4

.pdf

School

National University *

*We aren’t endorsed by this school

Course

514

Subject

Health Science

Date

Apr 3, 2024

Type

pdf

Pages

16

Uploaded by CountMouseMaster681

Sanford College of Education Department of Special Education SPD514 Signature Assignment PART 2 – LESSON PLANS The lessons must be integrated into a literacy block and must include a reading, writing, and word study/ decoding lesson for a period of 3 days. The lessons must link and follow the Gradual Release of Responsibility Model. You must write a literacy lesson plan for Day One that includes Reading, Writing and Word study. You must then address what you will do to support and continue the lesson for the next 3 days. The following template must be used . National University Department of Special Education SPD514 LESSON PLAN DESIGN TEMPLATE Students In Your Classroom: 9 a. Disabilities Number of students: 9 Types of disabilities: Emotional Disturbance, Other Health Impairment, and Autism Spectrum Disorder. b. English Learners Number of students: 0 Languages: All students are Native English Speakers c. Diversity Describe: I have three foster students, four students who are adopted, and two students who live with their birth parents. I have two students who are African-American, 3 students who are Hispanic, and then 4 students who are White. d. Learning Styles Identify Visual, auditory, and kinesthetic learners Identify Multiple Intelligences Special needs Grade Level: Three third graders, four fourth graders, and two fifth graders. Classification of class – M/M, M/S SPD514 SIGNATURE ASSIGNMENT 1
Brief explanation of skills of group and major focus: A total of 9 students who have been identified with Emotional Disturbance, Other Health Impairment, and Autism Spectrum Disorder. The focus will be on reading, writing, and word study with decoding. National University Department of Special Education SPD514 LESSON PLAN DESIGN TEMPLATE READING LESSON By: Jordan Flye Common Core State Standards: use only 1 per lesson RL: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Learning Objective(s): Students will be able to ask and answer questions that demonstrate a knowledge of the text. Language Objective for ELs: Students will be able to use academic language to ask and answer questions about a text using complete sentences and appropriate grammar. Rationale It is vital for students to be able to use critical thinking skills to help them identify, relate, or question parts of a story or something that they are reading. This will be something that they will need to be doing for years to come. Key Background Knowledge: Vocabulary: Students should have a basic understanding of academic vocabulary related to the text they will be reading. Text structures and features: Students should be familiar with different types of text structures and features, such as headings, subheadings, captions, and diagrams, and be able to use these to help them understand the text. How will you access background knowledge? How will you link new learning to prior knowledge Something that is a great idea when attempting to pull from prior knowledge is the idea of a KWL chart. This gauges students' prior knowledge of the topic and identifies areas where students may need additional support or instruction. SPD514 SIGNATURE ASSIGNMENT 2
PLAN MATERIALS Literature / Informational Texts Modeled, shared, and guided instruction: How to train your dog to play basketball Rationale /differentiation This passage is short but it follows a sequence of events. This will help students when attempting to recall the information needed. First I will read it to the class then later we will do a guided reading of the passage. Apps, videos, internet Other materials Question cards paper and pencil How to train your dog to play basketball story Teacher Actions Student Actions Intro ( 5 minutes) Brief preview/explanation of objective and expectations. Tell students that today they will be reading a story and practicing asking and answering questions about the text. Give a brief overview of the story or book, and model how to ask a question about the story. For example, "I wonder why the main character is feeling sad at the beginning of the story?" Remind students to think back to what we have been learning about the way a story is sequenced. Students will be seated at their desks ready to follow along and listen to the story. Initial Read (10 minutes) The teacher will read the story aloud to the students. The teacher should ask the students to pay careful attention to the order of events in the story. Students will be seated at their desks ready to follow along and listen to the story. SPD514 SIGNATURE ASSIGNMENT 3
Teacher Actions Student Actions Model/Demonstration (15 minutes) Model reading and Explicit explanations, think-alouds, visual or worked models, small steps working toward mastery, etc. The teacher will read the story aloud to the students. The teacher should ask the students to pay careful attention to the order of events in the story again. The teacher should stop after every paragraph and have the students point out the main words in that paragraph. For example, the students should be pointing out who the main character is. If they can’t retrieve a ball then they should not even try. Students are sitting at their desks while listening to the teacher read-aloud and are now interacting by raising their hands, asking and answering questions. Guided Practice (10 minutes) Pairs, small group, or teacher group The students should have already heard the story two different times. The students will now re-read the story for a third time with a partner. During this time the teacher will be making sure that the students are reading everything correctly. Once they have finished reading the story, the students will draw out the different parts and sequences of the story. Students are reading with a partner and then drawing out the order of events for the story on a piece of paper. SPD514 SIGNATURE ASSIGNMENT 4
Teacher Actions Student Actions Adjust Instruction/Reteaching Support for students who are not mastering the concept or skill and/or English language learners or students needing intensification. Students will be sitting with a partner and a classroom aide. The aide will be able to provide support to students who might be struggling with the order of the story. Students have been instructed to raise their hand or ask the teachers aides who are with them for help. Independent Practice/Extension/Connections/ Provide each student with a question card. Have students work independently to read the question on their cards and write their answers on a piece of paper. Call on a few students to share their answers with the class and discuss their thought processes in finding the answer. As a class, review the questions brainstormed at the beginning of the lesson and discuss which questions were answered and which ones still need to be answered. Students will be working at their desks independently on this part. Once they are done they are to wait until the group shares their findings. Assessment : -How will students demonstrate mastery of the learning outcomes? To assess understanding, have students write down one question they still have about the story and turn it in. Students will also be given another card that they will use the text to support the answer to the question on the card. Students will be working at their desks independently on this part. Once they are done they are to wait until the group shares their findings. SPD514 SIGNATURE ASSIGNMENT 5
Teacher Actions Student Actions Formative Assessment How will you and your students know if they have met the objectives of the lesson? Graphic Organizer: Main Idea and Supporting Details Students can be given a graphic organizer to help them identify the main idea of the text and the supporting details. The graphic organizer should include space for the main idea in the center, and supporting details surrounding the main idea. The teacher can ask them to complete the graphic organizer based on what they have read. Students will fill out the graphic organizer. Continuation Explain what you will do on the following days and your reasoning for that decision. Include any assessments you will utilize to make this decision Day 2: Same as lesson 1 with a different storybook. The teacher will review yesterday’s formative assessment and ask the students if they have any questions before beginning. Day 3: Same as day 1 SPD514 SIGNATURE ASSIGNMENT 6
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help