Assig 2

ELEMENTARY AND SECONDARY PART 3 NINTH THROUGH TWELFTH GRADE

Assignment 2: Case Study Instruction Plan Template

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Your Name:

Grade(s) You Teach:

Date:

Incorporate effective instructional strategies in your plan.

Explicit Instruction makes skills easier for students to learn by using clear and concise lan- guage. Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first model, and then gradually transfer responsibility for learning from the teacher to the student as they demonstrate their readiness.

● I Do: Model the skill to show exactly how to do what you explained.

● We Do: Provide guided practice with scaffolding. Monitor the student’s progress in ac- quiring and mastering the skill. Scaffold instruction as needed by prompting and giving corrective feedback. Provide multiple opportunities for students to practice the skill with your guidance.

● You Do: Provide independent practice when students are able to do the skill accurate- ly. Continue to monitor and give feedback.

Systematic Instruction ensures that students learn in a way that gradually increases in dif- ficulty and follows the scope and sequence for a given skill. Visually and auditorily similar information is separated when first learning a skill.

Multisensory Strategies use manipulative materials (if applicable) to make abstract concepts concrete (e.g., highlighting, chart paper, sticky notes, annotations, manipulative letter prac- tice, and Elkonin boxes).

Instructions: You will make a 1-day plan for a comprehension intervention. Use the data from Assignment 1 to plan an intervention for the benchmark you selected as an area of need. 

● A 1:1 comprehension intervention

ELEMENTARY AND SECONDARY PART 3 NINTH THROUGH TWELFTH GRADE

Assignment 2: Case Study Instruction Plan Template

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© 2025 University of Florida Lastinger Center for Learning

1-Day Plan for 1:1 Comprehension Intervention

In your plan, use research-based instructional practices explored in the Literacy Micro-Credential for developing your student’s comprehension. For help designing your intervention lesson, refer to the exemplar lesson plan in the 9th-12th Grade Class Profile submodule of Part 3.

Session Outline: Day 1

B.E.S.T Standard Alignment

Skill(s) Addressed

Addressing Needs of Diverse Learners (IEP, ELL, Dyslexia)

Summary of strategies and activities Title of Text:

Multisensory Strategy (list the multisensory strategies that will be incorporated into this lesson plan):

ELEMENTARY AND SECONDARY PART 3 NINTH THROUGH TWELFTH GRADE

Assignment 2: Case Study Instruction Plan Template

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© 2025 University of Florida Lastinger Center for Learning

Explain Reading Strategy to Students:

Model (I Do):

ELEMENTARY AND SECONDARY PART 3 NINTH THROUGH TWELFTH GRADE

Assignment 2: Case Study Instruction Plan Template

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© 2025 University of Florida Lastinger Center for Learning

Guided Practice (We Do):

Independent Practice (You Do):

1. Text Field 1:
2. Text Field 2:
3. Text Field 3:
4. Text Field 38:
5. Text Field 49:
6. Text Field 50:
7. Text Field 39:
8. Text Field 40:
9. Text Field 45:
10. Text Field 51:
11. Text Field 52:
12. Text Field 53:

ELEMENTARY/SECONDARY: PART 3 – PRACTICUM

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Handout: Assignment 2 Feedback Rubric – Instructional Plan

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Criteria Met Criteria Not Met The participant correctly identifies the instructional practices as described below.

Explicit Instruction The participant’s instruction plan is explicit; all of the following are present: • Provides a word list that will be used throughout the lesson • In Step 1, explains the reading strategy to the student (e.g., “Today we are going to learn how

to… This is important to learn because…”) • Effectively implements gradual release model (I do, We do, You do) • Teacher talk is specific enough for another teacher to replicate.

(The lesson plan is fully scripted and provides instructions so a teacher would know exactly what to do to implement the lesson.)

Systematic Instruction The participant’s instruction plan is systematic; all of the following are present: • Focuses on one skill • Correct instructional level based on data • Moves from easier to more difficult tasks within the lesson • Materials (e.g., Elkonin boxes, manipulative letters, graphic organizers, etc.) are described,

and at an appropriate level for students.

Multisensory Instruction • The participant plans multisensory activities as explored in the Literacy Micro-Credential.

(10 points)

The participant’s plan does not include the required instructional practices. OR The participant’s plan includes the required instructional practices, but key elements of the strategies are missing.

(0 points)

ELEMENTARY/SECONDARY: PART 3 – PRACTICUM

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Handout: Assignment 2 Feedback Rubric – Instructional Plan

© 2025 University of Florida Lastinger Center for Learning

A dd

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The participant provides strategies for addressing the needs of diverse learners that are consistent with evidence-based practices explored in the Literacy Micro-Credential and align with the intervention (e.g., making connections between home language and English sounds, flexible timing and grouping)

(5 points)

The participant does not provide strategies for addressing the needs of diverse learners that are consistent with the evidence based practices or the strategies do not align with the intervention.

(0 Points)

ELEMENTARY/SECONDARY: PART 3 – PRACTICUM

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Handout: Assignment 2 Feedback Rubric – Instructional Plan

© 2025 University of Florida Lastinger Center for Learning

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The participant plans evidence based strategies and activities as explored in the Literacy Micro-Credential.

AND

The participant’s strategies and activities align with the skills identified in Assignment 1 as the greatest area of need.

(10 Points)

The participant does not plan evidence based strategies from the Literacy Micro-Credential

OR

The participant’s strategies and activities do not align with the skills identified in Assignment 1 as the greatest area of need.

(0 Points)

Sc or

e:

________/25 points

1. Text Field 1:
2. Text Field 2: