Assignment: Instructional Practices for Emergent Literacy Learners Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below. · Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes. · Evaluate the effectiveness of the lesson based on specific data you collected during this lesson. · Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support. · Analyze the data to determine next steps for the student and reflect on what you might do differently next time. Helpful Reference Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association. · Chapter 1, “Developmental Stages of Writing” (pp. 1–18) Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom. Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf This Copy of instructional lesson plan Setting/Grade Level: Kindergarten Subject(s):   Reading    School: California Elementary 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). In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.        As explained, these standards are associated with the California state. The standards are as follows; A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten. b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words. c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts. d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...

1. Assignment: Instructional Practices for Emergent Literacy
Learners
Complete Part II: Write a reflection paper on your instructional
lesson plan and address the following: Using APA style 2 pages.
Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic
processing and metacognition in the reading and writing
processes.
· Evaluate the effectiveness of the lesson based on specific data
you collected during this lesson.
· Explain how you could have differentiated the lesson to meet
the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and
reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning
writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the
developmental stages of writing instruction and how to support
them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic
books as a teaching tool for beginning readers. Retrieved from
http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital
texts and literacies in the home: Pressing matters for the
teaching of English in early years of schooling. Retrieved from
http://education.waikato.ac.nz/research/files/etpc/files/2009v8n
3art3.pdf

2. This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary
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).
In this study, the California Common Core State Standards
which; describes the standards for all grades; are utilized. The
grade level that is being addressed and referred to; is the
kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the
California state. The standards are as follows;
A). understanding print content. The students should be able to
understand the organization of printed word and thus manage to
follow sentences from right to left, page from top to bottom and
pages from page one to the next. The students should also
understand that spoken word could be; presented; through
writing and that, words are separated by spaces when printed or
even handwritten.
b). Phonological awareness. The students should attain an
understanding of spoken word, sounds and syllables. They
should thus understand aspects like rhyming of words and

3. segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to
apply grade level phonics and decode words both in isolation
and in texts.
d). reading any form of reading texts with a lot of understanding
the text and with a purpose (California Department of
Education, 2017).
1. PLANNING
Learning Outcomes/SMART Goals
What will students learn?
The learning goals for this plan is mainly to ensure that the
students manage to reach their targets completely.
The main goals include:
1. Enabling all students to understand the organization, of
printed, work and how to read it.
2. Enabling the students to learn about phonics and begin
understanding aspects of syllables and sounds.
3. Enabling the students to obtain a purpose of reading all texts
and have the need to understand its content.
1. PLANNING
Learning Objectives (at least two)
What will students do? All objectives must be measurable.
1. Students will be; grouped into small groups; and instructed
by the tutors on how literal work is organized, and then they
are, taught how to read, and understanding literal content.
2. Students will be; taught how to listen to spoken word and
utilize it to explain different important concepts of
communicating effectively and the means through which they
can retain their effectiveness.
1. PLANNING
Bloom’s Revised Taxonomy

4. 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
The remembering level of the taxonomy is important and thus it
is one of the targeted levels.
☐ Understanding
Understanding helps the students learn what is taught to them
and manage to remember about the teachings later and thus it is
among the targeted.
☐ Applying
☐ Analyzing
☐ Evaluating
The students should be able to evaluate what is; taught to them
and thus this group is; targeted.
☐ Creating
Students should be able to create their own literal work.
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.
The lesson of reading and understanding is of significant
importance to the students. Through this lesson, they will be
able to communicate effectively and; understand all forms of

5. communications directed to them. The main real-world context
that is associated to the study of this lesson by the students in
the Kindergarten level is helping them manage to communicate
effectively in the real world. Through its content, the students
will understand language use and the reason why certain
language contents are; utilized in the ways that they are;
utilized in.
With these skills, the students will proceed on with studies
understanding more of language usage to an extent where they
will eventually manage to become fluent English speakers when
they attain the college level of education.
1. PLANNING
Collaboration
How was collaboration with other professionals, families,
and/or community leaders included for this lesson? Describe the
collaborative effort.
Collaboration with family members and other
professionals is essential for the success of this lesson in
meeting its goals and objectives. Students at the kindergarten
level can easily learn about language by having to listen to
people speaking in it effectively and in an appropriate manner.
With this regard, therefore, families and other professionals are
crucial for the success of this lesson in teaching students the
aspects of language and reading.
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.

