Education homework help
658 Module 11 Assignment 4: Final –Lesson Plan – Case Study
Instruction:
Assignment 4: Reading Lesson Plan
You will create a comprehensive lesson plan based on the findings from the IRI you administered. The lesson plan is for an inclusive classroom with students with and without disabilities. In the lesson plan, you will explain how you accommodate the student that you tested. Use the Lesson plan Template found in the course shell.
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The lesson you are to create is for a small group or a class, but the focus of the lesson should be the student you have tested.
The purpose of this lesson is to incorporate the results of the IRI into a lesson. Go back to your IRI assessment results. Using the results plan a lesson that will support the learner in their reading progress.
(Remember: This must be original work done specifically for this class only. )
In your lesson consider the following:
The nature of the learner. What do you know about the students’; attitudes, values, and beliefs; learning styles; need for structure; family/peer support groups; a sense of ethnic identity, motivation, self-image,.
The teacher’s scholarly knowledge. What are the key concepts, skills, and understandings to be taught? What are the key questions and issues? What fact and generalizations are most important? What are the important connections between the subject matter and goals of global and multicultural education?
How will you communicate with the family, community? What resources will you need?
Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. The lesson plan should be entered into the Lesson Plan Template. This template will give you suggestions to add into your lesson plan. Follow the template as closely as possible. The template is located in the session 11 folder.
The lesson plan must include the following information. This plan should be detailed enough that another teacher could take your plan and use it to teach the class.
The Case study, a lesson plan with Commentary, should include but not limited to:
Grade Level
Number of Students
Lesson Goals
Standard(s) Addressed:
Lesson Objectives:
Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Misconceptions
Lesson Plan Details
Lesson Closure
Lesson Extension:
Evidence and Formative Assessment of Student Learning
Alignment with Objectives
Evidence of Student Understanding
Utilizing Knowledge about Students to Plan and Implement Effective Instruction
Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Grouping Strategies:
Planned Supports:
Community , Family Outreach and Communication
Acknowledgments
Instructional Justification
Analysis of the lesson
Use of technology
Implications for future classroom practices
Resources:
Balcazar, S. (2019, November 13). How picture books help kids develop literacy skills. Reading Partners. https://readingpartners.org/blog/picture-books-develop-literacy-skills/
Butcher, K., & Pletcher, J. (2016). Intentional teaching and parenting. MSU Extension. https://www.canr.msu.edu/news/intentional_teaching_and_parenting
IRIS Center. (2021). IRIS | Page 1: What Is Instructional Scaffolding? Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/#content
New York State Next Generation English Language Arts Learning Standards REVISED. (2017). http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf
Opitz, M. F., Erekson, J. A., & Schendel, R. K. (2018). Understanding, assessing, and teaching reading : a diagnostic approach. Pearson. Education homework help
EXAMPLE:
Lesson Plan Template and Rubric
Grade Level: First Grade Subject: Reading
Number of Students: 16 Date: 04/19/2021
Instructional Location: Classroom
| Lesson Goals |
| Lesson Title: The flight to the book world.
Central Focus of Lesson: In this reading lesson, young readers will explore the setting, characters, and events after reading an interactive story.
State Standard(s) Addressed:
1R1:Develop and answer questions about key ideas and details in a text. (RI&RL)
1R2:Identify a main topic or central idea in a text and retell important details. (RI&RL)
1R3:Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
1SL1c:Ask questions to clear up any confusion about topics and texts under discussion.
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| Lesson Objectives and Language Demands |
| Content/Skill Objectives:
At the end of this lesson, the students will be able to:
Language Demands:
The students will use the discourse of language demand, which includes written and oral language.
Key Vocabulary:
Fiction, setting, character, events, key details, main idea, prediction, and connection.
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| Resources and Materials |
| Resources:
· The book “Goldilocks and the Three Bears” by Robert Southey – https://www.youtube.com/watch?v=Rm3JsewQIWw · The book “Pig has a plan” by Ethan Long Materials:
· “Read & Recall” Worksheet · Story Retelling Poster · “Roll & Retell” Game · “First, next, then, and last” Worksheet · Paper · Pencils · Crayons · Projector · Die or dice Sources:
NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.
