sample iep

Programming of Developmentally-Sequenced Priorities in the Different Areas

Quarter COGNITIVELANGUAGE AND COMMUNICATION

GROSS/FINE MOTOR SOCIALIZATION SELF-HELP SKILLS

1st

Increasing reading skilla. Reading and singing

the alphabetb. Introducing simple

words Increasing reading readiness

a. Identifying familiar objects

b. Naming objects from pictures

Increasing receptive vocabulary

a. Naming the days of the week

b. Naming the months of the year

Following more the 1-step command

a. Performing multiple step command

- Pick up the paint brush

- wash it in the sink

increasing locomotiona. coordinate and balance

for going up and down the stairs

b. coordinate and balance for transferring

imitating movementsa. imitating movements in

action songs

increasing attention skillsa. establishing eye contactb. responding when name is

called performing routine task

a. following classroom routine-from start to end of class

performing dressing/ grooming skillsa. buttoning /

unbuttoning blouseb. combing hair

improving dressing/ grooming skillsa. buttoning blouse with

no assistanceb. trimming finger/toe

nails

2nd

Improving reading skillsa. Reading phrasesb. Reading simple

sentences Increasing comprehension

a. Reading children storiesb. Understanding the story

Building receptive language comprehensiona. Naming at least 10 objects

with usageb. Responding to “where”,

“what” questions Increasing receptive language

comprehensiona. Responding to “who”

questionsb. Responding to “why”,

“how” questions

Increasing hand usea. Playing with clay, beads,

puzzlesb. Wiping surfaces

Increasing manip ulating skill

a. Completing puzzlesb. Opening and closing

bottles, doors and faucets

Building self confidencea. Facing and entertaining

visitorsb. Showing works to others

(artworks) Increasing interacting skills

a. Helping in simple choresb. Sharing simple stories to

others

Performing eating skillsa. Eats independently

with spoonb. Drinking from cup

with proper way of holding

Increasing eating skillsa. Eats independently

with spoon and forkb. Drinking from cup

properly

3rd

Introducing basic writing skillsa. Tracing lines – zigzag,

vertical, horizontal curve, broken

Building copying skillsa. Copying more variation

of linesb. Copying letters and

words

Increasing expressive skillsa. Expressing feelings and

thoughtsb. Pointing objects she likes

Increasing expressive vocabularya. Identifying more objectsb. Saying “yes” or “no”

appropriately

Improving bilateral skilla. Stringing beadsb. Scooping water

Performing paper-pencil tasksa. Grasping pencils,

crayons, ruler, etc.b. Producing lines on

paper

Imitating adult activities for pretend playa. Imitating adult activities

-talking, washing, sleeping, drinking, eating

Building play skillsa. Playing with other

childrenb. Conversing while playing

with other children

Improving eating routinea. Finishing meal from

start to finishb. Finishing routine

without any spills Building cleanliness

a. Wash/clean up after eliminating

b. Wipe food/dirt off the clothes

4th

Increasing writing skillsa. Writing simple words

Expanding writing skillsa. Writing own name

Expressing self to othersa. Saying her thoughts and

opinionsb. Conversing to others

consistently Expressing self more

a. Saying what she wants in short sentences

b. Conversing with others confidently

Increasing paper-pencil tasksa. Drawing shapes on

paperb. Making horizontal,

vertical lines on paper Performing practical tasks

a. Carrying objects from one place to another

Following game rulesa. Following simple indoor

game rulesb. Following simple outdoor

game rules Participating in cooperative

playa. Participating in team playb. Cooperating with

playmates to finish the game

Increasing environment care skillsa. Helping in fixing room

after classesb. Sweeping the floor or

yard Performing safety

precautionsa. Identifying dangerous

things – hot things, sharp objects, point objects

b. Crossing the street safely

Individualized Education Plan

Teaching Priority Goal/Objectives Sample Lesson/Activity Time Frame Special Provisions Evaluation/Criteria Comments