6. Students at the kindergarten level are simply the students that
are in the first level of education. Prior: to this level, therefore:
there is no other experience in education that they may have.
This aspect requires them to be; taught the very basis aspects of
education and reading in this case.
Student engagement in learning is of significant importance to
enhance understanding for students in this category. An activity
of student engagement that I will carry out is the activity of
organizing the students into groups and then ensuring that they
manage to remain completely effective in the activities that they
involve in. I will also ensure that students participate during
lessons by giving them response opportunities during the
learning sessions.
I will ensure that students take and utilize their learning into the
real world by giving them certain assignment of real world
integration of their learning. The first example of an assignment
that I can give is telling the students to give some piece of
information to their parents and bring feedback of what their
parents respond. This will help the students learn to
communicate with others and to listen. Another example is
sending the students to their colleagues to communicate some
information.
Students are in many occasions’ different in terms of
understanding and ability to learn. An example of a diverse
student is the kind of student that is extremely slow to learn and
understand. I will address the case of such a student by giving

7. them extra lessons intended to make them understand the
concepts being; taught and manage to proceed on with studies
with the rest of the students.
Diversity in the classroom is a common issue. Individual
diversities may be; brought about by aspects of being unable to
study effectively or communicate in an appropriate manner.
This diversity issue can be, addressed by individual focus to the
student and helping them to catchup with the rest of the
students. Group diversities on the other hand, can be;
categorized by aspects of studies and the means through which
they can eliminate operations in an appropriate manner, an
aspect that is less effective and capable of operating in an
appropriate manner.
An instructional strategy that will help the students completely
understand the lesson taught and the means through which they
can excel is a general summary of the lesson and a revisiting of
the assigned work to carry out later. This strategy will help the
students retain their understanding of the lesson contents and
bear in mind what assignment they are; expected to complete
after the lesson.
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.
☐

8. Constructions
Standard: organizing and producing rhyming words.
Objective:
Students to be able to construct words that rhyme with other
given words.
☐
Nonlinguistic Representations
Standard: effective communication.
Objective:
Students to be able to communicate effectively.
☐
Cooperative Learning
Standard:
Understanding the organization and the basic features of
information that is to be printed.
Objective:
The ability to read any literal source and understand its content.
☐
Peer Editing
Standard:
Objective:
☐

9. Discovery
Standard: understanding the aspects of sound and managing to
use them in word reading and formulation.
Objective:
To have the ability of reading effectively through the utilization
of sounds.
☐
Practice/Drill
Standard:
Objective:
☐
Discussion/Questioning
Standard:
Objective:
☐
Practicum
Standard:
Objective:
☐
Experiment
Standard:

10. Objective:
☐
Problem Solving
Standard:
Objective:
☐
Field Study
Standard:
Objective:
☐
Questions, Cues, and Advance Organizers
Standard:
Objective:
☐
Graphic Organizers
Standard:
Objective:
☐
Reflection/Response
Standard:
Objective:

11. ☐
Generating and Testing Hypothesis
Standard:
Objective:
☐
Reinforcing Effort and Providing Recognition
Standard:
Objective:
☐
Homework and Practice
Standard:
Objective:
☐
Reporting
Standard:
Objective:
☐
Identifying Similarities and Differences
Standard:
Objective:

12. ☐
Role-playing
Standard:
Objective:
☐
Independent Learning
Standard: reading emergent reader texts with a form of purpose
and understanding.
Objective: Being able to read effectively and communicating in
an appropriate manner.
☐
Setting Objectives and Providing Feedback
Standard:
Objective:
☐
Journal
Standard:
Objective:
☐
Simulation
Standard:
Objective:

13. ☐
Laboratory
Standard:
Objective:
☐
Summarizing and Note Taking
Standard:
Objective:
☐
Lecture
Standard:
Objective:
☐
Viewing/Listening/Answering
Standard:
Objective:
☐
Library Research
Standard:
Objective:

14. ☐
Other (Please specify)
:
Standard:
Objective:
These instructional strategies are completely guided by the
standards set for this grade level and thus they are appropriate
for use in the study of this topic.
After taking the lessons and managing to implement
effectiveness of operation, the students managed to reach the
advanced levels of evaluation and creation of texts.
A number of important activities help to ensure that students
manage to remain completely effective in the activities that they
involve in effectively (Common Core, 2017).
For proper instructions, I will group students into small groups
of operation. This grouping is appropriate for this level of study
to help them avoid involving in too much play when they are in
a large group and concentrate in the task at hand.
3. MATERIALS
Materials Used
T = FOR TEACHER
S = FOR STUDENT
Include at least one digital material.
T
S

15. Materials used
T
S
Technology utilized
☐
☐
☐
☐
Cassettes/CDs
☐
☐
☐
☐
Graphing or Scientific Calculator
☐
☐
☐
☐
Slides
☐
☐
☐
☐
Tape Recorder
☐
☐
☐
☐

