SPD 330 Benchmark

quoerh5holly

SPD330Benchmarkreport.pdf

Home >Education homework help >SPD 330 Benchmark

Submission Ide: 8e14c1ac-639a-429f-986f-ea9d6e5c8e30

96% SIMILARITY SCORE 34 CITATION ITEMS 29 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 2% Institution 96%

Antoinette Pearsall

SPD 330 Benchmark Language Disabilities.docx

Summary

 2809 Words

GCU College of Education LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation Teacher Candidate Name: Antoinette Pearsall

Grade Level: 4th grade

Unit/Subject:

Title of Unit and Brief Summary:

Lesson 1 Title: Determining and clarifying the meaning of unknown and multiple-meaning content vocabulary words and phrases

This lesson will allow April and the rest of the students find clues to the meaning of words or phrases.

Lesson 2 Title: Engaging in collaborative discussions on topics and ideas to express oneself clearly using content specific vocabulary words and phrases

The student will be able to choose a topic and provide ideas that can build the topic. It will allow students to express themselves clearly regarding the topic.

Lesson 3 Title: Writing informative/explanatory texts on a topic and conveying ideas and information clearly using content specific vocabulary words and phrases

This writing lesson activity will allow students to express themselves regarding the topic by conveying their ideas clearly.

Classroom and Student Factors/Grouping:

While the classroom is accommodative, the diverse students will require different learning materials and assessments. Some will be isolated depending on their problem areas and will receive teacher-led-instructions.

Day 1 Day 2 National/State Learning Standards

4. L.4: Determine or clarify the meaning of unknown and multiple- meaning content vocabulary words and phrases based on grade 4 reading and content by using common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word and using context, that is, definitions, examples, or restatements in text as a clue to the meaning of words or phrases.

4. SL.1: Engage effectively in a range of collaborative discussions with diverse partners on content vocabulary in grade 4 topics and texts, building on others’ ideas and expressing her own clearly.

4. W.2: Write informative/explanatory texts using vocabulary words and phrases when conveying ideas and information clearly

Specific Learning Target(s)/Objectives

By the end of day 1, April should determine or clarify the meaning of unknown and multiple-meaning content vocabulary words and

By the end of day 2, April should be able to engage effectively in a range of collaborative discussions with diverse partners on grade 4

By the end of day 3, April should be able to write informative/explanatory texts using content vocabulary words

 Self: Submitted to Grand Canyon University

 Possibly demeaning adverb: clearly

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 Spelling mistak...: accommodative  accommodate

 Self: Submitted to Grand Canyon University

 Web Content: https://www.uen.org/core/core.do?courseNum=4240…

 Possibly demeaning adverb: clearly

 Web Content: https://www.uen.org/core/core.do?courseNum=4240…

 Possibly demeaning adverb: clearly

phrases based on grade 4 reading and content materials.

content vocabulary words and phrases in texts, building on others’ ideas and expressing her own clearly.

and phrases and convey ideas and information clearly.

Academic Language List of the general academic List of the general academic List of the general academic

 Self: Submitted to Grand Canyon University

 Spelling mista...: infographics  info graphics

 Spelling mistak...: Infographics  Demographics

 Self: Submitted to Grand Canyon University

 Possibly demeaning adverb: clearly

 Self: Submitted to Grand Canyon University

 Redundant phrase: some of the  some

 Possibly demeaning adverb: clearly

 Checks that a sentence st...: written  Written

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Three successive sentences begin with ...: I

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

vocabulary and content-specific vocabulary that I will teach; Content vocabulary words, and Phrases with multiple meanings.

vocabulary and content-specific vocabulary that I will teach; Articulate, Communicate, Convey, Say, and State your idea.

vocabulary and content-specific vocabulary that I will teach; Examine, Convey, Ideas, and Coherent.

Unit Resources, Materials, Equipment, and Technology

Red words & stars pack, classroom poster, buzzwords posters, infographics, visual and hearing aids assistive technologies.

Infographics, visual and hearing aids assistive technologies

Infographics assistive technologies, worksheets, notebooks, pen, exercise books.

Depth of Knowledge Lesson Questions

Level 1: Do you recall some words have multiple meanings? Level 2: Can you interpret the contextual meanings of some words with multiple meanings? Level 3: Can you give two meanings of a word or phrase of your choice? Level 4: Can you provide support or evidence for your elaborations or find errors in words- generalizations you previously thought to be true.

Level 1: Are you able to identify a content vocabulary words and phrases which you can articulate clearly? Level 2: Can you briefly explain the relevance of the content vocabulary words and phrases in the text? Level 3: Can you support or give evidence why the content vocabulary words and phrases are important? Level 4: Are you able to provide support or evidence for your elaborations?

Level 1: Can you illustrate the importance of the content vocabulary words and phrases? Level 2: Can you explain how the t content vocabulary words and phrases resonate with the world around you? Level 3: Can you provide a logical argument supported by evidence using the and phrases? Level 4: Can you apply your ideas to the world around you and connect the concepts within a topic of your choice?

