Assignment 12_ SED 607 Lesson Plan

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School

National University *

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Course

607

Subject

Industrial Engineering

Date

Apr 3, 2024

Type

docx

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Uploaded by jlopez3990

Learning Map SED 607 STAGE 1: PLANNING YOUR INSTRUCTION {TEACHER, LEARNER, TARGET} MY TARGET: Standard, Goals & Outcomes Teacher’s Name: Grades: 3rd - 5th Subject Area: Literacy Lesson Topic: Reading, Spelling Type of Program: __X__ MMSN _____ ESN Setting:: ____ Special Day Class _____ Resource/Learning Center __X_ Push in/Pull out ____ Co-teaching ____ Vocational Setting ____Community Setting Other Descriptors: SMART IEP Goals and Objectives: (Clearly identify IEP goals and objectives that will be addressed in this lesson, be sure the goals are measurable, relevant and achievable. (3 goals are required: One in the area of reading, one in word study and one in another foundational reading area based on students’ area of need) Reading Goal : By January 6th, 2025, Madison will improve her reading comprehension skills by demonstrating 83% accuracy on 5 out of 6 trials, on grade-level comprehension questions for short passages. Writing Goal : By January 6th, 2025, Madison will improve writing skills by demonstrating she can independently compose a simple narrative consisting of a minimum of three sentences (beginning, middle, and end). Word Study Goal: By January 6th, 2025, Madison will demonstrate proficiency in word study skills by correctly identifying and spelling 83% of grade-appropriate high-frequency words. Academic Content Standards : STATE YOUR STANDARD(S). * You must use current grade level standards 1. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 2. RF.3.4

Learning Map Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 3. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. 4. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Unpack Your Standards Choose your main standard and unpack it at the level your student will be working at.. (You may need to choose more than 1) Make sure the standard is aligned with your IEP goals. Essential Questions Skills Content/ Knowledge 1. “How can Madison apply her knowledge of phonics and word analysis skills to decode two-syllable words?” 2. “How are commas used when separating single words”? 3. “What letters make the sounds you hear? a. Will capitalize names of people. b. Will use punctuation for sentences. c. Will utilize context to confirm or self-correct word recognition d. Will recognize and read grade-appropriate irregularly spelled words. 1. Alphabet knowledge 2. Punctuation 3. Sentence structure 4. Phonics and phonemic awareness 5. Language mechanics (capitalization, punctuation, spelling) 6. Writing process understanding

Learning Map 4. “How can Madison be encouraged to effectively use context to confirm or self-correct word recognition and understanding while reading?” e. Will spell untaught words phonetically 7. Reading comprehension skills English Language Development (ELD) Standards: (must be written out, do not just put down a number)(if you do not have an ELD student then use a student with language or literacy IEP goals) This standard must align with the standard above. W.1.6: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.2.1: Condensing ideas L.1.6: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. {TARGET & LEARNER} Assessment: (How did you determine what the student needed and where you should begin) 1. Madison - Reads at 53 words per minute (below the 50th percentile). - Reads with 97% accuracy. - Has a tendency to follow punctuation marks suggests an area for growth in comprehension and fluency. - Madison's reading assessment highlights her lack of proficiency and areas needing improvement. - Teach Madison how to identify the main idea in a paragraph. - Use a graphic organizer to visually demonstrate this concept. 2. Bianca - Good comprehension skills. - Reads well (familiar with phonics, sight words, and reading strategies). - Her reading fluency is slow and choppy, and needs improvement. - Has basic reading skills for her grade level. 3. Mario - He is comfortable with Kindergarten-level passages.

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