Characteristics/needs of the students with disabilities in the group: Tori has a physical impairment with limited use of his hands, Carla has a learning disability in written expression, and Lexus has a learning disability in reading fluency and comprehension.

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Mini-Lesson Format
Student Name: Carla, Lexus and Tori Grade: 5th Grade Subject Area: Language Arts
Characteristics/needs of the students with disabilities in the group: Tori has a physical impairment with limited use of his hands, Carla has a learning disability in written expression, and Lexus has a learning disability in reading fluency and comprehension.
Disability Types: Learning disability, physical impairment and short attention span
Accommodations that need to be made: Use speech recognition software, recorder so instructions could be replayed for students, students can orally state their answers, Carla can type responses instead of writing, breaks for all three students that relates to the lesson in a fun way, Lexus can use highlighters or notes, give oral instructions/ directions, use word stimulation.
Title of Mini-Lesson: Commas and introductory elements
Common Core State Standard: CCSS.ELA-LITERACY.L.5.2.B (Links to an external site.)Links to an external site. Use a comma to separate an introductory element from the rest of the sentence
Specific Learning Objectives: Students will apply commas to separate introductory elements by using oral communication and computers.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
The teacher will define introductory elements and provide some examples orally.
The teacher will go over how commas are used in an introductory element by using 3 to 5 slide PowerPoint presentations. Questions will be asked, and the answers will come up after each question.
We will then go over four introductory words that we must put a comma after. I will say the word, and the students will repeat after me. For example, I will say "However," and then "comma" and the students will repeat what I mean. (audio can be provided so students can replay examples).
Students will practice how to use commas with introductory elements on the computer. The students will use the speech recognition software and typing to record their responses.
Students and teacher will regroup to summarize the use of commas with the introductory by role-playing. We will make up sentences and state where the commas should go in the sentence.
Reflection:
How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? I made sure to include visuals, audios, and speech software so the students can respond in the best way they can. I made certain adjustments fit the needs of the students, and I left room for flexibility if needed.
Why did you choose the strategy you used in this mini-lesson? The students' needs are being met and the activities are focused on the students individual learning experience.
Reference
Common Core State Standards. (n.d.). English Language Arts Standards » Language » Grade 5 | Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/ELA-Literacy/L/5/ (Links to an external site.)Links to an external site.

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