 17 students have been working on identifying the differences and
similarities between living and non-living things. We will now move onto determining
patterns in behavior of parents and offspring that help the offspring survive. This lesson
plan is for the introductory lesson of parents and their offspring. I am doing this lesson
because I want my students to build off their past knowledge of organisms and see how
they now can interact with each other. The timing for this lesson is appropriate because
we have learned the basics of organisms, so we can now explore more in depth about
them and their relationships with each other.
This lesson plan will begin with an introductory video on parents and offspring.
Following the video, we will fill out an organism relationship chart as a whole class
because first graders would not be able to do one on their own.
Before this lesson, students learned key characteristics to identifying a living vs non-
living organism. Students have notes and charts on key characteristics of living things,
now we are going more into depth on how these living things survive in their
environments and relationships with others.
After this lesson, students will dive more into depth on whichever animal they were
assigned and must come in the next day to share with the class about their animal and its
survival skills. Doing this will be sure the students understand what the idea of the lesson
was, and I know they can identify the survival skills of a given offspring.
I will ensure equitable practices in my lesson by greeting my students at the door by

name before we even jump into the lesson. I will also ensure this by providing different
ways of delivering the information, through a video and a collaborative chart.
1-LS1-2 From Molecules to Organisms: Structures and Processes Read texts and use
media to determine patterns in behavior of parents and offspring that help offspring
survive.
Objectives:
SWBAT
 Identify patterns in behavior of parents and offspring that help offspring survive.
 Explain responses given by parents to specific offspring signals.
Materials:
17 pencils
 17 pieces of scrap paper
 “Animals Help Their Babies Survive” Video (Appendix A)
 Class organism relationship chart (Appendix B)
 17 copies of the homework assignment (Appendix C)
 Anticipatory set:
At the beginning of class, students will look to the board for instructions of what they
must do before we begin our activity. The students are used to this, as every class starts
off this way. On the board, I will have written “Look for your name on a sticky note and
sit at that desk!”. The students must find their groups which are already set up in groups
of four desks, one group having 5, with a pencil and scrap paper at each station. To begin
the activity, the students will view a video on parents and offspring relationships, which
will then lead us into our class organism relationship chart.
Teaching Strategy/Procedure/Activity:
Time Student is doing Teacher is doing
3 minutes See anticipatory set Teacher will greet students
at the door with a positive
comment to brighten the
student’s mood before they
enter the classroom. An
example of this would be, “I
love that you have a big
smile on your face today!”
She will then proceed into
the classroom and assist
students in finding their
groups if they are
struggling. Once everyone is
in their groups, the teacher
may have to slightly
rearrange them if there are
too many students absent
from one group.
The teacher will then tell the
students “you each have
pencil and scrap paper so
you can write any ideas
down during the video we
are about to view!” The
teacher will then tell them
that, “we are beginning to
learn about relationships

between parents and their
offspring!
10 minutes Students will be watching Teacher will observe the
the video on parents and class while taking any small
their offspring while jotting notes she may have
down any ideas they have forgotten when watching the
about what they find video when planning the
interesting or something lesson. The teacher will
they want to learn more pause the video and explain
about from the video, we anything further if needed,
will use these notes to as well as be sure kids are
complete our organism paying attention and not
relationship chart following getting distracted by the
the video. other students in their group.
5 Minutes Students will be The teacher will be asking

volunteering their answers thought provoking questions
for anything they want to throughout as she stands at
add on our class chart about the board and fills out what
something they want to the students are answering.
know more about or She may ask questions like,
something they found “what was something you
interesting in the video. saw in this video that
shocked you?”
2 minutes See summary/closure See summary/closure
Summary/Closure:
In the last three minutes of class, the students will have a chance to ask questions
and hear what their homework assignment will be. Teacher will answer any
questions the students may ask. The teacher will then tell the students, “Your
homework tonight is to examine your assigned animal and their parent’s
responses.” To end the class, the teacher will tell the students, “You all did a
wonderful job working collaboratively together! Use your assignment for tonight
to have fun and learn more about your specific animal. Have a great rest of your
day! I cannot wait to see what you will have for me tomorrow”
Assessment:
 Formal assessment: There will be no formal assessment for this lesson plan.
 Informal assessment: The informal assessment will be our class chart. Through
this chart, I will be able to gauge what my students already know, what will
engage them more, and what they need to learn more about. I will be observing
who is volunteering answers and what specific students need.
Homework/follow-up assignment:
Students will be assigned a given animal and they will have to take it home and must
break down different offspring and their parent’s responses.
Accommodations/adaptations:
IEPS in your class:
Student with dyslexia
 Student with dyslexia will receive verbal instructions, repetition of

instruction, and larger print. The student will receive a class organism
relationship chart and more notes on the lecture to be sure they can
visually and verbally hear instruction. The student will be sitting in the front
group. The student will also have a desk in the corner of the room to take a
break or work individually if needed.
Student with mild autism

