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READ 6706
A Balanced Literacy Instructional Plan Master of Science in Education, Walden University READ 6706: Reading and Literacy Today
Instructional Plan Template
Candidateโs Name: Jennifer Eberhardt Setting/Grade Level: Grades 1- Subject(s): Language Arts School: Parkside Montessori Date: June 1, 2021. Theme/Title: Sight Word Fluency/Comprehension STANDARDS ADDRESSED List the standards by including the state, number of the standard(s), and a description of the standard(s).
1. PLANNING
Program of Studies Outcomes 2.2 Responds to texts Experience various texts Grade 1: ๏ท participate in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as poems, storytelling by elders, pattern books, audiotapes, stories and cartoons ๏ท remember and retell familiar stories and rhymes Construct meaning from texts ๏ท relate aspects of stories and characters to personal feelings and experiences ๏ท retell interesting or important aspects of oral, print and other media texts 2.2 Responds to texts Experience various texts Grade 2: ๏ท engage in a variety of shared and independent listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as legends, video
progra ms, puppe t plays, songs, riddle s and infor matio nal texts ๏ท respond to mood establish ed in a variety of oral, print and other media texts Construct meaning from texts Grade 2:
spelling Enhance Legibility Grade 2: ๏ท print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately ๏ท use margins and spacing appropriately Expand knowledge of language Grade 2: ๏ท use knowledge of word patterns, word combinations and parts of words to learn new words Enhance artistry Grade 2: ๏ท choose words, language patterns, illustrations or sounds to create a variety of effects in oral, print and other media texts 4.2 Attend to Conventions Attend to grammar and usage Grade 2: ๏ท write complete sentences, using capital letters and periods ๏ท use connecting words to join related ideas in a sentence ๏ท identify nouns and verbs, and use in own writing ๏ท identify adjectives and adverbs that add interest and detail to stories Attend to spelling Grade 2: ๏ท use phonic knowledge and skills and visual memory to spell words of more than one syllable, high frequency irregular words and regular plurals in own writing ๏ท use phonic knowledge and skills and visual memory to attempt spelling of unfamiliar words in own writing National Reading Panel: Practical Guide for Teachers, the Five Pillars, SEDLโs The Cognitive Foundations of Learning to Read: A Framework, Newton Public Schoolsโ A Balanced Approach to Literacy, Teaching Children to Read.
1. PLANNING
LEARNING
OUTCOMES/SMART
GOALS
What will students learn? By the end of this lesson, students will be able to read, comprehend and write specific sight words with fluency and accuracy. At least 90% of students will be able to read the slight words accurately, fluently while spelling the sight words in a sentence. LEARNING OBJECTIVES (AT LEAST TWO) What will students do? All objectives must be measurable.
1. PLANNING
Students will be able to read the sight words in a sentence fluently and accurately. Students will be able to read the sentence with purpose, understanding and expression. Students will be able to write their sight word sentence with accurate spelling and punctuation. BLOOMโS REVISED TAXONOMY Which level(s) of Bloomโs Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloomโs Taxonomy (Evaluating and Creating).
1. PLANNING
X Remembering: Students will use prior knowledge of letting recognition and letter sounds to read new sight words. X Understanding: Students will use their understanding on reading sight words by writing a sentence using the sight words. X Applying: Students will apply their fluency strategies while reading their sight word sentence aloud, along with writing the sentence. X Analyzing: Students will apply knowledge of letting sounds and letter recognition by reading the sentence with all the sight words aloud before writing and illustrating their sentence. โ Evaluating X Creating: Students will be creating a sentence using their sight words, along with an illustration about the same sentence with the same sight words. REAL WORLD CONTEXTS What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for
1. PLANNING
Teachers use real life connections during lessons so that teachers can understand a studentโs background knowledge on the topic at hand. It has been evident in past lessons that this is a great way to engage the students in the topic and lesson before beginning the lesson. Included in this lesson are sight word flashcards that each student has on bright cardstock paper and a recording sheet used to read sight words, build a sentence with the sight words and illustrate their sentence which then shows understanding and comprehension of the sight words. The sight words used in this lesson are connected to the real world, for
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. INSTRUCTIONAL STRATEGIES What instructional strategies/methods will you use? Connect each strategy and method back to the standard(s) and
2. METHODOLOGY
Constructions โ Standard: Objective: Cooperative Learning Standard: Nonlinguistic Representations โ Standard: Objective: Peer Editing objective(s) by listing each number of the standard and objective after each activity. โ Objective: โ Discovery Standard: โ Objective: โ Standard: Objective: Practice/Drill Standard: Objective: Discussion/Questioning โ Standard: Objective: Practicum โ Standard: Objective: Experiment โ Standard: Objective: Field Study โ Standard: Objective: Problem Solving โ Standard: Objective: Questions, Cues, and Advance Organizers โ Standard: Objective:
Graphic Organizers Standard:
Reflection/Response Standard: Objective: Objective: Generating and Testing Reinforcing Effort and Providing โ Hypothesis โ Recognition Standard: Standard: Objective: Objective: Homework and Practice Reporting โ (^) Standard: โ (^) Standard: Objective: Objective: Identifying Similarities and (^) Role-playing โ Differences โ Standard: Standard: Objective: Objective: Independent Learning Setting Objectives and Providing โ (^) Standard: โ Feedback Objective: Standard: Objective: Journal Simulation โ Standard:
Standard: Objective: Objective: Laboratory Summarizing and Note Taking โ (^) Standard: โ (^) Standard: Objective: Objective: Lecture Viewing/Listening/Answering โ Standard:
Standard: Objective: Objective: โ (^) Library Research โ (^) Other (Please specify) : Standard: Standard: Objective: Objective:
โ โ โ โ Weblog (Blog) โ โ โ โ Wiki โ โ โ โ Internet Research/Website โ โ โ โ Podcast/Vodcast โ โ โ โ E-mail re (e.g., โ โ โ โ Other (Please specify): Why did you choose these materials? ASSESSMENT OPTIONS
6. ASSESSMENT/EVALUATION
Presentation Softwa PowerPoint) โ โ โ โ Virtual Field Trip โ โ โ โ Interactive Gaming โ โ โ โ Application Exam Standard: โ^ โ Objective Test Standard: Objective: Objective: Concept Mapping Standard: โ^ โ Observation Standard: Objective: Objective: โ โ Parent Evaluation Standard: โ^ โ Contract Standard: Objective: Objective: โ โ Peer Evaluation Standard: โ^ โ Checklist Standard: Objective: Objective: โ โ Self-Evaluation Standard: โ^ โ Performance Task Standard: Objective: Objective: โ โ Inventory Standard: โ^ โ Portfolio Standard: Objective: Objective: โ โ Quantitative Scale^ โ โ Rating Scales
Standard: Objective: Standard: Objective: โ Rubric โ Standard: โ^ โ Scored Discussion Standard: Objective: Objective: โ Journal โ Standard: โ^ โ Problem-Solving Assessment Standard: Objective: Objective: Other (Please specify): โ โ 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. DIFFERENTIATION Address multiple intelligences and/or learning styles when writing your response.
7. LEARNERS
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
