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3 pages/β‰ˆ825 words
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Style:
APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 14.26
Topic:

Differentiating Instruction

Coursework Instructions:

Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.
For this assignment, you will select the grade level “Class Profile” that most closely matches your program of study. Students who select the Kindergarten grade level will reference the “Kindergarten: Sight Words Guided Reading Lesson Plan” when completing the assignment. Students who select the Grade 9 level will reference the “Grade 9: Rhetorical Devices Lesson Plan” when completing the assignment.
For the assignment, complete the following steps and sections on the lesson plan:
Review the appropriate grade level “Class Profile” document to learn about the students in the class.
Review the lesson plan associated with your grade level to become familiar with the lesson.
Using what you learned about the students on the “Class Profile,” complete the “Classroom and Student Factors/Grouping” section of the lesson plan. Identify a small group (3-5 students) who could benefit from specific differentiation/UDL strategies. At least one student in the group should be dyslexic or struggling with reading.
Complete the “Technology” section of the lesson plan by selecting and describing specific technology that could be used to increase student engagement in the lesson. Justify your selection
Complete the “Dyslexia Instructional Strategy and Justification” section of the lesson plan by selecting a specific strategy that could be used to improve reading, decoding, and comprehension skills for the student with dyslexia/struggling with reading and justify your selection.
Complete the “Differentiation Strategies and Justification” section of the lesson plan by identifying three additional differentiation/UDL strategies you could implement with the group when teaching the lesson. Justify each of the strategies by explaining how it could improve lesson understanding and achievement of lesson objectives for students in the group.
Complete the “Assessment Differentiation” section of the lesson plan by identifying two strategies for differentiating assessment for students in the group. One of the strategies should be specifically for the student with dyslexia. Justify your selections and how each assessment aligns to the standards and learning objectives.
Complete the “Reflection” section at the end of the lesson plan.
APA is not required, but solid academic writing is expected.

Coursework Sample Content Preview:
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

Kindergarten

Date:

March 1, 2020

Unit/Subject:

ELA

Instructional Plan Title:

Dr. Seuss

Lesson Summary and Focus:

Students will easily read high frequency words: am, it, and the –at family.

Classroom and Student Factors/Grouping:

Reading Proficiency Level (Lexile), which measures a reader's ability level is considered when grouping the students. There are a total of 24 students and the students are evaluated on reading and writing abilities.
On IEP Jaiden has “emotional disturbance (trauma)” Struggles to build and maintain relationships with peers and teachers and Jessica has “LD. auditory processing disorder”.
Alessandra, Emiliano Genie Jace, Jessica, Sarah and Valeria would benefit from differentiation/UDL strategies
Arthur knows letter and sounds but is having difficulty applying phonics, while Emiliano does not know letters and sounds. Valeria struggles with letter sounds (phonemic awareness).

National/State Learning Standards:

RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Specific Learning Target(s)/Objectives:

Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Academic Language

Key vocabulary:
Word Family- The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.

Resources, Materials, Equipment:

Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books

Technology:

The first option is iPhone, iPad and tablet with sight word app to help learn spelling, reading and learn words. There is individually paced practice on learning sight words (high-frequency) words and understanding meaning. The app helps students with sight word activities where the students practice and there is feedback on learning outcomes. There are different difficulty settings in leaning sight words and spelling games
The second option is MobyMax “Sight Words” helps improve memorization and recognition of high-frequency words. Through MobyMax there is a focus on evaluating student progress and word acquisition to improve fluency. There are reading and spelling practices to improve reading and writing and decoding skills.

Section 2: Instructional Planning
Anticipatory Set
* This lesson builds o...
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