Create instructional lesson plan. Reading Lesson activity Gr 1 & Reflection Paper

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Instructionalpracticesforbeginningliteracylearners.docx
Home>Education homework help>Create instructional lesson plan. Reading Lesson activity Gr 1 & Reflection Paper

Assignment: Instructional Practices for Beginning Literacy Learners

Follow the directions:

Complete Part 1

Choose one lesson plan activity you will be using instructional plan template: Type here the lesson you choose: Subject area Language Arts/Reading, Grade 1 –State of Florida Standards.

Lesson Activity: A Close Reading Activity for The Tortoise and the Hare

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/60046

1. Develop your lesson using the Instructional Plan Template below.

2. Answer the highlight questions in the instructional plan, which you create in the lesson.

3. Total assignment should include Lesson Plan, Short student Work Sample and reflection paper 2 pages.

Complete Part 2

Once you have completed the instructional lesson plan, and then imagine that you have taught the lesson address the following questions in your Reflection Paper 2 page. Using APA style, helpful reference or other reference

1. Explain how you promoted literacy learners' strategic thinking and metacognition in the reading and writing processes.

2. Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.

3. Reflect on how you collected and assessed the data for your Instructional Plan. What were the issues you encountered? What would you want to do differently to make the implementation a more meaningful experience for your student(s)? Based on the findings from your analysis of the assessment data, what learning experiences does your group of PK-3 students need next?

4. Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.

5. Analyze the data to determine next steps for the student, and reflect on what you might do differently next time.

Reference

Correia, M. P. (2011). Fiction vs. informational texts: Which will kindergarteners choose? Retrieved from http://www.naeyc.org/yc/files/yc/file/201111/Correia_Fiction_vs_Informational_Texts_Online%201111.pdf

Schrock, K. (2015). Digital storytelling: Digital storytelling across the curriculum. Retrieved from http://www.schrockguide.net/digital-storytelling.html

Mariotti, A. P. (n. d.). Using interest inventories with struggling and unmotivated readers. Retrieved from http://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdf

Graham, S., & Herbert, M. (2010). Writing to read: Evidence for how writing can improve reading. Retrieved from https://www.carnegie.org/media/filer_public/9d/e2/9de20604-a055-42da-bc00-77da949b29d7/ccny_report_2010_writing.pdf

Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J., & Alanis, I. (2015). The cognitive foundations of learning to read: A framework. Retrieved from http://www.sedl.org/reading/framework/

Instructional Plan Template

      Setting/Grade Level:  1    

Subject(s):  Language Art/Reading     School:      

Date:       Theme/Title:      

1. PLANNING

Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?      

1. PLANNING

Learning Outcomes/SMARTGoals

What will students learn?

Review Bloom’s Taxonomy Verbs

1. PLANNING

Learning Objectives (at least two)

What will students do? All objectives must be measurable.

Review Blooms Taxonomy verbs

1. PLANNING

Bloom’s Revised Taxonomy

Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Remembering

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

1. PLANNING

Real World Contexts

What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

     

1. PLANNING

Collaboration

How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

     

2. METHODOLOGY

Learning Experience/ Activity

List the activities, including how you activate background knowledge and bring closure to the lesson.

Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.

Introductory/Anticipatory Set      

Building/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.      

Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer.

Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue.

Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)

Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.      

2. METHODOLOGY

Instructional Strategies

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.      

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Constructions

Standard:

Objective:

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Nonlinguistic Representations

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Objective:

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Cooperative Learning

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Objective:

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Peer Editing

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Discovery

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Practice/Drill

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Discussion/Questioning

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Practicum

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Experiment

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Problem Solving

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Field Study

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Questions, Cues, and Advance Organizers

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Graphic Organizers

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Reflection/Response

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Generating and Testing Hypothesis

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Reinforcing Effort and Providing Recognition

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Homework and Practice

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Reporting

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Identifying Similarities and Differences

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Role-playing

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Independent Learning

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Setting Objectives and Providing Feedback

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Journal

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Simulation

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Laboratory

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Summarizing and Note Taking

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Lecture

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Viewing/Listening/Answering

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Library Research

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Other (Please specify)

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Objective:

     

Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach? Explain the activities that support these areas of Bloom’s Taxonomy. Use the literature provided in course resources and/or outside resources to support your reasoning for each strategy.

     

How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.

     

3. MATERIALS

Materials Used

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

T

S

Materials used

T

S

Technology utilized

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Cassettes/CDs

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Graphing or Scientific Calculator

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Slides

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Tape Recorder

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VCR/TV/DVD/Laser disc

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Assistive Technology

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Cell Phone/Mobile Device

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Digital/Video Camera

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Concept Mapping Software

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Social Networking

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Virtual World (e.g., Second Life)

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Interactive Gaming

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Interactive White Board (e.g., SMART Board)

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Distance Learning/Webcast

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Computer Software

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Weblog (Blog)

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Wiki

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Internet Research/Website

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Podcast/Vodcast

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E-mail

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Presentation Software (e.g., PowerPoint)

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Virtual Field Trip

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Interactive Gaming

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Other (Please specify):      

Why did you choose these materials?

4. ASSESSMENT/EVALUATION

Assessment Options

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Application Exam

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Objective Test

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Concept Mapping

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Observation

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Parent Evaluation

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Contract

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Peer Evaluation

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Checklist

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Self-Evaluation

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Performance Task

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Inventory

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Portfolio

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Quantitative Scale

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Rating Scales

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Rubric

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Scored Discussion

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Journal

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Problem-Solving Assessment

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Other (Please specify):

Standard:

Objective:      

Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives? In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s). Be sure and link each assessment piece to a specific objective. Make sure you collect student work samples that can be included as appendices. What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students?

     

How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale.

     

5. LEARNERS

Differentiation

Address multiple intelligences and/or learning styles when writing your response.

How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.

     

How will you differentiate instruction to meet diverse student needs?

List and explain at least two ways that you differentiated the instruction to meet diverse student needs. 

   

How will you differentiate assessment to meet diverse student needs?

List and explain at least two ways that you differentiated the assessment to meet diverse student needs. 

   

5. LEARNERS

Diversity

How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.

     

Student Work Samples

As you implement your Instructional Plan with a group of P-12 students, you can imagine or collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.