READING

Annual Goal: At the end of the year, Merlyn will be able to read simple words and will be able to write her name legibly

EO 1:

Be able to read phrases and simple sentences

ACTIVIY/LESSON: Reading Phrases and Simple SentencesLOCATION: ClassroomPROXIMITY: Merlyn is sitting beside the teacher while reading phrases and simple sentencesPROMPTS: Verbal, PhysicalMATERIALS: Visual aids, reading materialsREINFORCEMENT: PraisePROCEDURE:

1. Let Merlyn sit in a proper sitting position.2. Show to her the visual aids or reading

materials with phrases and simple sentences.

3. Teach her on how to read the words written in the visual aids.

4. Let Merlyn read the phrases and simple sentences alone.

5. After Merlyn have read the simple sentences and phrases, tell her “very good”.

15-20 minutes per session

Thrice a week

TeacherGrandmother

Criteria:

Be able to read simple phrases and simple sentences for about 4 out of 5 sentences.


READING

EO 2:

Be able to read children stories and recall the characters

ACTIVIY/LESSON: Reading Children StoriesLOCATION: ClassroomPROXIMITY: Merlyn is sitting in front of the teacher while reading stories.PROMPTS: Verbal, PhysicalMATERIALS: Books, illustrations and picturesREINFORCEMENT: PraisePROCEDURE:

1. Be in a proper sitting position in listening2. Introduce to the child the book and what

is the story all about.3. Guide the child in reading the stories.4. After reading, let the child recall the

characters of the story.5. When Merlyn get all the characters right,

praise her by saying “very good Merlyn”.

15-20 minutes every session

Twice a week

Teachers Criteria:

Be able to read the whole story.


FINE

EO 1: BE able to play with clay

ACTIVIY/LESSON: Playing with clayLOCATION: Classroom/ HousePROXIMITY: Merlyn sits beside the teacher while doing or playing with the clay.PROMPTS: Verbal, Gestural and PhysicalMATERIALS: ClayREINFORCEMENT: PraisesPROCEDURE:

1. Introduce the clay to Merlyn while you are holding the clay.

2. Give her a piece of clay3. Demonstrate to her the molding of the

clay in 5 different shapes using your hands.

4. Let her imitate what you are doing until she can form the different shapes.

5. When Merlyn formed the clay, congratulate her.


Twice a week

TeachersGrandmother

Criteria:

Be able to form a maximum of three shapes.


FINE

EO 2: Be able to close and open cup of mineral water bottles

ACTIVIY/LESSON: Opening and closing mineral water bottlesLOCATION: Classroom/ HousePROXIMITY: Merlyn sits beside her teacher while doing or instructing her on how to open and close the bottles.PROMPTS: Verbal and PhysicalMATERIALS: 5 Mineral water bottles with capsREINFORCEMENT: PraisePROCEDURE:

1. Introduce to Merlyn the bottles including the cap

2. Give her the bottles while you are also holding one bottle.

3. Tell her that “Merlyn, this is how to open the bottle” while demonstrating to her the twisting of the cap clockwise.

4. Let her imitate what you are doing.5. If she can’t manage to do it, hold her

hand and assist her in opening the bottles while twisting it clockwise until she can do it alone.

6. Demonstrate to Merlyn how o close the bottle while twisting the cap counterclockwise.

7. Let her imitate what you are doing, until she can do it alone.


Twice a week

TeachersGrandmother

Criteria:

Be able to open and close the mineral water bottle alone with 3 out of 5 bottles.

Teaching Priority

Goals/ Objectives Sample Activity/Lesson Time Frame Special Provisions Evaluation Comments

GROSS

Annual Goal:

At the end of the year, Merlyn will be able to use her upper and lower extremities

EO1:

Be able to go up and down the stairs with coordination and balance.

