Read the case study to inform the assignment that follows. Case Study: Gabriella Grade:  4th Age:  9 Gabriella is a fourth grade student with a language disorder and mild intellectual delays.  She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal 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 300-450. Her favorite books are the Frog and Toad  books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences. Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. 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 to modify the assignments in class. Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam.  When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful.  She also attends art, music, PE, recess, and lunch with the same fourth grade class. Assignment: Part 1: Goal Writing Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content. Part 2: Mini Unit Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following: Current Instruction and Content in the Fourth Grade Classroom: Currently, students are reading about the Underground Railroad. Current instruction must be aligned to Common Core Standards: CCSS.ELA-Literacy.RI.4.1 -RI.4.6 Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.    For each lesson plan, differentiate activities for Gabriella that addre ...

1. Read the case study to inform the assignment that follows.
Case Study: Gabriella
Grade: 4th
Age: 9
Gabriella is a fourth grade student with a language disorder and
mild intellectual delays. She is nine years old and spends a
large portion of her day in self-contained settings. She receives
speech and language services from a speech pathologist for a
minimum of 40 minutes three days a week. The rest of the time,
her language needs are supported by the special education
teacher. She does attend a general education fourth grade
classroom daily for 90 minutes for language arts instruction. An
instructional assistant accompanies Gabriella to class.
Gabriella’s oral expression skills are in the low to average
range. She struggles with figurative speech, sarcasm, and
multiple meanings of words. Her speech is literal 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 300-450. Her favorite books are
the
Frog and Toad
books by Arnold Lobel. She is writing simple sentences with a
subject and a predicate, but relies on picture cues and rewriting
strategies to plan her sentences.
Gabriella attends the fourth grade Language Arts class for
exposure to more appropriate grade level content. 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 to modify the assignments in class.

2. Gabriella is exempt from the district course assessment at this
time, and her grade is based on participation, reduced and
modified assignments, and an alternative individual project
instead of a final exam. When working in groups, Gabriella
will participate by making choices, with visual cues prompted
by the assistant. Gabriella has been integrated into language arts
instruction since the second grade. Students enjoy having her in
class and are helpful. She also attends art, music, PE, recess,
and lunch with the same fourth grade class.
Assignment:
Part 1: Goal Writing
Write a measureable IEP goal for Gabriella that includes the use
of augmentative and alternative communication systems, and
assistive technology in the classroom to facilitate
communication with peers and aid in comprehension of content.
Part 2: Mini Unit
Utilizing the COE Lesson Plan Template, compose a mini-unit
of three formal ELA lesson plans that build upon the following:
Current Instruction and Content in the Fourth Grade Classroom:
Currently, students are reading about the Underground Railroad.
Current instruction must be aligned to Common Core Standards:
CCSS.ELA-Literacy.RI.4.1
-RI.4.6
Completed lesson activity and learning target includes students
working individually to complete a graphic organizer to identify

3. the setting, main idea, and key details.
For each lesson plan, differentiate activities for Gabriella that
address Gabriella’s measureable IEP goal and include assistive
technologies. In addition, for each lesson plan, create a pre- and
post-assessment, using a low or high tech based
accommodation, to evaluate whether Gabriella's measurable IEP
goal are met.
Part 3: Rationale
Provide a 250-500-word rationale that supports your
instructional choices for Gabriella’s IEP goal, the differentiated
activities in the mini-unit, and the alignment between the two.
Support your rationale with 2-3 scholarly resources on best
practices regarding semantics disorders and the use of assistive
technology.
Prepare this assignment according to the APA guidelines found
in the APA Style Guide, located in the Student Success Center.
An abstract is not required.