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Guided reading and writing groups can promote social skills in students, while giving educators another strategy to teach and assess learning.
Create an ELA lesson plan that uses guided reading and guided writing to develop reading and writing skills for the students in your field experience classroom (special education/exceptionalities for fourth grade). Use the “COE Lesson Plan Template” (File is attach and must be filled in) to write the lesson plan, and align it to the ELA standards (South Carolina for students with exceptionalities) being used in your field experience class. Take into consideration the test scores you reviewed during your field experience, and the range of your students’ abilities in the reading and writing areas. Complete the Differentiation section of the lesson plan templates reflecting the needs of the students in the field experience classroom, explaining the accommodations needed to meet the needs of students with exceptionalities.
Below the lesson plan, include a 100 word rationale describing why the activities you designed are appropriate for the reading and writing levels of your class of students.
Total 900 words for assignment
APA style 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
GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2021-2022. Grand Canyon University. All Rights Reserved. Rubic_Print_Format Course CodeClass CodeAssignment TitleTotal Points ECS-450ECS-450-O500Using Guided Reading and Writing50.0 CriteriaPercentageNo submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints Earned Criteria 100.0% Use of Guided Reading and Guided Writing30.0%Not addressed.Lesson plan does not adequately utilize guided reading and guided writing to develop skills for the identified students.Lesson plan adequately utilizes guided reading and guided writing to develop skills for the identified students.Lesson plan effectively utilizes guided reading and guided writing to develop skills for the identified students.Lesson plan skillfully and creatively utilize guided reading and guided writing to develop skills for the identified students. Complete Lesson Plan Template40.0%Not addressed.The lesson plan is either not complete and/or is not in alignment.The lesson plan is mostly complete and in alignment.The lesson plan is complete and aligned from beginning to end.The lesson plan is comprehensive and thoroughly aligned. Differentiation Section 20.0%Not addressed.Lesson plan does not identify support for specific student needs.Lesson plan adequately identifies support for specific student needs.Lesson plan clearly identifies support for specific student needsLesson plan skillfully and concisely identifies support for specific student needs. Mechanics10.0%Not addressed.The lesson plan contains inappropriate, incoherent language and/or sentence structures.The lesson plan contains mechanical and conventional errors or non-relevant language, but they do not greatly affect meaning and clarity.The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language.The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. Total Weightage100%