EDUC 307Differentiated Unit Plan Part 2 Accommodations Grading .docx

EDUC 307
Differentiated Unit Plan Part 2: Accommodations Grading
Rubric
Met: Advanced
(3 points)
Met: Proficient
(2 points)
Not Met: Developing
(1 point)
Not Met:
(0 points)
Points
Earned
Instructor’s Comments
Ten appropriate accommodations with a summary and/or
description of each accommodation are attached to the unit.
Contains the rewritten text and seating arrangement. The
accommodations are appropriate for the description of the class.
Ten accommodations are listed with most of them having
descriptions, but some may not have thorough descriptions. The
rewritten text and/or seating arrangement is missing.
Some of the 10 accommodations are missing or both the
rewritten text and the seating arrangement is missing.
Not Observed
The use of adaptive and assistive technology was considered
and there is a clear explanation as to why this technology was
utilized. A sample picture or description of the technology is
included.
Assistive technology is mentioned, but no explanation of why
this technology was chosen.
Assistive technology was mentioned but does not appear to
address the needs of the individuals in the class.

Not
Observed
The chapter text from the unit of study is rewritten at a lower
reading level or using pictures for a nonreader for one of the
unit accommodations, and the candidate has identified a lower
level reading text. It is labeled with an approximate reading
level in which the text was rewritten.
Chapter text is rewritten but it does not go with the unit topic or
it is not written at the level it was intended to represent. Lower
leveled reading material was mentioned or discussed.
There is no rewritten chapter text included in the assignment.
No lower leveled reading material was mentioned or discussed.
Not Observed
All of the accommodations were appropriate for the class
description and the unit of study in a general education
classroom.
Some of the accommodations do not coincide with the attached
curriculum and the needs of the students for success in the
general classroom.
Only a few of the accommodations were appropriate.
Not Observed
Met: Advanced
(3 points)
Met: Proficient
(2 points)
Not Met: Developing
(1 point)
Not Met:

(0 points)
Points
Earned
Instructor’s Comments
Copies of any forms or worksheets that would be used and any
other relevant information are included and organized. The
creativity and organization of the documents are clear so that it
can be understood by general and paraeducators. The
information from Unit Plan 1 is included in the plan (topic
description and lesson plans).
Copies of any forms that would be used as well any other
relevant information are included but are not clearly articulated
on how they can be utilized for general and paraeducators.
Random forms or attachments were included, but they do not
correspond with the unit of study and do articulate an
explanation for general and paraeducators.
Not Observed
Total Points: _______x 10 = ________/150
Page 1 of 2
Kristy Ballard
EDUC 307-B02
Differentiated Unit Plan Topic
· Unit theme
Monsters
· Character principle
Equality of Opportunity- “He makes the sun rise on the evil and
on the good, and sends rain on the just and the unjust.”
(Matthew 5:45) & “The laborer is worthy of his hire.” (Luke
10:7)
· Grade level for your proposed class
Kindergarten

· Subjects
Math and Visual Art
· Primary SOL (Virginia Standard of Learning) for each subject
K.7The student will identify and use the following in works of
art:
1.Color—red, blue, yellow, green, orange, violet, brown, black,
white
2.Line—straight/curved, thick/thin, long/short, up/down/across
3.Shape— circle, square, triangle, rectangle, oval
4.Texture—visual, tactile
5.Pattern—occurring naturally, made by people
K.11 The student will
a) identify, describe, and trace plane geometric figures (circle,
triangle, square, and rectangle); and
b) compare the size (larger, smaller) and shape of plane
geometric figures (circle, triangle, square, and rectangle).
Past Unit Plans
In previous courses, I have made many lesson plans and unit
plans. I have made a 4th grade History Unit that included 10
different lesson plans. The unit plan is centered around North
Carolina 4th grade textbook, chapter 7: The Mountain Region
Long Ago. Each lesson focus is to take the everyday things in
the three groups people: African American Slaves, Cherokee
Indians, and Pioneers, and allow the students to see how every
part of our lives make culture. In the unit plan there were
different forms and types of assessments; exam, worksheets,
hands-on activities, and projects.
In another course, I have made a Kindergarten unit based
around a monster theme that include: three lesson plans for