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| Prior Academic Learning and Prerequisite Skills |
| Prior Academic Learning and Prerequisite Skills:
To be successful in this lesson, the students should have the following prior knowledge and skills: · Basic reading skills. · Learn and use new words to express thoughts, feelings, and ideas clearly. · Give information about an event, topic, or opinion by drawing, talking, and writing about it. · Participate in shared reading and writing activities. Misconceptions:
The students may have the following misconceptions: · Students might have difficulties distinguishing main ideas from supporting details.
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| Lesson Plan Details
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| Beginning the Lesson/Introduction
Minutes [5]
I will pique the student’s interest by discussing the stories and asking potential questions.
To activate and build student’s prior knowledge, I will discuss with students what stories they know and what they were about.
I will set a purpose and help students understand the importance of reading. |
What Teacher Will Do:
I will start the lesson by discussing stories and asking potential questions. For an example: Have you ever heard of a story about talking animals and humans? What stories have you heard that have bears? How did the story begin?
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What Students Will Do:
The students will participate in discussions with a teacher and peers.
The students will share what stories they read and what it was about. |
| Introducing New Content/Skills
Minutes [10]
To introduce and explain to the student’s new information and skills, I will create a “Story Retelling” poster.
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What Teacher Will Do:
I will ask the students to sit in a circle and help me create a “Story Retelling” poster. The poster will describe what we should say when we asked to retell the story and what the story is consists of, such as setting, characters, problem, happenings, and solution. When creating the poster, I will use the pictures (prepared in advance) for visual support. I will ask students questions when writing on the poster so that they can actively participate and identify what the story is consists of. |
What Students Will Do:
The students would participate in discussions, share their opinions and predictions while creating the “Story Retelling” poster.
The students will use the poster every time when they need help to remember the details of the story and retell it.
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| Guided Practice
Minutes [10]
The students would listen to the story “Goldilocks and the Three Bears.”
Formative Assessment:
The students will complete the worksheet to indicate what happens in the story first, next, then, and last. Education homework help
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What Teacher Will Do:
I will read aloud the story “Goldilocks and the Three Bears” to the students and ask prediction, begging, middle, and end of the story questions. The students would see the cartoons from the story on a projector screen for visual support. It will assist the student’s in comprehending the story.
I will pause the story on the front cover and ask students to describe where the house is, who is by the house and what the bears and little girl are doing.
Then, I will give the students worksheet and instructions on how to complete it. I will remind them that they can refer to the “Story Retelling” poster every time when they struggle.
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What Students Will Do:
The students will listen to the story “Goldilocks and the Three Bears” and actively participate in discussions.
The students would work on completing the worksheet where they will identify what happens first, next, then, and last, in the story we read. |
| Independent Practice
Minutes [10]
The students would read the fiction book – “Pig Has a Plan.” by Ethan long.
Formative Assessment:
The students will be observed during this activity.
The students would complete a matching worksheet where they will match the cartoons (taken from the story) to the story component.
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What Teacher Will Do:
I will ask students to read the book in silence.
The students will work on the matching worksheet where they will match the cartoons (taken from the story) to the story component. For an example: Cartoon – Main Character Cartoon – Place Cartoon – Main Idea This activity will help students to analyze the pictures to understand what happens in the story.
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What Students Will Do:
The students would read the story and then working on the matching worksheet to demonstrate the comprehension skills. |
| Closing the Lesson
Minutes [10]
The students will play the game “roll and retell.”
Summative Assessment:
The students will work on the “read and recall” worksheet.
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What Teacher Will Do:
The students will play a game where they will roll a die or dice and then answer a question about the story they read. For an example:
I will provide detailed instructions on how to complete the “read and recall” worksheet.
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What Students Will Do:
The students will play the game “roll and retell” and then work on completing the “read and recall” worksheet. |
| Extension
To extend the lesson, I would ask students to draw a picture where they will demonstrate the main idea of the book “Goldilocks and the Three Bears” or “Pig has a plan” (on student’s choice).
To continue supporting the lesson topic, I will remind the students about story components that are described on the poster.
To support further learning to those students who did not meet the learning objectives, I will provide an additional timeframe and individual support.
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What Teacher Will Do:
I will ask students to choose one of the books that we have read in today’s lesson. Then, draw a picture of the main idea of the story.
I will support my students in further lessons verbally (by reminding them how to identify the story components and what to pay attention to the story) and visually (by looking at the “Story Retelling” poster.) |
What Students Will Do:
The students will draw a picture to show the main idea of the story.
The students will continue to practice and use the learned skills in further activities. |
| Accommodations/Differentiation |
| Students with Special Needs or IEPs:
The following accommodations/differentiation will be provided:
English Learners:
For students whose English is not their first language, I will provide the following support:
· Provide visual instructions and model the directions. · Speak slowly throughout the lesson. As a teacher, I will learn each student’s cultural background, possibly know some basic words from the student’s language to assist a student, and provide help as needed.
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| Lesson Rationale/Justification |
| Principles of Research/Theory on Learning and Teaching:
This lesson plan is based on the Lev Vygotsky theory of Zone of Proximal Development (ZPD). “Vygotsky believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a “boost” to achieve the task” (Mcleod, 2019). While teaching, I will interact as more knowledgeable other (MKO) to support my students and help them reach the ZPD. Vygotsky believed that children assimilate information better when they interact with a skillful tutor. I will model the behavior and provide verbal and visual instructions for children.
Paulina is struggling to comprehend the information she read and read it. Therefore, when creating the lesson, I knew that ZPD is the theory that I should rely on. With individual instructions and personal attention Paulina will improve her reading and comprehension skills and reach the ZPD. References Mcleod, S. (2019). The Zone of Proximal Development and Scaffolding. Simplypsychology.Org; Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
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| Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
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| Assessment Strategy #1:
Formative Assessment. The students will complete the worksheet to indicate what happens in the story first, next, then, and last.
The students will be observed during this activity.
The students would complete a matching worksheet where they will match the cartoons (taken from the story) to the story component.
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Alignment with Lesson Goals:
This assessment is designed to check the student’s knowledge in the following lesson objectives:
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| Evidence of Student Understanding/Skill:
Those activities are created to help the students learn about the book parts such as characters, place, main idea, key details, and supportive details. By completing the formative assessments from this lesson, the students would improve their comprehension skills and learn how to recall the story.
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| Feedback to Students:
The students will receive constructive verbal feedback and positive reinforcement to support student’s motivation. Also, I will give each student a star sticker when they demonstrate good work.
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Assessment Strategy #2:
Summative Assessment. The students will work on the “read and recall” worksheet.
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Alignment with Lesson Goals:
This assessment is designed to check the student’s knowledge in the following lesson objectives:
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| Evidence of Student Understanding/Skill:
This summative assessment is created to reinforce the learned information. This activity will help me to analyze the student’s progress and identify what the students still need to improve.
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| Feedback to Students:
During the summative assessment, I will also provide verbal feedback. Moreover, I will provide each student with positive reinforcement to encourage them to finish the assignment. If needed, I will assist in completing the worksheets. Education homework help
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Note: Add more assessment strategy boxes here if needed.
SEDN 658: Early Literacy Instruction II, Grades K to 2
Commentary
The students at first grade are at varying stages of development as readers and text comprehenders. I believe that a book is a powerful tool in education and the lives of our children and students. It is critical for the student to understand the text, retell the details, analyze, and identify the main idea. “Unfortunately, it’s also one of the areas where many children struggle the most throughout their elementary and high school careers. Focusing on comprehension at an early age will not only give your child a head start, it will help ensure that your child will be able develop the ready comprehension skills early that he’ll need to succeed in school” (Balcazar, 2019).
This lesson was designed to meet the needs of Paulina, who is a student in the first grade in the general classroom. A few months before, I ran the IRA to Paulina, and based on the IRA results, I created this lesson. There is no more important activity than help a child improve her comprehension skills and make her an effective reader.
In this lesson, I addressed the following New York State Education Department standards: “1R1: Develop and answer questions about key ideas and details in a text. (RI&RL); 1R2: Identify the main topic or central idea in a text and retell important details. (RI&RL); 1R3: Describe characters, settings, and major events in a story or pieces of information in a text. (RI&RL); 1SL1c: Ask questions to clear up any confusion about topics and texts under discussion” (New York State Next Generation English Language Arts Learning Standards REVISED, 2017).
After administering the IRI to Paulina, I gathered the results and found that it would be beneficial to create an intervention plan that targets several areas of reading comprehension skills. Paulina is a bright young girl who loves to explore books. She likes books about animals and princesses. Paulina demonstrated great results during the word recognition inventory. I was impressed by how accurately and fluently she read most of the words.
Paulina comprehends the sounds and letters of a word and can recognize the word combinations. When reading the text, I noticed that Paulina concentrates on the correct pronunciation of the words instead of understanding and remembering the passage. She needs some practice in reading and comprehension using critical thinking skills. As we went to a higher level, Paulina struggled to answer more comprehension questions. She has begun to get distracted and show no interest.
I feel that Paulina will benefit from reading aloud and retelling the stories. This will support her capability to comprehend passages using support and motivation. Since Paulina demonstrated an interest in reading books with animal characters, I used this interest in my lesson when choosing the books to read. During the lesson, I would provide individual instructions to Paulina to build her comprehension skills. I will ask her questions about the story and observe how she comprehends the text to analyze whether she is making progress. Since her areas of weakness are remembering the details, retelling the story, and understand the main idea, I would concentrate on that.
When creating the lesson, I wanted to ensure that I would provide clear verbal and visual instructions to Paulina that she can later use to remind her what the story consists of. Therefore, I created a “story retelling” chart that tells students what they need to say when retelling the story. This chart helps a student remember how to retell the story and the story details such as characters, setting, problem, key details, and main idea. When creating a chart, I used different pictures (for each point) for visual support. Later, Paulina and the rest of the class were using this chart as a reminder when completing the assignments.
During the guided practice, I choose to read the story “Goldilocks and the Three Bears.” I will read aloud the story; while listening, the students would see pictures from the book on a projector for visual support. This way, the students will comprehend a story in auditory and visual learning styles. For the first formative assessment, I decided to give students a worksheet to indicate what happens in the story first, next, then, and last. “It is important to remember, however, that even when students have learned the purpose of a strategy and have memorized its steps, they may still not be ready to use the strategy independently” (IRIS Center, 2021). Therefore, while other students work independently, I would provide individual instructions to Paulina, guiding her on how to complete the assignment. I will rely on the previously made chart and ask questions to help Paulina identify the sequence from the story and its details.
For the independence practice, I would give students to read a fiction book, “Pig has a plan” by Ethan Long, in silence. I want to check how Paulina and other students comprehend the story when reading on their own. While students are reading, I will keep the classroom quiet to let the students focus on reading without being distracted. Then, I would give my students a matching worksheet based on the book they just read for another formative assessment. The students will need to match the cartoons (taken from the story) to the story component. In my opinion, this assignment would identify whether Paulina is using visual imagery. “Visual aids and illustrations remind the reader what happened throughout the story and support their ability to confidently retell the key events”
I wanted to close the lesson with a fun activity where students can express their emotions and engage in discussions with a teacher and peers about the books they read. Therefore, I chose the game “roll and retell.” The students would roll a die or dice and then answer a question under that number. The example of questions are:
- What is the story mostly about?
- Who are the main characters?
- Where does the story take place?
- When does the story take place?
During this activity, I will observe how Paulina interacts with others and her progress in retelling the story, remember the key details from the text, and identifying the main idea of the story. Then, I will give the students a summative assessment to complete the “read and recall” worksheet. I believe that this assessment will help me to check the growth in reading comprehension. By the end of the assessment, Paulina will demonstrate whether she remembers the book’s title, what the story was about, identifying two things she remembers from the story, and drawing something for each part (begging, middle, and end).
To extend the lesson, I planned to ask students to draw an illustration of the main idea of one of the books we read (“Goldilocks and the Three Bears” or “Pig has a plan”). The students will have a choice on which book they will draw an illustration. This is a fun activity where Paulina can demonstrate the new skills.
For further support, I will keep the “story retelling” chart on our classroom wall and remind Paulina to review it when she is completing the assignments on reading comprehension.
To my mind, students need various opportunities for development in the areas of literacy. For this reason, it is essential to get know your students and build a healthy relationship with parents and other professionals that work with our students. Therefore, I plan to cooperate with Paulina’s parents and her other teachers to work together to meet the reading comprehension goal. I will advise parents to keep reading different books at home and incorporate prediction, begging, middle, and end questions. As I continue to work with Paulina, I will focus on making sure Paulina can comprehend while reading texts. As I’m reading, I will ask her questions that relate to character emotions, story actions, dialogue, key details, and main idea. I will design activities that target areas of reading comprehension. For example, I will ask Paulina to reread the book and retell the story, which will help me observe her strengths and weaknesses.
