Note

I do (mini-lesson): Explain the topic and learning target. Go to Notu.us- pick a vocabulary word.

We do (group work): Watch a video together, pause, and ask questions to check comprehension.

You do (independent work): Individual video and complete a worksheet.

Exit (DOK): IEP goal.

Assessment (Forum: I learn that..)

1. 

   I learned That country mouse rode on the bus to go in the city.

2. 

   I learned that, country mouse rode on the bus to go in the city.

3. 

   i learn that count my mouse pode on The bus to go in the City .

4. 

   I learn that country mouse ride on the bus to inthe city

5. 

   I learned that Country Mouse rOde on the Bus to go in the City.

Exploring Special Education District.

Inclusive Learning Rubric: Dyslexia and Vision Impairment Support – 6th Grade

Criteria	4 – Excellent	3 – Proficient	2 – Developing	1 – Emerging
Mini-Lesson Engagement	Actively participates in book/video review, independently identifies and records all vocabulary words with high accuracy	Participates in book/video review, identifies most vocabulary words correctly	Partially engages in book/video review, identifies some vocabulary words	Minimal content in the review video, lacks clarity
Group Work Collaboration	Precisely traces letters, collaboratively writes comprehensive and clear definitions with peers	Minimal engagement struggles to identify vocabulary words	Traces letters with some errors contribute limited information to definitions	Struggles to trace letters, minimal participation in group definition
Independent Review Video	Provides detailed, reflective, and thoughtful learning insights in the forum	Produces a clear review video showing good comprehension	Creates a basic review video with some content gaps	Creates a detailed, well-organized review video demonstrating a complete understanding of content
Exit Ticket Forum Sharing	Ask constructive peer assessment questions	Share clear and relevant learning points in the forum	Provides basic learning observations	Minimal or unclear forum contribution
Peer Self-Assessment	Demonstrates deep self-reflection, asks meaningful peer feedback questions	Ask basic peer assessment questions	Asks basic peer assessment questions	Struggles to formulate peer assessment questions

Accommodations for Vision Impaired and Dyslexic Learners:

• Large print materials
• Text-to-speech options
• Extended time for tasks
• Tactile letter tracing supports
• Verbal description alternatives