05 Dec Instructional Plan Graphic Organizer (IP G.O.) Part 2 Candidates will develop an Instructional Lesson Plan (using the gradual release of responsibility

Instructional Plan Graphic Organizer (IP G.O.) Part 2

Candidates will develop an Instructional Lesson Plan (using the gradual release of responsibility model) for the sensational 6 (oral language, comprehension, phonological awareness, vocabulary, phonics, and fluency) plus writing/spelling. For the writing/spelling area, material about young children’s writing development and modes of writing will be reviewed. Additional material and discussions will include listening and speaking strategies appropriate for young children’s literacy development. The plan will include one strategy per area with the following information about the strategy:

• Grade level

• Name of strategy

• Procedures/steps

• Materials such as texts, manipulatives, word lists, etc.

• Process objective

• B.E.S.T. Standards

The candidate will teach the lesson plan to the field experience student. Due to the time available with the student, the candidate will select three elements of the sensational 6 (oral language, comprehension, phonological awareness, vocabulary, phonics, and fluency) AND writing/spelling to teach to the field experience student. All artifacts (photographs of the artifacts, without the students) must be uploaded with IPGO part 2 into Canvas

Candidates enrolled in a fully online program will complete the teaching component of this assignment with a family or friend child or an adult participating in your lesson as a student. The video component must be uploaded into the file in Canvas titled IPGO Video

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Instructional Plan with Differentiated Instruction

 

 

Candidates will develop an Instructional Plan for the sensational 6 (oral language, comprehension, phonological awareness, vocabulary, phonics, and fluency) plus writing/spelling. For the writing/spelling area, material about young children’s writing development and modes of writing will be reviewed. Additional material and discussions will include listening and speaking strategies appropriate for young children’s literacy development. The plan will include one strategy per area with the following information about the strategy:

· Grade level

· Name of strategy

· Procedures/steps

· Materials such as texts, manipulatives, word lists, etc.

· Process objective

· B.E.S.T. Standards

Instructional Plan Graphic Organizer (IP G.O.)

Name ________________________________ Targeted Grade level __________

	Strategy Name, Objectives & B.E.S.T. Standards	Material & Procedures/Steps (include modifications for differentiation for ELLs and for students with special needs)
Oral language	Morning message or Dialogic reading
Phonological awareness	Elkonian sound boxes or Phonogram word family
Phonics	Word hunts or Making words
Vocabulary	Sight/High-frequency words Or Concept web
Comprehension	Story map or Reciprocal teaching
Fluency	Paired/Choral reading or Reader’s Theatre
Writing Spelling	Me in a box or Emerging six traits

 

 

Reflection-Discussion on IPGO.

Reflect on your experiences (both planning and instructional) with the assignment, Instructional Plan with Differentiated Instruction (IPGO). Your reflection MUST be at least 250 words for section. Each section is identified, below, with the minimum number of words. A good practice to ensure the length of the assignment, complete this task on a word document, then copy/paste it into the discussion board. Identify one challenge you encountered while developing your lessons and one challenge you encountered while delivering your lessons. On the discussion board, write about these challenges. Please make sure you include:

An explanation about each of the challenges you identified

One during the planning phase (minimum of 250 words)

One during the teaching phase (minimum of 250 words)

Explain how you resolved the issues (minimum of 300 words)

 

Part C:

Follow the framework included below (in blue font) as your lesson plan. Select three reading skills from your IPGO Part 2. 

1 Complete the shared reading framework information, what you will say and do for each step of the framework under the first section (whole).

2 Complete the direct, explicit instruction steps after your shared reading framework.

The following is the format for the completed Shared Reading Lesson Plan that you should submit

• Grade level of field class

• Materials such as texts (title and author), manipulatives, word lists, etc.

• Process objective

• LAFS

• Name of skill from sensational six (oral language, phonological awareness, phonics, …)

• Procedures/steps

Shared Reading Framework:

(Whole)

Read aloud a shared or big book to the students.  Label each step and clearly state how you will accomplish this.

• Introduce the book:  Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.

• Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.

• Read the book aloud:  Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.

• Students’ Responses:  Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.

 (PART)

Direct Instruction (Name the reading skill and explain what it means)

• Explain: (I do) Explain to the students what they will be learning and why they should learn it.  Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn (objectives).

• Demonstrate: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill.  You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE  EXAMPLES and link to your explain step.

• Guide: (We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated.  Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback. (Feedback must be accurate, positive and encouraging, but also firm.)

• Practice: (We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.

• Application: (You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step. They can show this orally or any way that you would like (drawing, writing, …