WK4Assgn_Lehman_K

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Apr 3, 2024

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ECE Lesson Plan Kaitlyn Lehman February 4, 2024 EDUC 3052 Lesson Plans Grade: Subject Area(s) Date: List the grade level and the academic subject area(s). Grade Level- Kindergarten, Language arts Date lesson will be taught. February 15, 2024 Age Range & Background: Anticipated Lesson Duration: Briefly describe the developmental needs and characteristics of this group, including family and community characteristics. Identify any class characteristics that affect your planning. *Use initials for names of individuals. Ages 5 to 7 which includes ELL learners Indicate the number of minutes allotted to this lesson. While your lesson plan reflects the anticipated lesson duration, be prepared to modify your lesson based on student responses. 30 minutes Foundations of Lesson Plan Curricular Focus, Theme, or Subject Area : Identify the subject area, topics, or themes that you will address in this lesson. If appropriate, identify the unit of study that defines the larger context of the lesson. Briefly describe the resources used to develop the lesson. Reading, writing, and spelling development, and foundations State/District/Professional Standards Identify one or more state-adopted student academic content standards. (Note: Please list the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then make a note of it here. Keep the number of standards to a minimum in any one lesson. These standards align with the learning objectives, teacher and child activities, and the assessment in the lesson. State/District/Professional Standards CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or Walden University Richard W. Riley College of Education and Leadership Page 1

ECE Lesson Plan lesson. Learning Objective(s) : The lesson objective is the learned outcome of the lesson. These should align with the state standards and curricular focus. The lesson objective includes three elements: (1) Outcome, behavior, or task – the action: what children will do (Must be an action verb; cannot measure what a child knows) (2) Conditions – the conditions under which the behavior is performed: how children will demonstrate the outcome (3) Criterion – the degree of accuracy and fluency necessary for success: to what extent children achieve the outcome Explain how these objectives align with the standards above, teacher and child activities, and the assessment. Keep the number of lesson objectives to a minimum. Example: When asked to recount the sequence of events in a story, students will state at least four out of five events in chronological order. The main outcome is to focus on the compression teach more about the story structure, and help use the semantic cues to support a visual one. Also, encourage oral and written retelling. Also to help fluency and accuracy in reading and writing comprehension Differentiation/Adaptations for Individual Children: Knowledge of children participating in the lesson is essential for lesson effectiveness. Consider children’s current level of performance and readiness to learn in areas related to the objective(s). The teacher must:  Understand the multiple influences that impact the learning and development of the children  Identify child developmental levels, interests, learning styles, health status, disabilities, and life experiences  Recognize the centrality of the family to the child’s learning and growth  Understand the connections between research and practice.  Examine child diversity in the class, including cultural, racial, religious, socio-economic, gender, disability, and any unique personal factors that may contribute to or inhibit children’s learning  Attend to requirements in IEPs and 504 plans. Complete this chart with modifications and/or accommodations you will make based on the needs of your students. If a column does not apply (like English Language Learners, then type N/A for Not Applicable. Academic Level and Students with IEPs/504s Modifications During Instruction Modifications During Assessments Students needing enrichment (gifted and high achieving students) Provide more challenging opportunities to be creative and allow the students to explore more Provide great resources and materials Facilitate with Ipads Use grade-level standards Use multimodal assessments Students Needing Additional Support Group them in pairs Work on one Use visuals, orals, and hands-on activities Students who are English Language Learners Provide visuals and hands-on activities Allow them to work with other English learners List each student by initials on a separate row who has an IEP/504 plan, using initials (Use the tab to add new rows) Walden University Richard W. Riley College of Education and Leadership Page 2

ECE Lesson Plan Attach any appropriate documentation to illustrate these adaptations. Pre-assessment : Assessment begins with observation and documentation. Pre-assessment of children’s prior knowledge of lesson objective(s) allows the teacher: There should be a pre-assessment before every lesson you teach. (1) To determine the range of children’s knowledge of the standards before the lesson; (2) To compare performance before and after the lesson to evaluate the impact on children’s learning, both individually and for the entire class. (3) To support the development of language and literacy. See rubrics 1, 4, and 5. (4) The pre-assessment needs to be aligned with the lesson standards, objectives, and teacher and student activities. The format of the pre-assessment may differ from the post-assessment, but the standards and objectives measured will be the same. Describe the pre-assessment for the lesson. Consider multiple ways for the student to demonstrate their learning. Attach the scoring criteria or rubric, observation records, or other documentation as appropriate. Pre-assessment methods for the lesson are worksheets, drawings related to the topic or letter, games, K W-L charts, games on the iPad, and open-ended discussions and predictions on the story. Academic Language to be Taught or Reviewed : Effective communication is critical to the success of the lesson. Examine the oral and written vocabulary that you will use and teach in the lesson and that children will need to understand to learn the lesson objective. Include language function, syntax, and vocabulary. Consider:  What words in your lesson need special attention? Why?  What words/concepts are related to teaching and learning (for example, compare , predict , solve )?  What words/concepts are related to the subject matter and content (for example, climate or weather )? You will need to consider how you will teach these words in a meaningful way during the lesson to foster language development and ensure effective communication. Will consider teaching the students different words that convey the same meaning but that can be written in different styles to foster language development. Also, ensure effective communication with the students. For example, I liked the story more. Other way this story is great and I liked it. Materials/Technology/Equipment/Resources :  List texts, Web sites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, electronic equipment, and other tools and materials needed. Specify quantities. Explain how these materials will be distributed and used.  Include materials that provide diverse learning experiences for all children. Online games Paper, pencils. Markers Crafts Pictures Charts Poster boards Print off the vocabulary words Copies of pictures that are related to the story for matching Whiteboards Walden University Richard W. Riley College of Education and Leadership Page 3

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