Visual Art, three lesson plans for Math, three lesson plans for
Social Studies, and three lesson plans for English Language
Arts. The purpose of the unit is to stimulate learning in the
content areas and students will emerge from the unit as better
writers and critical thinkers. The students will also have a better
understanding of relationships and appropriate social behaviors
after completing the unit. All the lessons include suggestions
for making the lessons more or less challenging to meet
students’ needs.
Differentiated Unit Plan-Educ 307
Differentiated Unit Plan 2
Weather
Sample 2
Educ 307-D01
Differentiated Unit Plan Part 1: Form

Unit Forms:
Grade: 2nd
Topic: Weather- I developed a differentiated unit plan with the
unit theme of Weather for 2nd grade Science. The focus will be
on learning how weather forms and how weather can be
measured and tracked. Students will identify the different types
of weather, learn about the seasons and how weather changes
with them, measure and record weather data, understand what
temperature means using a thermometer, investigate the water
cycle and wind, identify the different types of clouds, and
investigate precipitation, the different types of storms, and
severe weather. Students will perform or observe various
weather experiments to understand the concepts being taught.
The final project for the unit will culminate in the students
working in groups to create a poster on weather. The students
will be given a choice to pick either a type of weather or severe
storm as their poster theme.
There is a Math tie in to this unit in Science. The students will
learn how to calculate temperature to the nearest 10°. Students
will use thermometers as they learn how to read and find the
temperature. Students will also identify patterns in weather.
Students will learn how graphs work and create their own
graphs using weather data.
Class Description:
The second grade class of Ressie Jeffries Elementary school is
comprised of 21 students. There are 11 girls and 10 boys. The
class is a heterogeneous ability group and there are 7 students
who receive some sort of special needs services. There are 18
Caucasian students with English as their only language. There is
one African American boy and one Hispanic boy and one
Hispanic girl. Both Hispanic children are learning English as a

second language (ESL). There are about three students who are
below level in reading or math or both. One student is visually
impaired and wears glasses to see accurately. One student is
diagnosed as Dyslexic and one student is diagnosed as having
ADHD.
Carlos is a Hispanic boy who is learning English as a second
language. He is doing quite well in speaking English; however
there are still words that he does not understand the meaning.
He has great work ethic on his school work, and he also
practices speaking English at home. Maria is a Hispanic girl
who is learning English as a second language. She is still
struggling at saying some words. She requires more help with
the ESL teacher than Carlos. Additionally, Maria is below
grade reading level due to her language barrier. She goes to the
Reading Specialist at the Reading Lab along with the other
three students who are below grade reading level.
There are three students who receive extra help in the Reading
Lab because they are below grade level in reading. Michael,
Samantha, and Jacob go to the Reading Lab during the
extension period at school. Samantha is a sweet girl who tries
hard at reading. Michael is a good kid, but gets frustrated when
he gets stuck on a word. When he gets frustrated he loses
focus. Jacob is quickly making strides to catch up to grade
reading level. He should be at level before the end of the
school year. Michael and Samantha are both also below grade
level in Math. They struggle at their math facts. They are both
currently being tested to see if they have any learning
disabilities.
Georgia is a sweet girl who has just been diagnosed with
Dyslexia. She gets help in the Reading Lab with the Reading
Specialist to learn techniques to help her read accurately. She
is learning the techniques at a steady pace. She requires help
during testing. Usually I will read the test to her, but

sometimes she can take the test on the computer. She wears
headphones and the computer reads the test and answer choices
to her.
Robert has been diagnosed with having ADHD. He received
special needs services. He visits with a Specialist to learn
different techniques to focus on his school work. He does well
most days. However, there are some days where Robert
struggles and acts out behaviorally. I use different techniques
during instruction time where I try to get Robert up out of his
seat and moving around while learning. This helps him to focus
on what is being taught. I also use a lot of kinesthetic learning
opportunities for him because if his hands are moving, that
helps him to focus on his work as well as remember what he is
learning better.
Day
Objective
Teacher Instructs
Guided Practice
Independent Practice
Evaluation
1
Students will identify 9 different types of weather.
KWL- What is weather? What are the types of weather? How
does weather affect our lives?
Teacher will show a Power Point presentation on the types of
weather and their descriptions.
Teacher will show pictures of the types of weather. Students
will complete a chart that lists each type of weather and
characteristics about the weather.

