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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