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Instruction : 657 Literacy lesson plan

Students should prepare an early literacy lesson for an early childhood class (grade PreK- 1). You must provide a narrative which shares academic needs and strengths of children and how you are modifying the instruction to meet specific needs of the students. Benchmark information that you gather should be the rationale for the lesson, materials, skills and differentiation.

You will present this lesson to your peers when you complete Db # 6. All materials needed for the lesson must be used or referred to during the PPT presentation including anchor charts, visual supports and manipulatives needed for the presentation. (Outcomes: 6,9,10,13,15 )

A Lesson Assignment

· Select an academic literacy skill that supports language or language and communication in the elementary grades. This may be be a direct outgrowth of an Individual Education Plan (I.E.P.) or a related IEP goal but it is not required.. For a non IEP student, you should address a student’s area of deficit for which you would want to create a goal (RTI or pre-referral).

· In addition, explain how mastery of this skill supports another curricular area (mathematics, social studies, science, fine or gross motor, communication, etc.).

In your lesson and in the commentary consider the following:

The nature of the students your target population for whom you design the lesson). What do you know about the students’; attitudes, values, and beliefs; learning styles; need for structure; family/peer support groups; a sense of ethnic identity, motivation, self-image,.

The teacher’s scholarly knowledge. What are the key concepts, skills, and understandings to be taught? What are the key questions and issues? What fact and generalizations are most important? What are the important connections between the subject matter and goals of global and multicultural education?

How will you communicate with the family, community? What resources will you need?

Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. The lesson plan should be entered into the Lesson Plan Template. This template will give you suggestions to add into your lesson plan. Follow the template as closely as possible. The template is located in the session 11 folder.

The components of the lesson are explained in Dr. Corey's video. In addition, lesson plan must include the following information. This plan should be detailed enough that another teacher could take your plan and use it to teach the class.

The lesson plan should include:

Grade Level

Number of Students

Lesson Goals

Standard(s) Addressed:

Lesson Objectives:

Lesson Considerations

Prior Academic Learning and Prerequisite Skills:

Misconceptions

Lesson Plan Details

Lesson Closure

Lesson Extension:

Evidence and Formative Assessment of Student Learning

Alignment with Objectives

Evidence of Student/s Understanding

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

Explain how your plans linked student’s/students' prior academic learning and personal/cultural/community assets to new learning

Grouping Strategies:

Planned Supports:

Community , Family Outreach and Communication

Acknowledgments

In your lesson consider the following:

How will you communicate with the family, community? What resources will you need?

The lesson plan should include:

Grade Level

Number of Students

Lesson Goals

Standard(s) Addressed:

Lesson Objectives:

Lesson Considerations

Prior Academic Learning and Prerequisite Skills:

Misconceptions

Lesson Plan Details

Lesson Closure

Lesson Extension:

Evidence and Formative Assessment of Student Learning

Alignment with Objectives

Evidence of Student/s Understanding

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

Explain how your plans linked student’s/students' prior academic learning and personal/cultural/community assets to new learning

Grouping Strategies:

Planned Supports:

Community , Family Outreach and Communication

Acknowledgments

Lesson Plan Rubric 05.10.2022

Lesson Plan Rubric 05.10.2022

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCAEP 1.4 INTASC 7 NYS II.4 CLO C2

Central Focus/Learning Goal aligned to State Learning Standard(s)

4 pts

Highly Effective

• Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). • Includes all standards that are central to the learning objective(s).

3 pts

Effective

• Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). • Includes standards that are central to the learning objective(s).

2 pts

Developing

• Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). • Includes standards.

1 pts

Ineffective

• Central focus/Learning Goal includes only basic knowledge of subject area. • Does not include standards.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 4 NYS II.1 CLO C2

Language Demands

4 pts

Highly Effective

Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language.

3 pts

Effective

Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.

2 pts

Developing

Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.

1 pts

Ineffective

Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 7 NYS II.4 CLO C2

Key Vocabulary

4 pts

Highly Effective

Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.

3 pts

Effective

Key vocabulary is identified and aligns with the lesson objective.

2 pts

Developing

Key vocabulary is identified but is not aligned to the lesson objective.

1 pts

Ineffective

Key vocabulary is not identified.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1, 1.4 INTASC 6, 7 NYS II.4 CLO E3

Lesson Objective(s)

4 pts

Highly Effective

Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable.

