As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ i

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As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ individual learning goals is vital to student success.

Read the scenario below to inform the assignment:

Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands‐on academic activities that use manipulatives.

During literacy class instruction, Alfonso can sound out words well, but struggles with reading comprehension including word meanings and finding connections among words in various grade appropriate texts. Alfonso has a particularly hard time connecting what he reads with what he already knows. He often brings up irrelevant information when trying to make these connections.

Alfonso’s teacher, Ms. Seymour, wants to ensure Alfonso masters the vocabulary and comprehension skills that are expected before the end of the year, so she has written the following curricular/academic goals for him:

  • Given a grade‐appropriate text with new vocabulary, Alfonso will use context clues and other strategies, such as consulting a dictionary, to help determine the meaning of unfamiliar words.
  • Given a grade‐appropriate text, Alfonso will make connections from text to self to help comprehend the meaning of the text.


Part 1: Lesson Outline

Using the “Reading Comprehension Lesson Outline Template ,” develop a research‐based reading lesson outline to help Alfonso reach his vocabulary and reading comprehension goals. Begin by selecting a grade‐appropriate children’s book on which to base the lesson.

The lesson plan outline should include the following:

  • Three learning objectives aligned to one or more state literacy standard that reflects the literacy goals Alfonso is working to achieve.
  • The selected book and a vocabulary activity that introduces five vocabulary words directly from the book.
  • A comprehension activity that allows Alfonso to demonstrate his comprehension of the story.
  • Two research‐based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals.
  • Opportunities for Alfonso to apply these skills to different situations or content areas.


Part 2: Rationale and Specialist Planning

Provide a 500‐750 word narrative that includes a rationale for the reading comprehension lesson plan and a plan to work with a reading specialist. In the rationale, explain the following:

  • The alignment between Alfonso’s curricular/academic goals, the lesson activities, and the presented research‐based strategies.
  • How the lesson addresses Alfonso’s specific learning needs as well as his interests.
  • At least one learning theory that supports the selected strategies.
  • Suppose your principal arranged for a reading specialist to help with meeting Alfonso’s developmental needs. In the same narrative as above, describe a structured system you and the specialist could put in place that involves short‐ and long‐term goal setting, as well as data analysis, re‐evaluation, and feedback to Alphonso and his family .

Include at least three scholarly sources to support your lesson, rationale, and specialist plan.

As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ i
Reading Comprehension Lesson Outline Template Part 1: Lesson Outline State ELA Standard/s Learning Objectives Selected Book Vocabulary Words and Description of Vocabulary Activity Description of Comprehension Activity Research-based Strategies to Meet Vocabulary and Comprehension Goals 1. 2. Opportunities to Apply Skills to Other Situations or Content Areas Part 2: Rationale and Specialist Planning © 2019. Grand Canyon University. All Rights Reserved.
As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ i
Part 1: Instruction Based on Student Needs COE 3.1 ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4; 20.0 Overall, the planned instruction is thorough and thoughtfully based on knowledge of the student, learning theory, connections across the curriculum, and curricular goals. Part 1: Lesson Plan: Objectives, Selected book, Vocabulary, and Comprehension Activity 10.0 All three objectives are definitively measurable and thoroughly align to the state standard selected. Lesson plan innovatively utilizes the selected book. Vocabulary words, vocabulary activity, and comprehension activity are well crafted for Alphonso. Part 1: Lesson Plan: Comprehension Activity and Strategies 10.0 Lesson plan includes an engaging comprehension activity that allows Alfonso to demonstrate his full comprehension of the story. It also includes two ideal research-based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals. Part 1: Lesson Plan: Opportunity to Apply Skills 10.0 Lesson plan skillfully provides opportunities for Alfonso to apply comprehension skills to different situations or content areas Part 2: Rationale 15.0 Rational convincingly explains the alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research-based strategies, as well as how the lesson addresses Alfonso’s specific learning needs and his interests. Includes at least one learning theory that fully supports the selected strategies in the lesson. Part 2: Specialist Plan COE 3.6 ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC4 20.0 A structured system for working with the reading specialist to set short- and long-term goals, as well as analyze performance data and re-evaluate those goals, is exemplary. Feedback methods for Alphonso and his family are ideal. Mechanics (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100

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