“From a diagnostic approach, the intent of an IRI is to provide an estimate that can be used in selecting a range of authentic text for students to read. It is vital that teachers and students move quickly from the IRI to the classroom library and school library to discover what else can be learned by listening to students read text for motivation and engagement” (Opitz & Erekson, 2015). I will continue to work with Paulina on improving her comprehension skills by taking her to the library and selecting books of her interest. It will help me to determine if my instructions bring an effect on Paulina’s reading and comprehension.
I will choose a read-aloud when working with Paulina to focus on story comprehension, which is her weakness area. “Reading aloud to children is perhaps one of the best ways to help them develop a sense of story. Likewise, giving them time to share their thoughts about the story after the read-aloud can be a good check for comprehension” (Opitz & Erekson, 2015).
In conclusion, “Intentional teaching is not about saying at a particular part of the day I will intentionally “teach” children something. It is about being intentional about what we provide, model and do across the whole day” (Butcher & Pletcher, 2016). I kept this in my mind when I worked on my lesson for Paulina. I wanted to design a lesson where Paulina would feel comfortable and know that she can always ask for help when needed.
References
Balcazar, S. (2019, November 13). How picture books help kids develop literacy skills. Reading Partners. https://readingpartners.org/blog/picture-books-develop-literacy-skills/
Butcher, K., & Pletcher, J. (2016). Intentional teaching and parenting. MSU Extension. https://www.canr.msu.edu/news/intentional_teaching_and_parenting
IRIS Center. (2021). IRIS | Page 1: What Is Instructional Scaffolding? Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/#content
New York State Next Generation English Language Arts Learning Standards REVISED. (2017). http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf
Opitz, M. F., Erekson, J. A., & Schendel, R. K. (2018). Understanding, assessing, and teaching reading : a diagnostic approach. Pearson.
Lesson Plan Template and Rubric
Note: The italicized questions are there to guide your planning. Delete all of the writing in italics as you complete each section.
Note: All words and phrases in RED can be found in the Glossary.
Grade Level: Subject: Number of Students: Date:
Instructional Location:
| Lesson Goals |
| Lesson Title:
Central Focus of Lesson: What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment.
State Standard(s) Addressed: What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)
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| Lesson Objectives and Language Demands |
| Content/Skill Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs) Education homework help
Language Demands: What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?
Key Vocabulary: |
| Resources and Materials |
| Resources:
What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?
Materials: What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)
Sources: If ideas in this lesson were based on work from others, acknowledge your sources here.
NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson. |
| Prior Academic Learning and Prerequisite Skills |
| Prior Academic Learning and Prerequisite Skills:
What prior knowledge and skills do students need to build upon in order to be successful in this lesson?
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Misconceptions: What are common misconceptions regarding the concepts addressed in this lesson?
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| Lesson Plan Details
Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. |
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| Beginning the Lesson/Introduction
Minutes [ ] How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic? Education homework help
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
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What Teacher Will Do: | What Students Will Do: |
| Introducing New Content/Skills
Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why?
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What Teacher Will Do: | What Students Will Do: |
| Guided Practice
Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
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What Teacher Will Do:
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What Students Will Do: |
| Independent Practice
Minutes [ ] How will students practice the new skill or interact with the new content independently?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
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What Teacher Will Do: | What Students Will Do: |
| Closing the Lesson
Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?
How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson’s learning objectives?
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What Teacher Will Do: | What Students Will Do: |
| Extension
How could you extend this lesson if time permits?
What specific extension activity might the students do after this lesson to continue to practice the content and skills?
What will you do to further support those who did not meet learning objectives?
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What Teacher Will Do: | What Students Will Do: |
| Accommodations/Differentiation |
| Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?
English Learners: What will you do to support students whose first language is not English? |
| Lesson Rationale/Justification |
| Principles of Research/Theory on Learning and Teaching:
Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?
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| Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal. |
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| Assessment Strategy #1: Describe assessment strategy here.
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Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?
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| Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.
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| Feedback to Students:
Describe how you will provide feedback to students to guide their further learning. |
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Assessment Strategy #2: Describe assessment strategy here.
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Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing? Education homework help
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| Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.
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| Feedback to Students:
Describe how you will provide feedback to students to guide their further learning. |
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Note: Add more assessment strategy boxes here if needed.
| Glossary [excerpted from edTPA handbooks] |
| Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.
Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.
Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.
Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.
Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.
Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.
Prior Academic Learning and Prerequisite Skills: Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). Education homework help |
