W2A RIS

 

There are various reading instructional strategies used to engage students’ language development and reading comprehension. It is important to understand various reading instructional strategies in order to create a supportive learning environment that meets the needs of all students.

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Part 1: Reading Lesson Plan

Use the “COE Lesson Plan Template” and “Class Profile” to complete this assignment.

Select a grade level and a state standard to develop a reading lesson plan that focuses on comprehension and vocabulary. Your lesson plan should be appropriate for students detailed within the “Class Profile.”

As you are preparing your lesson plan, include:

  • Instructional opportunities that can be adapted to meet the diverse needs of students and foster active engagement through supportive learning environments.
  • Reading strategies to enhance language development and reading acquisition for diverse populations.

Part 2: Reflection

In 250-500 words, explain how providing various forms of assessments and instruction of reading comprehension, can help and guide students who struggle with reading comprehension. What strategies would you implement in order to construct meaning from print material and monitor their comprehension?

Support your reflection with a minimum of two scholarly resources.

Submit your lesson plan and reflection as one deliverable.

Class Profile

No

No

Low

SES

No

Grade level

At grade level

Yes

No

Female

No

Grade level

At grade level

Med

Yes

No

Low SES

White

Female

No

Grade level

At grade level

One year below grade level

Low

No

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

No

Mid SES

Female

No

Grade level

At grade level

At grade level

Med

Yes

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

No

Mid SES

White

Female

No

None

Grade level

At grade level

Yes

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

No

Mid SES

White

Female

No

Grade level

At grade level

At grade level

Med

Yes

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

No

No

Low SES

White

Male

One year above grade level

Two years below grade level

No

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

No

Mid SES

African American

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

No

White

Male

None

Grade level

At grade level

One year above grade level

Med

Yes

No

Mid SES

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

Hispanic

Female

No

NOTE: School does not have gifted program

Grade level

At grade level

Two years above grade level

Low

Yes

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Low SES

White

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

Grade level

One year above grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

None

Grade level

At grade level

One year above grade level

Med

Yes

No

High SES

White

Male

Learning Disabled

Grade level

One year below grade level

Two years below grade level

High

Yes

No

Mid SES

African American

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

No

Mid SES

Asian

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

Yes

Student Name

English Language Learner

Socioeconomic

Status

Ethnicity

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet Available

at Home

Arturo

Yes

Low

SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

Bertie

Asian

Female

None

One year above grade level

Low

Beryl

Mid SES

White

NOTE: School does not have gifted program

Two years above grade level

Brandie

Tier 2 RTI for Math

Dessie

Diana

Donnie

African American

Hearing Aids

Eduardo

Emma

At grade level Low

Enrique

Fatma

Frances

Diabetic

Francesca

High

Fredrick

Learning Disabled

Tier 3 RTI for Reading and Math

Two years below grade level

Very High

Ines

Jade

Kent

High SES

Emotion-ally Disabled

Lolita

Native American/

Pacific Islander

Maria

Mason

Nick

Noah

Sharlene

Sophia

Stuart

Allergic to peanuts

Terrence

Wade

Wayne

Tier 3 RTI for Math

Wendell

Yung

© 2018. Grand Canyon University. All Rights Reserved.

LESSONPLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

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.

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.

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 objectives, a learner must consider the following:

·
Who is the audience

·
What action verb will be measured during instruction/assessment

·
What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Time Needed

Time Needed

Time Needed

Time Needed

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish early and may need additional resources/support):

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish early and may need additional resources/support):

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish early and may need additional resources/support):

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

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