 Student with mild autism will receive an outline of the lesson the day
before to help the student transition between the required tasks.
Student will receive a link to the video from of the lesson beforehand.
Student will be allowed a fidget tool during the lesson. Student will
have the option to take a break in a quiet corner of the classroom
with noise canceling headphones if needed.
Student with ADHD and anxiety

 Student with ADHD and anxiety will receive an outline of the lesson
to make it easier to follow. Student will be provided with both written
and verbal instructions. Student will receive frequent check-ins to
avoid an outburst. Student will be sat in a wiggle chair close to the
teacher in the classroom and distanced from other students. Student
will receive a brain break between the video and the chart if needed.
Students with anxiety will not have to share their thoughts from the
video verbally to the class, just to the teacher. Student will also have
the chance to leave and go for a walk if they are stressed over the
activity.
Student with Tourette’s, inclusive of facial ticks and obscene outbursts

 Student with Tourette’s, inclusive of facial ticks and obscene outbursts
will be provided a quiet corner in the corner of the room to relieve any
outbursts. Student will be allowed to take a break and go for a walk
during the video or lesson if needed. Student will be allowed to take their
notes on their tablet or computer if it is easier for them. Student will
receive their class and homework assignments with written instructions.

Student will be provided with a fidget tool during the lesson if needed.
Attachments/Appendices:
See attached.
Plan B:
There shouldn’t be any issues with timing, as our main activity is watching the video then
filling out a chart as a class, but if it seems too difficult I will walk through the video
more slowly and ask them thought provoking questions to fill out the chart. If we finish
too quickly, the students will have the chance to get a head start on their homework so I
will be able to answer any questions they have about it initially.
Appendix A
https://www.generationgenius.com/videolessons/animals-help-their-babies-survive-
video-for-kids/
Appendix B
Animal Offspring’s Behavior Parent’s Reaction

What did you find interesting? / What did you learn?

What do you want to learn more about?

Appendix C
NAME: __________________________ DATE: __________
Offspring Behavior – Parent Response

DIRECTIONS: See each box for given directions. You may include pictures and words in each.
Please draw a picture of your assigned What behavior did you observe from your
animal in the box below. offspring?
___________________________________________________ _____________________________________________________
What response did you observe from the parent?

__________________________________________________________________________________________________________________________
MINI-LESSON “ASKING AND ANSWERING QUESTIONS”

Instructor Ashlyn Fitzgerald
Grade Third
Asking and Answering Questions

*Lesson plan based on 20 minutes.
Purpose/rationale:
My third-grade class of 17 students have been working towards identifying mood in a

story. During this introductory lesson, my students will learn how to ask and answer
questions, referring directly to the text. This lesson fits into our literature unit for the
year. I am teaching this lesson to expand my student’s knowledge on analyzing a text.
The timing for this lesson is appropriate because we have been building off our past
knowledge of simple terms in stories and working towards more hands-on analyzation.
The materials used during this lesson allow my students to be walked through what is
expected of them for their homework assignment.
Before this lesson, students have learned basics of analyzing a story. The lesson before
moving onto this introductory lesson, was focused on identifying the mood of a story.
After this lesson, students will learn to recount stories, determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.
I will ensure equitable practices in this lesson by beginning the class by greeting them at
the door. Throughout the lesson, I will continue with equitable practices by being sure
that all my students feel that their questions and answers are heard. As well as this, “An
inviting classroom uses the arrangements of desks to enhance the interpersonal
relationships between teacher and the student.” (N.A., 2010) I will have my
classroom desks arranged in a horseshoe to promote good discussion.
Add CCSS standards here

