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My key takeaways:

- Make it simple and clear
- To write duration clearly, no need to mention about injury
- Session objectives must run in tandem with CABD
- Share the schedule instead of lesson of the day
- Have a sample visual for steps in teaching

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- Must remember that the number of words in total must be achievable by the end of the session.

- Practice more words with student during Guided Practice.

- Do not introduce new words for  Independent Practice.

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The title 'on-task behaviour' is merely a statement. I could make the title more specific such as 'promoting on-task behaviour'. I could also include additional skills like whole-body listening to assist with the promotion of on-task behaviour.

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Student Characteristic: Put in things that will be used in the plan. Be more succinct
Rationale: Explain why we need to have this lesson
Content: Space out the bullet point and have sub heading.

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Positive points:
- Very well written (use this as a forte);
- Good rationale;
- Very detailed;
- Good activity for demo;
- All prerequisite information was mentioned.

Areas for improvement:
- To be more succinct (prerequisite a bit lengthy & description of the room being used);
- To align strategy closer to STOs & lesson objectives (be more specific about what exactly is expected within a specific time frame);
- To add in pointers to help student remember steps to follow;
- Consider using acronyms (for both student & AED to easily recall strategy).

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Must have student characteristics and put one to one.

Major revamp as to what skills being taught.

Put bullet points for materials needed (all).

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Rationale

To extend on the advantage on acquiring the skills for future use.

Materials Needed

To include the schedule as appendix

To include all the stationery used beside the appendix

For Lesson Development

To create acronym for the steps to help the student to remember better.

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1) Organize my writing in order to make it clearer. Use bullet points and subtitles to segment my writing.

2) Check and check - minimise typo errors and missing info such as the duration of the lesson.

3) Ensure that I breakdown the 'I do', 'We do', and 'You do' under the Lesson roadmap for the student to check once that activity is over.

4) Topic and objectives can be clearer and ensure that the passage that I have included in the lesson is easy.

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- The keyword for application is generalization.
- Use CABD as a guide when writing the session objective.
- Create acronyms for steps, this makes recalling easier for students.

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1. Write the classroom content in a simple manner, no need to explain it is done by AED.

2. Under student characteristics, put down what is relevant to the topic that is going to be done.
3. Keep the alignment simple and succinct.
4. List out all the materials needed. ( Be specific)
5. Good to add videos to explain a new topic.
6. State "Read aloud" for the I Do and We do part.
7. Include the learning objectives / lesson flow in the appendix.

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1. Need to check for errata. Check and check.

2. Rationale:
Extend to how/what the student can improve on. Also to mention what can it help in his funture.

3. Work on my sentence structure.

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Final Take-ways:
1. The exercises in "I do and "we do" must sync with the "You do".
2. Do not give surprises to students.
3. Remember to check if everything aligns with CBAD and SMART goals.
4. Check through the document for spelling mistakes.

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WS Final takeaways
- Put classroom context instead of classroom environment.
- Student Characteristics must link to the lesson, need not put too many points that are unrelated.
- In independent practice (I do), it should be at the phase that student is able to achieve success without error correction. Hence guided practice (we do) is very important to take us to the next step of independent practice. Target 100%.

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1. citations or references not needed

2. assesement needs to be explained clearly.

3. rationale: how this skill can help him in the future (post primary, jobs)

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Final Key Takeaways for Withdrawal Support Plans:

I learned that I can/must:
1.  use guided process to plan a lesson but I need to space the content so that I can refer to my lesson plan with ease.

2.  provide choices for the student to choose activities of their interest.

3.  remember to write next session’s activity and share it with the student during the Closure.

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1. Remember to write the student's strengths before their difficulties!

2. For Alignment segment, I can go further and think about how the lesson can benefit the student in the future.

3. For Assessment segment, think about how generalisation can be taken place.

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It is always important to align your topic with your lesson such that there is continuity and there is a clear link between what you are teaching and which domain you are supporting.

Always remember to be succinct! Writing a lot of details or a thesis is great however when you are implementing the lesson, you can lose track of what you were referring to or which phase of teaching you were in.

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Chill on the details.

While it is good to have a very detailed plan, some information may be unnecessary.

1. Organize your details under sub headers
2. Write lesson duration in the classroom context

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Ensure that your 'I do', 'We do' and 'You do' are connected. The assessment must be related to the activity that you started off with.

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Student Characteristics
Bring the student's age down to student characteristics
Begin with strengths

Pre-requisites
No need to indicate how pre-requisites were assessed

Session Objectives
Substantiate examples of statements and situations in objectives
To state to refer to appendix

Alignment
Focus on the focus of the lesson

Rationale
No need to put what researchers say laaa, be succinct please!
Generalize on how student can link this in real life, in the future

Content
To include page numbers of story in the script for easy reference
Include specific guiding steps in visual cues on how to look for the correct card
To recap on the steps of using the visual cues as closure

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My Takeaways
* Include the SMM measure in the WS (eg wipe down instructions written in WS).
* Include sky writing to teach sight words as well. Should not teach the word with isolation.
* Conclusion: Brief the student what AED LBS and student will be doing during next lesson.

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My key takeaways are;
1) Be specific with the session objectives. Use CABD as a guide when planning session objectives.
2) Explain clearly how AED(LBS) is going to assess student's learning.
3) Break down the sequence of activities into shorter paragraphs (use bullet points) for easy reference. Be concise.

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Read, Re-read, Print out, Re-read!

Ensure to double check my main session objective as I write.

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1. To elaborate further on how will the following strategy will help him in class and how it will help during adulthood.

2. To have an acronym for the steps to make it easier for the child to remember.

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To be concise.

1. testing tries to achieve consecutive results

2. link to IEP or summary of needs, without overview mention anymore

3. for 100% success of targeted content, ensure everything has been covered in the "we do" phase, and allow the student to choose her attempt at "i do".

4. Actionable verbs. "Utilize" is not a clear reflection.

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1. Not to have a whole chunk of writing. Space it out so that easier to refer to when stuck.

2. Do bullet points for listing down the materials needed.

3. Whatever that is being demonstrated in I Do and We Do, must be in the same mode for You Do.