Assignment4a_20100715
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WOUThe document discusses strategies for scaffolding instruction to support English Language Learners in the primary classroom. It describes seven specific scaffolding techniques: teacher modeling, simplifying language, using graphic organizers, incorporating visuals and graphics, cooperative learning, implementing Guided Language Acquisition and Design and English Language Development strategies, and incorporating reader's and writer's workshops. These scaffolding techniques provide foundations for ELL students to understand new content, gradually removing supports as their language skills develop.
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English. Expanding on students’ knowledge of core vocabulary and fundamental
structures, this series introduces higher level, more expressive vocabulary, and
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Students are also introduced to paragraph form and the basics of the writing
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GCU College of EducationLESSON PLAN TEMPLATE© 2018. Gran.docx
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LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
Classroom and Student
Factors/Grouping:
Describe the important classroom factors (demographics and environment)
and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted
learners), and the effect of those factors on planning, teaching, and assessing
students to facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation components
of the lesson.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
National/State Learning
Standards:
Review national and state standards to become familiar with the standards you
will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the
lesson being presented. Standards must address learning initiatives from one
or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.
Include the standards with the performance indicators and the standard
language in its entirety.
CCSS.ELA-Literacy.RI.3.7
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words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
Specific Learning
Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to
measure in learning. These must be aligned with the standards. When creating
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LESSON PLAN TEMPLATE
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Date:
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1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
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2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
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Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
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Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
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UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
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