ESE 697 Entire Course (Ash) For more course tutorials visit  ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State Standards and the IEP  ESE 697 Week 1 DQ 2 Designing in Mini-Lesson in Reading Comprehension  ESE 697 Week 1 Assignment Lesson Plan #1 Reading Comprehension  ESE 697 Week 2 DQ 1 Planning Accommodations for Instruction

ESE 697 Week 1 Assignment Lesson Plan #1 Reading Comprehension (Ash)ESE 697 Week 1 Assignment Lesson Plan #1 Reading Comprehension (Ash) For more course tutorials visit  Lesson Plan #1: Reading Comprehension. As you have learned in this first week of class, it is essential to understand how to plan for effective instruction for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with the Common Core State Standards (CCSS).

ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State Standards and the IEP (Ash) For more course tutorials visit  Aligning Instruction With Common Core State Standards and the IEP. Read the required text chapters and articles, and watch the video for Week One. Use these resources to inform and support your responses to the prompts below.  a. Describe the special education teacher's responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on their individual education plan (IEP).

ESE 697 Week 1 DQ 2 Designing in Mini-Lesson in Reading Comprehension (Ash) For more course tutorials visit  Designing in Mini-Lesson in Reading Comprehension. Create a mini-lesson in reading comprehension to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a 15- to 20- minute mini-lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini- lesson template provided in Week One of your online course to develop your mini- lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans (Ash) For more course tutorials visit  ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans

ESE 697 Week 1 Reflective Journal (Ash) For more course tutorials visit  ESE 697 Week 1 Reflective Journal

ESE 697 Week 2 Assignment Lesson Plan #2 Phonics or Oral Language (Ash)ESE 697 Week 2 Assignment Lesson Plan #2 Phonics or Oral Language (Ash) For more course tutorials visit  Lesson Plan #2: Phonics or Oral Language. As you have learned this week, it is essential to understand how to plan for effective instruction in phonics and oral language for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with Common Core State Standards and the student’s individualized needs. This lesson plan will focus on using effective, research-based strategies for teaching phonics or oral language to students with disabilities, with an additional emphasis on planning for appropriate classroom accommodations or modifications.

ESE 697 Week 2 DQ 1 Planning Accommodations for Instruction (Ash) For more course tutorials visit  Planning Accommodations for Instruction. Visit Teachnology’s website and select a phonics lesson from the Phonics Lesson Plans page. Analyze the lesson to determine what learning needs exist for a student with a learning disability (LD) in the classroom. Then, using the article from LD Online, “Accommodations for Students with LD,” generate a list of three to five possible accommodations, modifications, or assistive technologies

ESE 697 Week 2 DQ 2 Designing a Mini-Lesson in Phonics or Oral Language (Ash) For more course tutorials visit  Designing a Mini-Lesson in Phonics or Oral Language. Create a mini-lesson in phonics or oral language to teach a small group of students (group description below) using an evidence-based strategy from the textbook. that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Two of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans (Ash) For more course tutorials visit  ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans

ESE 697 Week 3 Assignment Lesson Plan #3 Writing or Spelling (Ash) For more course tutorials visit  Lesson Plan #3: Writing and Spelling. As you have learned this week, it is essential to plan for quality instruction in the areas of writing and spelling for students with disabilities. This lesson plan will focus on using effective, research-based strategies for teaching writing or spelling to students with disabilities.

ESE 697 Week 3 DQ 1 Curriculum-Based Measurements (Ash) For more course tutorials visit  Curriculum-Based Measurements. Review the articles “What is Curriculum-Based Measurement and What Does It Mean to My Child?” and “A Guide to Choosing Web-Based Curriculum-Based Measurements for the Classroom” (retrieved from the EBSCOhost database).  ESE 697 Week 3 DQ 1 Curriculum-Based Measurements

ESE 697 Week 3 DQ 2 Designing a Mini-Lesson in Writing or Spelling (Ash)ESE 697 Week 3 DQ 2 Designing a Mini-Lesson in Writing or Spelling (Ash) For more course tutorials visit  Designing a Mini-Lesson in Writing or Spelling. Create a mini-lesson in writing or spelling to teach a small group of students (group description below) using an evidence-based strategy from the textbook or from the required articles from Teaching Exceptional Children. that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Three of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

ESE 697 Week 4 Assignment Lesson Plan #4 Mathematics (Ash) For more course tutorials visit  ESE 697 Week 4 Assignment Lesson Plan #4 Mathematics  Lesson Plan #4: Mathematics. As you have learned in this fourth week of class, it is essential to understand how to plan for effective mathematics instruction for students with disabilities.

ESE 697 Week 4 DQ 1 Self-Determination in Young Children with Disabilities (Ash) For more course tutorials visit  ESE 697 Week 4 DQ 1 Self-Determination in Young Children with Disabilities  Self-Determination in Young Children with Disabilities. Read the article “A Model of Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities,” retrieved from the EBSCOhost database.

ESE 697 Week 4 DQ 2 Designing a Mini-Lesson in Mathematics (Ash)ESE 697 Week 4 DQ 2 Designing a Mini-Lesson in Mathematics (Ash) For more course tutorials visit  Designing a Mini-Lesson in Mathematics. Create a mini-lesson in mathematics to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the Learning Plan Template) about your lesson. Use the mini-lesson template provided in Week Four of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your

ESE 697 Week 5 Assignment Lesson Plan #5 Vocabulary or Content Area (Ash) For more course tutorials visit  ESE 697 Week 5 Assignment Lesson Plan #5 Vocabulary or Content Area  Lesson Plan #5: Vocabulary or Content Area. As you have learned in this fifth week of class, it is essential to understand how to plan for effective vocabulary and content area instruction for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction

ESE 697 Week 5 DQ 1 Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs (Ash) For more course tutorials visit  ESE 697 Week 5 DQ 1 Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs  Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs.

ESE 697 Week 5 DQ 2 Designig a Mini-Lesson in Vocabulary (Ash) ESE 697 Week 5 DQ 2 Designig a Mini-Lesson in Vocabulary (Ash) For more course tutorials visit  Designing a Mini-Lesson in Vocabulary. Create a mini-lesson in vocabulary to teach a small group of students (group description below) using an evidence-based strategy from the textbook. that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the Learning Plan Template) about your lesson. Use the mini-lesson template provided in Week Five of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

ESE 697 Week 6 DQ 1 The Importance of Planning Evidence Based Strategies for Teaching Students with Disabilities (Ash)ESE 697 Week 6 DQ 1 The Importance of Planning Evidence Based Strategies for Teaching Students with Disabilities (Ash) For more course tutorials visit  The Importance of Planning Evidence-Based Strategies for Teaching Students with Disabilities. Based on your textbook and readings throughout this course, why is it so important to be able to use effective instructional strategies in your lessons? Why is it critical that you consider the needs of students with disabilities when planning instruction? Support your assertions by citing at least two peer-reviewed sources.  ESE 697 Week 6 DQ 1 The Importance of Planning Evidence-Based Strategies for Teaching Students with Disabilities

ESE 697 Week 6 Final Paper (Ash) For more course tutorials visit  Final Paper  Throughout the course, you have been demonstrating your understanding of differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use.

ESE 697 Week 6 Reflective Journal (Ash) For more course tutorials visit  Week Six Reflective Journal. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, defends the rights of individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice

ESE 697 Week 6 Reflective Journal (Ash) For more course tutorials visit  Week Six Reflective Journal. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, defends the rights of individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice