Posted: November 5th, 2015

Elementary Reading & Literature Lesson Plan to be written

Elementary Reading & Literature Lesson Plan to be written

Introduction:??Throughout this course, you have learned about the components of a balanced approach to literacy. Teaching reading comprehension strategies plays an integral role in a balanced literacy program. In Teaching Reading in the 21st Century: Motivating All Learners (Graves, Juel, Graves, &Dewitz, 2010), the authors recommend instruction in a variety of comprehension strategies.??In this task, you will use what you have learned about reading instruction to create a reading comprehension or vocabulary lesson plan that focuses on one comprehension or vocabulary strategy. Then you will use what you have learned about reading instruction to create an early literacy lesson plan that focuses on one early literacy skill.?

Requirements:??Note: Parts A through A8 should relate to the same single lesson plan, not multiple lesson plans.

A.  Create a standards-based reading comprehension or vocabulary lesson plan for third- or fourth-grade general education students.
1.  Identify one reading comprehension or vocabulary strategy to be used in the lesson plan.
2.  Identify general information for the lesson plan, including each of the following elements:
•   lesson topic
•   grade
•   student grouping
•   seating arrangement
3.  Identify one lesson standard and one measurable objective (i.e., condition, behavior, and criterion).
4.  Identify lesson materials for students or resources for the teacher necessary for the lesson plan.
5.  Describe prerequisite skills or connections to previous learning necessary for students to be able to participate in and benefit from the lesson plan.
6.  Explain lesson presentation procedures for each of the following points:
•   new information/teacher modeling
•   guided practice
•   independent practice
•   culmination

7.  Explain differentiated lesson instruction accommodation for the following subgroups:
a.  English language learners (ELL)
b.  Another subgroup of your choice (e.g., hearing impaired, learning disabled, physically disabled, gifted/accelerated learners, below grade-level readers)
8.  Explain the lesson’s assessment.

B.  Create a standards-based early reading lesson plan for first- or second-grade general education students.
1.  Identify one of the following early reading skills to focus on in the lesson:
•   phonological/phonemic awareness
•   word recognition
•   phonics
•   concepts of print
•   oral reading fluency
2.  Identify general information for the lesson plan, including each of the following elements:
•   lesson topic
•   grade
•   student grouping
•   seating arrangement
3.  Identify one lesson standard and one measurable objective (i.e., condition, behavior, and criterion).
4.  Identify lesson materials for students or resources for the teacher necessary for the lesson plan.
5.  Describe prerequisite skills or connections to previous learning necessary for students to be able to participate in and benefit from the lesson plan.
6.  Explain lesson presentation procedures for each of the following points:
•   new information/teacher modeling
•   guided practice
•   independent practice
•   culmination
7.  Explain differentiated lesson instruction accommodation for the following subgroups:
a.  English language learners (ELL)
b.  Another subgroup of your choice (e.g., hearing impaired, learning disabled, physically disabled, gifted/accelerated learners, below grade-level readers)
8.  Explain the lesson’s assessment.

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