Section 2: Instructional Planning Day 1 Day 2

Anticipatory Set Together with April, I will ask them to write on the whiteboard a list of the vocabulary words that they believe have multiple meanings. I will also record some of the vocabularies with multiple meanings that they have not

I will ask them to use a visual of a story plot to dissect, and enumerate the various words/phrases with multiple meanings and ideas of a story.

I will ask them to write a brief story of their topic of interest and convey their ideas using vocabulary words and phrases.

written on the white board and ask them to define them if possible.

Presentation of Content Multiple Means of Representation

I will use story plots or story trees for the various vocabulary words with multiple meanings. I will also use graphic organizers to ensure that we list as many vocabulary words as possible. I will allow them to use hearing/ visual aids to help them grasp the vocabularies written on the white board or chorused by the rest of their peers.

I will allow the partners to use story plots or story trees for the various ideas developed by their peers. I will also allow them to use graphic organizers to ensure that they have concrete content vocabulary words and phrases and ideas on their topics. I will allow them to use hearing/ visual aids to help them grasp the ideas discussed or voiced by their peers.

I will allow the students to write on their topics and what they have learned from their peers. expressing themselves content vocabulary words and phrases.

Multiple Means of Representation Differentiation

How I will differentiate materials for each of the following groups:

• English language learners (ELL):

I will allow English language learners freedom to have a mix of vocabularies/words/phrases English and mother languages.

• Students with special needs:

Students with special needs like those with visual impairments will be given materials with big font while those with hearing impairments will be provided with readers and hearing aids.

• Students with gifted

How I will differentiate materials for each of the following groups:

• English language learners (ELL):

I will allow English language learners freedom to have a mix of content vocabulary words and phrases both from English and their mother languages.

• Students with special needs:

Students with special needs like those with hearing impairments will be provided with readers and hearing aids for the ideas.

• Students with gifted abilities:

Students with gifted abilities will be allowed to discuss both grade level ideas as well as above grade level ideas.

• Early finishers (those

How I will differentiate materials for each of the following groups:

•

I will allow English language learners freedom to incorporate both English and their mother language ideas when expressing themselves in writing.

• Students with special needs like those with hearing impairments will be provided with readers and hearing aids so as to ideas in their writing.

• Students with gifted abilities will be allowed to write both grade level ideas as well as ideas in their written task.

•

 Grammatical problem: as well as  and

 Student: Submitted to Grand Canyon University

 Grammatical problem: as well as  and

 Student: Submitted to Grand Canyon University

 Redundant phrase: so as to  to

 Student: Submitted to Grand Canyon University

 Grammatical problem: as well as  and

 Checks that a sentence starts wit...: and  And

 Student: Submitted to Grand Canyon University

 Checks that a sentence st...: hearing  Hearing

abilities: Students with gifted abilities will be allowed to write/list both grade level words/phrases as well as above grade level words/phrases

• Early finishers (those students who finish early

students who finish early and may need additional resources/support):

As for the early finishers, I will provide them with additional task of discussing more ideas concerning the topics. I will also ask them to help those who are slow in identifying ideas.

As for the early finishers, I will provide them with additional task of writing on a topic of my choice.

and may need additional resources/support):

As for the early finishers, I will provide them with additional task materials for words/phrases. I will also ask them to help those who are slow in improving identifying words/phrases with multiple meanings.

Application of Content Multiple Means of Engagement

• I will pair the students. As for the vocabularies, I will ensure that they are halved and half of them have words/phrases while others have the multiple meanings.

• I will model one example by having a student with a given word/phrase pairing with the students with multiple meanings.

• I will pair the students. As for the topics, I will ensure that the students avail ideas pertinent to the topic.

• I will model one example by having a student with a given topic pairing with a student with ideas on the topic.

•

Multiple Means of Engagement Differentiation

How I will differentiate activities for each of the following groups:

• English language learners (ELL):

As for English language learners, I will ensure that they pair with other English language learners by giving them simple words/phrases and meanings.

• Students with special needs:

Students with special needs like visually impaired will be given visual aids to help identify their pair and so will be those with

How I will differentiate activities for each of the following groups:

• English language learners (ELL):

As for English language learners, I will ensure that they pair with other English language learners by giving them simple topics and ideas.

• Students with special needs:

Students with special needs like visually impaired will be given visual aids to help identify their pair and so will be those with hearing impairments that will have a hearing aids and readers to express their ideas.

How I will differentiate activities for each of the following groups:

•

As for English language learners, I will ensure that they write English ideas identified.

• Students with special needs like the visually impaired will be given visual aids and those with hearing impairments will have a hearing aids and readers to help them identify the ideas they will incorporate in their writing.

• Students with gifted abilities will be given two different topics to write on.

hearing impairments who will have hearing aids and readers to identify phrases/words/vocabulary with multiple meanings.

• Students with gifted abilities:

Students with gifted abilities will be given two different definitions for different

• Students with gifted abilities:

Students with gifted abilities will be given two different topics to identify ideas within them.

