Benchmark Cross-Disciplinary ELA Centers/Stations MMS 550

In addition to supporting students with exceptionalities, special education teachers support and often team teach with general education teachers using a variety of collaboration strategies and co-teaching models.

Imagine you are the special education teacher in a co-taught classroom ELA block with the students in the Third Grade ELA Class Profile and 15 additional general education students. Often you plan with your general education teacher partner; however, next week she will be out for a few days. There will be a general education substitute in the classroom to assist with teaching. Additionally, there is a paraprofessional whose main responsibility is to support Kendyl; however, Kendyl works well with peers, so during group collaboration, the paraprofessional is often willing to help in other ways.

You have decided that on one of the days, you will plan station activities to review recently learned ELA content. Additionally, you plan to integrate cross-disciplinary skills to assist students, including students with exceptionalities, in generalizing learning across different environments and extending learning locally and globally. Using the Cross-Disciplinary ELA Stations template, create four stations that include the following:

• Standards and Learning Objectives: Choose at least two ELA standards from the state where you intend to teach and write aligned learning objectives.
• Grouping: Discuss the ideal grouping for your stations. Consider the diverse needs of all students in your class profile and justify your choice.
• Stations: Include at least one station that requires students to use technology, one station that requires student collaboration and promotes speaking and listening, one station that involves an authentic real-world activity, and one station that promotes writing skills.
• Station Requirements: Each of the stations should include a short explanation of the activity, age-appropriate step-by-step directions for students, differentiation/accommodation opportunities for students who may need additional support, materials, and a rationale of how the station promotes literacy development and cross-disciplinary skills in ELA.

Following your station plans, reflect on the following in 250-500 words:

• Discuss how you analyzed the information in the class profile, including the findings from multiple assessments, to identify students prior knowledge and skills and plan instruction that meets individual needs.
• Explain how you integrated cross-disciplinary skills when planning your stations to assist students with exceptionalities in generalizing learning across different environments and to extend the learning locally and globally.
• Describe the role of each of the adults, including the special education teacher, the general education teacher, and the paraprofessional, in the classroom. Discuss the role of each during the stations and transitioning from one station to the next.

Support this assignment with 3-5 scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education (ITL/NITL)

5.1 Apply findings from multiple assessments to identify students prior knowledge and skills and plan instruction that meets individual needs. [CEC 5.1; InTASC 1(a), 2(c), 2(j), 4(d), 4(e), 4(m), 6(v), 7(d), 7(l), 7(q), 8(p); MC2, MC5]

3.6 Integrate cross-disciplinary skills when planning curriculum to assist students with exceptionalities in generalizing learning across different environments and extending learning locally and globally. [AAQEP 2d; InTASC 3(b), 3(g), 5(a), 5(b), 5(d), 5(e), 5(g), 5(h), 5(i), 5(j), 5(p), 5(q), 5(r), 5(s), 7(h); ISTE-E 4c; MC2, MC5]