The purpose of this assignment is to provide an opportunity to reflect on personal practices in designing an interdisciplinary unit and lessons for teaching reading to elementary students

The purpose of this assignment is to provide an opportunity to reflect on personal practices in designing an interdisciplinary unit and lessons for teaching reading to elementary students. To integrate the most effective theoretical models and best teaching practices into this reading unit and lesson planning, you will need to include the following components in sequential order:

· Topic, problem or issue;

· Grade level; 1st, 2nd, or 3rd grade, please choose only one grade

· Developmental or curriculum model used; (Here is a good resource for curriculum models: https://files.eric.ed.gov/fulltext/ED443597.pdfLinks to an external site. )

· Length of unit; (varies according to grade level and topic, problem, issue, etc.)

· Instructional and assessment strategies (e.g. grouping, teaching style, such as lecture, demonstration, etc.);

· Unit’s concepts and skills

· Reading and ESOL standards

Each of the three lesson plans should contain the following components:

· O bjectives (should reflect unit’s goals; at least one from the cognitive, affective, and psychomotor areas) correlated with the state’s curriculum standards

· Materials and equipment;

· Activities (greater detail of the overall activities identified in the unit);

· Modifications for special populations: culturally and linguistically diverse students, ESOL/LEP, students with other special needs, gifted students);

· Evaluation (How will it be determined that the lesson’s objectives have been met?)

Do not forget to:

· Identify in the reading lesson plans instructional strategies used to address the following: the reading process, phonemic awareness, systematic phonics, comprehension skills, vocabulary development and expansion, reading fluency, informational and literary text structures, multiple representations of information for a variety of purposes, critical thinking skills, response to literature

· Select age-appropriate, multicultural, quality literature for activities involving children’s literature

· Design readiness activities that reflect the various developmental levels found in elementary classrooms

· Include instructional strategies that provide opportunities for a variety of group and individual reading experiences

· Select instructional materials for students that are developmentally appropriate and show evidence of integrating electronic and multimedia resources

· Include evidence of a variety of procedures for providing feedback on reading progress and personal growth to students and their parents

If possible, share the unit with a fellow teacher for feedback. Include in your final concluding paragraph any strengths and weaknesses of the unit, or any other suggestions offered by the fellow teacher. If you are unable to share with a fellow teacher, do your own honest analysis and include comments in your final paragraph.

The first part of Assignment Two is a “brief paper” that describes your chosen topic, grade level, curriculum model, etc.

This part is easily just a single page, and it is NOT a formal paper, just a brief overview of the lesson plans.

Then, be sure to include the following in each of the three lesson plans:

· O bjectives

· Materials and equipment

· Activities

· Modifications for special populations

· Evaluation

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