{"id":86948,"date":"2022-08-12T04:30:03","date_gmt":"2022-08-12T04:30:03","guid":{"rendered":"https:\/\/assignmenttutors.net\/blog\/700-4pbp-planning-instruction-part-2\/"},"modified":"2022-08-12T04:30:03","modified_gmt":"2022-08-12T04:30:03","slug":"700-4pbp-planning-instruction-part-2","status":"publish","type":"post","link":"https:\/\/assignmenttutors.net\/blog\/700-4pbp-planning-instruction-part-2\/","title":{"rendered":"700.4pbp planning instruction, part 2"},"content":{"rendered":"
\n

\u00a0\u00a0<\/p>\n

Planning Instruction Part 2<\/strong><\/p>\n

700.4PBP PLANNING INSTRUCTION, PART 2<\/strong><\/p>\n

This project is a continuation of the earlier project TNT 700.3P Planning Instruction, Part 1. <\/em>You will develop the student expectations chosen in the previous project into lesson plans. This project has two submissions.<\/p>\n

LOOK CAREFULLY \u00a0AT THE CERTIFICATION AREAS LISTED BELOW AND SELECT THE AREA IN WHICH YOU WISH TO CERTIFY \u00a0FOR INSTRUCTIONS. THEN REVIEW THE EVALUATION CRITERIA AND THE SUBMISSION INSTRUCTIONS FOR YOUR CERTIFICATION AREA. YOU WILL USE THESE SAME TWO PLANS IN THE NEXT PROJECT, TNT 700.5PBP, AS WELL AS THIS ONE.<\/strong><\/p>\n

ARE YOU CERTIFYING IN CORE EC-6; OR ELAR 4-8; OR CORE 4-8; OR ELAR\/SS 4-8?<\/a><\/h3>\n

Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through your lesson planning projects that you know and are able to apply the STR standards. Therefore, you must do the following:<\/p>\n

1. Lesson Plan 1<\/strong> MUST be a lesson plan that uses an English\/Reading\/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. You must<\/strong> use this <\/a>lesson plan format Download lesson plan format <\/a>to ensure you are meeting the instructional planning requirements that include the STR. \u00a0If you did not use one of these areas for TNT 700.3PBP you may create a new plan.<\/p>\n

2. Lesson Plan 2<\/strong> may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You may use the traditional Texas Teachers’ Lesson Plan document Download Texas Teachers’ Lesson Plan document <\/a>for this plan if you wish, or use the literacy plan template<\/strong><\/u> Download literacy plan template from Lesson Plan 1 above.<\/p>\n

You may download the 700.4PBP Rubric Download 700.4PBP Rubric <\/a>\u00a0here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. The following exemplar lesson Download exemplar lesson <\/a>plan may be useful for you in your planning.<\/p>\n

Your work must be your own. You may not use district-provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.<\/p>\n

ARE YOU CERTIFYING IN ANY OTHER AREA THAN THOSE LISTED ABOVE?<\/a><\/h3>\n

For this project, you will write two <\/strong>complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.<\/p>\n

1. Select a standard from your content area, and using the approved template, write Lesson Plan 1<\/strong>. Submit this plan on the page that says Submit Lesson Plan 1 Here.<\/em> You must<\/strong><\/u> use this template Download this template \u00a0to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format but is designed to walk you through the process of what is evaluated.<\/p>\n

2. Select a different<\/strong> standard from your content area, use the same format as before Download use the same format as before and write Lesson Plan 2<\/strong>. Submit this plan on the page that says Submit Lesson Plan <\/em>2<\/strong><\/em> Here<\/em>. You may download the 700.4PBP Rubric Download 700.4PBP Rubric \u00a0here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions.\u00a0<\/p>\n

To see an example of exemplary performance on this assessment, please see the 700.4PBP Example Download 700.4PBP Example .\u00a0<\/p>\n

EVALUATION CRITERIA FOR ALL CERTIFICATION AREAS<\/a><\/h3>\n
    \n
  • The alignment and appropriateness of the instructional \u00a0\u00a0\u00a0\u00a0\u00a0strategies with the learning objective<\/li>\n
  • Explicit, targeted activities that include flexible \u00a0\u00a0\u00a0\u00a0\u00a0grouping and individualized instruction, as appropriate<\/li>\n
  • Literacy strategies include the STR components \u00a0\u00a0\u00a0\u00a0\u00a0(required for certain certificates), embedded vocabulary explicitly taught \u00a0\u00a0\u00a0\u00a0\u00a0(all candidates)<\/li>\n
  • Technology is integrated and aligned to the standard \u00a0\u00a0\u00a0\u00a0\u00a0(T-PACK) and aligned to ISTE standards<\/li>\n
  • Decision-making reflection<\/li>\n<\/ul>\n

    Please select the tab that best describes your certification preference to understand the requirements for submission. Certification areas that include the Science of Teaching Reading standards have different requirements than the other certification areas. These certification areas include:<\/p>\n

