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Essay Available:
Pages:
5 pages/≈1375 words
Sources:
3 Sources
Style:
APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 26.73
Topic:

Lesson Plan Assessing Students’ Literacy Skill Development and Abilities

Coursework Instructions:

Assessment Description
Teachers are cognizant of how students grow and develop. They recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Therefore, teachers need to be able to design and implement developmentally appropriate and challenging learning experiences that are flexible to address these differences. Teachers regularly assess individual and group performance to design and adjust instruction to meet students’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffold instruction of their next level of development.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Small Group Literacy Skills Lesson Plan
With a certified special education teacher in an early childhood elementary (Grades K-3) inclusive setting, identify a small group of students who would benefit from a lesson plan reinforcing a literacy skill previously taught to them. Use the prompts below to help guide a discussion with the mentor teacher about each student’s development
What criteria does the mentor teacher use to assess the students’ literacy skill development and abilities?
How does the mentor teacher assess individual and group progress?
How does the mentor teacher modify instruction to meet student needs?
What are examples of developmentally-appropriate learning experiences the mentor teacher has used to develop students’ literacy skills?
Collaborate with the mentor teacher to design a complete standard- based lesson that meets the needs of the identified students, using the “COE Lesson Plan Template.” (Note: The literacy skills lesson will be implemented as part of “Clinical Field Experience B.”)
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Rationale
In 250-500 words, summarize and reflect upon your discussion with your mentor teacher, as well as your observations of and participation in the classroom. Discuss the small group literacy skills lesson plan you and your mentor developed, as well as the needs of the students for whom you designed the lesson. Be sure to explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located inClass Resources if you need assistance.

Coursework Sample Content Preview:

Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:


Date:


Unit/Subject:

Literacy

Instructional Plan Title:

Letter sounds

Lesson Summary and Focus:

Students should be able to make sounds of common objects and relate them to corresponding letters. This will assist the learners to learn how to make sounds and use letters to represent them

Classroom and Student Factors/Grouping:

The classroom consists of diverse learners ranging from those with IEPs, 504s, ELLs, behavior concerns, and gifted learners. The planning, teaching and assessment will consider the learning needs of the different groups. For instance, the teacher will offer support to students with special needs, while at the same time providing extension activities for the gifted students.

National/State Learning Standards:

The classroom environment will be guided by CCSS.ELA-LITERACY.RF.K.2 standard. It seeks to demonstrate an understanding of spoken words, syllables, and sounds (phonemes). At the end of the lesson, learners need to understand sounds and how to speak words as a means of enhancing their literacy skills. The standard allows the teacher to focus on ways of ensuring that learners can speak words, make sounds and write the correct syllables.
The performance indicators for this standard include:
* Recognizing words
* Pronounce the initial, medial vowel, and final sounds in three phoneme sounds
* Associate long and short sounds with common spellings

Specific Learning Target(s)/Objectives:

The audience is Kindergarten students
Objective 1:
Action verb “blend”
Students will be able to combine individual sounds to make spoken forms when given the onsets and rimes
The tool for meeting the learning will be a set of rhyming words
Objective 2:
Action verb “add”
Learners will be able to manipulate sounds by using one-syllable words to create new words
The tool for meeting the learning will be a pool of one-syllable words for including or removing phonemes
Objective 3:
Action verb “associate”
Learners will be able to connect sounds with their corresponding spellings
The tool for meeting the learning will be a set of words and sounds that the learner needs to merge
Objective 4:
Action verb “identify”
Learners will be able to identify the rhyming set of words from a pool of words
The tool for meeting the learning will be common spellings for vowels for associating sounds

Academic Language

General academic vocabulary
* Describe
* Blend
* Join
* Substitute
* Include
* Pronounce
* Add
...

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