Part 1: Lesson Plan
Section 1: Lesson Preparation
| Teacher Candidate Name: | |
| Grade Level: | 3 rd grade |
| Date: | March 17, 2020 |
| Unit/Subject: | Language development (vocabulary) and reading comprehension |
| Instructional Plan Title: | Learning through the Mix and Group Strategy |
| Lesson Summary and Focus: | By the end of the current lesson, the students should be able to showcase their ability to apply the taught vocabulary in the classroom as well as indicate their comprehension. |
| Classroom and Student Factors/Grouping: | The class is comprised of 30 students, out of which 16 are female, and 14 are male. The class has 4 ELLs. Out of the 30 students, 27 are at the grade level, 1 student is 1 year below the grade level, and 1 student is one year above the grade level. The class comprises of 5 Hispanic students, 2 Asian, 19 White, 3 African American, and 1 Native American/Pacific Islander learner. Thirteen students are from low socioeconomic statuses (SES), 15 from mid and 2 from high. Half of the class is at the grade-level reading performance level, 2 are two years above, 1 at two years below, 4 at one year above, and 8 at one year below the level. Four students have a learning disability, and 1 is emotionally disabled. Three students in the class are gifted. Twenty students have internet availability at their homes. |
| National/State Learning Standards: |
The following are the Georgia 3 rd Grade Standards that will be used in the classroom targeting comprehension of vocabulary among the students: Asking and answering questions that demonstrate the students’ understanding of various texts. Recounting the stories that the students have learned in and out of class. Identifying and explaining new vocabulary that the students have encountered during their reading. Determination of the key ideas in a text. Relating the historical events or chronology in a given text or story. |
| Specific Learning Target(s)/Objectives: |
Every student will have to demonstrate their comprehension of the terminologies used in the texts involving the various stories or words that they learn in class. The students will explain the context of the new words they have learned in the various pieces of text. Each student will have the ability to narrate the main ideas of events happening in a story. The students will have the ability of making use of the new words in their interaction. |
| Academic Language |
General Vocabulary to be Used in the Reading and Comprehension of Vocabulary Class Reading- the process of decoding symbols to derive a meaning out of them. Vocabulary- a set of familiar words found within the language of a person. Reading comprehension- the ability to process text, understand the meaning it intends to bring, and integrate it into what the reader already knows. |
| Resources, Materials, Equipment, and Technology: |
Charts displaying the particular vocabulary in a chosen text, the context, and how they can be used in sentences outside of the book. A liquid crystal display (LCD) projector for the visual part of the lesson A laptop or mobile phone to download PDF files with more new words and explanations for their use. Colored pencils to underline new words in a text. Whiteboard and pens Access to the internet for more information on reading comprehension and vocabulary. |
Section 2: Instructional Planning
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Anticipatory Set I will organize students in groups of 5 and distribute a chart of new words for the students to identify I will let the students appoint one of them to explain how the words are used in sentences. I will record the scores of each group on the whiteboard to display the understanding of the students based on the various simple vocabulary. |
Time Needed 15 minutes |
Multiple Means of RepresentationEnglish language learners (ELL): For the sake of the ELL students, I will expose the class of students to a pre-teach class that will open up their understanding of the various terms that will be instrumental in the reading class. Students with special needs: The class is composed of students that are learning disabled, emotionally disabled, and the students using a hearing aid. I will also expose such students to a pre-teach class, which will prepare them adequately for the reading class. Students with gifted abilities: The school lacks a system of motivating the students with gifted abilities to nurture them into more productive academic performance. Therefore, I will allow the gifted students to teach the other students in their groups regarding the identification and the understanding of new words. Early finishers (those students who finish early and may need additional resources/support): For the students who complete first and get the answers correctly in class quizzes and assignments, I will let them guide the rest into getting the correct answers regarding the various activities. |
Time Needed 15 minutes |
Multiple Means of EngagementEnglish language learners (ELL): For the students who are ELL, I will ask them questions to gauge their understanding of the content they have learned prior to the reading and comprehension class. I will select the four students to answer various questions that will enable me to gauge their understanding of previously words. Students with special needs: I will apply the mix and group technique, which will involve the entire class being treated as one group and have the students participate in the pre-teach class that will open up the ability of the students with special needs to relate with the current lesson. Students with gifted abilities: The students with reading performance levels of two years above the 3rd grade will be grouped with those that are at the grade level and those that are below it to engage them as a way of incorporating them into the current lesson. Early finishers (those students who finish early and may need additional resources/support): I will provide additional reading resources for the early finishers to introduce new ways of utilizing the various words that they have learned in class, such as by introducing more complex sentences. |
Time Needed 10 minutes |
Multiple Means of ExpressionEnglish language learners (ELL): I will apply sentence frames for the English language learners during the lesson to ensure that they understand the various new words taught in the reading and comprehension class, and their use in various sentences in real life. Students with special needs: Students will handle a multiple-choice test that will gauge their comprehension of the content that they have learned in the lesson regarding the various applications of the vocabulary that they have learned in class. Students with gifted abilities: Students with gifted abilities will work on a summary of the entire unit to demonstrate their understanding of the various terms introduced by reading and comprehension. Early finishers (those students who finish early and may need additional resources/support): The early finishers will prepare a summary of what they have learned in the lesson to gauge their understanding of the reading and comprehension lesson. |
Time Needed 10 minutes |
Extension Activity and HomeworkI will involve parents in locating resources for early finishers and the students with special needs. Parental involvement will increase the understanding of the students on the content that will have been taught at the classroom level. I will also take advantage of the e-learning capability to utilize distance learning for students with special needs. |
Time Needed 3 days |
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Part 2: Reflection
Various forms of assessment were instrumental to the learning of the students in the reading and comprehension lesson. Firstly, the mix and group technique was essential to the differentiated and inclusive education as it involved the whole class treated as a group to identify their strengths and weaknesses regarding the concepts taught in class (Ritzema et al., 2016). Additionally, the asking of questions to the random students in class enabled me to make the students attentive and prepared for the learning, as well as gauging how well the ELL students and those with special needs understood the terminologies that they are exposed to during their pre-teach class. The involvement of the parents in the location of resources for the students with special needs and those that are early finishers enabled the workability of the differentiated learning as a technique useful in the reading and comprehension class (Kitsantas et al., 2017). Those were the main methods of differentiated instruction that I used to ensure that I bridged the gap between the various students in the class.
E-learning has been depicted as the other strategy that enhances differentiated instruction and inclusivity in the reading and comprehension lesson. Unlike the one-class-fits-all teaching strategy, differentiated instruction enables the various students to interact with each other in the classroom, share knowledge and cater to the special needs students as well as the English language learners (Kitsantas et al., 2017). Therefore, I was sure to follow the technique to the letter as I guided my students. I did the question generating strategy for the instruction materials to enable the students to form their inferences regarding the materials that I selected for their reading and comprehension class.
References
Kitsantas, A., Steen, S., & Huie, F. (2017). The Role of Self-regulated Strategies and Goal
Orientation in Predicting Achievement of Elementary School Children. International Electronic Journal of Elementary Education , 2 (1), 65-81.
Ritzema, E. S., Deunk, M. I., & Bosker, R. J. (2016). Differentiation Practices in Grade 2 and 3:
Variations in Teacher Behavior in Mathematics and Reading Comprehension Lessons. Journal of Classroom Interaction , 50-72.