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
Objectives:
SWBAT
 Develop questions from a given text.
 Extract answers to questions from a given text.
Materials:
 1 copy of, “Evelyn Del Ray is Moving Away”, by Meg Medina
 17 copies of, “A Bad Case of the Stripes” by David Shannon.
 17 pencils
 17 Classwork Sheets (Appendix A)
 17 Homework Assignments (Appendix B)
Anticipatory set:
Students are walking into the classroom after recess and the teacher is at the door
greeting students. As they walk in, she tells them: “Okay students! I know we are all
excited after recess but please make your way to your desk and sit quietly until everyone
has made their way in from recess. Today we are going to being learning how to ask and
answer questions on a given text!”
2 minutes See anticipatory set. See anticipatory set.
8 minutes While the teacher is The teacher will instruct the
reading, the students should students, “I am going to do
be trying to form questions a read aloud of “Evelyn Del
that are directly answered Ray is Moving Away”, by
from the text. They will Meg Medina. While I am
record these questions on a reading, please write down
worksheet provided that any questions you think can
includes an answer section be directly answered by the
as well. We will review text. We will review after.”
these after the read aloud.
8 minutes Students will be Teacher will be taking
volunteering questions they volunteers to share the
found that can be directly questions they came up with
answered from the story. As that can be directly
they work together as a answered from the text. The
class to find the answer teacher will break down the
directly from the text, they questions with them and
will fill in their answer help them find the answers
sections accordingly. in the book. For example, a
student may say, “What is
Evelyn’s best friends
name?” As a class, we
would then go to page 2 and
find out her friend’s name is
Daniela.
2 minutes See summary/closure. See summary/closure.
Summary/Closure:
To end class, the teacher will tell them, “tonight for homework you will read, “A Bad
Case of the Stripes” by David Shannon and pull questions out that can be directly
answered by the text. Tomorrow, you will be paired up and must answer each other’s
questions. Have a great day!”
Assessment:
 Formal assessment: None
 Informal assessment: The informal assessment for this lesson is when the
students are sharing what questions they came up with and their peers are trying
to work through an answer their questions. Through this activity, I will be able to
see who was able to correctly formulate and answer questions and who still may
need help.
 Homework/follow-up assignment:
Students will be assigned to read “A Bad Case of the Stripes” by David Shannon and pull
questions out that can be directly answered by the text. The following day, students will
be paired up and must answer each other’s questions.
IEPS in your class:
Student with bipolar disorder

 Student with bipolar disorder will receive preferential seating during the lesson
and be allowed breaks as needed. Student will be allowed a tape recorder to
record the lesson if it is beneficial to them to reflect back on during homework.
Student will receive a completed copy of our class worksheet before they are sent
home. An outline of the lesson will be provided beforehand. Student will be
allowed to report their questions and answers to the teacher in writing instead of
orally. Student will receive extra time if they cannot complete the assignment
during the class period.
Student who is wheelchair-bound due to muscular dystrophy

 Student who is wheelchair-bound due to muscular dystrophy will be provided
with a desk accessible for their wheelchair and it will be by the door so they will
not have to navigate through the classroom. Student will be provided a tablet or
laptop for completing the notes during class. Breaks will be allowed for the
student.
Student with chronic absences due to cancer diagnosis

 Student with chronic absences due to cancer diagnosis will receive work sent
home weekly for them. Communications between teacher and guardians will be
heightened. Student assignments will be modified and lessons will be recorded to
be sent home weekly.
Student with ADHD, dyslexia, and mild visual impairment

 Student with ADHD, dyslexia and mild visual impairment will receive verbal
instructions, repetition of instruction, and larger print. The student will also have a
desk in the corner of the room to take a break or work individually if needed.
Student will be provided with both written and verbal instructions. Student will
receive frequent check-ins to avoid an outburst. Student will be sat in a wiggle
chair close to the teacher in the classroom and distanced from other students. The
student will be sat in the front of the room. The student will not have to share their
questions and answers out loud, but they will still have to hand in their sheet to
me. Student will also have the chance to leave and go for a walk if they are
stressed over the activity.
See attached.
Plan B:
If the lesson doesn’t seem to be working, we will break down the lesson into smaller
parts and complete our questions together while we read the book. If it is too hard, I will
ask thought provoking questions about specific parts of the book so the students can go to
that section in the book and find the answer for themselves. If it is too easy, we can dive
into inferencing with the book and ask questions about, “since this happened, what do
you think may happen next?” If we finish too quickly the students will have time to begin
reading their books for homework.
Appendix A
Name:______________________ Date:________________
Questions and Answers Directly from the Text

Directions:
1) Fill out questions during read aloud.
2) Fill out answers during class meeting.
Questions Answers
Appendix B
Name:______________________ Date:______________
Questions and Answers Homework Assignment

Directions:
1)Fill out question side after reading, “A Bad Case of the Stripes” by David Shannon
2)Fill out answer side with a partner IN CLASS TOMORROW
Questions Answers
MINI LESSON “Analyzing Texts.”

