The SETT Framework
Student: Kayla Lomax - Kindergarten
Student
Strengths:
 Works well in a small group,
or from one-on-one
instruction from the
teacher/para educator
 Can identify a good amount
of objects
 Can recall the days of the
week
 Interested in princesses,
stickers, small snacks, and
hands on toys/activities
 Strong hand-eye
What we know
coordination
Needs:
 Difficulty focusing
 Low self-esteem
 Difficulty following more
than one step directions
 Difficulty sequencing events
or recalling mains parts of a
story
 Needs constant reminders to
complete work and to stay
on task
Date: 4-5-18
Environment
 General education classroom
 1 teacher and 1 para
educator
 Full school days, M-F, about
7 hours a day
 34 students in the class
 34 individual student desks
 2 small group areas
 1 carpet area
 Sits close to teacher for
every activity
 Students will be split up into
small groups for this activity
Task Tools
Reading: Low tech:
Key Ideas and Details  Graphic organizer
 Read closely to determine what the  Plastic play food
text says explicitly and to make
 Anchor charts
logical inferences from it; cite
textual evidence when writing or  Stickers for reinforcement
speaking to support conclusions  “The Very Hungry
drawn from the text. Caterpillar” book to use as a
 Determine central ideas or themes reference
of a text and analyze their  Cut and paste activity
development; summarize the key
supporting details and ideas.
High tech:
 Analyze how and why individuals,
events, or ideas develop and
 “The Very Hungry
interact over the course of a text. Caterpillar” video
Integration of Knowledge and Ideas  “The Very Hungry
 Integrate and evaluate content Caterpillar” book on tape to
presented in diverse media and listen to
formats, including visually and
quantitatively, as well as in words.
 iPad for sorting activity
Speaking and Listening
 Present information, findings, and
supporting evidence such that
listeners can follow the lines of
reasoning and the organization,
development, and style are
appropriate to task, purpose, and
audience.
Language
 Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking.
 Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases by using context
clues, analyzing meaningful word
parts, and consulting general and
specialized reference materials, as
appropriate.
Developed by Joy Zabala