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Educ 4731 Ang Cai Wen Assignment 2
Educ 4731 Ang Cai Wen Assignment 2
Instructional Program
Name and student number: Ang Cai Wen 2170088
Lesson Overview
Curriculum Area English Year level: Preschool
make sense of the meaning of prepositions, they will have the ability
their LDs or Student A is a 4-year old boy with suspected autism spectrum
5-year old boy diagnosed with ASD and has poor control of his pitch
The strengths of both students are that they participate and learn
follow rules and routines well and are not resistant to changes.
and J are unable to carry out the mentioned skill independently. For
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needs, wants and make comments while student J uses 3-4 word
Student J is able to read words such as: verbs (e.g. play, take, keep),
modifiers (e.g. big, small, long, short) and general nouns (colour
will….
time, independently.
Learning By the end of these 4 lessons, By the end of these 4 lessons,
communication.
By the end of these 4 lessons, Essential Questions
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object others.
preposition(s)
Understand directions
given
Indicate through
choosing among 4
options
(4 lessons)
Identified At the end of the 4 sessions, both students will be able to identify at
objective telling and carrying out direction(s) for at least 60% of the time, with
visual support.
Lesson 1
Introduction to 2 prepositions (on, in)
beside)
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Lesson 4
Final recap of 4 prepositions
Doorlag, 2011).
setting, i.e. the classroom and it will take place at the area where
group time usually takes place and where there are child-sized
student would be and look out for distractions which may sway the
side by side while the teacher sits opposite from them, ensuring that
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right instructions, students will feel more capable and less likely to
from students were adopted from Price and Nelson (2013). With the use of the
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For example, when showing them the video in the lesson, pause at
appropriate timing and repeat what was said with a blank at the
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Lesson Plan 1
Curriculum Area English Year Level: Preschool
… in conversations?
- Does the sentence make
- Recognize the words –
sense if prepositions are
‘on’ and ‘in’
- Point to the correct visual omitted? Will the
- Indicate through choosing
communicative partner
between 2 options
- Carry out the requested then understand the
1. Teacher to show and introduce the materials used for the lesson.
2. Teacher will then show the students a video on the prepositions – ‘on’ & ‘in’.
3. Teacher to introduce prepositions – ‘on’ & ‘in’ and move the spider around the box
according to the visual shown. E.g. Visual of ‘on’ – place spider on the box.
4. After demonstrating, students will take turn to move the spider according to the
mentioned preposition.
5. Students will tell the location of the spider by pointing to/ taking the correct visual
upon request.
6. Students then watch the video again and at appropriate timings, the video will be
paused and students will be asked on the location of the object in the video.
7. Teacher summarizes on what was taught by repeating step 3.
Check for
During the lesson, informal assessment will be used to check for
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understanding
students’ understanding towards what was taught. According to
at lesson end
Spinelli (2012), informal assessments analyse students’ abilities to
and/ or carry out the required actions upon request will be observed.
For example:
support?
- Can they identify the location of the spider/ objects?
- Can they answer questions in regards to prepositions?
Visual, verbal, Visual supports: Visuals of prepositions (symbol level with word)
supports instructions
(https://www.youtube.com/watch?v=8F0NYBBKczM)
Instructional The instructional approach taken is strategy instruction where it is
learning process with clear justifications for learning the new skill/
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ations the toy spider and required more time and redirection before
carrying out the action instructed. The visuals used were developed
based on the objects used for teaching, i.e. spider and box, which
helped student A and J relate better. For instance, they were able to
place the spider on the box when asked and shown the visual
support. They were also able to read the words ‘on’ and ‘in’ and
spider/ objects in the video. They were able to grasp the meaning of
‘on’ and ‘in’ quickly in one lesson, which might be because, they are
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Lesson Plan 2
Curriculum Area English Year Level: Preschool
… in conversations?
- Does the sentence make
- Recognize the words ‘on’,
sense if prepositions are
‘in’, ‘under’ and ‘beside’
- Point to the correct visual omitted? Will the
- Indicate through choosing
communicative partner
between 4 options
- Carry out the requested then understand the
1. Teacher to recap on what was taught in the previous lesson by moving the toy duck
around and asking student A and J about it’s location before giving them a turn to
move the toy duck around the box according to the instructions given.
2. The students are then shown the visuals of ‘on’ and ‘in’ and are tasked to match
‘beside’.
4. After the video, teacher to introduce prepositions – ‘under’ & ‘beside’ and move the
toy duck around the box according to the visual shown. E.g. Visual of ‘under’ –
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mentioned preposition.
6. Students will tell the location of the duck by saying/ pointing to/ taking the correct
(refer to appendix B) on the 4 prepositions taught i.e. ‘in’, ‘on’, ‘under’, ‘beside’.
Check for
Informal assessment: monitoring the students’ abilities to
understanding
demonstrate, verbally respond to and/ or carry out the required
at lesson end
actions upon request.
For example:
- Can they move the duck around with/ without visual support?
- Can they identify the location of the duck/ objects?
- Can they answer questions in regards to prepositions?