Instructor Ashlyn Fitzgerald
Grade Second
Analyzing Texts
*Lesson plan based on 20 minutes
Purpose/rationale:
My second-grade class of 17 students have been working on identifying the main
characters of a text. This lesson is the introductory lesson to focusing on the who, what,
where, why and how, as well as the main purpose of a text. I am teaching this lesson so
my students can familiarize themselves with analyzing different aspects of a text. The
timing of this lesson is appropriate because we have just finished identifying the main
characters of a text, so now we are building off of that to identify in more detail the who,
what, where, when, why and how of a given text.
The materials I am using are appropriate because they give students some
freedom with their assignment, while also being sure there is enough structure to guide
them. Using the book, In Our Mothers’ House by Patricia Polacco I am able to teach my
students how to identify the main purpose of a text, as well as the who, what, where,
when, why, and how while giving them a background understanding of same sex
marriage and adoption.
Before this lesson, my students worked on identifying the main characters of a text. After
this lesson, my students will move on to identifying the central lesson or moral of a given
story.
I will ensure equitable practice in this lesson by using In Our Mothers’ Home by
Patricia Polacco as our read aloud story for this activity. This book is about a family with
two mothers and adoptive children, which shows diversity in the story. I will ensure
equitable practices during this lesson by setting my own teaching standards for the lesson
and implementing them throughout. I found an article where the author used a quote from
Polly Attwood an associate teaching professor, which states “communicate being
approachable and willing to listen to some students who are feeling that something’s not
working in that climate of the classroom.”(DiFranza, 2019)
Add CCSS standards here.

CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
Objectives:
SWBAT
 Identify the main purpose of a text.
 Recognize the who, what, where, when, why, and how of a text.
Materials:
 1 copy of In Our Mothers’ House by Patricia Polacco
 20 copies of class worksheet (Appendix A)
 20 copies of homework worksheet (Appendix B)
 20 pencils
 20 pieces of scrap paper
Anticipatory set:
When students enter the room, they will find their assigned seat and begin discussing
with their groups what they already know about identifying main ideas in a text.
1 minute See anticipatory set. See anticipatory set.
10 minutes Students will be listening to Teacher will be doing a
the read aloud of In Our read aloud of In Our
Mothers’ House by Patricia Mothers’ House by Patricia
Polacco and take notes on Polacco.
the who, what, where,
when, why, and how of the
text, as well as the main
purpose of the text.
8 minutes Students will volunteer Teacher will be facilitating
answers for the main topics student discussion.
of discussion. While they
are not sharing their own
ideas, they should be
listening to peer responses
and taking notes to assist
them in their homework
assignment.
1 minute See summary/closure. See summary/closure.
Summary/Closure:
How the students will end class. The teacher will tell the students, “You all did a great
job applying yourself to this book today! For homework, I would like you to complete the
same activity with another book!
Assessment:
 Formal assessment: None.
 Informal assessment: The informal assessment for this lesson will be the group
discussion.
Homework/follow-up assignment:
For homework, students will read a book of their choice that integrates the theme of
equity, diversity, and/or equality. Following the reading, student will identify the who,
what, where, when, why, and how of their book, as well as the main purpose of the
reading.
IEPS in your class:
Student with Asperger’s Syndrome

 Student with Asperger’s Syndrome will be provided a typed copy of instruction
and a sample of what they are expected to do. The student will be given a time
extension if needed. The student will also receive an outline of the lesson before
class, with the lesson broken down into smaller pieces. Preferential seating will be
given, as well as sensory or brain breaks if needed.
Student with hearing impairment and speech delay