      \n
    • Core EC – 6 with STR<\/li>\n
    • Core 4 – 8 with STR<\/li>\n
    • ELAR 4 – 8 with STR<\/li>\n
    • ELAR\/SS 4 – 8 with STR<\/li>\n<\/ul>\n

      If you are not certifying in any of the above certification areas, select the tab for “All Other Certification Areas”.<\/p>\n

      TEXAS TEACHERS LESSON PLAN FORMAT\u00a0<\/strong><\/p>\n

      LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)<\/strong><\/p>\n

      INSTRUCTIONS:<\/strong> Complete all portions of the lesson plan.<\/strong> Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements.\u00a0<\/strong><\/p>\n

      Use of Groups<\/strong> \u00a0Blue or Aqua<\/strong>\u00a0<\/p>\n

      Critical Thinking or Problem Solving<\/strong> Pink or Magenta<\/strong><\/p>\n

      Learning Modalities used<\/strong><\/u> Underlined<\/strong><\/u><\/p>\n

      NAME: <\/strong>\u00a0\u00a0\u00a0SUBJECT\/GRADE:<\/strong>__________________________________<\/p>\n

      CERTIFICATION AREA: <\/strong>_______________________________<\/p>\n

      STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON<\/p>\n

      PHONOLOGICAL\/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION<\/p>\n

      ***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS\u00a0<\/strong><\/p>\n

      \u00a0\u00a0<\/p>\n

      TEKS OR PRE-K GUIDELINES<\/strong><\/u>:<\/strong><\/p>\n

      LEARNING OBJECTIVE(S):<\/strong><\/u>The student will<\/p>\n

      ASSESSMENT<\/strong><\/u>:\u00a0<\/strong><\/p>\n

      \u00a0\u00a0<\/p>\n

      MATERIALS \u00a0\u00a0and SETTING<\/strong><\/p>\n

      What \u00a0\u00a0materials do you need for this lesson? What is the setting? Are students in \u00a0\u00a0pairs, groups, stations, floor, library, science lab?<\/em><\/p>\n

      \u00a0<\/p>\n

      KEY \u00a0\u00a0VOCABULARY and ACADEMIC LANGUAGE<\/strong><\/p>\n

      What \u00a0\u00a0vocabulary terms must students know to understand the concept being taught?<\/em><\/p>\n

      **Include specific method for working \u00a0\u00a0with vocabulary<\/strong><\/p>\n

      ex: Marzano, Frayer model, \u00a0\u00a0Greek\/Latin roots<\/strong><\/p>\n

      \u00a0<\/p>\n

      FOCUS \u00a0\u00a0ACTIVITY<\/strong><\/p>\n

      What \u00a0\u00a0activity will students engage in that will pique their interest about the upcoming \u00a0\u00a0lesson? Think of this like a preview for an upcoming movie \u2013 something that \u00a0\u00a0ignites curiosity<\/em><\/p>\n

      \u00a0<\/p>\n

      CONNECTION \u00a0\u00a0TO PRIOR LEARNING OR REAL WORLD<\/strong><\/p>\n

      This \u00a0\u00a0is what you <\/em>say<\/strong><\/em> to students about \u00a0\u00a0what they have already learned and how it prepares them for what they are \u00a0\u00a0about to learn; review what they have learned to prepare them for the \u00a0\u00a0upcoming lesson.<\/em><\/p>\n

      \u00a0<\/p>\n

      OBJECTIVE \u00a0\u00a0STATEMENT<\/strong><\/p>\n

      (including \u00a0\u00a0a performance behavior)<\/strong><\/p>\n

      This \u00a0\u00a0is what you <\/em>say<\/strong><\/em> to students about \u00a0\u00a0what students will learn today, <\/em>and<\/strong><\/em> \u00a0\u00a0how they will show they have learned the content (that is the performance \u00a0\u00a0measure)<\/em><\/p>\n

      \u00a0<\/p>\n

      PURPOSE \u00a0\u00a0OF LEARNING<\/strong><\/p>\n

      Why \u00a0\u00a0do students need to learn this today? This should be written in what you will<\/em> say<\/strong><\/em> to students and should include \u00a0\u00a0both why it is important to the content <\/em>and<\/strong><\/em> \u00a0\u00a0why it is relevant in their lives.<\/em><\/p>\n

      \u00a0<\/p>\n

      INSTRUCTIONAL STEPS<\/strong><\/p>\n

      Include:\u00a0<\/u><\/p>\n

      \u00b7 Step by step instructions<\/p>\n

      \u00b7 Key points<\/p>\n

      \u00b7 Directions to give<\/p>\n

      \u00b7 Small \u00a0\u00a0group instructional plans<\/p>\n

      \u00b7 Differentiated \u00a0\u00a0Station Activities\u00a0<\/p>\n

      \u00a0<\/p>\n

      LITERACY STRATEGIES USED<\/strong><\/p>\n

      **Specifically identify ways you are \u00a0\u00a0implementing literacy instruction!<\/p>\n

      \u00a0<\/p>\n

      STUDENT USE OF TECHNOLOGY\u00a0<\/strong><\/p>\n

      \u00a0<\/p>\n

      CLOSURE<\/strong><\/p>\n

      Review:<\/strong>How will you cement the learning that has taken place in this lesson?<\/em><\/p>\n

