Running head: ASSIGNMENT TITLE HERE 1 2 ASSIGNMENT TITLE HERE Benchmark Assessment Falayan Trotter Grand Canyon University: SPE-359 4/3/2016 The term learning disability refers to the inability to process either one, two or more than one of the psychological processes that take part in the interpretation and processing of language manifesting itself as the inability to write, think, listen, read, calculating and to spell. (IDEA 04) A learning disability is a neurological disorder. (Ldonlineorg, 2016) Normally, persons speculate that learning disabilities are common and resemble among those affected, which is not the case, as it greatly varies from an individual The cases among the victims too varies greatly. According the data collected it is believed that is caused by variation of the human brain functioning and how the brain processes information. What people don’t know is that children with such disabilities are intelligent averagely, and they shouldn’t be confused to be dumb and sluggish. The fact remains that it is their brain that does process information in a different way. Despite the fact that the condition has no cure, children with such a condition can still be taught and trained to be top performers and achievers. Identify a student who has a learning disability and answer the following questions: Fredrick 1. In which academic area(s) does the student struggle? Math 2. In which academic area(s) does the student have strengths? Reading 3. How does the student’s disability influence his or her ability to socially interact with others (social skills)? The student’s disability does not affect their social skills. Part 3: Identify one area in which the student academically struggles. Math 1. Choose one skill you will teach the student using a learning strategy. Note: This strategy must be generalizable and have less than seven steps. Write a lesson plan following these steps based on Hunter’s model: 1. Learning objective (make sure you indicate the state and national standards related to this objective). (Texas) The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:(A) recite numbers forward and backward from any given number between 1 and 120; 2.  Prerequisite skills needed in relation to this objective. To know how to count to 120 using ones and tens 3. Prerequisite skills the student currently does/does not have. Students does not have the ability to count to 120 by 2s and 5s. 4. Anticipatory set (remember, you want to motivate the student to learn this skill and indicate how learning the skill will facilitate learning in other areas). “Who would like to volunteer to count the class?” Have a student stand up and count the number of blocks Most likely, a student will count by ones to accomplish this task. Then ask the students, “Is there a faster way to count e ...

1. Running head: ASSIGNMENT TITLE HERE
1
2
ASSIGNMENT TITLE HERE
Benchmark Assessment
Falayan Trotter
Grand Canyon University: SPE-359
4/3/2016
The term learning disability refers to the inability to process
either one, two or more than one of the psychological processes
that take part in the interpretation and processing of language
manifesting itself as the inability to write, think, listen, read,
calculating and to spell. (IDEA 04) A learning disability is a
neurological disorder. (Ldonlineorg, 2016)
Normally, persons speculate that learning disabilities are
common and resemble among those affected, which is not the
case, as it greatly varies from an individual The cases among
the victims too varies greatly. According the data collected it is
believed that is caused by variation of the human brain
functioning and how the brain processes information.
What people don’t know is that children with such disabilities

2. are intelligent averagely, and they shouldn’t be confused to be
dumb and sluggish. The fact remains that it is their brain that
does process information in a different way. Despite the fact
that the condition has no cure, children with such a condition
can still be taught and trained to be top performers and
achievers.
Identify a student who has a learning disability and answer the
following questions: Fredrick
1. In which academic area(s) does the student struggle? Math
2. In which academic area(s) does the student have strengths?
Reading
3. How does the student’s disability influence his or her ability
to socially interact with others (social skills)? The student’s
disability does not affect their social skills.
Part 3: Identify one area in which the student academically
struggles. Math
1. Choose one skill you will teach the student using a learning
strategy. Note: This strategy must be generalizable and have
less than seven steps. Write a lesson plan following these steps
based on Hunter’s model:
1. Learning objective (make sure you indicate the state and
national standards related to this objective). (Texas) The student
applies mathematical process standards to identify and apply
number patterns within properties of numbers and operations in
order to describe relationships. The student is expected
to:(A) recite numbers forward and backward from any given
number between 1 and 120;
2. Prerequisite skills needed in relation to this objective. To
know how to count to 120 using ones and tens
3. Prerequisite skills the student currently does/does not have.
Students does not have the ability to count to 120 by 2s and 5s.
4. Anticipatory set (remember, you want to motivate the student
to learn this skill and indicate how learning the skill will
facilitate learning in other areas). “Who would like to volunteer
to count the class?” Have a student stand up and count the