 Student with hearing impairment and speech delay will be provided with written
and oral instruction. Extra time and brain breaks will be provided if needed.
Student will receive a photocopied version of the read aloud book so they may
read along if they are unable to hear. Student will be sat in the front of the
classroom. Student may hand in answers on paper as opposed to participating
orally.
Student with clinical depression, severe peanut allergy, and type I diabetes. Carries an
Epipen and insulin.
 Student with clinical depression, severe peanut allergy, and type I diabetes who
carries an Epipen and insulin will receive extra time to complete the assignment.
The student will receive both written and oral instruction. Student will be
provided a fidget tool to redirect attention to the lesson. Student will receive
preferential seating and be allowed breaks if needed. Student will receive a
typed copy of the work from class as an example for homework. The
classroom will be peanut free. The student will be allowed trips to the nurse
any time needed. Snacks and water will be permitted during class.
Student with dyspraxia

 Student with dyspraxia will be sat in the front of the classroom by the teacher.
Student will be allowed to move to different working position if needed. Pencil
grips and a variety of writing utensils will be provided. Student will be provided
extra time and brain breaks as needed. Student will be allowed to complete the
assignment on the computer instead of on paper.
See attached.
Plan B:
If this lesson is too hard, I will do the read aloud then work with the students to break
down each concept we are learning so we are able to apply it to our given story. If the
lesson is too easy, the students will have to back their answers by explicitly going back
into the text. If we finish too quickly, the students will be allowed to begin reading their
book for homework.
Appendix A
Name: __________________________ Date:__________________
In Our Mothers’ House Close Reading
Directions: Follow along the worksheet during the reading and identify each of the
following.
1) Who:
2) What:
3) Where:
4) When:
5) Why:
6) How:
7) Author’s Purpose:
Appendix B
Name:__________________________________ Date:_______________
Choice Read Homework Assignment
Directions: Follow along with your book of choice and identify each of the following.
Book Choice:
1) Who:
2) What:
3) Where:
4) When:
5) Why:
6) How:
7) Author’s Purpose:

Ed322 Ashlyn F Instructional Teaching Portfolio

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Ed322 Ashlyn F Instructional Teaching Portfolio

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Running Head: INSTRUCTIONAL PORTFOLIO 1

Teaching Students with Exceptionalities in the Regular Classroom

 Student with dyslexia will receive verbal instructions, repetition of

Student with social anxiety

Student with dysgraphia

Student with mild autism

Student with vision impairment

Student with ADHD

Student with dyscalculia

Student with auditory processing disorder

Student with synesthesia associated with numbers and ADHD

Student who is nonverbal and has mild autism

Student with cerebral palsy (wheelchair-bound in this case)

Student with clinical depression and social anxiety

MINI-LESSON “Behavior patterns of offspring”

Title of Lesson: “Behavior patterns of offspring”

I will ensure equitable practices in my lesson by greeting my students at the door by

 Explain responses given by parents to specific offspring signals.

learn about relationships

5 Minutes Students will be The teacher will be asking

2 minutes See summary/closure See summary/closure

IEPS in your class:

Student with dyslexia

 Student with dyslexia will receive verbal instructions, repetition of

Student with mild autism

Student with ADHD and anxiety

Student with Tourette’s, inclusive of facial ticks and obscene outbursts

receive their class and homework assignments with written instructions.

Animal Offspring’s Behavior Parent’s Reaction

What did you find interesting? / What did you learn?

What do you want to learn more about?

NAME: __________________________ DATE: __________

Offspring Behavior – Parent Response

What response did you observe from the parent?

MINI-LESSON “ASKING AND ANSWERING QUESTIONS”

Asking and Answering Questions

My third-grade class of 17 students have been working towards identifying mood in a

Add CCSS standards here

IEPS in your class:

Student with bipolar disorder

Student who is wheelchair-bound due to muscular dystrophy

Student with chronic absences due to cancer diagnosis

Student with ADHD, dyslexia, and mild visual impairment

Questions and Answers Directly from the Text

Questions and Answers Homework Assignment

MINI LESSON “Analyzing Texts.”

Add CCSS standards here.

IEPS in your class:

Student with Asperger’s Syndrome

Student with hearing impairment and speech delay

Student with dyspraxia

Name: __________________________ Date:__________________

In Our Mothers’ House Close Reading

Choice Read Homework Assignment

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NAME: ________________ DATE:

Name: ________ Date: