Lesson 1 Baselines/Assessing Prior Knowledge/Providing Foundational Knowledge

Lesson 1 Introduction to Subject: Time Frame:

Key Vocabulary English Language Arts 50 Minutes

CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.

Unit Learning What can you do to be safe at home?

Focus:
Lesson focus: SWBAT use a communication board to identify key vocabulary
Aim: What safety words can you recognize? What new words are important?
Target Students Answering 4/5 wh comprehension questions related to the book Safety at
Learning Goal: Home with 80% accuracy with no more than two prompts per question.
Lesson Correctly identify at least 2 new vocabulary words.
Objective:
Materials: Unique Learning System Quizzes & Communication Boards, blue & green
pencils, vocabulary cue cards, IEP-driven AAC devices, SmartBoard

Lesson
Pre-Assessment: Content comprehension quiz

Students will complete a five-question test created by Unique Learning Systems to accompany
the text.

Paraprofessionals and teacher will read questions and answers aloud, noting the number of
prompts needed to illicit an authentic student response (no prompting toward correct answer).

Group 1 Complete Level 1 Quiz

Groups 2 & 3 Complete Level 2 Quiz
Do Now: Look at your communication boards. Find 2-5 words you recognize. Tell your partner.

Students will use a blue pencil to circle the words they know.

Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student chooses a familiar word
(rather than making a random selection).

Group 2 once students have chosen a word, paraprofessionals and teacher will ask each student
to repeat the word aloud.

Group 3 once students have chosen a word, paraprofessionals and teacher will ask each student
to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Students will use their preferred methods of communication (PMC) to tell/show their seating
 Lesson 1 Baselines/Assessing Prior Knowledge/Providing Foundational Knowledge

partners what words they know.

Mini-Lesson: Introduction to key vocabulary

Teacher will introduce key vocabulary and students will match/identify the word on their
communication boards.

Show class the vocabulary card

Who knows this word?
Student who knows reads the word aloud
Student who does not know circles on the SmartBoard
If no student knows, teacher says, class repeats
All students point to key vocabulary words on communication boards.

Students define vocabulary

Who knows what this means?
Students can vocalize a definition, use a gesture, or point to a related word on their
communication device
Teacher will provide definitions, gestures, and related words as needed

Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student matches correctly.

Groups 2 & 3 once students have matched the word, paraprofessionals and teacher will ask
each student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Repeat for each vocabulary word.

Group Work: Group discussions of vocabulary words

Paraprofessionals and teacher will present words verbally and visually.

Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student matches correctly.

Groups 2 & 3 once students have matched the word, paraprofessionals and teacher will ask
each student to repeat the word aloud.

Repeat for each vocabulary word.

All students circle key vocabulary words in green

Paraprofessionals and teacher will ask students to define the words either verbally, using a
 Lesson 1 Baselines/Assessing Prior Knowledge/Providing Foundational Knowledge

gesture, or pointing to another related word.

Extension: If students have mastered the definitions for key vocabulary, they can explore the
communication board for more new and familiar words to discuss in their groups.
Independent Practice: Copying/Matching/Tracing Vocabulary words onto a homework sheet

Group 1 complete a matching worksheets

Group 2 Copy/words
Group 3 match definitions with vocabulary

Paraprofessionals and teacher will read words and definitions out loud;
Students place vocabulary notes in folders and prepare to transition
 Lesson 2 Reading and Discussing the Text

Lesson 2 Reading & Subject: Time Frame:

answering comprehension English Language Arts 50 Minutes
questions

CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.

Unit Learning Why is it important to be safe at home?

Focus:
Lesson focus: SWBAT use key vocabulary to answer questions about the text.
Aim: How can the main characters be safe at home?
Target Students Answering 4/5 wh comprehension questions related to the book Safety at
Learning Goal: Home with 80% accuracy with no more than two prompts per question.
Lesson Answer at least one question per page using preferred mode of
Objectives: communication (PMC); answer at least two questions verbally throughout the
lesson independently with no more than four prompts.
Materials: Unique Learning System Books & Communication Boards, pencils,
vocabulary cue cards, IEP-driven AAC devices

Lesson
Do Now: Communication boards review

Students will recall key vocabulary words with their partners either from memory or by
identifying vocabulary words circled in green.

Paraprofessionals and teacher will present key vocabulary words verbally and visually as
needed.

Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student matches correctly.

Groups 2 & 3 once students have matched the word, paraprofessionals and teacher will ask
each student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.
Mini-Lesson: Reading Cover Page 1

Teacher will model the reading strategy with students and paraprofessionals.
Identify the page number
Look at the picture what do you see?
Read and follow along using a finger
Circle key vocabulary on the page
Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student matches correctly.
 Lesson 2 Reading and Discussing the Text

Groups 2 & 3 once students have matched the word, paraprofessionals and teacher will ask
each student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Group Work: Reading Pages 2 End

Paraprofessionals and teacher will ask student questions at the end of each page. Questions for
each group will vary in complexity.

Students continue to circle key vocabulary words.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Data collection as we read.

