ELA Mini-Unit Template Part 1: Student Goal Part 2: Mini Unit Day 1 Day 2 Day 3 A. Lesson Title, Objectives, and Brief Summary B. National/State Learning Standards C. Vocabulary and Academic Language D. Materials and Resources E. Instructional Strategy/Strategies F. Summary of Instruction and Activities for the Lesson G. Lesson Differentiation for Stephanie Using AAC H. Pre- and Post- Assessments I. Assessment Accommodation for Stephanie Using AAC Part 3: Rationale References © 2019 Grand Canyon University. All Rights Reserved. Benchmark - Language Disabilities and Assistive Technology Unit Plan Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities. Read the case study below to inform the assignment. Case Study: Stephanie Grade: 5th Age: 10 Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class. Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...

1. ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and
Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources

2. E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology
Unit Plan
Understanding the development and individual differences of
students with disabilities allows special education teachers to

3. respond appropriately during instruction, utilizing supportive
instructional strategies and technologies to meet student needs.
Using assistive technologies, such as alternative and
augmentative communication systems, to support instructional
assessment, planning, and delivery, is essential to the language
development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled
and also has a severe language disorder. She is 10‐years‐old and
spends a great portion of her day in self‐contained settings. She
receives speech therapy from a speech pathologist for a
minimum of 30 minutes, four days a week. The rest of the time
her language needs are supported by the special education
teacher. She does attend a general education fifth grade
classroom daily for 60 minutes for English language arts
instruction, per her parent’s request. An instructional assistant
accompanies her to class.
Stephanie’s oral expression skills are in the below average
range. She struggles with oral expression speech, expressive
language, and meanings of words. Her speech is limited and she
usually has poor decoding and reading comprehension skills.
Her reading level is at a low first grade level, reading simple
stories with a Lexile level of 275‐400. Her favorite book is If
You Give a Mouse a Cookie by Laura Numeroff. Stephanie
writes very little and relies on the Picture Exchange System as
her primary form of communication.
Stephanie attends the fifth grade English language arts class for
exposure to more appropriate grade level content and
socialization. She requires frequent breaks and one‐on‐one
support from an assistant when participating in the general
education setting. The special education teacher and assistant
work with the general education teacher and follow the
modified curriculum from the state department of education.

4. For standardized grade‐level testing, Stephanie participates in
the yearly Alternate Assessment. The assessment is
administered orally by the teacher and a proctor is present. The
assessment is multiple choice and the administrator can accept
eye gazing, finger pointing, and verbal responses to answer
questions. The assessment is not timed and the teacher can
apply the 10 response rule: If the student does not respond after
10 questions, the teacher can end the assessment.
Assignment:
Use the “ELA Mini‐Unit Template” to complete this
assignment.
Part 1: Student Goal
Write a measurable reading comprehension goal for Stephanie’s
IEP. Within the goal, incorporate an alternative and
augmentative communication system to support her
communication and learning.
Part 2: Mini‐Unit
Compose a mini‐unit of three ELA lesson plans for the general
education classroom that incorporates your ELA standards for
teaching reading comprehension to fifth graders.
For each lesson plan include differentiated activities and
assessments for Stephanie that use the AAC system identified in
Part 1 to allow her to access the curriculum and address her
measurable IEP goal.
Part 3: Rationale
Provide a 250‐500 word rationale that explains how your
mini‐unit instructional choices are developmentally appropriate
for teaching the content standards, and how the differentiated
activities and assessment will allow Stephanie to meet her goal
and fully access the curriculum. Address how your
accommodations and differentiation create a supportive learning
environment that encourages self‐advocacy, increases
independence, and emphasizes safe and ethical use of
information and technology for Stephanie.
Support your rationale with 2‐3 scholarly resources on best
practices regarding semantics/language disorders and the use of