Students will pick a type of weather and color the picture. They
will then write three things about the weather.
Students will select the correct weather word from a word bank
to label the weather descriptions given.
2
Students will be able to identify the four seasons and the
corresponding weather for each season.
Watch a Brain Pop video on the four seasons. What weather do
we have in Winter, Spring, Summer, and Fall? What clothes do
we wear for each season?
Teacher will read The Four Seasons written by Pam Bull, to the
students.
Students will draw a picture for each of the four seasons
displaying the correct weather of the season.
Students will create a four season’s wheel which shows the
correct season name and corresponding weather.
Match the correct season to the corresponding picture
displaying the correct weather and clothing for the season.
3
Students will identify the importance of measuring weather and
recording weather data.
Teacher will read Oh Say Can You Say, What’s the Weather
Today? All About Weather by Tish Rabe.
Why is it important to measure/record weather? Why do we
want to know what the temperature is for the day?
Teacher will point out different weather reports for different
days of the week and students will hold up the correct matching
weather picture for the weather report.
Students will also make a weather wheel.
Students will make their own weather forecast for the upcoming
week based on the weather from that same week a year ago and
the current temperature. Students will include temperatures and

descriptions of the weather.
Students’ weather forecasts will be graded using a rubric.
Students will be graded on specific parts included and not the
accuracy of predicted weather.
4
Students will be able to identify and label each step in the water
cycle process.
Students will watch a Brain Pop video on the water cycle.
Students will also view a Power Point presentation that explains
the water cycle. Teacher will read The Wild Water Cycle by
Rena Korb to the students.
Students will be divided into groups and be given a different
step in the water cycle. They will create a picture showing what
happens at that part in the water cycle process.
Students will be given printables on each stage in the water
cycle process that they can color and make into a book.
Students will make their own water cycle wheels.
Students will be given a picture of the water cycle that they will
correctly label each part of the process.
5
Students will be able to identify wind and how it affects
weather.
Students will view the website www.weatherwizkids.com on the
Smart Board and learn about wind. Where does the wind come
from? Why do we need wind? How does the wind affect the
weather?
Students will perform an experiment about wind. Using straws
and various objects, they will blow through the straw and see

how the wind moves each object. Students will then write
answers to questions about their findings through the
experiment.
Students will create their own pinwheels. They will then take
them outside to see how the wind is blowing.
Students will then watch a Brain Pop video on wind.
Students will answer 20 questions about wind in a quiz. The
quiz will be graded. Students will pass if they get 16/20
questions correct.
6
Students will be able to identify and label 4 different types of
clouds.
KWL- What are the different types of clouds? Why are there
different types? How can we learn about weather by looking at
the clouds?
Students will view the website Weather Wiz Kids
(www.weatherwizkids.com) for information about the different
types of clouds.
Students will make a book showing each type of cloud and the
correct description for each cloud. Students will also create a
model of each cloud using cotton balls and glue. They will
attach each model to their book.
Students will be given the printable “Types of Clouds” by Erin
Ryan with information about the types of clouds. They will
then answer questions on a worksheet that accompanies the