Visual, verbal, Visual supports: Visuals of prepositions (symbol level with word)
supports instructions
slides
(https://www.youtube.com/watch?v=DHb4-CCif7U)
Instructional Teacher centred (explicit teaching), strategy instruction
approaches
Resources or Strategies from Hanen More Than Words Program
supplementary
materials
Lesson As this lesson was conducted one week apart from the first session,
reflections/Evalu helping the students to recap on what was taught previously helped
ations refresh their memories and got the lesson started. With the
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and interest. For the next lesson, to help them to generalize the
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Lesson Plan 3
Curriculum Area English Year Level: Preschool
… in conversations?
- Does the sentence make
- Recognize and apply the
sense if prepositions are
words -‘on’, ‘in’, ‘under’
omitted? Will the
and ‘beside’
- Read ‘on’, ‘in’, ‘under’ communicative partner
between 4 options
- Say the location of the
object
- Carry out the requested
action(s)
Length of lesson 30 minutes
1. Teacher to recap on what was taught in the previous lesson by providing student A
and J with a toy duck and getting them to follow the instructions given. For
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to identify by reading before matching it to the correct visual and sticking them
one.
4. After picking one, the student has to determine and paste the card under either of
the visuals on the whiteboard, i.e. in, on, under and beside.
5. When all cards are completed, they will be given a worksheet (refer to appendix C)
to complete.
Check for
Informal assessment: monitoring the students’ abilities to
understanding
demonstrate, read, verbally responds to and/ or carry out the
at lesson end
required actions upon request.
For example:
support?
- Can they answer questions in regards to prepositions?
- Can they identify and match the correct word to the correct
visual?
- Can they group the cards according to prepositions?
- Are they able to complete the worksheet independently?
Visual, verbal, Visual supports: Visuals of prepositions (symbol level with word)
supports instructions
pencils
Instructional Teacher centred (explicit teaching), strategy instruction
approaches
Resources or Strategies from Hanen More Than Words Program
supplementary
materials
Lesson Both students were given different instruction at a time, which was
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ations Student A was able to carry out the action when asked to place the
toy duck in areas that he was familiar with and within context. For
stool. Student J needed more processing time and visual support was
the words and matching them to the correct visual. For the card
spell the words and have not mastered the skill of writing
of ‘on’, ‘in’, ‘under’ and ‘beside’ where they have to peel the tape off
from the back and paste it in the correct box, describing the location
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Lesson Plan 4
Curriculum Area English Year Level: Preschool
… in conversations?
- Does the sentence make
- Recognize and apply the
sense if prepositions are
words -‘on’, ‘in’, ‘under’
omitted? Will the
and ‘beside’
- Read ‘on’, ‘in’, ‘under’ communicative partner
between 4 options
- Say the location of the
object
- Carry out the requested
action(s)
Length of lesson 30 minutes
1. Teacher to begin by showing student A and J a video as a form of recap from the
previous lesson.
2. After that, teacher to mention that they will be playing a game called ‘Can you
based on the instruction given. For example, “Student A, can you find the apple
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For example:
supports instructions
(https://www.youtube.com/watch?v=vTO0_kADt3w)
Instructional Teacher centred (explicit teaching), strategy instruction
approaches
Resources or Strategies from Hanen More Than Words Program
supplementary
materials
Lesson Both students were able to participate in the game of ‘Can you find’
reflections/Evalu by following the instructions in locating the item. As the items were
ations hidden in apparent places, the students may have located them
The same items should have been used to truly assess the students’
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Post-Assessment Evaluation
Student A:
100%
75%
50%
Pre-assessment
25%
Post-assessment
0%
The chart above compares the results of student A’s pre-assessment and post-
(prepositions) by reading, telling and carrying out direction(s) for at least 60% of the
For post-assessment part 1, student A was tested on his ability to read the word –
‘on’, ‘in’, ‘under’ and ‘beside’ without the visual support. The result shows that he
was able to identify and read all 4 words 100% of the time as compared to the pre-
assessment.
For post-assessment part 2, student A was tested on his ability to tell the location of
the object verbally and by pointing to the correct visual. It was apparent that he was
able to respond accurately 100% of the time by saying and pointing to questions
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was only able to give the correct answer by pointing to the visual support.
For post-assessment part 3, student A was tested on his ability to carry out the
direction upon request. He was able to follow the instruction and move the object to
the correct location for all 4 prepositions without the aid of visual support, 100% of
the time, as compared to the pre-assessment where he was only able to carry out
the direction for ‘in’ and ‘on’ with the aid of visual support.
Student J:
100%
75%
50%
Pre-assessment
25%
Post-assessment
0%
For student J’s post-assessment part 1, the result shows that he was able to
identify and read all 4 words 100% of the time as compared to the pre-
the time by saying and pointing to questions regarding the 4 chosen prepositions
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as compared to the pre-assessment where he was only able to give the correct
answer by pointing to the visual support for ‘in’ and ‘beside’ and not telling
verbally.