ACTIVITY/ LESSON: Going up and down the stairs.LOCATION: School’s stairs or housePROXIMITY: Beside the teacherPROMPTS: Verbal/ PhysicalMATERIALS: NoneREINFORCEMENT: PraiseCO-LEARNERS: TeachersPROCEDURES:

1. Demonstrate to Merlyn going up and down the stairs.

2. Let Merlyn observe.3. Assist Merlyn while going up and down

the stairs.4. After Merlyn already knows how to go

up and down the stairs, let her do on her own w/o any assistance but make sure you are there to watch her while having that activity.


Teacher,Grand –mother

Criteria:

Be able to walk up and down the stairs with out falling

TeachingPriority

Goal/ Objectives Sample Activity/Lesson

Time Frame Special Provisions Evaluation Comments

COGNITIVE

EO2: Be able to read simple words.

Activity/lesson: Introduction of simple wordsLocation: Classroom/ HomeProximity: Right across the teacherPrompts: Verbal, PhysicalMaterials: Flashcards of wordsReinforcement: PraiseCo-learners: Grandmother, teacher, classmatesProcedures:

1. Let Merlyn seat right across the teacher2. Read the flashcards of words first so that

she will be able to be familiar with it.3. After that, show flashcards of words again

to Merlyn and the teacher will say first what's in the flashcards and then Merlyn will repeat after her.

4. When Merlyn is able to say the simple word, tell her “very good”, then show the picture of the corresponding word.

Example: if the word is “boy” then show her the picture of a boy.


Thrice a week

TeacherGrandmotherAunt

Criteria:

Be able to read the simple words 16 out of 20 words.

5. If she is able to say the simple word, tell her “very good Merlyn”.

6. Repeat showing the words and then the corresponding pictures until she is familiar with it.

Teaching Priority


GROSS

EO2:

Be able to imitate the movements in the action song.

ACTIVITY/ LESSON: Imitation of movements in action songsLOCATION: ClassroomPROXIMITY: The teacher in front or beside MerlynPROMPTS: Verbal/ Physical/ GesturesMATERIALS: Music of the action songREINFORCEMENT: PraiseCO-LEARNERS: TeachersPROCEDURES:

1. Let Merlyn hear the music of the action song.

2. Demonstrate the movement youwant to administer to Merlyn.

5-10 min./session twice a week

Teacher Criteria:

Be able to execute theactions appropriately in accordance to the song.

3. Let Merlyn observe the movement.4. Ask Merlyn to the same thing

you've done.

Teaching Priority


SELF

H

EO2:

Be able to comb her hair

ACTIVITY/ LESSON: Combing HairLOCATION: ClassroomPROXIMITY: Merlyn sits beside the teacher while doing the activity facing to the mirrorPROMPTS: Verbal/ Physical/ GesturesMATERIALS: comb, mirrorREINFORCEMENT: PraiseCO-LEARNERS: TeachersPROCEDURES:

1. Introduce to her first what is a comb2. Demonstrate the proper way of holding the

comb3. Ask her to hold the comb and let her face

15-20 minutes/ twice a week

TeacherGrandmother

Criteria:

Be able to comb her hair properly.

ELP

to the mirror while doing the activity4. Then, demonstrate how to properly comb

the hair5. Assist Merlyn in combing her hair up to

down6. Let Merlyn comb her hair alone

Teaching Priority


SELF

H

Annual goal:

At the end of the year, Merlyn will be able to take care of herself without assistance

EO1:

Be able to button and unbutton the blouse

ACTIVITY/ LESSON: Buttoning and Unbuttoning BlouseLOCATION: HousePROXIMITY: Merlyn sits/ stand beside the teacher while doing the activityPROMPTS: Verbal/ Physical/ GesturesMATERIALS: blouse with 5 buttonsREINFORCEMENT: PraiseCO-LEARNERS: TeachersPROCEDURES: BUTTONING

1. Introduce to her what is button2. Ask her to hold the button3. Then guide her to place/ insert the

button to the hole of the blouse

20 minutes per session for one quarter

TeacherGrandmother

Criteria:

Be able to button and unbutton the blouse. 3 out of 5 buttons

Be able to manage the proper placement of the buttons.

