Name: Mckenzey Denney

Topic/Content Area: Safety Signs/Reading

Indiana Standards Addressed:

K.2.3 Give examples of classroom and school rules and explain the importance of
following these rules to ensure order and safety.

Goal(s): The student will understand the importance of public safety and following signs
in the community.

Learning Objective(s) and Assessment:

Learning Objective(s): The learner Assessment: The teacher will…

will…
1. 1. TLW identify and name four 1. TTW observe the students during the
important public safety signs. guided and independent practice.

Procedure:

Introduction: The students will play the game “Green Light, Red Light.” Instead of
listening for the words as signals to go and stop, the students will watch for a stop
sign and a green light as a way to know when to go and stop.

Instructional Input and Modeling: The teacher will make an anchor chart of the
most important public safety signs to know with explanations of what they mean
(stop sign, hospital sign, bathroom sign, and exit sign).

Guided Practice: The teacher will hold up big versions of the signs discussed in
the instructional input and ask students what signs they are and what each sign
means.

Independent Practice: The students will play a matching game of the different
signs. This process activity will be tiered by complexity.

Tier 1: The students will match signs with identical pictures of the same sign.
The teacher will hold up a sign, say the sign’s name, and ask the students to
point to the sign that is held up. This is meant for the lowest level of learners
who need practice with matching like objects. This will give repeated exposure to
the signs taught during instruction.

Tier 2: The students will match a sign to the verbal cue given (the cue being the
name of the sign they are to touch). The teacher will ask the student to touch a
specific sign. This is meant for the medium level of learners who need practice
listening to auditory directions.
 Tier 3: The students will match a picture of a sign with the word of its meaning.
The teacher will hold up a sign and ask the students to point to the word that
defines the sign’s meaning. This is meant for the highest level of learners who
would benefit from practicing associating words with symbols. Students will also
practice reading simple words.

Check for Understanding: The teacher will ask the students to give a thumbs up
if they understand the instructions to the independent practice. The teacher (and
classroom assistants) will also guide the students through the independent
practice.

Closing: The teacher will ask the students to name each sign as a way to review
them.

Differentiation: The process in this lesson is differentiated because the complexity

of each tier meets the needs of a specific group of students. The process is also
differentiated according to interest because students in the class enjoy playing
games.

Critical Thinking/Problem Solving: The teacher will ask the student these
questions:
1. Why is safety important?
2. Why should we know these safety signs?
3. What sign do you think is most important?

Accommodations/Modifications: The teacher will accommodate for the students’

needs by teaching content that is two-three grade levels behind as well as working with
the students one-on-one or in small groups. The teacher will allow a variety of response
methods, including circling, matching, drawing, or writing. For the students with
cognitive disabilities, the teacher will allow the students extended time to complete
activities, break tasks into smaller steps, and explicitly model what the students are
being asked to do. For the student with OHI, the teacher will provide a pencil with
weights to help control the students’ tremors. The student on the Autism spectrum also
has a weighted vest to use if needed. For the student with Down’s syndrome, he will be
able to use his communication device to respond to questions if necessary.

Extensions: The students will color their own safety signs and make a class mural of
public safety signs.

Materials: Large piece of paper, writing utensil, paper versions of each sign,
memory/matching game (three versions).

Source(s):
N/A