For post-assessment part 3, student J was able to follow the instruction and move
the object to the correct location for all 4 prepositions, 100% of the time, with
the aid of visual support for ‘under’ and ‘beside’. During the pre-assessment, he
was only able to carry out the direction for ‘in’ and ‘on’ with the aid of visual
support.
prepositions by reading, telling and carrying out direction(s), 100% of the time,
without visual support while student J is able to do all the skills mentioned, 100%
of the time, with visual support. Both students have shown progressive results as
a result of the 4 lessons. Moving forward, in relation to Whalen (2009), the ability
to generalize the learnt skill/ concept over different settings will benefit students
with ASD greatly in terms of their behavior and social communication. Thus,
learnt concept in all settings in school as well as home environment before they
This instructional program was created with backward design where the end
result was first identified before assessments were created to monitor the
students’ learning and lastly, lessons were designed and instructional approach
were chosen to teach students the chosen goal (Wiggins & Mctighe, 2005).
Firstly, the performance objective (PO) set was for both student A and J to be
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reading, telling and carrying out direction(s) for at least 60% of the time, with
visual support, after 4 lessons. Based on the results as shown in the post-
assessment evaluation, both students have met the PO set. The 4 learnt
prepositions are – ‘on’, ‘in’, ‘under’ and ‘beside’. These were chosen, as they are
addition, students aged between 2 to 3 years old should know the prepositions
‘on’, ‘in’ and ‘under’ and students between 3 to 4 years must be able to use at
least 4 prepositions or be able to carry out the required action upon request
(Child Development Institute, 2015). The learning outcome set was for both
by reading, telling and carrying out direction(s), at least 90% of the time,
independently. In this aspect, student A has met the learning outcome 100% of
the time while student J is midway into meeting it. However, as student A and J
have got a certain level of prior knowledge to the prepositions ‘on’ and ‘in’, the
duration in which they could fully demonstrate the understanding of these two
prepositions might have been shorter and therefore resulting in the successful
results. The results might have differed should the other prepositions such as
Secondly, the type of assessment chosen, that is the informal assessments, are
the assessments were also done in the students’ natural setting, it was highly
likely that they felt less pressurized and hence, were able to perform optimally.
For the last 2 lessons, worksheet were given to student A and J for completion at
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understanding, which was non-invasive and students often were not aware that
Thirdly, lessons were planned and each student’s learning style were taken into
adjusting program and instructional methods for students, they get equal
opportunity to learning; the rate of their success would be higher and it allows
them to showcase their ability in their own ways. As seen in the post-assessment
evaluation, students were able to meet the target set due to the individualized
With the 4 chosen prepositions to be taught, the post-assessment task was done
‘between’, ‘behind’ and ‘in front’ were not tested in the post-assessment task
and therefore results from the pre-assessment tasks were analysed once again,
taking into consideration of only the 4 chosen prepositions. Therefore, the post-
Through this instructional program, the skills to begin planning with the end
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the benefits and limitations of formal and informal assessments have also been
clarified. With these new information, knowledge and skills gained, students will
be able to benefit greatly from the future programs planned as adaptations can
always crucial to be well informed and updated of the new strategies presented.
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References
Archer, A.L., & Hughes, C.A. (2011). Explicit instruction: Effective and efficient
development/language_development/
Dyrbjerg, P., & Vedel, M. (2007). Everyday Education: Visual support for children
http://www.ebrary.com
Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am I in the
https://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-
improves-childrens-spatial-skills
Lewis, R.B., & Doorlag, D.H. (2011) Coordinating the classroom learning
environment. In R.B. Lewis, & D.H. Doorlag, Teaching students with special
https://www.superduperinc.com/handouts/pdf/149_VocabularyDevelopmen
t.pdf
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Price, K.M., & Nelson, K.L. (2013). Planning effective instruction: Diversity
special and general education (3rd ed., pp. 95-147). Upper Saddle River,
N.J.: Pearson.
Spivey, B.L. (2009). Spatial concepts and relationships – early skills with
https://www.superduperinc.com/handouts/pdf/240_SpatialConcepts.pdf
Education.
Whalen, C. (2009). Real Life, Real Progress for Children with Autism Spectrum
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Appendix A
Results of student A:
Read the word Tell me the Carry out the
location of the action
spider
Verbally Pointing
to the
visual
cue
On ✔ ✔ ✔ ✔
In ✔ ✔ ✔ ✔
Under ✔ ✔ ✔ ✔
Beside ✔ ✔ ✔ ✔
Between NA NA NA NA
In front NA NA NA NA
Behind NA NA NA NA
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Results of student J:
Read the word Tell me the Carry out the
location of the action
spider
Verbally Pointing
to the
visual
cue
On ✔ ✔ ✔ ✔
In ✔ ✔ ✔ ✔
Under ✔ ✔ ✔ ✔
(with visual
support)
Beside ✔ ✔ ✔ ✔
(with visual
support)
Between NA NA NA NA
In front NA NA NA NA
Behind NA NA NA NA
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Appendix B
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Appendix C
i)
Template of worksheet
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Appendix D
i) Template of worksheet
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Appendix E
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