information. We will then check the answers as a class.
Students will be given pictures of the various types of clouds
and will have to identify which type of cloud is shown.
7
Students will be able to identify the different forms of
precipitation.
Students will view the Weather Channel
(www.weatherchannel.com) on the Smart Board. They will
view the kids section to learn all about Precipitation and the
four forms of precipitation.
Students will be shown precipitation maps and the teacher will
explain the symbols on the map and how to read the map.
Students will make picture books showing each of the four
forms of precipitation.
Students will be given a precipitation map from Scholastic
(www.scholastic.com) with information about precipitation and
then will answer the questions that go along with the printable.
We will check the answers as a class.
Students will match the correct precipitation word to the correct
description 12/12 times correct.
8
Students will identify the different types of storms and their
characteristics.
Students will watch a Brain Pop video on thunderstorms. What
makes thunder? What makes lightening? What is the difference
between rain and a thunderstorm?
Students will also watch a Power Point presentation about the
different types of storms and their characteristics.
Students will receive a small book: Owlie Skywarn’s Weather
Book. Students will read about the different storms and color
the pages.

Students will complete the weather worksheets that accompany
the Owlie Skywarn’s Weather Book.
Students and teacher will play a game of Jeopardy about the
different storms.
Students will take a 20 question quiz on the different types of
Storms and their corresponding characteristics. Students will
pass the quiz if they receive 14/20 questions correct.
9
Students will identify severe storms and their descriptions.
Students will view two Brain Pop videos on severe weather.
Students will then view a Power Point presentation about the
different forms of severe weather.
Students will be divided into groups of two and each group will
make a poster of either a type of storm or a severe storm.
Posters will include pictures and facts about the storm. Each
poster will also include ways to stay safe in the storm.
Posters will be graded using a rubric by the teacher.
10
Students will continue to work on their weather posters.
Teacher will have magazines and printables students can use for
pictures on their posters.
Student groups will continue to work on their posters.
Posters will include pictures and facts about the storm. Each
poster will also include ways to stay safe in the storm.
Posters will be graded using a rubric by the teacher.

State Standards:
Interrelationships in Earth/Space Systems
2.6 The student will investigate and understand basic types,
changes, and patterns of weather. Key concepts include
a) Identification of common storms and other weather
phenomena;
b) The uses and importance of measuring, recording, and
interpreting weather data; and
c) The uses and importance of tracking weather data over
time.
UNIT Form for Integration of 2 subject areas
Subject: Math
Grade: 2nd
Topic: Temperature and Measure and Record Weather. Students
will identify the temperature on a thermometer and learn how to
read it correctly to the nearest 10°. Students will learn the
difference between Fahrenheit and Celsius in a thermometer.
Students will learn how to identify patterns in weather by
looking at weather reports and forecasts. Students will learn
how to use graphs to display information. Students will create
their own graphs using weather data.
Day
Objective
Teacher Instructs
Guided Practice
Independent Practice
Evaluation
1
Students will identify the temperature to the nearest 10° using a
thermometer.
Teacher will read What is a Thermometer? By Lisa Trumbauer.

Students will watch a Brain Pop video on temperature. What is
temperature? How does the temperature affect us? How can
you find out the temperature? What is F°? What is C°? Which
one do we use to measure temperature?
Students will perform experiments to observe how thermometers
work. Students will be given thermometers that can be labeled
and colored to display the correct current temperature.
Students will be given pictures of thermometers and they have
to color the thermometer to display the correct temperature.
Students will be given pictures of thermometers and they will
have to record what temperature is displayed on the
thermometer.
2
Students will identify the high and low temperature on a
weather report.
Students will view the Weather Channel (www.weather.com) on
the Smart Board. Students will observe the weather forecast for
seven days. Teacher will point out where the high and low
temperatures may be found on the weather report.
Teacher and students will use the interactive thermometer from
the website Internet 4 Classrooms using the Smart Board.
Students will be grouped up and put 7 different temperatures in
the high temperature column. They will then put 7 different
temperatures in the low column. Each pair must have the
correct high and low temperature.
Students will be given seven days’ worth of high and low
temperatures. Students will highlight the high temperatures
with a red highlighter, and the low temperatures with a blue
highlighter.
Students will be given a 7 day weather report and students must
identify the high temperature as high and the low temperature as
low.
3

