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Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.
For this assignment, you will select the grade level “Class Profile” that most closely matches your program of study. Students who select the kindergarten grade level will reference the “Kindergarten: Sight Words Guided Reading Lesson Plan” when completing the assignment. Students who select the Grade 9 level will reference the “Grade 9: Rhetorical Devices Lesson Plan” when completing the assignment.
For the assignment, complete the following steps and sections on the lesson plan:

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Review the appropriate grade level “Class Profile” document to learn about the students in the class.
Review the lesson plan associated with your grade level to become familiar with the lesson.
Using what you learned about the students on the “Class Profile,” complete the “Classroom and Student Factors/Grouping” section of the lesson plan. Identify a small group (3-5 students) who could benefit from specific differentiation/UDL strategies. At least one student in the group should be dyslexic or struggling with reading.
Complete the “Technology” section of the lesson plan by selecting and describing specific technology that could be used to increase student engagement in the lesson. Justify your selection
Complete the “Dyslexia Instructional Strategy and Justification” section of the lesson plan by selecting a specific strategy that could be used to improve reading, decoding, and comprehension skills for the student with dyslexia/struggling with reading and justify your selection.
Complete the “Differentiation Strategies and Justification” section of the lesson plan by identifying three additional differentiation/UDL strategies you could implement with the group when teaching the lesson. Justify each of the strategies by explaining how it could improve lesson understanding and achievement of lesson objectives for students in the group.
Complete the “Assessment Differentiation” section of the lesson plan by identifying two strategies for differentiating assessment for students in the group. One of the strategies should be specifically for the student with dyslexia. Justify your selections and how each assessment aligns to the standards and learning objectives.
Complete the “Reflection” section at the end of the lesson plan.

SPD-200-RS-Kindergarten-ClassProfile2.docx

SPD-200-RS-Kindergarten-Sight-Words-Guided-Reading-Lesson-Plan1.docx

Class Profile – Kindergarten

Student Name

English Language Learner

Socioeconomic
Status

Home Language

IEP

504 Plan

Reading Proficiency Level (Lexile)

Math Proficiency
Level

Other

Internet Available at Home

Alessandra

N/A

Low

English

No

No

0-120

Proficient

Needs constant reassurance.

No

Alia

N/A

Low

English

No

No

150-190

Partially proficient

None

No

Amelia

3

Mid

Spanish

No

No

115-200

Proficient

None

Yes

Antonio

5

Low

Spanish

No

No

230-395

Partially proficient

None

Yes

Arthur

4

Low

Spanish

No

Speech. Sees speech pathologist twice a week for 15 minutes each for phonics and phonation (producing the sounds).

150-190

Proficient

Knows letters/sounds but is having difficulty applying (phonics).

Yes

Emiliano

2

Med

Spanish

No

Speech. Sees speech pathologist daily for 15 minutes each for letter and sound relationship recognition (phonics).

55-115

Partially proficient

Does not know letters/sounds.

Yes

Evie

N/A

Med

English

No

ADHD. Difficulty with task completion and executive functioning.

230-395

Proficient

Difficulty maintaining peer relationships (sharing); difficulty with transition between activities, and following directions.

Yes

Genie

2

Low

Spanish

No

Support for academics and social/emotional development.

25-100

Proficient

Born prematurely. Developmental milestones consistently behind peers.

Yes

Hannah

4

High

Spanish

No

No

115-200

Proficient

Wears glasses.

Yes

Iris

2

Med

Spanish

No

No

55-115

Proficient

None

Yes

Jace

N/A

Med

English

No

No

0-120

Proficient

Did not attend preschool; was taught at home by Mom or Dad until kindergarten.

Yes

Jaiden

N/A

Low

English

Emotional disturbance (trauma). Struggles to build and maintain relationships with peers and teachers.

No

115-200

Minimally proficient

Quiet and withdrawn and frustrates easily.

Yes

Jessica

N/A

High

English

LD. Auditory processing disorder. Difficulty with recognizing differences in sounds. Reads words incorrectly and without expression.

No

55-115

Proficient

Eager to please, needs reassurance. Requires assistive device for hearing.

Yes

Kyle

N/A

Low

English

No

No

Unknown

Unknown

New student. Has not yet been screened. Waiting for records from previous school.

Yes

Liam

N/A

High

English

No

No

230-395

Proficient

Difficulty sitting still during learning; watching for signs of ADHD and/or gifted.

Yes

Natalie

2

Low

Spanish

No

Support for social/emotional; specifically for behavioral outbursts.

115-200

Minimally proficient

Retention; for social/emotional concerns.

No

Nicolas

N/A

Mid

English

No

No

150-190

Partially proficient

Quiet. Watching for signs of dyscalculia; tends to invert numbers.

Yes

Orion

4

Low

Spanish

No

No

150-190

Proficient

None

Yes

Sarah

N/A

Low

English

No

No

0-120

Partially proficient

Very quiet; Lacks motivation. Did not attend preschool. Has little academic foundation.

No

Sebastian

N/A

Mid

English

No

No

110-190

Proficient

Eager to please and hard-working.

Yes

Shirah

N/A

High

English

No

No

25-100

Proficient

Did not attend preschool. Home life was not stable; Mom was just awarded full custody from Dad. Dad is no longer involved.

Yes

Sofia

2

Low

Spanish

No

No

25-100

Partially proficient

Tends to daydream and get off task. Struggles with social cues.

Yes

Tiffany

N/A

Low

English

No

No

230-395

Minimally proficient

Quiet, will avoid work. Placing on list for gifted testing.

No

Valeria

N/A

Low

English

No

Speech. Sees speech pathologists four times a week, 15 minutes each (phonemic awareness and letter blend sounds).

0-120

Proficient

Struggles with letter sounds (phonemic awareness).

No

ELL Levels

Scored as:

1

Pre-emergent

2

Emergent

3

Basic

4

Intermediate

5

Proficient

Grade

Reader Measures; Lexile

1

120L – 295L

2

170L – 545L

3

415L – 760L

4

635L – 950L

5

770L – 1080L

6

855L – 1165L

7

925L – 1235L

8

985L – 1295L

9

1040L – 1350L

10

1085L – 1400L

11/12

1130L – 1440L

Special Education Key Terms

Acronym/Identification

Details

Category

504 Plan

Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.

ADHD

Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive.

OHI, 504 Plan, or IEP based on severity of influence on academics.

APD

Auditory processing disorder. Difficulty recognizing sounds.

504 Plan or IEP based on severity of influence on academics.

ASD

Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.

IEP

Deaf-Blindness

Hearing and visual impairments concurrently affecting communication and learning.

IEP

Deafness

Requires use of assistive technologies.

504 Plan or IEP based on severity of influence on academics.

Depression

Can be considered emotional disturbance based on severity.

504 Plan

Dyscalculia

Difficulty understanding numbers and math facts.

LD, IEP

Dysgraphia

Difficulty with handwriting and fine motor skills.

LD, IEP

Dyslexia

Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.

LD, IEP

Dyspraxia

Difficulty with muscle control and coordination.

504 Plan or IEP based on severity of influence on academics.

ED

Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.

504 Plan or IEP based on severity of influence on academics.

Executive Functioning

Difficulty organizing and managing tasks, time management, and remembering details.

504 Plan

Hearing Impairment

May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.

504 Plan or IEP based on severity of influence on academics.

IEP

Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.

Intellectual Disability

Presents significant limitations on learning and adaptive behavior.

IEP

Language Processing Disorder

Difficulty associating a meaning with sounds.

LD, IEP

LD

Learning disorder

LD, IEP

Memory

Difficulty with storing and retrieving information.

504 Plan or IEP based on severity of influence on academics.

Multiple Disabilities

Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.

IEP

Non-Verbal Learning Disabilities

Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).

LD, IEP

OCD

Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety.

504 Plan or IEP based on severity of influence on academics.

ODD

Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.

504 Plan

OHI

Other health impairment. Chronic or acute health problems that do not fall under any IDEA category that impairs the physical and/or learning environment (e.g., asthma, epilepsy, diabetes, Tourette syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).

IEP

Orthopedic Impairment

A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations).

504 Plan or IEP based on severity of influence on academics.

Speech/Language

Difficulty with articulation possibly due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.

OHI or LD based on severity of influence on academics.

Traumatic Brain Injury

Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.

IEP

Visual Motor

Difficulty processing what is seen and the ability to copy such as taking notes.

LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).

© 2019. Grand Canyon University. All Rights Reserved.

,
GCU College of Education
LESSON PLAN TEMPLATE

Kindergarten: Sight Words Guided Reading Lesson Plan

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Kindergarten

Date:

March 1, 2020

Unit/Subject:

ELA

Instructional Plan Title:

Dr. Seuss

Lesson Summary and Focus:

Students will easily read high frequency words: am, it, and the –at family.

Classroom and Student Factors/Grouping:

National/State Learning Standards:

RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Specific Learning Target(s)/Objectives:

Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Academic Language

Key vocabulary:
Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern –at.

Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.

Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.

Resources, Materials, Equipment:

Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books

Technology:

Section 2: Instructional Planning

Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.

Time Needed
10 mins

Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.
· Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort.
· Students with gifted abilities: Have students individually or pair read a sight book looking for the it, am, and at sounds.
· Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

Time Needed

15 mins
3 rotations

Multiple Means of Engagement
· Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts.
· We looked at the -at family. Examples may include at, cat, bat, mat, and sat.
· Students raise hands offering answers and participating.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.
· Students with special needs: Based on needs, allow for extended time when hearing the word and pointing to it in the book and copying words onto their dry erase board. Allow students to work with a partner to increase confidence. Allow student to use letter cards to build words on the table prior to writing.
· Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection on short reading books such as: kitchen, kitten, mitten, and rabbit.
· Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

Time Needed

15 mins Working with a parent volunteer or the co teacher

Multiple Means of Expression
Informal observations will be made while students are reading and writing both at small group and throughout the corner activities. As needed, teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for the day.
Students will independently complete a cut and paste worksheet matching site words with pictures.
Explain if you will differentiate assessments for each of the following groups:
· English language learners (ELL): Allow students extended time as needed. Have student begin by circling the –at in each word then repeating the word three times. Assist student in matching the word to the picture. Praise effort.
· Students with special needs: Allow students extended time as needed. Have student circle the –at in each word and sound out the word with a peer. If students need assistance with cutting and pasting due to fine motor development, have student cut and paste half of the pictures and have student draw lines to connect the other half if student becomes frustrated or task becomes too lengthy. Students can also use letter cards to build the word next to the picture and repeat the sounds for some of the words. Praise effort.
· Students with gifted abilities: Challenge students to write three words of their own using the –at sound and draw the coordinating picture on the back of their worksheet. Praise effort. Praise effort.
· Early finishers (those students who finish early and may need additional resources/support): After teacher has reviewed worksheet and determined that student does not need additional support, have students make nonsense words using the –at sound. Writing them on the back of their worksheet to share later during floor time. If student needs additional support, teacher will work one on one or in a small group to guide students with correcting the worksheet. Praise effort.

Time Needed

15 mins

Dyslexia Instructional Strategy and Justification
Strategy:

Justification:

Differentiation Strategies and Justification
Strategy 1:

Justification:

Strategy 2:

Justification:

Strategy 3:

Justification:

Assessment Differentiation
Differentiating for Dyslexia:

Justification:

Strategy 2:

Justification:

Extension Activity and/or Homework
Students are to share three words with their families that they learned today using the –at sound. They are to find three new words not discussed during class that include either the am, it, and/or at sound and bring in a picture/book of one to share with the class during floor time.

Time Needed

10 mins

Rationale/Reflection
· Small group instruction with teacher using Word Wall: Teacher worked in three small group rotations after anticipatory set to introduce the –at sound (example words on word wall) with students in groups of comparable levels of understanding so that the instruction could be differentiated based on current levels.
· Show Up and Targeted Feedback: Engagement strategy of using white boards for students to show their answers. This is more kinesthetic and engaging for students and a quick check for the teacher to determine what students still need some reinforcing of the concept.
· Independent work: Students complete a cut and paste activity that has a dual purpose of developing fine and gross motor skills as well as assessing individual student understanding of the site word sounds.

Reflection: In 250 words, discuss how the lesson plan could be adjusted when co-teaching and collaborating with another teacher.

© 2020. Grand Canyon University. All Rights Reserved.

The assignment Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards a has been handled previously by writers from Wridemy.

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