11 Jun Using the COE Lesson Plan Template,? and the Class Profile – 3rd Grade,? develop a goal-oriented ELA lesson for a small group of students, that focuses?on at least one
Using the “COE Lesson Plan Template,” and the “Class Profile – 3rd Grade,” develop a goal-oriented ELA lesson for a small group of students, that focuses on at least one specific element of the Science of Reading. Choose five students from the Class Profile who are identified with an IEP or 504 plan (one of the chosen students must have dyslexia) and at least one national or state literacy standard. Use the information in the Class Profile to inform writing the students’ goals in the lesson plan. Each student must have a different goal and the lesson plan must include at least one form of augmentative and alternative communication (AAC) device to support instructional assessment, planning, and delivery for individuals with disabilities.
Follow these guidelines when preparing your lesson plan:
- Indicate the names of the five students you chose for the group in the Classroom and Student Factors/Grouping section of the lesson plan template. For each student, provide a brief description of the factors that would affect their learning based on the information in the Class Profile. Pseudonyms are not necessary.
- Indicated an IEP and/or 504 goal for each of the five students.
Example: Johnny will write a five-sentence paragraph once a week including a topic sentence, four details, and a closing sentence. He will score at least 70% or higher 3 out of 4 times a month based on a rubric.
- Resources must include at least one augmentative and alternative communication device to support instructional assessment, planning, and/or delivery for individuals with disabilities. The device can be for all students in the group or to support a specific student’s needs.
- Include technologies throughout the plan to support both instruction and assessment. Consider assistive technologies that could be used to support and differentiate the specific students in the group.
- Multiple Means of Representation must be differentiated to support each student’s learning.
Example: Difficulty with written expression. 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 whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partner. These strategies will provide Johnny with some planning before the cooperative activity with a partner.
- Multiple Means of Engagement must be differentiated for each of the five students.
Example: Difficulty with written expression. The Kagan cooperative activity (Stand up, Hand up, Pair Up) will provide Johnny with some “think time” and verbally plan his written response with a partner. I will check in with Johnny after the cooperative activity to assess how he feels about his planning time and if he is ready to move to the written expression piece)
- Multiple Means of Expression must address the needs of all students in the group.
Example: Johnny will use his Venn Diagram planning and his verbal planning time with a partner to create a five-sentence paragraph based on the prompt including a topic sentence, four details, and a closing sentence. This activity will provide Johnny with the necessary planning and thinking time before moving to written expression. His paragraph will be assessed using the rubric and tracking the progress of his goal of 70% or higher 3 out of 4 times a month.
At the bottom of the lesson plan, write a 500-750 word rationale including the following:
- Discuss how the lesson plan is designed to meet the needs of the five students and created to provide a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology.
- Describe how the lesson plan engaged students with disabilities to work towards quality learning and performance as well as how you would provide feedback to guide students.
- Explain how the augmentative and alternative communication device included in the lesson plan supports assessment, planning, and/or delivery of instruction to students with disabilities.
Support your assignment with 3-5 scholarly resources.
Class Profile – 3rd Grade
|
Student Name |
English Language Learner |
Socioeconomic Status |
Home Language |
IEP |
504 Plan |
Reading (Lexile) Proficiency Level |
Math Proficiency Level |
Other |
Internet Available at Home |
|
Aaron |
4 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
Very shy, but will participate if approached by peers. |
Yes |
|
Aiden |
N/A |
Low |
English |
Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds). |
No |
525-630 |
At grade level |
Struggles to self-regulate emotions; wants constant attention from teacher. |
Yes |
|
Christian |
3 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
None |
Yes |
|
Cordarrell |
N/A |
High |
English |
No |
Dyslexia. No IEP due to intensive private intervention. |
545-600 |
At grade level |
New student. Assessment information from previous school. Hard working. |
Yes |
|
Derek |
4 |
Low |
Spanish |
No |
No |
760-800 |
*Below grade level |
RTI Tier 2 for math. Loves to read. On list for gifted testing for reading. |
Yes |
|
Dereon |
N/A |
Low |
English |
OHI, ADHD. Difficulty with executive functioning and focus. |
No |
610-750 |
*Below grade level |
Does not like math. Often procrastinates with math assignments. |
Yes |
|
Dulce |
5 |
Low |
Spanish |
No |
No |
545-600 |
At grade level |
None |
Yes |
|
Eveyln |
N/A |
Low |
English |
No |
No |
415-550 |
At grade level |
Often shouts out during class and interrupts instruction. Starting process for a behavior plan. |
Yes |
|
Isabelle |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Gifted for reading. |
Yes |
|
Jennifer |
4 |
Low |
Spanish |
No |
No |
610-750 |
At grade level |
RTI Tier 3 for reading. |
Yes |
|
Jose |
4 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 2 for reading. |
Yes |
|
Kimberly B. |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Loves to read non-fiction such as biographies. |
Yes |
|
Kimberly M. |
N/A |
Low |
English |
Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each. |
No |
450-500 |
At grade level |
RTI Tier 2 for reading. |
Yes |
|
Leo |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
New student. Assessment information from previous school. Very shy and withdrawn. |
Yes |
|
Lexis |
5 |
Low |
Spanish |
OHI, ADHD. Difficulty with executive functioning and attention to detail. |
No |
760-800 |
*Below grade level |
Numerous absences and tradies; Mom worried about her academics. |
No |
|
Luis |
N/A |
Low |
English |
No |
No |
810-950 |
Above grade level |
Loves learning. Gifted in reading and math. |
Yes |
|
Marshall |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Struggles to maintain focus. Loves to read; |
No |
|
Martin |
3 |
Low |
Spanish |
No |
No |
610-750 |
*Below grade level |
RTI Tier 2 for math. |
Yes |
|
Matthew |
N/A |
Low |
English |
Hearing impairment; difficulty hearing in noisy conditions. |
No |
610-750 |
At grade level |
Needs to be seated close to teacher or area of instruction. |
Yes |
|
Natasha |
3 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 1 for reading. |
Yes |
|
Olyvia |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Yes |
|
|
Robert C. |
N/A |
Low |
English |
ODD. Aggressive with peers. Often refuses to follow directions or complete tasks. |
No |
415-550 |
At grade level |
Provide a quiet place in the classroom to use when a cool down is needed. |
Yes |
|
Robert L. |
N/A |
Low |
English |
No |
Vertigo and migraines |
325-420 |
*Below grade level |
Retained in kindergarten; limited progress. Often needs to go to nurse to lie down. |
No |
|
Vincent |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
Hard working; works slowly. |
Yes |
|
Viri |
2 |
Low |
Spanish |
No |
No |
760-800 |
At grade level |
On list for gifted testing for reading. |
Yes |
|
Yara |
N/A |
Low |
English |
No |
Trauma; difficulty with maintaining peer relationships, depression, and self-confidence. |
810-950 |
At grade level |
Lacks motivation; death of mother last year. Loves to be alone and read. |
Yes |
**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.
|
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 
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