Students will identify the pattern of weather found in a month
of weather data.
Patterns can be seen in all aspects of nature. Weather is another
place you can see patterns. What does a weather pattern look
like? What does a weather pattern tell us? Students will observe
the Weather Channel website using the Smart Board.
Students will be given two weeks’ worth of weather data. They
will then color the sunny days yellow, the rainy days blue, and
the cloudy days gray.
Students will take the colored pattern they found from the
weather data and graph it on a chart. Students will identify
which type of weather we had the most.
Students will look at a graph of weather data and patterns and
answer 10 questions about the graph. Students will pass if they
answer 7/10 questions correct.
4
Students will take weather data from the beginning of the
school year and graph the weather.
Teacher will review graphs with students. Students will watch a
Brain Pop video on Graphs.
Students will get into groups of 3 to create their large poster
graph.
Students will continue to work on their weather graphs.
Students will create a weather graph on a poster. Posters will
be graded using a rubric.
5
Students will take weather data from the beginning of the
school year and graph the weather.
Teacher will answer any questions students may have while
creating their weather graphs.

Students will get into groups of 3 to create their large poster
graph.
Students will continue to work on their weather graphs.
Students will create a weather graph on a poster. Posters will
be graded using a rubric.
State Standards:
Focus: Measurement
2.14 The student will read the temperature on a Celsius and/or
Fahrenheit thermometer to the nearest 10 degrees.
Focus: Probability and Statistics
2.17 The student will use data from experiments to construct
picture graphs, pictographs, and bar graphs.
2.19 The student will analyze data displayed in picture graphs,
pictographs, and bar graphs.Focus: Patterning and Numerical
Sentences
2.20 The student will identify, create, and extend a wide variety
of patterns.

Images of some of the Printables I will be using in this unit:
Worksheet used to teach the water cycle. Students will label.
Students will make their own wheel. Students
will find the temperature.
Picture of Water Cycle used during Instruction.
Pictures of types of Clouds used during
instruction.
These are links to different worksheets that will be used in this
unit:
Precipitation Map:
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks
/precipmap.pdf
Types of Clouds:
http://www.superteacherworksheets.com/weather/cloud-types-
article_WMWFQ.pdf

Billy, Maria, and the Thunderstorm:
http://www.nssl.noaa.gov/education/students/bm/bm02.pdf
Owlie Skywarn’s Weather Book:
http://www.nws.noaa.gov/om/brochures/OwlieSkywarnBrochure
.pdf
Printable of Thermometers:
http://www.softschools.com/measurement/temperature/workshee
ts/thermometer.jsp
Interactive Thermometer: http://www.internet4classrooms.com
Pictures of Thermometers: http://www.internet4classrooms.com
Pictures of some other worksheets being used:
Accommodations
Accommodation 1: Seating Chart
Smart Board
Teacher’s
Desk
D
O
O
R
White Board
Robert
ADHD

Casey
Carlos
ESL
Katie
Wears Glasses
Maria
ESL
Michael
LD?
Georgia
Dyslexic
Lisa
Jacob
Samantha
LD?
Kyle
Emily
Maxim
Brody
Sarah
Amy
Elijah
Zeke
Talon
Nicole
John
B

O
O
K
S
H
E
L
F
Small Group Table
C
U
B
B
I
E
S
C
O
M

P
U
T
E
R
S
Rationale for Accommodation 1:
I created a seating chart where the students sit in desks in
groups of 3. This seating chart works as an accommodation for
many of the students in my class. I sat Katie in the front row
because she is visually impaired and wears glasses. Sitting
close to the Smart Board and White Board will help her to see
information better. Both Carlos and Maria are sitting in the
front groups because they are both ESL students and when I am
teaching at the front of the room, I will speak slow, and clear to
help them understand the English I am speaking. I sat Robert in
a front desk closest to my desk because he is a student with
ADHD and sitting in the front row will help diminish the
amount of distractions that could cause him to lose his focus.
Additionally, close proximity to me as the teacher should help
encourage Robert to use as much self-control as he can to
follow class rules and pay attention. Georgia is also in one of
the front desks. Georgia is a girl with Dyslexia. Georgia was
put in the front row because often I will point to the words on
the Smart/White boards as I read them. When I point to them, I
start with the first letter and slide my hand from left to right so
that Georgia can follow along and know the correct direction to
read. The reasons the desks are in groups of 3 are due to the
many assignments where students work together as groups.
Additionally, the odd number of 21 students lends itself to
being divided into seven groups of 3. I also made the groups

mixed ability groups. Each group has a student that is either at
grade level or above grade level along with a student who may
struggle in a subject or is below grade level. By placing
students in mixed ability groups, it will help those students who
are struggling to have additional help through peer tutoring.
The more advanced students will benefit because research
shows that when you teach a topic it becomes much clearer and
understood by the one teaching.
Accommodation 2: Rewritten Text
Rewritten text helps students who are on different reading
levels. Rewritten texts allow all students to still read about the
topic we are learning, but at their own reading level.
Original Text: Reading Level 3
The Water Cycle:
The heat from the sun evaporates tons of water each day from
oceans, lakes, and ponds. Plants also give off water into the air.
As the warm, moist air rises, it begins to cool. Cooling of
warm, moist air causes clouds to form. When these clouds meet
colder air, rain or some other form of precipitation falls to the

earth, where evaporation begins all over again. Precipitation is
water falling as rain, snow, sleet, or hail. The earth and the air
are always exchanging water with each other. The ocean never
gets too full, and it never dries up, because the water cycle
works perfectly. Wouldn’t you say that this, just like the rest of
creation, shows a perfect design? (Moore, 1996 P.154).
Cited Text Reference: Moore, Judy H. Exploring God’s World
(1996). The Water Cycle. Pensacola, FL: Pensacola Christian
College.
Rewritten Text: Reading Level 1.5
The Water Cycle:
The water on the earth moves in a big circle called the water
cycle. The sun heats up the whole earth and makes the water in
oceans, lakes, and ponds turn into a vapor or steam, this is
called evaporation. Water on plants also heat up and go into the
sky. As this water vapor or steam goes into the sky, it starts to
get cold. The cooling off of the warm vapor is what makes
clouds form. When the clouds meet even colder air in the sky,
some type of precipitation falls down to the earth. Then the
evaporation starts all over again. The precipitation is actually
water falling down to the earth from the sky. The water is rain,
snow, sleet, or hail. The water is always moving in this circle
from the earth to the sky back down to the earth again. This is
called the water cycle. Because of the water cycle, oceans
never get too full or never dry up. The whole water cycle works
perfectly like God created all things to work.
Accommodation 3:
Georgia is a student with Dyslexia. She has other

accommodations in the class. One of the accommodations is the
use of graphic organizers when learning new information.
Graphic organizers can help students with Dyslexia to organize
the new information properly. I will help Georgia to learn how
to use Venn Diagrams when we are learning new information or
comparing information. I will also have printouts for Georgia
to use when using the Know, Want to Know, and Learned
(KWL) format with the students. Here are some graphic
organizer examples below:
Accommodation 4:
Carlos and Maria go to the ESL resource teacher to work on
learning English as a language. They do, however, have some
special accommodations in class as well. First, they have an
English/Spanish dictionary in their desks so that any word they
do not understand they can look it up. This is usually utilized
during individual practice time. Second, whenever there is any
new vocabulary for any subject, I give Carlos and Maria the
new vocabulary words in both English and Spanish. This helps
them to learn their new words quickly because they can see it
written in their Native language of Spanish; however, they also
can quickly learn the English word for the vocabulary word
because they are seeing it immediately for the first time
together. The following vocabulary words were given to them
in this Unit on Weather:

