Elementary Special Education Class

lesson number one telling time in this video presentation we're visiting the elementary special ed class a miss Kelly Mitchell the seven boys and five girls in the class range in age from nine to 12 years these students are in this class because each has demonstrated an inability to function at grade level in at least two subject areas this first vignette depicts Kelly teaching a lesson about telling time as she teaches the class she will be employing a very structured and explicit model of instruction research shows that the use of this model with these students results in much time on task high student success levels fewer student management problems and more learning content covered a particular interest is the research supported use of a brisk pace of instruction signals to elicit student responses large group versus independent instruction and unison responses providing success opportunities for all students it should be noted that Kelly does not use the model exclusively but it does represent a significant portion of her instruction the materials accompanying this videotape include a profile of the class a lesson plan a timeline of the lesson to serve as a model and instruments for appraising the lessons and the teachers performance also as with each of these visits a set of national norms is provided so that you can compare your judgments with those of evaluators across the country as you view the tape a digital clock will appear at the top of the screen every 30 seconds for your reference in case you want to make your own timeline of the lesson remember that the lesson has been edited for instructional purposes okay we're gonna start out today with working on half hour an hour we've worked on this before and we're going to view it to begin with I'm gonna go over some reminders how do we count around the clock by okay let's do that right now we're gonna count by five to 100 what number are we gonna start with okay are you ready go 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 okay that's how we counted around the clock when it is o clock and on the hour the minute hand is always on the where is it it's always on the 12 okay what time does this clock show right now raise your hand if you know good everybody what time does it say 4 o clock what time does it say good what time does this clock say now raise your hand if you know the minute hand is on the 12 the hour hand is on the seven what time is it what hour is it everybody 7 o clock what time is it 7 o clock ok what time is this everybody raise your hand if you know minute hand is on the 12 hour hand is on the nine time everybody what time is it nine o'clock what time is it 9 o clock okay that's the hour now let's go to the half hour that we worked on when we're working on a half hour that means that it's 30 minutes past the hour let's count by five down to the six and see what we land on ready go 5 10 15 20 25 30 30 minutes past the hour what hour is this raise your hand if you know what hour is that everybody what hour is that tan oh fuck okay let's go 30 minutes past that now what half hour do I have half hour past ten o'clock raise your hand if you know 30 minutes past ten o'clock everybody what time does it say 10:30 what time does it say 10:30 good do another one here's the hour what's the hour raise your hand if you know what time is it everybody to roll o'clock ok now 30 minutes past 2:00 o'clock is what time raise your hand if you know everybody 2:30 what time is it 2:30 it's 30 minutes past 2:00 o'clock so it's 2:30 now today we're going to work on the 5 minute intervals okay different minutes after the hour we're gonna start with this hour what hour is that everybody raise your hand if you know what time does that clock thing everybody 300 o'clock what time okay I would like you to put this on your clock the minute hand is on the where's the minute hand everybody the 12 and the hour hand is on the right okay I want your 2 o'clock to say exactly what that clock says good Chris now lay it down on your desk good good good good good good ok leave it like that and leave it down on your desk in front of you okay now I want that minute hand to move to 10 minutes after 3:00 if I'm just starting to do this then what am I going to count by what did we say we're gonna count by fives right so you count for me as I move the minute hand all right 5 10 that's what I wouldn't I wanted 10 minutes past 3:00 so I stopped at the 10 Gabe I want you to look up here I don't want you to change your clock yet well you just watch up here I can't advise to tan this clock shows 10 minutes after 3:00 now I want to hear you count did I move my hour hand yes or no no I did not move this hour hand did I move my hour hand no it's still we're showing minutes after 3 o'clock so we don't need to move the hour hand I want you to put your hand on your minute hand everybody Jimmy let's go put your hand on your minute hand and as you count by fives stopping at 10 move that hand and I'll do it with you ready go 5 10 your minute hand is on what number raise your hand what number is your minute hand on everybody what number is your minute hand on duh - where is it - it's on the - okay go back to 3 o'clock should look exactly like that back to three o'clock fine eyes back up here please okay now I want to show 35 minutes after three o'clock so I'm going to count up to thirty five by five and then stop on my clock I'll move the minute hand you do the counting with me all right and we're gonna count by starting with we're gonna count by starting with five okay we're gonna start with five okay are you ready and we're gonna stop it thirty five what are we gonna stop at 35 okay ready go five ten wait a minute fifteen twenty twenty-five thirty thirty-five okay did my out your our hand will move a little bit on a real clock but it's still by the three and my minute hand is now on what number raise your hand if you know my minute hand is on what number now what number is my minute hand on everybody what number is my minute hand on the seven right on the seventh and that is 335 what time does this clock say 335 what time 335 okay now on your clocks I want you to show me let's switch to a different hour 6 o clock show me 6 o'clock okay good six o'clock great now back down it's good back on your desk now I'm not going to move this clock I'm gonna give you a time and I want to hear you count