Allocate at least 3 hours in the field to support this field experience.
Part 1: Instruction and Intervention
Deliver the literacy skills lesson you developed with your mentor teacher in “Clinical Field Experience A” to the group of students for whom it was designed. During instruction, informally assess the students, identifying those who are grasping the information and those who would benefit from additional intervention.
Collaborate with the mentor teacher to develop 2-3 interventions based on your informal assessment data to support one or more students’ continued skill development. Detail at least one intervention that can be incorporated in the inclusive classroom and at least one intervention to be utilized at home. Describe the roles of teachers/family members and the student in the description of each intervention.
Part 2: Reflection
In 250-500 words, summarize and reflect upon your experiences delivering the literacy lesson, informally assessing the students, and collaborating with the teacher to develop the additional interventions. Explain the interventions you developed and how you expect them to meet the needs of the students, incorporating their assessment results in your response. Explain how you will use your findings in your future professional practice.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
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Teacher Candidate Name: |
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Yvonne R Smith |
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Grade Level: |
K-3 |
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Date: |
January 24, 2023 |
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Unit/Subject: |
Literature |
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Instructional Plan Title: |
Main Detail in a story |
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Lesson Summary and Focus: |
In a small group of seven students, they will read out the book “Amazing Grace” by Mary Hoffman. As the students read they will focus on their literacy skills like reading and listening. They will summarize the story. |
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Classroom and Student Factors/Grouping: |
One of the students has oral development language below grade level while three need support with their social and communication skills. One o the student is an EEL student. |
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National/State Learning Standards: |
· CCSS.ELA-LITERACY.L.2.1.F · CCSS.ELA –LITERACY.RL.K-3 – identifying major characters and events in a story. |
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Specific Learning Target(s)/Objectives: |
The students should be able to read out loud parts of the story and later identify the main characters in the story. The group will be monitored through the use of Mastery tests. These are part of tests used to control tests that are used by small reading groups. |
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Academic Language |
· Characters · Main idea · Author · Details |
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Resources, Materials, Equipment, and Technology: |
· Highlighters · Storybook (Amazing Grace) · Headphones · Whiteboard · Venn diagram graphic organizers |
Section 2: Instructional Planning
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Anticipatory Set · I will use music (Amazing grace) to spark interest on the book and helping the students remember what they had learned in class. · I will record the names of the characters on the · The use of pictures to help students remember. |
Time Needed |
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Multiple Means of Representation · I will use · I will write on the whiteboard for all the students to understand how to use and apply the graphic organizers. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): I will use the whiteboard to explain how to use the Venn diagram graphic organizers |
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Multiple Means of Engagement · I will use music to describe the exploits of Mary in the storybook. The music will also be used in reading some of the sentences in the book. · The use of pictures will be effective in engaging the students. · I will use a playing game where the students are able to ask each other question. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): They will be paired with students who are proficient in English in the game. · Students with special needs: Music will be used in engaging those with communication and social needs. |
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Multiple Means of Expression · There are various methods that will be used in assessing literacy skills development like the use Dynamic Indicators of Basic Early Literacy Skills · Mastery tests will be used in monitoring group and personal progress. · Instructions will be modified based on the student’s level of proficiency. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): Mastery tests will be effective in determining the level of proficiency. · Students with special needs: Mastery tests will be effective in determining the level of proficiency. |
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Extension Activity and/or Homework There will be no extension activities for the students. |
Rationale
It is usually difficult to use the same lesson plan when dealing with students with different issues or with a group of students with different skills. Therefore, the creation of a lesson plan should consider various aspects, like the different skill sets of the students. It should consider the lower or higher skill sets of all the students in the group. The assessment of students should be done frequently to determine the gains that have been made by the students. Assessment is a feedback mechanism that lets the teacher know the progress of the student (Bolden et al., 2020). The lesson plan uses mastery tests as part of the assessment to determine the progress of the students. The lessons have to be taught in different ways to be effective for the group. The Eel student’s level of mastery is different from that of the other students. Therefore, different techniques will be used for the different students.
There are supplemental activities like music being used to engage the students. Music is universal and can be used by students with different needs. The students are able to join in the songs as they understand the words. Pictures are effective in showing the students the different characters and parts of the story. Pictures are also used to help the students remember what they have already learned in class. Graphic organizers are used to aid in the comparison of various aspects, ensuring that students improve their comprehension.
Reference
Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing, J. (2020). Assessment of creativity in K‐12 education: A scoping review.
Review of education,
8(2), 343-376.
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