5. assistive technology.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsBenchmark - Language Disabilities and
Assistive Technology Unit PlanCriteriaPercentageNo
Submission (0.00%)Insufficient (69.00%)Approaching
(74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Part 1: Student Goal [CEC 5.3;
ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20;
IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); MC1,
MC4; COE 5.3]10.0%Not addressed.IEP goal is not measurable
and/or does not use, or inappropriately uses, alternative and
augmentative communication systems and assistive technology
to facilitate communication with peers and aid in
comprehension of content.IEP goal is somewhat measurable.
Goal superficially involves alternative and augmentative
communication systems and assistive technology to facilitate
communication with peers and aid in comprehension of
content.IEP goal is clear, measurable, and appropriately
incorporates alternative and augmentative communication
systems and assistive technology to facilitate communication
with peers and aid in comprehension of content.IEP goal is
specific, measurable, ideal for measuring reading
comprehension, and skillfully incorporates the use of alternative
and augmentative communication systems to support her
communication and learning.Part 2: Mini-Unit Sections A, B, C,

6. and D10.0%Not addressed.Information in Sections, A, B, C, and
D are incomplete. Objectives are not measurable and do not
align to listed learning standards. Vocabulary/Academic
Language do not reflect the text and are not suited to the class
grade level. Materials and resources do not support each
lesson’s content and are not integrated into each lesson’s
activities.Information in Sections A, B, C, and D are somewhat
appropriate. Objectives are marginally measurable, but align to
listed learning standards. Vocabulary/Academic Language
weakly reflect the text and are not well suited to the class grade
level. Materials and resources are inappropriate for each
lesson’s content and are superficially integrated into each
lesson’s activities.Information in Sections A, B, C, and D are
clear and appropriate. Objectives are measurable and align to
listed learning standards. Vocabulary/Academic Language
reflect the text and are developmentally appropriate to the class
grade level. Materials and resources described are suitable for
each lesson’s content and are integrated appropriately into each
lesson’s activities.Information in Sections A, B, C, and D are
skillfully detailed. Objectives are measurable and align to listed
learning standards. Vocabulary/Academic Language reflect the
text and are well suited to the class grade level. Materials and
resources described are ideal for each lesson’s content and are
skillfully integrated into each lesson’s activities.Part 2: Mini-
Unit Sections E and F (Instructional Strategies and
Activities)15.0%Not addressed.Mini-unit strategies to enhance
language development and communication skills of the student
with disabilities are ineffective for the content and/or student
being taught.Mini-unit strategies to enhance the language
development and communication skills of the student with
disabilities are not ideal for the content and/or student being
taught.Mini-unit sufficiently uses strategies to enhance the
language development and communication skills of the student
with disabilities.Mini-unit adeptly teaches literacy content and
skills by using well-planned strategies and activities that are
ideal for the developmental level of the class. Unit thoughtfully

7. incorporates a mix of collaborative and individual
activities.Part 2: Mini-Unit Section G (Differentiation) COE:
5.4 [CEC 5.4 ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14,
IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23,
IGC.5.S24; InTASC 2(e); MC1, MC4]20.0%Not
addressed.Mini-unit poorly identifies the content being taught
and is irrelevant to the needs of the student. Instructional
activities are not developmentally appropriate in meeting the
needs of the student, and inadequately address the identified
content. Instructional activities include differentiation that is
ineffective in meeting the needs of the student.Mini-unit
marginally identifies the content being taught and is ambiguous
to the needs of the student. Instructional activities are
unclearly developmentally appropriate to meet the needs of the
student, and vaguely teach the identified content. Instructional
activities include differentiation that only partially meets the
needs of the student.Mini-unit appropriately identifies the
content being taught and is relevant to the needs of the student.
Instructional activities are developmentally appropriate to meet
the needs of the student, and clearly teach the identified
content. Instructional activities include differentiation that is
suitable for meeting the needs of the student.Instructional
activities are developmentally appropriate to meet the needs of
the student, and skillfully teach the identified content, standards
and objectives. Differentiation is exceptionally responsive to
the needs of the student, allowing her to access the
curriculum.Part 2: Mini-Unit Section H (Assessment) COE: 5.2
[CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14,
IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23-25,
IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-T 2a, 2d, 2c;
MC1, MC4]10.0%Not addressed.Mini-unit pre- and post-
assessment items and accommodations for the student, fail to
evaluate the learning, and are not aligned to the predetermined
IEP goal.Mini-unit pre- and post-assessment items and
accommodations are inappropriate for the student, weakly
evaluate the learning, and are not fully aligned to the

