Brainspring Summative Assignment Brainspring Summative Assignment Insert Teacher Name Insert Lawson Number Insert Site Name Plan a Lesson As a final project for Phonics First, you will use the Phonics...

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Brainspring Summative Assignment Brainspring Summative Assignment Insert Teacher Name Insert Lawson Number Insert Site Name Plan a Lesson As a final project for Phonics First, you will use the Phonics First Diagnostic Assessment to evaluate students’ needs, form a small group that includes at least one English Language Learner, plan and deliver a lesson. Following the lesson, you will write a reflection based on the questions below. Step 1: Administer assessments: · Layer 2 Phonetic words (spelling) · Red Words, Layers 1 and 2 · Layer 2 Multi-syllable words (reading) ** Above 85%, administer the Layer 3. Below 60%, administer the Layer 1. Step 2: Determine students’ needs and next steps: What factors are impeding the student’s progress with decoding and encoding? Step 3: Based on the Diagnostic Assessments, what lessons are needed in Layer 2? What phonological awareness activities will you implement? Use the lesson plan form to plan an appropriate lesson for a group of students that includes at least one English Language Learner: (attach lesson plan form to this document) Reflection: What were the results of the assessments? · Phonetic words (spelling) · Red Words, Layers 1 and 2 · Layer 2 Multi-syllable words (reading) What conclusions can you draw from this information? What are your next steps in assessment? What are the next steps in instruction? How were you able to build upon the English Language Learner’s home language to strengthen and support the development of English phonics? Within the lesson, how were you able to differentiate the lesson for success with all students in the group? What progress did students make within the lesson? How did dictation of phonetic words within the lesson help students to master the phonetic relationships within the words? What strategies did you use, within the lesson, to assess progress? How did the progress monitoring help you to scaffold instruction based on students’ needs? How were you able to differentiate instruction for the English Language Learner within the lesson? (4.10) While students were reading the Controlled text, what were you able to determine about their decoding proficiency? How did you use this information to help differentiate instruction and facilitate students’ self correcting?