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**Lesson Summary** This lesson covers the numbers 1 – 10 and was taught to three elementary age ESE students with severe disabilities. The lesson starts with singing the “Number Rock” while watching the short “[|Number Rock” video] on the SMART Board. After singing the “Number Rock”, the students took turns doing the numbers section on [|more. Starfall] website. This was done with the students sitting in front of the SMART Board. Then each of the students was given a large number to put up on the marker board before they took a turn finding that number on the SMART Board. The students then would do the interactive boards. At the end of the lesson the students would then count as a group the large numbers they put up on the board. This lesson covered the skills of counting 1-10, identifying numbers, one-to-one correspondence, and number order. Other skills practiced in this lesson are following directions and staying in their seat or area to finish an activity. During this lesson verbal praise was given along with tangible rewards and the lesson ran about 25 minutes.
 * __Counting Lesson__**

**Assessment**

As an assessment activity the students created a turkey. They were given a turkey outline with the feathers numbered 1 to 10. They were then given feathers cut out of construction paper with the numbers written on them 1 to 10. The students then were asked to identify the numbers, count the feathers, and glue the feathers in order from 1 to 10. They were also assessed on how they followed directions and if they stayed seated / in area to complete the activity. The assessment was given at a separate time from the lesson and each student worked on the assessment one-on-one with a staff member.





**Results**

Student 1



Student 2



Student 3





**Reflection**

This assessment was good in that it incorporated a seasonal activity of making a turkey so that it held the students’ attention more. This was a fun assessment for them and didn’t take a lot of time which is a big positive with their short attention spans. It was also a good tool in that the students didn’t realize they were being assessed so that more accurate data was collected. This tool is much better than a traditional pencil and paper assessment tool in that it was specifically tailored to their needs. The students are non-readers and non-writers so a typical assessment would not work with them. This was also a good assessment in that it incorporated many different learning styles (visual, auditory, tactile, and kinesthetic). From this assessment I learned what skills the students have mastered with respect to the numbers 1 to 10. I also learned from this assessment the level of prompts the students required. The goal is to move the students from more invasive (physical prompts) to least invasive (verbal prompts) to doing the task independently with no prompts.