Emergent Lessons

Step 1: Diagnose and Design Instruction

• Determine appropriate materials to use for Early Counting Routine (interest level, familiarity, and size of items to count, color/size of number cards).

• Determine when instruction will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the routine at least one time per day.

• Monitor learner progress using informal observations or more formal assessments (ex. counting routine probes).

Step 1: Diagnose and Design Instruction

• Choose one routine to implement first.

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the routine.

• Determine when instruction will take place (time of day) and who will facilitate (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the routine at least one time per day.

• Monitor learner progress using informal observations.

• Introduce new routines once the learner increases familiarity and engagement with the routine.

Step 1: Diagnose

• Determine whether the student is at the Initial or Distal Precursor level:

  • Grades K-2:

    • Expected outcomes at the Initial Precursor level are increased attention, engagement, communication attempts, and interest in the math tools used during the lessons and routines.

    • Expected outcomes at the Distal Precursor level are increases in the duration of attention and engagement, frequency of communication attempts, and attempts at using math tools during the lessons and routines.

  • Grades 3-12: 

    • Use information from the Dynamic Learning Maps Alternate Assessment to determine whether your student is at the Initial or Distal precursor level.

Step 2: Design Instruction

• Organize and gather materials.

• Working with SLP, ensure the student has access to needed core vocabulary. 

• Plan for any accommodations (communication, vision, hearing, behavioral, fine motor, gross motor/positioning).

Step 3: Deliver Instruction

• Deliver instruction according to the student’s grade level and linkage level.

Monitor learner progress using formative assessments and/or instructionally embedded assessment.

Step 1: Diagnose and Design Instruction

• Choose one game or play routine to implement first.

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the game or routine.

• Determine when the game or play routine will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the game or play routine.

• Monitor learner engagement and participation using informal observations.

• Introduce new games or play routines once the learner increases familiarity and engagement with the game.

Step 1: Diagnose and Design Instruction

• Identify possible writing utensils and surfaces to engage the student with mark making.

• If applicable, work with team members (OT, PT, Vision, AT) to identify any needed adaptations to participate in mark making.

• Determine when the opportunities will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide frequent opportunities for mark making.

• Monitor learner engagement and participation using informal observations or a rubric.

• Introduce new utensils and surfaces and note learner reactions.

Step 1: Diagnose and Design Instruction

• Ensure that the student has access to a communication system containing core vocabulary.

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the materials.

• Select one or more math chats to use with the student.

• Determine when the instructional routine will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction using the math chat lesson plan.

• Monitor learner engagement and participation using informal observations or a rubric. (ex. Is the learner increasing the length of time they are engaged with the materials? Are they initiating communication about the materials? Are they independently engaging with the materials?) Math Chat Rubric

• Introduce/rotate new math chat materials to maintain learner interest and engagement.