8. predetermined IEP goal.Mini-unit pre- and post-assessment
items and accommodations are appropriate for the student,
evaluate the learning, and are aligned to the predetermined IEP
goal.Pre- and post-assessments are ideal for the class grade
level and objectives being learned. Planned low- or high-tech
accommodations are well suited for the student, and
comprehensively evaluate her progress toward achieving the
predetermined IEP goal.Rationale: Instructional Choices and
Accommodations COE: 3.3 [CEC 3.3, ICSI.1.K3, ICSI.3.K2,
ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24;
InTASC 3(a); MC1, MC2, MC4, MC5; COE 3.3]10.0%Not
addressed.Rationale does not explain how instructional choices
are developmentally appropriate for teaching the content
standards. Does not detail how the differentiated activities and
assessments allow the student to meet her goal and access the
curriculum.Rationale weakly explains how instructional choices
are developmentally appropriate for teaching the content
standards. Partially details how the differentiated activities and
assessments allow the student to meet her goal and access the
curriculum.Rationale appropriately explains how instructional
choices are developmentally appropriate for teaching the
content standards. Sufficiently details how the differentiated
activities and assessments allow the student to meet her goal
and access the curriculum.Rationale convincingly explains how
instructional choices are developmentally appropriate for
teaching the content standards. Insightfully details how the
differentiated activities and assessments allow the student to
meet her goal and fully access the curriculum.Rationale:
Supportive Learning Environment COE: 2.4 [CEC 2.1
ICSI.2.K1-K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8,
ICSI.2.S9, IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 9(f); ISTE-
T 4a, 4b, 4c; MC4, MC5]10.0%Not addressed.Information on
how the accommodations and differentiation will encourage
self-advocacy, increase independence, and emphasize the safe
and ethical use of information and technology is missing or is
insufficient.Although it is mentioned, detail is lacking on how

9. the accommodations and differentiation will encourage self-
advocacy, increase independence, and emphasize the safe and
ethical use of information and technologySufficiently describes
how the accommodations and differentiation will encourage
self-advocacy, increase independence, and emphasize the safe
and ethical use of information and technology.Rationale
convincingly explains how instructional choices are
developmentally appropriate for teaching the content standards.
Insightfully details how the differentiated activities and
assessments allow the student to meet her goal and fully access
the curriculum.Mechanics of Writing (includes spelling,
punctuation, grammar, language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.Submission contains frequent
mechanical and conventional errors or non-relevant language
that affects meaning and clarity.Submission is largely free of
mechanical errors, although a few are present. Word choice
reflects basic, consistent, appropriate use of practice and topic-
related language.Rationale skillfully describes how the
accommodations and differentiation create a supportive learning
environment that encourages self-advocacy, increases
independence, and emphasizes the safe and ethical use of
information and technology.Research and Citations (in-text
citations for paraphrasing and direct quotes, and reference page
listing and formatting, as appropriate to assignment and
style)5.0%Not addressed.Sources provided do not support the
claims of the presentation or are not credible. Citations may
include several formatting errors or not follow APA conventions
at all.Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible. Citations may
include several formatting errors.Research is timely and
relevant, and generally supports the information presented. All
the criteria stated in the assignment are addressed. Citations
may include minor errors in format.Submission is nearly/
completely free of mechanical errors and has a clear, logical

10. conceptual framework. Word choice reflects well-developed use
of practice and topic-related language.Total Weightage100%