Ronilyn Aquino & Jillian Schoer 5/1/14

EDUG 789 Spring 2014

Practicum Final Report
I. Background of Student:
Tommy is a twelve-year-old boy who is on the Autism Spectrum. Tommy has
recently transferred from a private school on Long Island that specializes in educating
students on the Autism Spectrum, to a very similar school in New Rochelle which
accommodates his education in much of the same way. Tommy is currently enrolled in a
6:1:1 classroom setting. Tommy functions on a second grade reading and mathematics
level. This environment thus far has proven very successful for Tommy.
Tommy enjoys reading Dr. Seuss, the Froggy series, the Olivia series, and many
other books. Tommy loves Sesame Street, The Muppets, The Wiggles, and Thomas the Tank
Engine. Tommy enjoys watching these characters on his iPad, iPod, DVD Player, and on
YouTube. Tommy finds watching these videos extremely stimulating. When Tommy is not
watching these videos he is illustrating these characters and other Disney movie characters
such as those from UP, Toy Story, Madagascar, and many others.
Currently Tommy is taking antipsychotic medication. Tommy was originally placed
on the medication as a result of negative change in behavior in both his school and home
environments. Tommy would become so extremely frustrated that he would start to
demonstrate self-injurious behaviors such as hitting his head, pulling his hair, scratching
his cheeks, and screaming in a high pitch voice. Due to the fact that these behaviors were
only demonstrated at his old school, Tommys parents then removed him his original
school and have placed him in a new one. Now that the antipsychotic medicine has been
regulated and administered effectively, Tommy is in a new school, and he and his family
continue to go to Family Counseling to reinforce positive family interactions and
relationships, he and his family are functioning much more efficiently.
Our general impressions of Tommy were that he was a fun, energetic, and loving
little boy. Tommy enjoys saying silly words and phrases from his favorite television shows.
Tommy absolutely loves when we repeat the phrases back to him in the same tone he had
originally said them in. Jillian had prior experience working with Tommy as his babysitter
so he had already developed a comfortable relationship with her. Since Tommy had never
met Ronilyn before we were unsure how Tommy would react. On the first day, Tommy
would not look at Ronilyn or answer any of her questions. As the experiences with Tommy
continues Ronilyn was able to develop a relationship with Tommy. Tommy grew more
comfortable and responsive to Ronilyn and would even show physical affection towards
her, such as holding her hand or sitting on her lap. Now that we have been working with
Tommy for almost a year, we have been able to build even stronger relationships and work
with him much more effectively.

II. IEP Goals:
Reading
In one year Tommy will be able to identify and summarize main idea in fictional text in
3/5 trials, measured by group discussions and observations.
In one year Tommy will be able to identify story elements in fictional text in 4/5 trials,
measured by reading response and observations.
Mathematics
In one year Tommy will be able to subtract using single digit numbers in 4/5 trials,
measured by formal assessments.
In one year Tommy will be able to subtract using two-digit number in 3/5 trials, measured
by formal assessments.
Writing
In one year Tommy will be able to write a paragraph consisting of 4-6 sentences on one
topic in 3/5 trials, measured by a writing piece.

III. Lesson Planning:

Lesson Plan 1:

Type of Setting: Urban Self- Contained Special Education Class
Grade: 3
rd

Purpose- For the students to be able to identify main idea and supporting key details in
fictional text
Aim: How can we identify main idea and supporting key details in Storm in the Night
by using a graphic organizer?
Objectives
Students will be able to collaborate with partners to identify main idea in Mr. Peabody
and Sherman
Students will be able to distinguish main idea in read aloud of Storm in the Night
Students will be able to collaborate with group members to identify main idea and
supporting details
Skills
Actively watch a video
Actively engage in a turn and talk
Record information on to graphic organizer
Participate in a read aloud
Actively listen to group members
Express their reasoning
New York State Common Core Standards
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson or moral and explain how it is conveyed through key
details in the text.
Pre-Assessment
Students have been previously assessed in Unit 1 Module B of Ready Gen curriculum.
Students have been able to identify main idea and key details using a graphic organizer for
the informational text What is a Community? From A to Z.
Lesson Presentation
Set Induction (15- 20 minutes)
o Today we will focus on finding main idea in our fictional text that we have been
reading.
o Before we start to read Storm in the Night by Mary Stolz, lets take a quick look at this
video clip I found. My niece has been asking me to go to the movies to see the movie Mr.
Peabody and Sherman, but before I see the movie I want to be able to understand what the
movie is about. Can you all help me figure out main idea of this video clip?
o Teacher will ask, Before we watch this video clip, what is main idea?
o Students will respond
o Teacher will hand out a graphic organizer, First we are going to watch the video, then
we are going to complete this graphic organizer. Remember we are trying to find main idea
so you need to pay extra attention to the supporting details!
o Teacher will play video clip (54 seconds)
o After video clip- Before we complete the graphic organizer I want you to turn and talk
to your partner. Find out what your partner thinks the main idea is, ask for your partner to
explain their reason! (one- two minutes)
Antwon- Jonathan D
Jonathan S- Elijah
Roselian- Xavier (Mr. Stephen)
Brooklyn- Naiomi (Ms. Schoer)
o Now that you have talked to your partner, what is main idea of Mr. Peabody and
Sherman?
o Student will provide response (students will put thumb up if they agree and thumb
down if they disagree)
If student disagrees, he/ she must explain why they disagree
o Teacher will write main idea in the graphic organizer, students will record on their
individual graphic organizer
o When we are trying to find details that support our claim I want you to think, Hmm
what helped us to find main idea.
o Teacher will ask students to close their eyes, I want you to visualize in your mind the
video clip, what helped you find main idea?
o Students will raise hands and share their responses (3 students or until 3 details are
identified)
o Teacher will write 3 responses as supporting details
Procedure( 25- 30 minutes)
o Lets quickly look through our books to remind ourselves what this story is about by
looking at the illustrations.(one minute)
o Before we start reading Storm in the Night I want to really see how we would feel if we
were in a storm just like Thomas, Grandfather, and Ringo.
o Teacher will shut off the lights, pass out flashlights, close the blinds and play a
thunderstorm video (30 seconds)
o Wow that video made me feel frightened, I wonder if this is how Grandfather felt. How
did you feel after watching that video?
o Students respond (2- 3 students)
o Since we are experts at identifying main idea, lets begin to read Storm in the Night and
identify main idea.
o Teacher will begin read aloud of preselected pages by reading enthusiastically
Pages 19-25 (students books are post it prior to lesson because pages are not
numbered)
Teacher will use different voices for Narrator, Grandfather, and Thomas
o After reading teacher will ask comprehension questions
Why do you think Thomas can hear and smell better during the storm?
Why did Grandfather tell Thomas this story? What was his purpose?
Why did Grandfather tell the truth? Would it be better if he told an unreal story?
o Teacher will direct students to their graphic organizer for Storm in the Night
o Now we are going to work in groups to complete the graphic organizer! Remember we
are identifying main idea and the details that support our claim!
Teacher will set timer (5-7 minutes)
Accelerated- Works with group without teacher guidance
Middle- Mr. Stephen helps guide group
Struggling- Scaffolded Instruction in small group (Ms. Schoer)
Teacher reminds students of the main events of the beginning, middle, and end of the
story even though entire story was not read during lesson
Teacher will model a think aloud, When I put these three events together, I start to
notice a theme. I see that most of this story is about being afraid of bad weather and
learning how to deal with fear. Now I can use what Ive discovered about key details to help
me determine main idea.
o Students will have time to work with groups to complete graphic organizer
Closure (5-7 minutes)
o After timer goes off, groups will share their main idea and supporting details with class
o I want to see how confident you feel about todays lesson on main idea. I want you to
take a post it and put it at the color of the stop light which you feel more comfortable.
Red- I am still confused
Yellow- I sort of got it
Green- I got it!
o Remember when we are being good readers we have to always think, What is this story
about? or What details help me understand this story? Now that we are experts at finding
the main idea we have to remember to always find main idea in our readings!
Follow up Activity
Students will complete a reading comprehension worksheet for homework.
Students will read a passage about Sharks
Students will complete a graphic organizer identifying main idea and three key details
Students will write main idea and create a concluding sentence
Evaluation
Students will be able to self- evaluate themselves by using the Stop Light chart
o Red- I am still confused
o Yellow- I sort of got it
o Green- I got it!
Homework
o Students will be evaluated by how they determined the main idea of the Shark
worksheet by using a graphic organizer
Differentiation
Academic levels
o Struggling
Scaffolded instruction in small group
Graphic organizer
Sentence stems
o Middle
Mr. Stephen will be able to help guide group work
o Accelerated
Students will work on a graphic organizer that does not provide lines
Bodily/ kinesthetic Intelligence
o Students will be able to walk around the classroom to work with classmates
Visual/ spatial Intelligence
o Students will be able to watch a video on SMARTBoard
o Students will be able to organize their thoughts by using a graphic organizer
Materials
Mr. Peabody and Sherman video clip- Youtube
Storm in the Night by Mary Stolz
Teacher made graphic organizers
No. 2 pencils
Thunderstorm video clip- Youtube
SMARTBoard
Projector
Laptop
Flashlights with batteries
Post its
Sharks worksheet- www.education.com/worksheets

Lesson Plan 2:

Type of Setting: Urban Self-Contained Special Education Class
Grade: 3
Purpose For the students to be able to apply the operation of subtraction using single
digit numbers.
Aim: How can we apply the operation of subtraction using single digit number by using
manipulative and drawings to help us find the answer?
Objectives
Students will be able to use manipulatives to apply the operation of subtraction when
using single digit numbers.
Students will be able to use drawings to apply the operation of subtraction when
working with single digit numbers.
Students will be able to express the subtraction operation of single digit numbers in
standard, numerical form.
Skills
Actively engage in mini-lesson demonstration
Actively engage in a turn and talk
Record subtraction operation through drawings
Demonstrate understanding by use of manipulatives
Actively listen to group members
Express their reasoning
New York State Common Core Standards
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.
Pre-Assessment
Students have been previously assessed in addition of single digit addition. Students
have been able to apply the operation of addition using manipulatives, drawings, and
standard numerical form.
Lesson Presentation
Set Induction (15-20 minutes)
o Today we will focus using the operation of subtraction when working with
manipulatives, drawings, and standard form.
o Before we begin, lets review what our addition and subtraction symbols mean.
o When we see + symbol, this means that we need to ___(add)_
o When we are adding two numbers we are __combining__ these numbers
o When we see symbol, this means that we need to __(subtract)_
o When we are subtracting two numbers we are ___(taking one away from another)_
o The teacher will now distribute the counter manipulatives that have been pre-prepared
in baggies
o Before we work on subtraction we are going to review addition with the counter
manipulatives
o The teacher will now place an addition problem on the board such as 8+2, the teacher
will ask the students to work in their partnerships to solve the problem and check each
others work one partner will draw the standard numerical form on a dry erase board and
the other will use the manipulatives to depict the matching answer.
o The students will share their answers by holding up their white board as the teacher
walks around to check the counter manipulatives
o The teacher and students will follow the same steps for the next three problems each
partner will be able to do each role twice
Antwon & Jonathan D.
Jonathan S. & Elijah
Roselian & Xavier (Mr. Stephen)
Brooklyn & Naiomi (Ms. Schoer)
o The teacher will ask the students to turn and talk What helped you figure out how to
move your manipulatives or complete your operation on the white board?
o Students will respond
Procedure (25-30 minutes)
o Lets quickly look back to our definition of subtraction, think about what we did when
we used the counter manipulatives to perform the operation of addition.
o Students will respond
o The teacher will explain that In the addition problem 7+3, we add both groups of
manipulatives we have seven manipulatives and then we add three more.
o How would we demonstrate subtraction with our manipulatives if we have 8-4?
o The teacher will have the students take one minute to work with their partners to figure
out the subtraction equation by only working with their manipulatives.
o The teacher will walk around and check the manipulatives.
o The teacher will explain that When we have the subtraction operation we are not
combining two groups, we look at the first number and take away the amount indicated by
the second number in the equation.
o The teacher will demonstrate 8-4 with the manipulatives on the overhead Elmo
projector.
o The teacher will now ask the students How we would write the subtraction equation in
numerical, standard form?
o The teacher will encourage the students to think back to how we wrote the addition
equation in the standard numerical version
o Together, with student direction the teaching will write the subtraction equation next to
the counter manipulatives.
o Now the teacher will ask the students how can we show this subtraction equation as a
picture?
o Students will respond
o The teacher will draw 8 counters next to the subtraction equation on the Elmo projector
and then cross out 4 of the drawn counters.
o The teacher will ask the students, What number told me I have eight counters in all?
o What number told me that I need to take away or cross out four counters?