1. Words to Learn
a. Are roommates related? (nonot family, friends)
b. If you are safe can you get hurt? (no - safe is when you are NOT hurt)
c. What uses electricity in the classroom? (Computer, SmartBoard, pencil sharpener, etc.)
2. Page 1
a. Why is it important to make sure your home is safe? (Make sure we dont get hurt)
b. Who are the main characters?
c. Where do they live?
3. Page 2
a. Why do Nelson & Terrence need a new toaster?
b. What could happen if the cord is cracked? (Fire)
c. Is that safe? (No)
d. How can they be safe? (Get a new toaster)
4. Page 3
a. How could a smoke alarm save a life?
b. What does a fire alarm do? (Tells you if there is a fire)
c. What does it need to work? Cord or battery?
d. Do smoke alarms keep us safe or unsafe?
5. Page 4
a. Why is it a bad idea to stand on a chair to replace the light bulb?
b. Is it safe or unsafe to stand on a chair?
c. What can you use instead of a chair? (Ladder)
d. Is a ladder safe or unsafe?
 Lesson 2 Reading and Discussing the Text

6. Page 5
a. How can the light bulb be dangerous?
b. What happens if it breaks? (Sharp, unsafe.)
c. Could you get hurt? (Yes.)
d. Is that safe? (no)
e. How can you be safe? (Take to a recycling center)
7. Page 6
a. Why can the friends enjoy their new home? (Safe or unsafe?)
 Lesson 3 Re-Reading and Answering Questions

Lesson 3 Answering Subject: Time Frame:

who/what/where & English Language Arts 50 Minutes
compression questions

CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.

Unit Learning Why is it important to be safe at home?

Focus:
Lesson focus: SWBAT identify the who/what/where of the story.
Aim: Who are the main characters? Where does the story take place? What is
the story about?
Target Students Answering 4/5 wh comprehension questions related to the book Safety at
Learning Goal: Home with 80% accuracy with no more than three prompts.
Lesson Answer at least two questions per page using preferred mode of
Objectives: communication (PMC); answer at least one question correctly on the
worksheet. No more than three prompts per questions.
Materials: Unique Learning System Books & Communication Boards, pencils, glue,
vocabulary cue cards, IEP-driven AAC devices, who/what/where notes

Lesson
Do Now: Communication boards review

Students will recall key vocabulary words with their partners either from memory or by
identifying vocabulary words circled in green.

Paraprofessionals and teacher will present key vocabulary words verbally and visually as
needed.

Group 1 paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student matches correctly.

Groups 2 & 3 once students have matched the word, paraprofessionals and teacher will ask
each student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.
Mini-Lesson: Identify the who/what/where on the cover of the book

Teacher will reintroduce who/what/where (from previous lessons) and students will
match/identify the words on their papers.
Show class the vocabulary card
This is who find who
One student from each group will read the word aloud
Who is a person who is your friend in here?
 Lesson 3 Re-Reading and Answering Questions

Who are the main characters of the story?

Students will clue their who cards onto the cover

This is where find where

One student from each group will read the word aloud
Where is a place where are you right now?
Where does the story take place?
Students will clue their where cards onto the cover

This is what find what

One student from each group will read the word aloud
What is a main idea what is this story about?
Students will clue their what cards onto the cover
Group 1 paraprofessionals and teacher will present the full page, then use white strips to
continually reduce the visual field until the student identifies correctly.

Groups 2 & 3 Paraprofessionals and teacher will ask each student to answer the
who/what/where questions in complete sentences.

Data collection as we read.

Group Work: Read the book. Answer the questions PLUS identify who/what/where

Students will read the book and answer the questions from Lesson 2. After reading, students will
identify the who/where/what on each page

Group 1 paraprofessionals and teacher will present the full page, then use white strips to
continually reduce the visual field until the student identifies correctly.

Groups 2 & 3 Paraprofessionals and teacher will ask each student to answer the
who/what/where questions in complete sentences.

Repeat for each vocabulary word.

All students circle key vocabulary words in green

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Independent Practice: Complete who/what/where worksheet using notes

Paraprofessionals and adults will

Students place worksheets into folders and prepare to transition
 Lesson 4 Review & Post Test

Lesson 4 Answering Subject: Time Frame:

compression questions English Language Arts 50 Minutes

CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.

Unit Learning Why is it important to be safe at home?

Focus:
Lesson focus: SWBAT use key vocabulary to answer questions about the text.
Aim: How can the main characters be safe at home?
Target Students Answering 4/5 wh comprehension questions related to the book Safety at
Learning Goal: Home with 80% accuracy with no more than two prompts per question.
Lesson Answer at least three wh questions on the worksheet and one wh question
Objectives: verbally, with no more than two prompts.
Materials: Unique Learning System books, communication boards, and quizzes, pencils

Time Lesson
5 minutes Do Now: Communication boards review

Students will recall key vocabulary words with their partners either from memory
or by identifying vocabulary words circled in green.

Paraprofessionals and teacher will present key vocabulary words verbally and
visually as needed.

Group 1 paraprofessionals and teacher will present the full communication

board, then use white strips to continually reduce the visual field until the student
matches correctly.

Groups 2 & 3 once students have matched the word, paraprofessionals and
teacher will ask each student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally,
using a gesture, or pointing to another related word.
15 minutes Mini-Lesson: Quick re-read of the story without guiding questions.
Student will use this reading strategy with students and paraprofessionals.
Identify the page number
Look at the picture what do you see?
Read and follow along using a finger
Identify key vocabulary based on notes
20 minutes Final assessment: Content comprehension quiz

Students will complete a five-question test created by Unique Learning Systems to

accompany the text.
 Lesson 4 Review & Post Test

Paraprofessionals and teacher will read questions and answers aloud, noting the
number of prompts needed to illicit an authentic student response (no prompting
toward correct answer).

Group 1 Complete Level 1 Quiz

Groups 2 & 3 Complete Level 2 Quiz
10 Minutes Group Assessment: Peer correcting quizzes

Students will peer correct each others quizzes and use their notes to justify their
answers