we're gonna count together okay I would like you to show me 620 okay don't move anything yet put your hand on the minute hand only minute hand okay all right minute hand Jimmy I want to see a hand or a finger on the minute hand okay we're gonna count by fives are you ready and we're gonna stop at what time did I say Melinda what time did I say okay 625 so we're gonna stop at 25 are you ready I want to hear everybody counting by five starting with five okay are you ready go 5 10 15 20 25 stop okay and then I want your eyes up here okay now we're gonna do it on mine and you look at your clock and see if it says the same thing eyes up here please okay you ready count again to 25 by 5's go 5 10 15 20 25 that's what your clock should look like to say 625 make sure it says that right now please make sure how many people had their clock like this raise your hand if he had your clock good Melinda good good good good Connie are your hands right check your our hand and your minute him good Jimmy okay Calvin do you see how he did that count by five okay and that's the number we're gonna stop it okay clocks down and eyes back up here okay now I want you to show me 15 minutes after twelve o'clock it's real easier one stop eyes up here 15 minutes after twelve o'clock you're gonna count by you're gonna count by but starting with alright ready you move your so I'm not get your hand on the minute hand ready count by 5's to 15 ready go five ten fifteen stop okay eyes back up here please okay now I want you to count by fives as I move my minute hand eyes up here please okay ready go five ten fifteen that's twelve fifteen your clock should look like that hold it up if it does good good good great good good okay that's twelve fifteen now on your own I'd like you to find for me 240 eyes up here wait first I want you to find two o'clock what time fuck right find your our first find two o'clock and then and then I want you to find 40 minutes past 2:00 o'clock okay go first find your hour and then find 40 minutes past 2:00 o'clock find 2 o'clock first coming okay now find 40 minutes past find 2 o'clock this is your our hands this is your minute fine two o'clock now this is your minute hand this is your our hand now if it's o´clock the our hand is always on the right now count by fives only moving your minute hand to get to 40 okay Jimmy's got it Linda's got it Gabe's got it Calvin's got it to 40 Connie your hour hand should be on the 2 and your minute hand should be on the 8 right good okay I'm gonna find 2 o'clock what time is this 2 o'clock now I'm gonna count 40 minutes you count by 5 starting with 5 around the clock to 40 ready go 5 10 15 20 25 30 35 40 my time is 240 what time is it 240 okay good now on this worksheet you need to draw the hand hour the hour the minute hand and the clock the one hand is already on the clock and then you need to write the time at the bottom okay let's review for a step here ice up here please okay we count around the clock by five starting with five there are two hands on the clock one the longer one is the minute or our hand which minute what hand is it minute and the smaller hand is hour a minute which hour right okay go ahead and start your worksheet you have to look at if that's a minute or an hour hand so you need to draw them in at hand take Calvin this is the minute hand or the hour hand so you need to draw the minute hand and make it Chris this is the hour-hand right good perfect you drew the minute hand good if that's five o'clock Michael where should that minute-hand be on the right good is that the hour of the minute-hand right you need to draw your hands Jimmy okay and if this is five o'clock okay good when you have the first road down I want you to stop and put your pencil down okay okay that's your our hand to driving minute hand that's your our hand now you draw your minute hand to make it five o'clock okay good and then you have to write the time of butter good Calvin that's right okay pencils down and eyes up here please Kelvin we worked on hour and half hour and minute intervals now next time we're gonna work on writing the time like well show five o'clock and then we'll write five o'clock we will show four thirty and will write four thirty that's what we'll work on tomorrow okay I'd like you people to very quietly take your pencils and go to the back table wait a minute and your work is back there with this worksheet okay after I've collected your clock 2.5 and 2.0 I'd like you up here lesson number 2 cursive writing in this second visit to Kelly Mitchell's classroom we will see Kelly teaching a cursive writing lesson in addition to the previously described model of instruction observe how she has implemented a behavior management strategy with a certain student who is on an intermittent schedule of reinforcement if the student is on task when his timer sounds he may record the points he has earned at the end of the day if he has been on task 85% of the time he is allowed to select a reward from the treasure chest as reinforcement for his behavior okay for handwriting today we're going to work on the capital P and the capital R I need all eyes up here please pencil and paper down okay okay I want you to watch me on the board and listen to the steps alright this one starts at the middle line the middle line where does it start at the middle line where does it start the middle line good listen up down retrace around pretty easy okay listen again eyes up here please where does it start where does the capital P start middle line where does it start at the middle line okay up down retrace around okay you see it with me down retrace around good again up down retrace around okay good fingers in the air we'll do it in the air okay where does the capital P start in the middle okay are you ready go up-down retrace around again go up down retrace around okay we're going to say them together and do them get your pencils ready at the middle line and I should hear everyone okay ready go up down retrace around okay stops next one at the middle line will go slower Calvin and let's go slower ready go up down retrace around okay let's try it again slower please okay at the middle line where are we starting at the middle line okay ready go ah down retrace around okay that's the middle line again ready wait a minute Calvin let's all go together your pencil should just be sitting on the middle line you can get your pencil okay get your pencils