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Co-Teaching Interventions


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Using what you have learned about various co-teaching models, think about how each of those models could be applied to a small group of students and how use of each co-teaching technique could benefit the students in the group.

In a 500-750 word narrative, discuss the following:

  • Summarize      three co-teaching models you could use to deliver the lesson. (Kindergarten      Sight words is the lesson plan)
  • Explain how      the use of each co-teaching model applies elements of effective      collaboration to support learning for students with disabilities.
  • Explain how      each co-teaching model would be applied by describing what it would look      like when being implemented in the classroom.
  • Justify how      the use of each co-teaching model could benefit the students that make up      the small group.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

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: Sight Words Guided Reading Lesson Plan

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:



March 1, 2020



Instructional Plan Title:

Dr. Seuss

Lesson Summary and Focus:

Students will easily read high frequency words: am, it, and the –at family.

Classroom and Student Factors/Grouping:

I will introduce the Dr. Seuss Sight Word Lesson Plan to the class. Students will be placed into small groups of 4. Student grouping will be strategically done to maximize student engagement and achievement. One group will consist of Kyle, Sebastian, Tiffany and Valeria.

· Kyle is a new student with no school records

· Sebastian is an eager student

· Tiffany is currently being tested for gifted learner classes

· Valeria currently struggles with her letter sounds

National/State Learning Standards:

RF.K.3.C Read common high frequency words by sight.

RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Specific Learning Target(s)/Objectives:

Review: I can read the sight words am and it with 90% accuracy.

Review: I can write the sight words am and it with 90% accuracy.

Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Academic Language

Key vocabulary:

Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern -at.


Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.


Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.

Resources, Materials, Equipment:

Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books


Teacher will use the Promethean Board during Sight Words Guided Reading Lesson.

Students will use their school issued laptop during the lesson to access various YouTube videos on Am, It and At sight words. The use of their laptops within their group can increase their engagement during the lesson while prompting collaboration with their peers.

Am Sight Word: Jan Richardson Sight Words | Level A | Am | Jack Hartmann – YouTube

It Sight Word: Jan Richardson Sight Words | Level B | It | Jack Hartmann – YouTube

At Sight Word: Jan Richardson Sight Words | Level A | At | Jack Hartmann – YouTube

Section 2: Instructional Planning

Anticipatory Set

· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.

· Students will be excited to sing and rhyme identifying –at family words.

Time Needed

10 mins

Multiple Means of Representation

Small Group:

· Focus: High Frequency Word Fluency

· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.

· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.

Book Intro Cat in the Hat:

· Have you ever had a really silly friend?

· Have you ever made a big mess in your house?

· What are some rules you should follow when you visit someone’s house?

· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.

· Children will then read independently with teacher listening in a round robin format.

· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?

· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.

· Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort.

· Students with gifted abilities: Have students individually or pair read a sight book looking for the it, am, and at sounds.

· Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

Time Needed

15 mins

3 rotations

Multiple Means of Engagement

· Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts.

· We looked at the -at family. Examples may include at, cat, bat, mat, and sat.

· Students raise hands offering answers and participating.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.

· Students with special needs: Based on needs, allow for extended time when hearing the word and pointing to it in the book and copying words onto their dry erase board. Allow students to work with a partner to increase confidence. Allow student to use letter cards to build words on the table prior to writing.

· Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection on short reading books such as: kitchen, kitten, mitten, and rabbit.

· Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

Time Needed

15 mins Working with a parent volunteer or the co teacher

Multiple Means of Expression

Informal observations will be made while students are reading and writing both at small group and throughout the corner activities. As needed, teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for the day.

Students will independently complete a cut and paste worksheet matching site words with pictures.

Explain if you will differentiate assessments for each of the following groups:

· English language learners (ELL): Allow students extended time as needed. Have student begin by circling the –at in each word then repeating the word three times. Assist student in matching the word to the picture. Praise effort.

· Students with special needs: Allow students extended time as needed. Have student circle the –at in each word and sound out the word with a peer. If students need assistance with cutting and pasting due to fine motor development, have student cut and paste half of the pictures and have student draw lines to connect the other half if student becomes frustrated or task becomes too lengthy. Students can also use letter cards to build the word next to the picture and repeat the sounds for some of the words. Praise effort.

· Students with gifted abilities: Challenge students to write three words of their own using the –at sound and draw the coordinating picture on the back of their worksheet. Praise effort. Praise effort.

· Early finishers (those students who finish early and may need additional resources/support): After teacher has reviewed worksheet and determined that student does not need additional support, have students make nonsense words using the –at sound. Writing them on the back of their worksheet to share later during floor time. If student needs additional support, teacher will work one on one or in a small group to guide students with correcting the worksheet. Praise effort.

Time Needed

15 mins

Dyslexia Instructional Strategy and Justification

Strategy: Teacher would have prepared selected targeted words that ends with -at on flash cards. Teacher will use sentence strips to write down short incomplete sentences such as “I have a pet ___?” student will use flash cards targeted -at sight words to complete the sentence. Allow students extended time as needed. We will only focus on 4 -at words during this lesson: Cat, Mat, Fat, Hat

Justification: This strategy allows for the students to use their context clues to choose the correct word to make a complete sentence.

Differentiation Strategies and Justification

Strategy 1: -At Phonics Song for Kids on Youtube; (Word Family -at | Phonics Song for Kids | Jack Hartmann – YouTube )

Justification: All members of the group (Kyle, Sebastian, Tiffany and Valeria) could improve their understanding of -at words by learning this song from YouTube. Music helps the development of students’ language, literacy and can improve their memory while maximizing their learning.

Strategy 2: -At Sight Words Sequence Game; Teacher will create spinners with -at sight words. There will be 1 student in each to be assigned the “caller”. The caller will spin and call out the sight word that they land on. Each member of the group will mark off their sight word and try to be the first one to get 4 in a row of any sight word.

Justification: The “caller” in this group will be Tiffany because she is quiet. This will give her the opportunity to become more social-able with her peers. This activity will make it fun and more engaging for Valeria to learn her sight words as well. Kyle and Sebastian will improve their understanding of their -at sight words. When a teacher is able to turn a lesson into a game, it helps students’ comprehension.

Strategy 3: -At Sight Words Learning Stations;

Justification: Learning stations are good way for students to engage in cooperative learning as well as allow differentiated learning. Teachers can meet the needs of all students with learning stations.

Assessment Differentiation

Differentiating for Dyslexia: -At Sight Words with Pictures; Have sight word on 1 side of a card and a corresponding picture on the other side.

Justification: It may be easier for students to remember sight words if they have a picture to go with the word.

Strategy 2: -At Classwork Assessment; Give students a handout and allow them class time to complete. Students will have to write down -at sight words and use them correctly in a sentence.

Justification: Allowing students to use their sight words in a sentence will show their knowledge and comprehension.

Extension Activity and/or Homework

Students are to share three words with their families that they learned today using the –at sound. They are to find three new words not discussed during class that include either the am, it, and/or at sound and bring in a picture/book of one to share with the class during floor time.

Time Needed

10 mins


Small group instruction with teacher using Word Wall:
Teacher worked in three small group rotations after anticipatory set to introduce the –at sound (example words on word wall) with students in groups of comparable levels of understanding so that the instruction could be differentiated based on current levels.

Show Up and Targeted Feedback:
Engagement strategy of using white boards for students to show their answers. This is more kinesthetic and engaging for students and a quick check for the teacher to determine what students still need some reinforcing of the concept.

Independent work:
Students complete a cut and paste activity that has a dual purpose of developing fine and gross motor skills as well as assessing individual student understanding of the site word sounds.


It is important that when lesson plans are created, that the teacher that creates them takes into consideration a few factors. One of which would be their co-teacher. Lesson plans should be able to be modified to fit students needs. This helps for lessons to run effectively and there not to be any interface with students receiving their learning material and assessments. Modifications that could be made to lesson plans by co-teachers could consist of material needed for lesson, time needed for lesson, lesson objectives or even strategies. When a student has an IEP and/or 504 plan adjustments to lesson plans are required. A teacher and co-teacher must prove that they are following each students plans as they are written. One lesson plan will not be beneficial for all students with education plans, and this is why adjustments are necessary.

If there are students within a class that require co-teaching, in my opinion both should contribute to lesson planning together. By doing this, both teachers can ensure that they are both agree on the lesson plan and are able to effectively teach them. Teacher and co-teacher should both collaborate in the planning and testing of their students education. Students should not be able to gain a better understanding of material from one teacher verses another.

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