Lesson Summary and Focus: Explain how foundational knowledge will be used to design evidence-based literacy instruction to meet individual students' needs.
Foundational knowledge of a student is essential in every learning process in a school. Knowledge of theories, various principles, skills, methods, terminology, and different reasoning learning types is critical for a student to learn in a disciplined manner independently. The foundational knowledge ensures that the maximum benefits for the learner in the lesson and results of learning. Increased learning and understanding of experience is seen among students who get proper foundational knowledge. Each student has to learn to be fluent, have an awareness of various key concepts, and recognize multiple aspects of the topic being discussed ( Connor et al., 2017). Some of the critical elements that learners need to have after the lesson include phonological awareness, word recognition, and print concepts to be in students' average standard. At the end of the lesson, students should understand various theories and relate to the evidence explained in class, while their fluency should be high.
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Classroom and Student Factors/Grouping: Explain how digital technologies will be integrated into appropriate, safe, and effective ways for students.
The student must be able to use technology to learn at their own pace, thus helping the slow learners while making great strides for the students above average. The students should access digital technology such as laptops, tablets, systems of learning, online notes, and learning resources. The teacher should create time with the help of technology for students who need help. The teacher should be able to personalize the curriculum to a level that each student can understand what is being taught. Computer technology and skills are critical for the students to get them after the end of the lesson, thus a better outcome for both the teacher and the student. The curriculum outcome should be significantly positively affected by technology, thus boosting the results. Electronic tools, resources, systems, and devices should be sued in the storage, processing of various data. The teacher should use multiple resources, even from social media, mobile phones, multimedia, and online games, to understand what should be understood. The students should generally be in a position to share resources using digital technologies.
National/State Learning Standards and Learning Objectives: Select a grade-level standard related to literacy and ensure a minimum of one learning objective related to digital literacy.
Students in pre-K grades, for instance, should have a lot of knowledge after various lessons. The students should be better positioned to use information and communication technology, create, find, communicate using digital devices, and have better technical and cognitive skills. For instance, the students at this level should be able to use and understand email, search engines, wiki, blogs, text, and showcase their learning outcomes. The students should have a little knowledge of the trustworthiness of the resources they find online and be able to evaluate the information before they put them into use. The students should have a clear comprehension of ICT skills and have interdependence, curation, and social factors after the lessons. For instance, the students must be able to use various platforms of resources such as online libraries like academic sites after the lesson. All the instructions should be well aligned with the standards set by the authorities.
Multiple Means of Representation: Explain how foundational knowledge will be used to adapt and evaluate differentiated instruction to support all students with literacy development.
The students should have the receive or convey information essential in various classes or subjects at the end of the lesson. The students should be in a position to think, thus making them more productive critically. Foundational knowledge should enable the student after the lesson to do additional operations, various tasks and learn new content quickly ( Gaitas et al., 2017) . At the end of the lesson, the students should clearly understand complementary skills such as phonics and consistently positive developments. Words such as syllables that have similar patterns, for example, should easily be identified by the students. The students should positively respond to all the assessments done to them.
Multiple Means of Engagement: Explain how the relationship between reading, writing, and language in literacy skills development is addressed in your lesson plan. Students should understand, question, and analyze standards-based content.
A reciprocal relationship exists between written and oral or reads languages. The student should be able to do oral language entirely before engaging themselves in reading and writing ( Lara-Alecio et al., 2018) . The students should capitalize on their verbal abilities to learn how to write or read. At the end of the lesson, the students should be able to do oral assessments correctly before engaging in reading and then writing. Weak students should be allowed to take more time to learn, while sharp students should learn more, thus delivering better results. The students must be able to decode and comprehend readings after the lesson.
Multiple Means of Expression: Create developmentally appropriate assessments and explain how they align with the content area standards and measurable learning objectives.
The teacher must do assessments to the students to measure the performance of the teaching methods. Assessments should be used to determine whether some students are far ahead of others or behind the rest of the students to establish better techniques for improving the results ( Siedentop et al., 2019) . The students should be allowed to express what they have understood, learned, and what they have not understood well. Different students learn differently, thus the need for the teacher to identify those who know fast and why, together with those who learn slowly and why ( Abrahams et al., 2019). Traditional tests or other means of expression can be used, such as presentations, assignments, or discussions. This way, the students will have a better way to show the knowledge acquired and the lesson.
References
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