How Quick Can You Count?

 

Title:  How Quick Can You Count?
Author:  Ashley Wright
Subject: Language Arts & Mathematics
Grade Level:  Kindergarten
IEP classification(s): Hearing Impairment, intellectual Disability, Speech Impairment
Common Core Standard(s): RL.K.1,  RL.K.6,  K.CC.A.1
Lesson Goals: Students will be answer questions about the text and count to 100 by ones and by tens with 90% accuracy.
 Lesson Materials: "The Counting Race," by Margaret McNamara, Writing material, Smart Board, document camera, base ten blocks

Instructional Lesson Methods and Assessment:

Anticipatory Set:

• To begin the lesson students will gather at the reading carpet and get in five star listing position. 
• Next, the teacher will show the book to the students and allow time for students to ask questions and examine the cover of the book. 
• The teacher will ask students what the author, Margaret McNamara, and the illustrator, Mike Gordon, do. 
• Students will raise their hands and share with the teacher what the author and illustrator does.  If student needs help the teacher will assist the child in understand the two meanings.
• The teacher will repeat the two words and give a clear definition of both.  

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Clarify Vocabulary and Symbols The teacher will review terms "Author" and "Illustrator" with students.  2.2 Clarify Syntax and Structure The teacher will make connections from previous lessons when reviewing the "Author" and "Illustrator."		7.2 Optimize relevance, value, and authenticity The teacher will use an age appropriate story, and teach a kindergarten age level math lesson from the book.            7.3 Minimize threats and distractions The teacher will send children back to their desk to limit distractions from the carpet, and this will also help students prepare for changes in the activity.

Introduce and Model New Knowledge:

• The teacher begin reading the story to students.
• On the the first page of the story,(Page 5) the teacher will stop, show the picture to the students,  and ask students what type of race they think the teacher is wanting to have in the classroom.  
• Students will raise their hands and share their thoughts.
• The teacher will listen to the many ideas the students share, and then continue reading the story and sharing the pictures with the students as she read.  
• On page 9 the teacher will stop again and ask students what the teacher means by a "counting race."  
• Students will raise their hands again while teacher calls on students to share their thoughts.  
• The teacher will then begin reading the story again while sharing the pictures.  
• On page 19 the teacher will stop again and allow students to work together to find a way to count to 10 in one second.  
• After students have attempted to count to 10 in one second the teacher will finish the book and ask students if they know any other types of ways to count to 10. 
• The teacher will use a set of base ten blocks to share with students different ways that they can count to 10.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Offer ways of customizing the display of information.  The teacher will speak loudly while reading the story to ensure everyone is able to hear. 1.3 Offer alternatives for visual information The teacher will share pictures from the story with students, and provide description of images. 1.3 Offer alternatives for visual information The teacher will use base 10 blocks to show students different ways to count to 10.	6.2 Support planning and strategy development The teacher will allow students to stop and think of other ways to count to 10.  5.2 Use multiple tools for construction and composition The teacher will use base 10 blocks to share other ways to count to 10.

Guided Practice:

 

Count to 100 Song!

(YouTube video to count to 100) 

• The teacher will have the objective of the lesson plan written on the board, and will also read them aloud for students. 
• The teacher will send students back to their desk from the rug.  
• The teacher will open the YouTube video, Count to 100, and play it once for children to listen to. 
• The students will then listen to the song again and sing along. 
• The teacher will then pass out a paper for students to view of numbers 1 to 100.  
• The teacher will use the document camera to make text large for students to see clearly. 
• Students will count out loud with the teacher while following along with their finger.  
• Next, the teacher will pass out a worksheet of a number chart, 1 to 100, and have children help her fill in the missing numbers.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.3 Support decoding text, mathematical notation, and symbols The teacher will hand out number charts for students to use as a representation.	4.1 Vary the methods for response and navigation The students be provided with different types of answering strategies, from written to spoken answers.	8.1 Heighten salience of goals and objectives The teacher will provide students with an example of a visual outcome of what the project will look like. 8.2 Vary demands and resources to optimize challenge The teacher will provide a variety of challenges that are at different levels.  The song will be a lower level, while the guided work is a little more challenging.
3.4 Maximize transfer and generalization The teacher will use the "Count to 100" song.	5.1 Use multiple media for communication The teacher will use the Internet to play the YouTube video, the Smart Board to view the video, and the document camera to finish the worksheet in class together.    5.3Build fluecies with graduated levels of support for practice and performance The teacher will use the YouTube video to provide a differentiated mentor.  6.1 Guide appropriate goal-setting The teacher will have objectives clearly posted on the board in the front of the room.