• Early finishers (those students who finish early and may need additional resources/support):

The early finishers like the gifted abilities will be required to help

•

The early finishers like the gifted abilities will be required to help those who find it difficult writing and incorporating discussed ideas in their written tasks.

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Three successive sentences begin wi...: They

 Student: Submitted to Grand Canyon University

 Checks that a sentence ...: language  Language

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Checks that a sentence starts...: using  Using

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

phrases/words/vocabularies. • Early finishers (those

students who finish early and may need additional resources/support):

The early finishers like the gifted abilities will be required to help those who find it difficult to trace the phrases/words/vocabularies with multiple meanings.

those who find it difficult to identify ideas within their topics.

Assessment of Content Multiple Means of Expression

Students will complete a one- paragraph reading identify words/phrases they believe have multiple meanings. They will be expected to write the numerous words they think are new vocabularies to them. They will also take part in formative assessments throughout the lesson such as having multiple meanings to the words/phrases. This will determine if I will need to re-teach or re-direct learning.

Students will complete a one- paragraph reading identify a related topic of interest. Aided by their peers, they will be expected to write the numerous ideas they think are pertinent to the topics. They will also take part in formative assessments throughout the lesson such as having a cross- check on the ideas’ relationship with the topic.

They will be expected to write expressing their ideas regarding the topic of interest. in formative assessments throughout their writing to allow determine if they need to be re-taught.

Multiple Means of Expression Differentiation

How I will differentiate multiple means of expression for each of the following groups:

• English language learners (ELL):

English language learners will express their multiple meanings of words/phrases using simple

How I will differentiate multiple means of expression for each of the following groups:

• English language learners (ELL):

English language learners will be allowed to give ideas and insights

How I will differentiate multiple means of expression for each of the following groups:

•

English language learners will be allowed to write using simple language that they are familiar with.

language that they are familiar with.

• Students with special needs:

Technologically advanced visual or auditory aids will be provided.

• Students with gifted abilities:

As for the students with gifted abilities, they will be given grade- level assessments or 4 th grade-level words/phrase with multiple meanings to match.

• Early finishers (those students who finish early and may need additional

resources/support): Early finishers or those students who finish early and may need additional resources/support, will be provided with additional list of words/phrases to choose from.

using simple language that they are familiar with.

• Students with special needs:

Technologically advanced visual or auditory aids will be provided to allow easy articulation of ideas related to chosen topics.

• Students with gifted abilities:

As for the students with gifted abilities, they will be given grade- level topics to highlight related ideas.

• Early finishers (those students who finish early and may need additional resources/support):

Early finishers or those students who finish early and may need additional resources/support, will be provided with numerous topics to provide ideas.

• Technologically advanced visual or auditory aids will be provided to allow students to write with ease.

• As for the students with gifted abilities, they will be given grade- level topics and ideas or topic chosen or them to write on.

•

Early finishers or those students who finish early and may need additional resources/support, will be provided with numerous topics and ideas to write on.

Extension Activity and/or Homework One extension activity that is appropriate for them is asking them to provide meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and contents they read.

One extension activity that is appropriate for them is asking them to pair, provide topics and pertinent ideas that support the topics.

One extension activity that is appropriate for them is asking them to write on a topic of their choice using content vocabulary words, phrases and ideas they think best support it while at home and bring it for assessment.

Rationale

It is worth noting that April has a language impairment, performs below the mean for her

struggle with reading and written expression. Therefore the instructional choices specifically meet April’s needs because through choice, she is able to self-differentiate her learning. Her needs are also met because the instructional choices combat apathy, helping her connect with her strengths and interests. It also gives her more autonomy, power, and control over her work, which boosts her intrinsic motivation (Iacono, 2019). She is for instance able to identify words with multiple meanings. She is also able to choose a topic and support it with ideas. Through writing, she is able to convey her understanding of the topic thus improving her expression.

Given that April has a language impairment, has difficulty with reading comprehension, semantics, and morphological processing, and struggles with word choice, augmentative and alternative communication (AAC) systems assistive technology (AT) comes handy. According to Elsahar et al., (2019), the visual and hearing aids as part of the AT supplement both her speech and writing skills. They enable her produce and comprehend spoken and written language. They also enable her to understand word parts, vocabulary, and multiple meanings of words. The visualization of words using visual aids helps her visualize words and give her frames to practice with both spoken and written language. It should be noted that the choice- making interventions using AACAT promotes engagement by providing the opportunity for April to make her own decisions regarding assignment choices that help her improve her expressive language.

References

Elsahar, Y., Hu, S., Bouazza-Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors, 19(8), 1911.

Iacono, T. (2019). The role of AAC for children with intellectual disability. Intellectual Disability Australasia, 40(1), 5.

 Punctuation error: Therefore  Therefore,

 Self: Submitted to Grand Canyon University

 Spelling mistake: Elsahar  Eleazar

chronological age, has difficulty with reading comprehension, semantics, and morphological processing, lacks organizational skills for writing and struggles with word choice leading to her