Individual Accommodation Plan

Teacher: Claudia Dorsey
Student: K.C.
Unit Title: Sentenced: Creating Complete, Correct Sentences
Grade Level: 7th
Term 4, 2009

Individual Student Position: K.C. is one of the main reasons I'm doing the unit with the students. He has great ideas and has a poetic bent to his writing, but has not had a sense of sentence boundaries, and didn't know how to create effective sentences. He has a good command of speaking English, and has a large vocabulary with an unusually strong interest in words, but struggles with expressing his thoughts clearly in writing.

K.C. can meet all of the objects for the unit, with help. This term especially, his attitude toward school has deteriorated because he's trying to please certain friends who are anti-school. He has been open with me about this decision he's making, so I'm hoping we can continue to work together so he can succeed.

Goals

Cognitive:
1) K.C will be able to identify and create complete sentences with a subject and a predicate.
2) K.C. will begin to identify and use phrases, and dependent and independent clauses.
3) K.C. will identify and begin to correct sentence fragments, run-ons, and comma-splices.
4) K.C. will know and use several ways to correct sentence fragments, run-ons, and comma-splices.

Social/Affective:
1) K.C. will work with partners, small groups, and his class to learn about sentences.
2) K.C. will come to understand the importance of creating complete, correct, understandable sentences.

Linguistic:
1) Terms will be clarified for K.C. , including terms for parts of speech and other terms used when discussing sentences.
2) K.C will be better able to communicate because he will better understand sentence structures as he writes and reads and listens.

Assessment:
K.C. will participate in the same assessments as the other students.
Working with a partner who has a stronger understanding of sentence structure will, I hope, help him. K.C. brings tot he partnership strength in vocabulary.
All of the students have until a week before the end of the term to complete and revise most of the work. I am giving K.C. and a few other students extra time on the writing test which for most of the students allows only one hour.

Cognitive: K.C. will be able to discuss and show in quizzes that he understand concepts and rules behind creating correct sentences. He will also use these concepts and rules in his written work for class.

Social/Affective: K.C. will work cooperatively (and sometimes competitively) with other students in his class, and with the teacher.

Linguistic: K.C. will be able to discuss and show in quizzes that he understand concepts and rules behind creating correct sentences. He will also use these concepts and rules in his written work for class.


Student Work:
K.C. will complete the same work as the other students in English class. This work will be reinforced in READ180 class, and K.C. is specifically invited to participate in our CaveTime interventions up to four days a week.

Teacher Work:
For the most part, this will be the same as for the rest of the students.
I am paying particular attention to K.C. and a few other students who have similar problems with sentences.
I am looking extra closely at their work and taking time to discuss with those students their writing.
I am available to K.C. and other students during CaveTime.