- Part 1: Revised Lesson Plan
Working with your certified general education teacher, analyze data from the pre-assessment given to your identified small group as part of your Field Experience C assignment.
Revise the writing portion of your completed lesson plan from your Field Experience C assignment after determining how to use the data to develop further strategies or interventions to support learning needs.
Share your revised writing activity with your certified general education classroom teacher to discuss changes made based on pre-assessment data. With your small group, review the previous lesson’s reading comprehension and vocabulary concepts, and then teach the writing activity. Upon completion of the writing portion of the lesson, use the pre-assessment to post-assess students.
Part 2: Lesson Reflection
In 250-500 words, summarize and reflect upon instructional choices, lesson delivery, as well as pre- and post- assessment data. Rationalize your instructional choices and identify successes of lesson plan delivery as well as areas of potential growth.
In addition, reflect on pre-assessment and your checks for understanding to determine improvement of content based on delivery of instruction. Identify results and changes you hope to make for future assessments. Be sure to explain how you will use your findings in your future professional practice.
Submit your revised lesson plan and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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For this benchmark, you will use the following case scenario to develop a research-based early reading comprehension plan for the student. Your plan will consist of learning activities that facilitate vocabulary development and reading comprehension.
Case Scenario:
Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.
Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.
Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.
Part 1: Vocabulary Development
Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.
Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on vocabulary development.
Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.
In a 150-250 word description, include the following:
The aligned curricular/academic goal (standards).
A brief explanation regarding how the learning activity would be carried out.
An explanation regarding the research-based strategies you would use to enable Alfonso to apply reading, writing, speaking, viewing, listening, and thinking skills to different situations, materials, and ideas.
Part 2: Reading Comprehension
Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on reading comprehension.
Utilize at least two research-based strategies to address the aligned curricular/academic goal. Choose strategies that utilize verbal, nonverbal, and media communication techniques to facilitate active inquiry, collaboration, and supportive interaction between Alfonso and his classmates. In a 150-250 word description, include the following:
The aligned curricular/academic goal (Standards);
A brief explanation regarding how your activity would be carried out; and
An explanation regarding the techniques and research-based strategies you would use to facilitate active inquiry, collaboration, and supportive interaction.
Part 3: Rationale
Provide a 250-500 word rationale of your reading comprehension plan that shows alignment between your curricular/academic goals, activities, and research-based strategies. How do these strategies or activities address Alfonso’s specific learning needs? How could these strategies for vocabulary development and reading comprehension be utilized across the curriculum? Provide examples.
Include at least three sources from your reading to support your position.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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