ELP

4. After Merlyn finished buttoning the blouse praise her “very good Merlyn”

PROCEDURES: UNBUTTONING1. Tell her to hold the button2. Demonstrate how to unbutton the

blouse3. Then tell her to get the button from the

hole4. After Merlyn finished unbuttoning the

blouse praise her “very good Merlyn

TeachingPriority

Goal/ Objectives Sample Activity/Lesson

Time Frame Special Provisions Evaluation Comments

COGNITIVE

Annual goal:

At the end of the year Merlyn will be able to read simple words and will be able to write her name legibly

EO1:

Be able to read and sing the letters of the alphabet

Activity/lesson: Reading Alphabet and singing the Alphabet songLocation: Classroom/ HomeProximity: Merlyn sits right across the teacherPrompts: Verbal/PhysicalMaterials: Flashcards of the alphabet Tape of the alphabet songReinforcement: PraiseCo-learners: Teacher ClassmatesProcedures:

1. Show the flashcards of letters to Merlyn and name them as you show it.


thrice a week

TeacherGrandmotherAunt

Criteria:

Be able to read and sing the alphabet for about 18 out of 26 alphabets

2. Let Merlyn repeat what you have said.3. After showing the letters one by one and

let her name it. If she had named it, tell her “very good!”, but if she doesn't, repeat it and say the letter.

4. When she is already familiar with the alphabet, teach her how to sing the alphabet song.

5. Turn on the tape and let her listen to the song.

6. You and Merlyn will sing the alphabet song first and if she already knows it, let her sing the alphabet song alone.

7. After Merlyn sang the song alone tell her “very good” Merlyn you did a good job. Clap your hands”

Teaching Priority


S

ACTIVITY/ LESSON: Eating with spoon and forkLOCATION: HousePROXIMITY: Merlyn sits beside her grandmother in the dining table while both of them are holding spoon and fork with foods in the plate.PROMPTS:

10 – 15 minutes per session ; twice a week

TeacherGrandmother

Criteria:

Be able to eat with proper holding of spoon and fork.

ELF

HELP

EO1:

Be able to eat using spoon and fork.

Verbal/ PhysicalMATERIALS: spoon and fork, plate and foodREINFORCEMENT: Praise, give her favorite foodCO-LEARNERS: TeachersPROCEDURES:

1. Prepare the dining table with foods in a plate, a spoon and fork.

2. Introduce first the spoon and fork while demonstrating to her the proper way of holding the spoon with the right hand and the fork with the left hand.

3. Let her imitate what you are doing. If she can't do it properly, guide her by holding her hand in getting the food with the use of spoon and fork.

4. Repeat the procedure #3 and little by little put away the assistance and let her do it by herself alone, until she can master the activity.

Teaching Priority


ACTIVITY/ LESSON: Holding Cup Properly in DrinkingLOCATION: HousePROXIMITY: Grandmother sits across Merlyn while showing to her the cup properly way of holding

10 – 15 minutes per session ; twice a week

TeacherGrandmother

Criteria:

Be able to hold the cup properly while drinking.

SELF

HELP

EO2:

Be able to hold the cup properly in drinking.

the cup. PROMPTS: Verbal/ PhysicalMATERIALS: Cup and waterREINFORCEMENT: Praise, give her a glass of iced teaCO-LEARNERS: Teacher GrandmotherPROCEDURES:

1. Prepare the cup with water inside.2. Demonstrate to her the proper way of

holding the cup with the hand holding the side of the cup and bring it slowly to your mouth.

3. Let her imitate what you are doing. If she can't do it properly, assist her in holding the cup properly and little by little put away the assistance.

4. Repeat the procedure #3 until she can master the activity.

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