Student characteristic: P3, Student likes basketball.

Engagement

• Gamify the activity: Student to throw a ball and take the sight word that is the nearest to where it lands, the student has to say the word.

Clarity

• Class schedule

• Steps to play the game

  • Take the ball

  • Throw the ball

  • See where the ball lands

  • Take the nearest sight words card and read

Organisation and structure

• State rationale of why its important to learn sight words

• Recap last week's words, the wrong ones mix into this week's words

• I do, we do, you do

• Review and what's next

Differentiation

• Game catered to his interest

• Reward chart is basketball themed

Assessment & feedback

• Correct him when he gets the word wrong

• Assessment: during You Do, student will play the game independently and SENO to see how many words he get correct.

• Customize the lesson materials and introduction to the student's interest

• May have to improvise and adjust the lesson based on how students respond (if they do not want to try first, other student or teacher can demo first).

Clarity/Organization and Structure

• Lesson does not need to be complicated, focus on the delivery of the lesson - being clear with the instructions, clear structure for students to follow.

• Having a seamless flow between I do, we do, you do instead of separate sections.

Differentiation

• Differentiate for each student as they need (if they need more prompts, more time)

Assessment and Feedback

• Observe if they can actually achieve the objective and end the session on the positive note (praise).

• For pointers for what they could do better, can mention in the beginning of the next lesson.

Student Characteristics: P4, Sports Enthusiastic

Engagement:

• Include interest and movement in this activity

• Videos on sports and attention

Clarity

• Rules and behavioural expectation

• Remind me of whole-body listening

Organisation & Structure

• Recap last week's lesson

• Importance on being attentive

Differentiation

• Reward more incline in sports

• Use sports illustration during activity, can link why it's important to stay focused when playing sports

Assessment & Feedback

• State the steps

• You do part - to do independently

Have a tuning in activity to hook child (see Childs interest)

Clarity of communication:

Have a class schedule, proper steps for strategy that you are teaching

Organization and structure of the lesson:

Have a proper structure in place and make sure it is clear, explain based on rationale of lesson

Differentiation:

If there is a need in a group session make sure you differentiate for timings or instructions

Assessment and feedback:

Ensure Childs meets objective through the I DO activity, provide positive feedback and praise for child when needed

·         Ensure students are engaged in the lesson and they are given opportunities to participate

·        Allow them to take turns to showcase their learning

·        Teacher is able to check on the students individually

Clarity of Communication

·        Include games and hands-on acitivities

·        Create an acronym that can help the students to remember the strategy

·        Create a small fishing simulation

·        Use a small fishing rod to “fish” a conjunction

·        Form a sentence using the “fished” conjunction

Organisation and structure of the lesson

·        Check-in

·        Recap

·        Introduction with objective

·        ID, YD,WD

·        Closure

Differentiation

·        Game is tweaked based on student’s interest

Assessment and feedback

·        SEN Officer to provide correction at the end of each individual segment

·        SEN Officer to observe is the sentences form makes sense

Student characteristics: Inattentiveness, short attention span. Motivated to earn tokens, likes slime.

Engagement

• SENO has powerpoint slides of schedule and checklist, but student is also provided with her own set of handout on the table so she can check off what has been taught.

• Hands on practice with real-life items

Clarity of communication

• Short sentences used in powerpoint slides

• Simple checklist

  
  

Organization and structure

• Clear agenda/objectives and classroom expectations given at start of the lesson

• Placed on table too

Differentiation

• When checking for understanding, student to repeat what SENO said.

• Slime used for her reward

• Used items that are relevant to her (e.g., she brings unauthorised items like glitter to school. SENO uses that as a non-example)

  
  

Assessment and feedback

• Repeating steps in checklist

• Checking what the student's packed in her pencil case -- whether it's based on the checklist given

• Asking student whether checklist has been helpful

• Also checking in with teachers if unauthorised items were still brought to school