Integration of Reading Components Lesson

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Assignment3IntegrationofReadingComponents.docx

Assignment3IntegrationofReadingComponents.docx

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Assignment #3

Integration of Reading Components Lesson

Directions:

Design a reading and/or writing lesson in which you teach at least two of these elements (oral language, phonological awareness, phonics, fluency, vocabulary and comprehension) in the procedures/activities.

Select your standards for your lesson

State a clear, observable/measurable objective.

Select developmentally appropriate multisensory materials that address students’ strengths and needs. List all materials you will use for the lesson.

Describe how you will conduct the lesson.

Describe appropriate and allowable instructional accommodations, including possible use of technology, when differentiating reading instruction for students with reading deficiencies or dyslexia.

Describe how you will assess the students. (The assessment should match the objective.)

Subject Area:

Lesson Title:

Length of Time

Date(s):

Are Diverse Students Present? Yes No

Unit Title or Topic Being Taught:

Grade Level(s):

Prior Knowledge of Subject by Students

Goal – Objective – Purpose

Materials needed:

Procedures:

ESE & ESOL, and students with dyslexia accommodations:

Assessment:

Due Week 6 (30 points)

Points will be deducted for the following:

Late submission: -1 point per day

excessive grammatical, spelling, and/or mechanical errors

missing or incorrect format and title page, page numbers, and/or references

Objective 5

Scoring Rubric for Assignment #3

Element	Not Met	Met	Exceeded
Points	0 - 2	3	3
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners. (ILA 2.1)	The student did not select appropriate standards for the lesson and/or did not base the lesson plan on standards.	The student selected appropriate standards for the lesson.	The student selected appropriate standards for the lesson.
	0 - 2	3	3
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student did not state a clear objective or did not state any objective.	The student stated an objective.	The student stated a clear, measurable objective.
	0-2	3	4
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student did not select appropriate materials	The student selected appropriate materials	The student selected appropriate and multisensory materials
	0 - 3	4	5
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student did not describe appropriate procedures for conducting the lesson.	The student described appropriate procedures for conducting the lesson.	The student described appropriate procedures for conducting the lesson with precision and depth.
	0 - 3	4	5
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student did not describe appropriate and allowable instructional accommodations to differentiate instruction	The student described appropriate and allowable instructional accommodations to differentiate instruction	The student described several appropriate and allowable instructional accommodations to differentiate instruction
	0 - 3	4	5
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student did not described appropriate and allowable instructional accommodations to differentiate instruction	The student described appropriate and allowable instructional accommodations to differentiate instruction	The student described appropriate and allowable instructional accommodations to differentiate instruction
	0 - 3	4	5
Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA 2.1)	The student had an appropriate way in which to assess the students.	The student had an appropriate way in which to assess the students.	The student had several appropriate ways in which to assess the students.
Total Possible Points			30