3. number of blocks Most likely, a student will count by ones to
accomplish this task. Then ask the students, “Is there a faster
way to count everyone.” If students don’t come up with it
themselves, ask them if counting every other block would help
5. Lesson input Teacher will lead the class in a clapping game
starting with ‘5 or 10 and counting to ’120’ by clapping and
snapping on every other number and saying the next number.
This will get the class warmed up and ready to complete the
next task. After the class understands how to count to2 10 by
ten’s and fives have each person in the class participate in
counting by ten’s until each student has said a number.
6. Guided practice (remember to always use controlled materials
when first introducing a skill) Have the class get into 4 groups
and take out one sheet of paper and a pen or pencil. Tell
students “We are going to practice writing to 120 by fives and
ten’s. Each table group has one piece of paper. When I say ‘go’
the first person will write 5 or ten, the next will write 10 or 20,
and so on until your table group has written by fives and tens
all the way to 120.” Explain that the paper should be passed
clockwise. Have the students repeat the instructions. When the
groups are finished, they are to put down their pencils and look
at the teacher. When each group has finished, the teacher will
go around the room and check their papers
7. Independent practice (remember to not allow students to
independently practice a skill until it is mastered and there is
automaticity). Students will be tasked with right all of the
numbers in tens to get to 120
Implement the lesson plan with the student and provide, in
written form, a reflection with regard to effectiveness of the
strategies. Also, please include a reflection indicating what you
would do the same/different if you were to use this strategy
again. Using the lesson plan with student to assist in the
learning of counting to 120 using the clapping and stomping
makes it fun. Student will have the ability to use the rhythm to
assist with memory. Performing a fun action while reciting
number from 0 to 120 sounds like a song and dance. I would

4. continue to use this method with LD student who have dyslexia.
Usually the strengths associated with dyslexia excitement,
curiosity, having better oral abilities plus showing clear
imaginations. Those students or pupils with dyslexia perform
best in arts and sciences, music and creative design. Also, such
students demonstrate visual thinking and excellent three-
dimensional sentence.
What people don’t know is that children with such
disabilities are intelligent averagely, and they shouldn’t be
confused to be dumb and sluggish. The fact remains that it is
their brain that does process information in a different way.
Despite the fact that the condition has no cure, children with
such a condition can still be taught and trained to be top
performers and achievers.
Teaching a Student with Learning Disabilities
Teaching students with learning disabilities can be a
rewarding job. The first things that has to be understood is the
student. A student with dyslexia or learning disability with
numbers or dyscalculia is still able to learn. Learners with
dyscalculia often lack an intuitive grasp of numbers and have
problems manipulating them and remembering number facts and
procedures. (Edgehillacuk, 2014)
The Lesson Plan:
With the implementation of a well-designed lesson plan,
children with learning disabilities precisely dyslexia can be
transformed to be top performers. One such a plan is the one
designed to help an elementary-aged child say grade 1 to3.
The sole of objective being to help such students improve on
their math skills which will intern help them to learn and read
effectively. Such a plan focuses on the principles of mathmatics
by making use of modalities such as repetition in numbers. This
plan should be conducted in a time frame of about 20 to 30
minutes well distributed in the course of the week. Depending
on the number of students, size of the class and the age, a
teacher may design the time to spend to check on the weekly

5. work load.
It is advisable to set the classroom in terms of stations
depending with the size of the class, the station are supposed to
have varied modalities as students are supposed to shift after a
successful lesson.
Assessing performance
Performance assessment is primarily centered on active
participation and the completion of the successive set stations
within the specified timeframe. Worksheets and projects can be
used for assessments as students are supposed to adhere to
them.
The Stations
a. Counting Block
The blocks are effective in counting usually placed one beside
the other or on top of the other. Blocks are a better replacement
for counting other than small objects that are lost easy.
Basically such a station is fun to work with as children learn
together with other children and friends.
b. Count Time
Count time allows students to listen to the audio counting
songs. This gives students melodies why repletion of the count.
c. Use of numbers when speaking
This is meant to improve on the understanding of the students
which will in turn contribute towards improving of the children
around them counting. Counting with friends allow the students
to be social and see that they are all learning together.
d. Pop Quiz
The teacher should make it habit for students to brainstorm
themselves on word spelling and dictation. The pop quiz be in
written form in the sense that a child dictates a word while the
others write it down or verbal in the sense that the other
pronounce or spell the word orally. The aim would be
improving the modalities of spelling by reinforcing reading
either verbally or written.
.

6. e. Flashcards
Self-reflection of being able to identify the number when
written out in numeric form.
To further better on this lesson plan and ensure the students
with learning disabilities get the best in class I will ensure that
I use counts tactics that I learned as a child. Using some of the
methods that from different observation improvisioning ways to
redefine whatever they have grasped.in addition to teaching the
new lessons I will use my own creativity to come up with easy
to follow examples, recognize the class work in a simplified
context, enhance the application of what is learnt in class,
ensure that they connect between the worked previously learned
with that currently learnt.
To better ensure that the students understand it is better to
create more opportunities for them basically to share among
themselves, brainstorm, challenge themselves so as to have a
different perception about learning.
Monitor how students learn and what students respond to, and
what areas they need to improve in, and tailor your stations
accordingly. Dyscalculia doesn’t just affect children’s
performance in school – an inability to carry out simple
arithmetical calculations impacts on everyday tasks like
handling money, telling the time and reading maps, which can
cause problems throughout a person’s life students practice
spelling by writing, reading, speaking” (Edgehillacuk, 2014)
Conclusion
When considering teaching and writing, teaching sight words,
phoneme awareness, phonics and spoken language should be
prioritized. These techniques should be included in the
curriculum in a strong language arts programs. listening,
arranging, and playing!”
References
Ldonlineorg. Retrieved 13 April, 2016, from
http://www.ldonline.org/ldbasics/whatisld

7. Edgehillacuk. (2014). News. Retrieved 14 April, 2016, from
https://www.edgehill.ac.uk/news/2014/08/teaching-children-
dyslexia-numbers
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