Spanish:English:
Tiempo Weather
Ciclo del Agua Water Cycle
Tormentas Thunderstorms
Tormentas Severas Severe Storms
Ventisca Blizzard
Granizo Hail
Rela´mpago Lightning
Accommodation 5:
Michael, Samantha, and Jacob are below reading grade level.
They go to the Reading Lab during Extensions where they learn
how to read and helpful strategies to decode new words.
However, there are a few accommodations in class for them as
well. The first accommodation is in our classroom library. The
classroom library offers books at different reading grade levels
and they can each select a book during independent reading time
from their own reading level. The second accommodation is the
use of Trade Books in class. Trade books are books where
students can learn about the same subject as the whole class, but
it is at their reading level. These books are also called high-low
books for high-interest, low-reading level (Ackerman, 2012.
P.29). For example, each student can receive a book on
Tornados with all the same facts, but some of the books will be

written at 2nd grade level while others are at First or
Kindergarten reading level. The third accommodation for these
three students is the use of highlighters. Highlighters work
great with students who are struggling to read. These students
use a highlighter when they are reading something and they
come across a word they do not know. If they can’t decode the
word they highlight it and ask me or the Reading Specialist for
help with the new word.
Reference: Ackerman, Beth. G.U.I.D.E. Differentiated
Instruction for Christian Educators (2012). Lynchburg, VA:
Liberty University Press.
Accommodation 6:
Michael and Samantha are also below level in Math. They are
both currently being tested to see if they have any Learning
Disabilities. They both display a few signs for a Learning
Disability. Both Michael and Samantha struggle to write their
homework assignments down each day and often do not turn in
assignments. This affects their ability to practice new skills
learned which further puts them behind. Therefore, their
accommodation is to have an assignment book that they bring to
class every day and take back home. In the assignment book, I
staple the homework assignment(s) to the page and I write any
notes or instructions for them or their parents. I then initial the
current day and ask their parents to sign their assignment book

when they read it. This is an accommodation that ensures the
Parents know what is going on in class on a daily basis. This
also helps keep the parents involved as a partner in their child’s
education. Additionally, any comments or questions that I may
have or that the parents may have can be communicated back
and forth on a daily basis.
Accommodation 7:
An additional accommodation is given for Michael and
Samantha due to their below level Math skills. Michael and
Samantha both have a set of addition and subtraction flash cards
in their desks. Whenever there is independent practice time or
extra time they will take their flashcards out and work quietly
with them drilling and learning their facts. Additionally, they
are tested on speed drill math facts orally. I will hold up
flashcards for each of them and they will verbally tell me the
correct answer. They seem to be able to complete more facts
quicker when tested orally as opposed to written speed facts
tests.
Accommodation 8:

There will be a few established accommodations in class for
Robert who has ADHD. I will offer opportunities (at least one
every hour) for Robert to get up out of his seat and perform a
task or run an errand for me. Students with ADHD benefit
greatly when they have the opportunity to get up and do
something positive. This helps them to have an outlet for their
extra energy and to have an opportunity for positive
reinforcement. Robert sometimes has difficulty controlling his
impulses which result in him breaking a rule in class. I have a
classroom management plan established using a color system,
however, Robert needs a little more help and incentive to
control his impulses. I have created two charts for Robert to
help offer incentives for him to have self-control. The first
chart is something that is sent home every day for his parents to
view. If Robert stays on green (for good behavior) for the day,
he gets a smile face in the box for the day. If Robert had a
color change for inappropriate behavior or not following the
class rules, Robert gets a color change and that is indicated on
his report that goes home. I color the box the same color of his
color change and write in why he received a color change. At
the end of the week, if Robert has more smile faces then color
changes he gets to pick a prize out of the treasure box. The
second chart is for individual days where Robert may be having
difficulty controlling his impulses. I will document on the chart
what he does, the time, and his reaction to the consequences.
This will be sent home for his parents to sign and add any
comments or suggestions they may have and then returned to
school the next day.
First Chart:
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY

Talking with his neighbor when he is supposed to be quiet.
After being told to sit in his seat, Robert continued to walk
around and took another class mate’s pencil.
This chart shows that Robert had two difficult days, but overall
had three good days. He would be allowed to pick from the
treasure box on Friday afternoon.
Second Chart:
Date
Time
Robert’s Behavior
Consequence
Robert’s Reaction
12/12/12
10:00 am
Robert got out of his seat and wandered around.
I reminded Robert of the rule to stay in his seat and told him to
return to his desk.

Robert ignored me.
12/12/12
10:03 am
Robert continued to walk around and took another student’s
pencil from her.
I walked over to Robert told him that was not nice to take
someone else’s pencil or ignore me. I then told him he needed
to get into his seat and reminded him of the rewards for good
behavior and the consequences for bad behavior.
Robert listened to me this time; he apologized and returned to
his seat.
I then told Robert “good job for controlling his behavior and
choosing to do the right thing.”
This chart would then be sent home to Robert’s parents and they

would sign it and return it to school. The resource specialist
would also view this chart so she knows what to work on with
Robert at their next meeting time.
Accommodation 9:
Georgia has Dyslexia. There are other accommodations given
to help her in class. This is an additional accommodation that
will help Georgia with her Dyslexia. It is helpful for those with
Dyslexia to use pictures as much as possible to help them
understand what is being taught. Therefore, I will provide
pictures for each new topic being learned. For example, when
students are learning about the water cycle, I will provide a
picture for Georgia that she can use at her desk during
instruction. A picture of the water cycle is below:
Accommodation 10:
Maria is one of the ESL students in the class. She is learning
English but still struggles with it on a daily basis. Because of
her lack of English vocabulary she is often shy and does not
wish to participate in whole class discussions. I know that soon
her vocabulary will be there, but I don’t want her to have a
habit of not participating. Therefore, I have an accommodation
established that is twofold. First, I have a special journal where
Maria can write down all the new English words that she learns
each day. She can draw a small, quick picture beside each word
to help her remember what it means. She could also write the
Spanish word next to it. Keeping this journal will first help her
to learn and remember the new words she is learning because
when you write something down it helps you to learn it that
much more. Additionally, having this journal will allow Maria

to see how much she is learning in the English language to give
her the confidence she is lacking to speak up and participate.
The second part of the accommodation is incentive for Maria to
speak up during whole group discussion/instruction. I have
special printed small stars that I give to Maria each time she
participates. After she earns so many stars, I let her turn in her
stars for a special prize out of a treasure box. Then she starts
all over again with earning her stars. I believe this incentive
will be just what she needs to help Maria participate in class.
Adaptive/Assistive Technology
The computers in the classroom are equipped with Screen
Reader Software that enables the computer to read aloud what is
on the page. Students will where headphones to listen to the
computer read to them during tests or reading assignments.
This software is used in my class especially by Georgia who is a
student with Dyslexia. She often uses this software during
summative assessments such as quizzes, or tests. The software
helps her because she is a smart girl who knows the answers to
questions; however the Dyslexia causes her to not be able to
read well. Having the computer read to her enables her to select
the correct answer without the struggle caused by her Dyslexia.
Additionally, I use this software for students who may be below
grade reading level. This will help Michael, Samantha, and
Jacob to all take reading comprehension tests and other tests.
For example, it is difficult to determine if a student can
comprehend information if they cannot yet read that
information. This software enables us to check comprehension
despite their current reading level. The screen reader may be
Aspire Reader 4.0 (http://www.axistive.com/aspirereader-4-

0.html) or Write: Outloud 6
(http://www.donjohnston.com/products/write_outloud/index.htm
l).
Communicating With Others:
I will frequently and at least once a week communicate with the
parents of my students with special needs/accommodations. I
will let them know how their student progressed for the week
and ask for their feedback of any questions, concerns, or
suggestions they may have. I will also meet with the Principal,
teachers, and other specialist at IEP meetings regularly for my
students. We will discuss how each student is performing and
adjust, add, or take away anything we need to that would be
best for the student to help them succeed. I will also continue
to research ways that I may continue to help all my students
succeed and learn any new techniques that pertain to the
students in my current class.
Page 20 of 24

EDUC 307Differentiated Unit Plan Part 2 Accommodations Grading .docx

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