at the middle line okay ready go down Lee trace around okay people eyes up here okay we need to go a little slower okay pencils at the center point again okay ready go up-down retrace and around good next one one more at the middle line go down retrace and around good now I should hear you good ready go down retrace around okay middle line where are we starting at the middle line okay go meet race okay good okay then the other letter we're going we're gonna ditch the capital are cancelled down please it is very similar to the capital P okay watch start at the middle line where do you start at the middle line okay capital R up down retrace around loop up okay a little harder it has this part it's all that's different okay eyes appear again and watch starts at the middle line where does it start at the middle line good okay ah down retrace around loop and up okay this time you say it with me I should hear everyone ah down retrace around new up okay again eyes up here okay let's go ah down retrace around and up good let's do it in the air fingers in the air where are we starting at at the middle line good okay get your fingers at the middle line or imaginary middle line okay go up down retrace around lube up good let's try it again go up down retrace around lube up okay good I like let's make them on your paper okay get your pencil at the center line okay you ready I'll do it up in the air capital arm starts we're at the middle line okay ready go up down retrace around loop and up okay it's okay Calvin look at me we'll slow down okay you're okay pencils at the center center line okay give yourself before okay good okay ready get your pencil at the center line and we need to go slower just kind of follow me all right okay you ready Calvin that's the center line ready down retrace around Lu and up okay good very good let's see some of these arms okay we need to work on a little bit those are very nice good good okay okay again you say it you write it and I'll do it in the air okay pencils should be where at the middle line okay let's go down retrace around loop and okay I'd like you to make a row of peace ice up here please and like a world peace and rule of ours both of them start where has the middle line okay a line of peace and the line of ours go okay Calvin I need to hear you let's start all over where we gonna start it you want to start out a new mind okay sit up straight please okay where are we gonna stop good okay now I want to keep hearing that as you make them alright I want to keep hearing yeah okay let's hear you do another one that's here you do another one right here let's go good good okay let's remember sitting position Chris thank you let's hear you say one Bryant okay is my capital paint below the line it's mine if you are done circle what you think that is a good one I don't know that I would have picked that as if there was a little gap here between that should that but that is a very good one Calvin okay is up here please okay now we've worked on the capital P in the capital R let's quickly go through the other letters we've worked on okay one of the letters we've worked on here is the capital a raise your hand if you remember when where the capital a starts raise your hand if you remember where the capital any starts on the line eyes up here please good where does the capital A begin everybody at the top where does it begin at the top good okay say it as I make it your pencils and paper should be down Chris eyes up here please thank you okay say it as I make it down up retrace okay one more time down up retrace okay good another letter we worked on was the capital L okay do you remember where the capital L starts raise your hand if you remember okay everybody good where does the capital L start at the top good okay ready say it with me ah down okay one more time up down Lu okay the other letter we've worked on before is the capital B raise your hand if you remember where the capital B begins think of how you make a capital B okay everybody where does the capital B begin at the top right it's at the top it's just a little ways between the top line in the middle line okay okay say it with me up down retrace around and around okay one more time because I'm gonna have you make these letters on your paper go up down retrace around and around okay on your paper eyes appear please sitting position I would like one row and the capital A's and capital a start at the top good where do they start at the top I want want one row of capital else where do they start everyone at the top okay and I want one row of capital B's where do they start at the top okay go and I should hear you good those are perfect those are nice good good good see a lot of nice capital cursive letters good good okay eyes up here please Andros down pencils down eyes up here okay tomorrow we will work on the capital M in the capital n okay we will review the capital P in the capital R where do they both start at the middle line where do they both start at the middle line okay next time we're going to have reading and I would like to have sunburst and clover leaf up here and surprises in hi comb at the back table move quietly lesson three rating this third lesson with Kelly Mitchell shows her teaching the long a vowel sound once again observe how she utilizes this very powerful model of direct instruction and behavior management to keep her learners attention focused on the instructional objective and to elicit their responses to the learning okay eyes up here please daytime sitting position Therese eyes up here okay today for reading we're gonna work on the long a sound but first let's review this short a sound raise your hand if you remember what the short a says short a sound good it's everybody remember okay short a says ah what a short a say ah good cat raise your hand if if you know if that's short is that a short a sound cat that a short a sound everybody decided okay yes or no is cat as short a sound good it is okay because it says ah what does it say ah good okay what about the word fast fast raise your hand fast yes okay good fast is that a short a sound yes or no yes very good okay today we're gonna work on long a long a says eight repeat that with me please ready go long a says a what is long a say hey what is short a say yeah okay do you hear the difference listen to me long a says a says it's only short a says ah there's your hand if you hear the difference