16. VCR/TV/DVD/Laser disc
☐
☐
☐
☐
Assistive Technology
☐
☐
☐
☐
Cell Phone/Mobile Device
☐
☐
☐
☐
Digital/Video Camera
☐
☐
☐
☐
Concept Mapping Software
☐
☐
☐
☐
Social Networking
☐
☐
☐
☐

17. Virtual World (e.g., Second Life)
☐
☐
☐
☐
Interactive Gaming
☐
☐
☐
☐
Interactive White Board (e.g., SMART Board)
☐
☐
☐
☐
Distance Learning/Webcast
☐
☐
☐
☐
Computer Software
☐
☐
☐
☐
Weblog (Blog)
☐
☐
☐
☐

18. Wiki
☐
☐
☐
☐
Internet Research/Website
☐
☐
☐
☐
Podcast/Vodcast
☐
☐
☐
☐
E-mail
☐
☐
☐
☐
Presentation Software (e.g., PowerPoint)
☐
☐
☐
☐
Virtual Field Trip
☐
☐
☐
☐

19. Interactive Gaming
☐
☐
☐
☐
Other (Please specify):
These materials will help make it extremely easy for the
students and teachers learning experience to be much easy and
effective for both. The use of these materials will thus help the
objectives of the lesson plan to be met easily.
4. ASSESSMENT/EVALUATION
Assessment Options
☐
☐
Application Exam
Standard: Knowing and applying the phonics of grade level and
analysis.
Objective: to be able to apply all the knowledge regarding grade
levels and being able to communicate this application.
☐
☐
Objective Test
Standard:
Objective:
☐

20. ☐
Concept Mapping
Standard:
Objective:
☐
☐
Observation
Standard:
Objective:
☐
☐
Parent Evaluation
Standard: demonstrating understanding of spoken word, sounds
and phonemes.
Objective: evaluating whether the individuals will manage to
operate in an appropriate manner.
☐
☐
Contract
Standard:
Objective:
☐
☐
Peer Evaluation
Standard:
Objective:
☐
☐
Checklist
Standard:
Objective:
☐
☐
Self-Evaluation

21. Standard:
Objective:
☐
☐
Performance Task
Standard:
Objective:
☐
☐
Inventory
Standard:
Objective:
☐
☐
Portfolio
Standard:
Objective:
☐
☐
Quantitative Scale
Standard:
Objective:
☐
☐
Rating Scales
Standard:
Objective:
☐
☐
Rubric
Standard:
Objective:
☐
☐
Scored Discussion
Standard:

22. Objective:
☐
☐
Journal
Standard:
Objective:
☐
☐
Problem-Solving Assessment
Standard:
Objective:
☐
☐
Other (Please specify):
Standard:
Objective:
I chose these, assessment because they have the ability to help
me understand whether the students are meeting the goals and
targets that I have set for them. The assessments will also help
me in understanding whether the lesson plan is meeting the
objects set.
The formative assessments provides sufficient information
regarding the importance of the standards and objectives
utilized in teaching the students.

23. 5. LEARNERS
Differentiation
Address multiple intelligences and/or learning styles when
writing your response.
I ensured that the curriculum was, differentiated in order to
meet the diverse needs of the students. The first way that I
utilized is to provide sessions when the teachers will address
the needs of special students that may need more attention in
the teaching and instruction sessions. The second way is the
provision of groups where students are, grouped in order to
receive help from both the teacher and fellow students. This
will increase the help that diversified students receive from both
the teacher and their fellow students.
I will different instructions by utilizing two main diverse ways.
The first way is ensuring that I give different groups of people
the instructions that best fits the group to advance their learning
effectively. The other strategy is ensuring there are specific
groups that different students according to their ability to learn
and understand the content taught.
I will different assessment through the strategy of dividing
students according to their ability to respond to assessment and
the other strategy being the strategy of seeking to understand
the level of understanding of each student in class.
5. LEARNERS
Diversity
I will address the diversity issue of students by focusing on
their issues individually. The group of the students that take

24. long to understand concepts, for example will have their issue
addressed by spending more time in providing instructions and
guidance during the learning process (Literacy Coaching, 2009).
References
California Department of Education, (2017). What are the
Common Core Standards: California Department of Education.
Retrieved from http://www.cde.ca.gov/re/cc/tl/whatareccss.asp
Common Core, (2017). English Language Arts Standards »
Reading: Foundational Skills » Kindergarten: common Core.
Retrieved from http://www.corestandards.org/ELA-
Literacy/RF/K/
Literacy Coaching, (2009). Self-Assessment for Elementary
Literacy Coaches: Literacy Coaching Clearinghouse. Retrieved
from
http://www.literacycoachingonline.org/briefs/tools/self_assessm
ent_for_elem_lit_coaches.pdf