Guided Reading and Writing Lesson Plans For kinder Garten using California State Standards
Please pay close attention to rubric at 100% level. Add the summary with two references and prepare aplna for kindergarten level with the standards for California. Please use APA Time Roman Read ASSIGNMENT BELOW CompleteAND FOLLOW The lesson should include:
At least one reading and one writing standard from your state.
Guided reading and guided writing activities for the lesson.
Data from the field experience class to plan the instruction.
Collaborative writing groups to engage students socially.
Support for students with exceptionalities. In the Differentiation section of the lesson plan template, identify what you would do to support a student with exceptionalities. Use a different exceptionality than was used in Topic 2. (If there is only one student with exceptionalities in the field experience classroom, seek input from your instructor to select a different exceptionality for a hypothetical student for this assignment.) For clarification, explain the delay or disability you are addressing on the lesson plan.
Guided reading and writing groups can promote social skills in students, while giving educators another strategy to teach and assess learning.
Use the COE Lesson Plan Template, located in the Student Success Center, to create a lesson plan that incorporates reading and writing.Keep in mind, some lessons require several days for content to be covered. Consider how you can creatively incorporate guided reading and writing strategies into a collaborative classroom environment
The lesson should include:
At least one reading and one writing standard from your state.
Guided reading and guided writing activities for the lesson.
Data from the field experience class to plan the instruction.
Collaborative writing groups to engage students socially.
Support for students with exceptionalities. In the Differentiation section of the lesson plan template, identify what you would do to support a student with exceptionalities. Use a different exceptionality than was used in Topic 2. (If there is only one student with exceptionalities in the field experience classroom, seek input from your instructor to select a different exceptionality for a hypothetical student for this assignment.) For clarification, explain the delay or disability you are addressing on the lesson plan.
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
ECS-580 ECS-580-O500 Guided Reading and Writing Lesson Plans 60.0
Criteria Percentage No submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Content 100.0%
Guided Reading in Lesson Plan 20.0% Not addressed. Lesson plan instructional strategies inadequately or inappropriately incorporate guided reading. Lesson plan instructional strategies address, but do not fully incorporate, guided reading. Lesson plan instructional strategies generally incorporate guided reading. Lesson plan instructional strategies skillfully and concisely incorporate guided reading.
Guided Writing in Lesson Plan 20.0% Not addressed. Lesson plan instructional strategies inadequately or inappropriately incorporate guided writing. Lesson plan instructional strategies address, but do not fully incorporate, guided writing. Lesson plan instructional strategies generally incorporate guided writing. Lesson plan instructional strategies skillfully and concisely incorporate guided writing.
Differentiation Section 20.0% Not addressed. Support for students with exceptionalities is inappropriate for the age or exceptionalities described. Differentiation in lesson plan begins to, but does not fully meet, the needs of students with exceptionalities. Lesson plan includes clear, appropriate support for students with exceptionalities. Lesson plan includes skillfully and creatively designed support for students with exceptionalities.
Collaborative Writing Groups 20.0% Not addressed. Example of collaborative writing groups is vague and inadequately engages students socially. Example of collaborative writing groups is basic and generally engages students socially. Example of collaborative writing groups is present and reasonably engages students socially. Example of collaborative writing groups is meaningful and creatively engages students socially.
Complete Lesson Plan Template 10.0% Not addressed. Lesson plan is either not complete, developmentally inappropriate, and/or is not in alignment. Lesson plan is complete, but some areas are not fully developed. Needs of the students do not appear central to the plans. Some alignment is present. Lesson plan is complete and developmentally appropriate, with clear alignment from beginning to end. Lesson plan is comprehensive, well-crafted for the students, and thoroughly aligned.
Mechanics 10.0% Not addressed. The lesson plan contains inappropriate, incoherent language and/or sentence structures. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.
Total Weightage 100% GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lessons learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, understand is not measureable, but describe and identify are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson.
Bold
any materials you will need to prepare for the lesson.
For example:
I will use a
visual of the planet Earth
and ask students to describe what Earth looks like.
I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning.
Bold
any materials you will need to prepare for the lesson.
For example:
I will use a
Venn diagram graphic organizer
to teach students how to compare and contrast the two main characters in the read-aloud story.
I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language.
Bold
any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
I will use a
matching card activity
where students will need to find a partner with a card that has an answer that matches their number sentence.
I will model one example of solving a number sentence on the white board before having students search for the matching card.
I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more
summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit.
Bold
the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
For example:
Students will complete a
one-paragraph reflection
on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Time Needed
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