Independent Practice:

• After the teacher and students have completed the guided work together, students will then turn in their worksheet, but keep the number chart at their desk.
• The teacher will then hand out another number chart and have students work independently on the page. 

• The teacher will walk around room and assist students as needed.
•  When students have finished the work they will raise their hand and the teacher will check the child's work. 
• Once all students have finished their work and have turned it in, the teacher will send students back to the rug.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
	6.4 Enhance capacity for monitoring progress The teacher will walk around the room monitoring students and checking for progress.  The teacher will ask questions when needed to assist students.	8.4 Increase mastery-oriented feedback The teacher will give encouraging feedback to students, but will also give feedback that shows errors to provide positive strategies for future success.

Wrap Up :

• The teacher will now remind children to be in five star listening position. 
• The teacher will review with children the "Count To 100" song, and then review prior knowledge of counting to 100 by tens.  
• The teacher will then ask students to raise their hands if they have any questions about what they have learned.
  
  
  
  
  
  Assessment:
  
  
• The teacher will then give students a worksheet review of counting to 100 by tens and have them work quietly at their desk.
• If students finish early they will have the class copy of The Counting Race, and read it quietly at their desk, while trying to sound out words that they do not know, and reading the sight words that they do recognize.  

 

• While the students are work the teacher will call on the students one at a time and have students count to 100 by ones and by tens for her.  
• The teacher will give feedback to the child and assist the students who need extra help.

• 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
	6.4 Enhance capacity for monitoring progress The teacher will use her checklist to score students work and check the students progress.	9.3 Self-assessment and reflection  The teacher will offer number charts to the students to keep in their desk for individual practice.

UDL Assignment Rubric

Evaluation Areas	Exceeds Expectations A	Meets Expectations B	Does Not Meet C	Points
	25-23 points	22 -20 points	19- less
Multiple Means of Representation	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
Multiple Means of Action and Expression	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
Multiple Means of Engagement	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
	15-14	13-12	11-
Multimedia Elements	Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a few  graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	/15
	10-9	8	7
Presentation	Overall editing is accurate and presentation is effective (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)	Some basic editing and presentation mistakes  (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)	Several editing and presentation  mistakes	/10
			Overall Total Points	/100

	Brain Network UDL Principle Recognition Networks “What” I. Multiple Means of Representation ensures that the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception      1.1 Customize the display of information                 X      Introduce and Model New Knowledge      1.2 Provide alternatives for auditory information      1.3 Provide alternatives for visual information              X      Introduce and Model New Knowledge Provide options for language and symbols      2.1 Define vocabulary and symbols              X       Anticipatory Set      2.2 Clarify syntax and structure              X Anticipatory Set      2.3 Decode text and mathematical notation              X      Guided Practice      2.4 Promote cross-linguistic understanding      2.5 Illustrate key concepts non-linguistically Provide options for comprehension      3.1 Provide or activate background knowledge     3.2 Highlight critical features, big ideas, and relationships      3.3 Guide information processing      3.4 Support memory and transfer              X       Guided Practice
Strategic Networks “How”	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond x Guided Practice 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication x Guided Practice 5.2 Provide appropriate tools for composition and problem solving x Introduce and Model New Knowledge 5.3 Provide ways to scaffold practice and performance x Guided Practice Provide options for executive functions 6.1 Guide effective goal setting x Guided Practice 6.2 Support planning and strategy development x Introduce and Model New Knowledge 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress x      Independent Practice, Wrap Up, & Assessment
Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value, and authenticity x Anticipatory Set 7.3 Reduce threats and distractions x Anticipatory Set Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives      x Guided Practice 8.2 Vary levels of challenge and support x Guided Practice 8.3 Foster collaboration and communication 8.4 Increase mastery-oriented feedback   x      Independent Practice Provide options for self-regulation 9.1 Guide personal goal-setting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection         x   Wrap Up, & Assessment

(Photo's credit to Google Images and Pinterest.) 

• https://www.google.com/imghp?hl=en&tab=wi&ei=DsPoVKH5J4epyQTbioGACQ&ved=0CAQQqi4oAg
• https://www.pinterest.com/pin/228276274833108125/
• https://www.pinterest.com/pin/176203404144479835/
• https://www.pinterest.com/pin/287597126179595560/
• https://www.pinterest.com/pin/212513676141722791/