o The teacher will now present the students with three more practice problems where the
students will work in their partnerships to solve the equation with counter manipulatives,
picture drawing, as well as in standard numerical form (8-10 minutes).
o The teacher will distribute worksheets on which he students will record their answers.
o The teacher will encircle the room observing student work and offering additional
support when necessary.
o The teacher will call students attention to the Elmo projector where students will share
their responses to the problems (3 minutes)
o The students will now be encouraged to spread out within the meeting area to complete
the rest of the subtraction problems that will be posted on the Smart board (10-12
minutes)
Closure (5-7 minutes)
o After the timer goes off, each of the groups will share a problem that they worked on in
three different ways.
o I want to see how confident you feel about todays lesson on subtraction of single digit
numbers. I want you to take the paper clip with your name on it and place it at the color of
the stop light which you feel more comfortable.
Red I am still confused
Yellow I sort of got it
Green I got it!
o Remember that when we are being good mathematicians we have to always think,
What operation am I working with? and What does this operation mean that I have to
perform to these numbers?
o What are three different ways that we worked on today that can help us solve and check
when we are subtracting single-digit numbers?
Follow-up Activity
o Students will complete a similar worksheet that they completed in class with different
subtraction operations for homework.
o Students will be encouraged to find a certain number of the same objects at home and
come up with a subtraction problem presented in the three different ways we covered in
class for homework.
Evaluation
o Students will be able to self-evaluate themselves by using the Stop Light chart
Red I am still confused
Yellow I sort of got it
Green I got it!
o Homework
Students will be evaluated by how and if they were able to determine the solution to
their subtraction equations by using the pre-prepared worksheet
Differentiation
o Bodily / kinesthetic Intelligence
Students will be able to walk around the classroom tow work with classmates
Students will also be able to use manipulatives to depict subtraction operations
o Visual / Spatial Intelligence
Students will be able to watch the manipulation of the manipulatives on the Elmo
projector
Students will be able to organize their thoughts by using the pre-prepared worksheets
Remedial Struggling Enriched
- Scaffolded instruction in
small group
- Pre-prepared
worksheets
- Mr. Stephen will be able
to help guide group work

- Students will work on a
pre-prepared worksheet
that does not provide
examples
- Students who complete
work early will construct
subtraction problems with
classroom objects


Materials
- Pre-prepared worksheets
- Counter Manipulatives
- Pre-pre-prepared vocabulary words
- No. 2 pencils
- Smart Board
- Elmo Projector

IV. Recommendations:
Throughout this field experience of working with Tommy we have noticed some
strategies that were extremely effective. Tommy is highly motivated by primary reinforcers
such as Goldfish, Cheese Its, and pretzels. When Tommy is redirected to continue working
it is beneficial for the field observer to have the primary reinforcer visually available so
Tommy will know what he is earning.
When determining when to give Tommy a break or when to allow him to earn a
primary reinforcer, observer should take into consideration Tommys attention span. When
we were performing assessments with Tommy we only allowed him to solve two to three
problems before earning a reinforcer. If Tommy works for longer than a period of three
problems it becomes very difficult to redirect to continue working.
Since it is not realistic to constantly give Tommy primary reinforcers we have
noticed that Tommy enjoys playing with trains, tickles, drawing pictures, jumping on the
trampoline, saying silly words, and spinning. When given an option between these
secondary reinforcers Tommy is eager to complete the activity. Once the reinforcer is
finished, Tommy is willing to continue working. We have noticed when we count the
amount of time that is given for a secondary reinforcer, Tommy is more engaged because
he is aware of the allotted time.
In addition to primary and secondary reinforcer, we have noticed that when
prompting Tommy to complete an activity it is beneficial to use verbal praise. With this
knowledge that we have been able to collect over the course of the past two semesters of
working with Tommy, we have been able to develop effective IEP goals and implements
different strategies in our activities to effectively meet these goals. In the content area of
mathematics Tommy benefits from visual representations such as drawings or
manipulatives that he can then use to come to a final answer. In the content area of English
Language Arts Tommy needs to be encouraged to slow down, make text-to-self connections
to remain engaged, and use graphic organizers to organize his thoughts in combination
with prompting in order to read and comprehend the material most efficiently. In further
instruction, working toward meeting Tommys IEP goals if these strategies and approaches
are correctly implemented he will progress towards his overall individualized educational
goals.







Name: ___________________________________________ Date:_____________________
Directions:
Use the graphic organizer below to help record your work on the subtraction of single digit
numbers. Make sure to solve each subtraction problem in the three different ways - 1: Use
your counters, 2: draw a picture, 3: standard form.
Use Your Counters Draw a Picture Standard Form
8 +1 = _________











Name: ___________________________________________ Date:_____________________
Directions:
Use the graphic organizer below to help record your work on the subtraction of single digit
numbers. Make sure to solve each subtraction problem in the three different ways - 1: Use
your counters, 2: draw a picture, 3: standard form.
Use Your Counters Draw a Picture Standard Form
8+1 = __________









Name: ___________________________________________ Date:_____________________
Directions:
Use the graphic organizer below to help record your work on the subtraction of single digit
numbers. Make sure to solve each subtraction problem in the three different ways - 1: Use
your counters, 2: draw a picture, 3: standard form.
Use Your Counters Draw a Picture Standard Form








If you finish your work early Select up to 20 of the same items in the room and
come up with your own subtraction problem.
o Make sure to show what you know in three different ways!