3 pts

Effective

Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning.

2 pts

Developing

Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning.

1 pts

Ineffective

Lesson objective(s) identifies what students will learn.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 7 NYS II.6 CLO C3

Resources and Materials

4 pts

Highly Effective

Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners’ interests and/or support self-regulation.

3 pts

Effective

Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s).

2 pts

Developing

Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s).

1 pts

Ineffective

Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 6 NYS V.1 CLO E2

Prior Academic Learning and Prerequisite Skills

4 pts

Highly Effective

Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students.

3 pts

Effective

Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction.

2 pts

Developing

Describes baseline information from pre-assessment(s); however, specific data is missing or pre-assessment and prerequisite skills do not align with stated learning objective(s).

1 pts

Ineffective

Pre-assessment information or prerequisite skills are missing

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 6 NYS V.2 CLO E2

Formative Assessment

4 pts

Highly Effective

Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.

3 pts

Effective

Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives.

2 pts

Developing

Plans methods of assessment that somewhat measure student’s developing understanding of skills and concepts related to learning objectives.

1 pts

Ineffective

Plans methods of assessment that do not measure student’s developing understanding of skills and concepts related to learning objectives.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 6 NYS V.4 CLO E2

Summative Assessment

4 pts

Highly Effective

Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment

3 pts

Effective

Plans methods of assessment that align with and directly measure student performance on the stated learning objectives.

2 pts

Developing

Plans methods of assessment that somewhat measure student performance on the stated learning objectives.

1 pts

Ineffective

Plans methods of assessment that do not measure student performance on the stated learning objectives

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 8 NYS II.5 CLO C2 EA DLR2

Beginning the Lesson / Introducing New Content/Skills

4 pts

Highly Effective

Procedures in this section align with stated learning objective and consider classroom/school context as well as each individual student’s background and pre-assessment data.

3 pts

Effective

Procedures in this section align with stated learning objective and consider classroom/school context and pre-assessment data.

2 pts

Developing

Procedures in this section align with stated learning objective but do not consider classroom/school context and/or pre-assessment data

1 pts

Ineffective

Procedures in this section do not align with stated learning objective.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3

Guided Practice

4 pts

Highly Effective

This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation.

3 pts

Effective

This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.

2 pts

Developing

This section includes a logical sequence of activities aligned to the learning objective.

1 pts

Ineffective

This section does not include a logical sequence of activities aligned to the learning objective.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 8 NYS II.3 CLO C2

Independent Practice

4 pts

Highly Effective

This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation

3 pts

Effective

This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.

2 pts

Developing

This section includes a logical sequence of independent activities aligned to the learning objective.

1 pts

Ineffective

This section does not include a logical sequence of independent activities aligned to the learning objective.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 8 NYS II.3 CLO C3

Closing & Extending the Lesson

4 pts

Highly Effective

Closing activities promote higher order thinking skills or transfer of learning and self-regulation.

3 pts

Effective

Closing activities promote higher order thinking skills or transfer of learning.

2 pts

Developing

Closing activities target recall and comprehension skills.

1 pts

Ineffective

Closing activities focus solely on basic recall skills.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 2 NYS I.2 CLO B2 EAS 0002, 0003

Special Needs/English Language Learners

4 pts

Highly Effective

• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective and the learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests. • Plans include strategies for the focus learner to move forward using knowledge of his/her strengths and needs to self-manage the supports.

3 pts

Effective

• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective • The learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests.

2 pts

Developing

Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students’ strengths and challenges and/or are not aligned to the learning objective.

1 pts

Ineffective

Plans are general rather than specific and are insufficient to help the students’ progress toward the learning objective.

4 pts

This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 7 NYS II CLO A1

Lesson Rationale

4 pts

Highly Effective

Justification of instruction and support strategies makes clear connections to the focus learner’s needs and research and/or theory. Candidate’s justification includes the development of maintained, generalized and/or self-directed use of knowledge and skills.

3 pts

Effective

Justification of instruction and support strategies makes clear connections to the focus learner’s needs and research and/or theory.

2 pts

Developing

Justification of instruction and support strategies makes a general connection to the focus learner’s needs or vague/unclear connections to research and/or theory.

1 pts

Ineffective

Justification of instruction and support strategies is either missing or represents a deficit view of the focus learner.

4 pts

Total Points: 56