      Connect to future learning:<\/strong>How will what students learned today help \u00a0\u00a0them in upcoming lessons?<\/em><\/p>\n

      The Reflection<\/h2>\n

      Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.<\/p>\n

      1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?\u00a0<\/p>\n

      2.<\/strong> Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).<\/p>\n

      3.<\/strong> Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?<\/p>\n

      4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?<\/p>\n

      TEXAS TEACHERS LESSON PLAN FORMAT\u00a0<\/strong><\/p>\n

      LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)<\/strong><\/p>\n

      INSTRUCTIONS:<\/strong> Complete all portions of the lesson plan.<\/strong> Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements.\u00a0<\/strong><\/p>\n

      Use of Groups<\/strong> \u00a0Blue or Aqua<\/strong>\u00a0<\/p>\n

      Critical Thinking or Problem Solving<\/strong> Pink or Magenta<\/strong><\/p>\n

      Learning Modalities used<\/strong><\/u> Underlined<\/strong><\/u><\/p>\n

      NAME: <\/strong>\u00a0\u00a0\u00a0SUBJECT\/GRADE:<\/strong>__________________________________<\/p>\n

      CERTIFICATION AREA: <\/strong>_______________________________<\/p>\n

      STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON<\/p>\n

      PHONOLOGICAL\/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION<\/p>\n

      ***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS\u00a0<\/strong><\/p>\n

      \u00a0\u00a0<\/p>\n

      TEKS OR PRE-K GUIDELINES<\/strong><\/u>:<\/strong><\/p>\n

      Grade 2, Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:<\/p>\n

      (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;<\/p>\n

      LEARNING OBJECTIVE(S):<\/strong><\/u>The student willuse text features and structures such as the cover, title, table of contents, and back blurb to identify the characters, setting, and problem of the story to make a prediction before reading a fiction text.\u00a0<\/p>\n

      ASSESSMENT<\/strong><\/u>:\u00a0<\/strong><\/p>\n

      Informal Assessment: Today, the students each make a prediction in the listening station based on their audio book. Students will turn this in at the end of the class period as an informal\/formative assessment. The teacher will score this based on two parts: a realistic prediction based on the book\u2019s text features a confirmation or denial of this prediction upon completion of the text.\u00a0<\/p>\n

      Formal Assessment: Since this is the first day of this skill, a formal assessment isn\u2019t needed. The skill could be broken down into two parts- one identifying the character, problem, and solution, and the next one making the prediction. \u00a0To formally assess later on in the lesson cycle, readers willuse another level \u201cG\u201d book, read aloud the title, cover, back blurb, and table of contents, and identify the character, setting and problem in order to make a prediction.<\/p>\n

      \u00a0\u00a0<\/p>\n

      MATERIALS \u00a0\u00a0and SETTING<\/strong><\/p>\n

      What \u00a0\u00a0materials do you need for this lesson? What is the setting? Are students in \u00a0\u00a0pairs, groups, stations, floor, library, science lab?<\/em><\/p>\n

      Mentor text: Katie Woo: No Valentines for \u00a0\u00a0Katie (Guided Reading Level G)<\/p>\n

      Sticky Notes<\/p>\n

      Anchor Chart: How to use a Sneak Peek to \u00a0\u00a0Predict. \u00a0The anchor chart will be created as a class.<\/p>\n

      <\/p>\n

      Students will start in whole group, move to \u00a0\u00a0stations and guided reading groups around the classroom.<\/p>\n

      \u00a0<\/p>\n

      KEY \u00a0\u00a0VOCABULARY and ACADEMIC LANGUAGE<\/strong><\/p>\n

      What \u00a0\u00a0vocabulary terms must students know to understand the concept being taught?<\/em><\/p>\n

      **Include specific method for working \u00a0\u00a0with vocabulary<\/strong><\/p>\n

      ex: Marzano, Frayer model, \u00a0\u00a0Greek\/Latin roots<\/strong><\/p>\n

      Sneak Peek (this is really previewing and \u00a0\u00a0orienting to text, but we don\u2019t need second graders to use that language)<\/p>\n

      Title, Table of Contents, Back Blurb<\/p>\n

      Predict<\/p>\n

      Characters, Setting, Problem<\/p>\n

      Frayer Model for the term \u201cback blurb.\u201d Students will complete a 4 square grid with \u00a0\u00a0this term using the following steps:<\/p>\n

      1. Define the target vocabulary word.<\/p>\n

      2. List facts about the target word<\/p>\n

      3. Generate examples and non-examples.<\/p>\n

      <\/p>\n

      \u00a0<\/p>\n

      FOCUS \u00a0\u00a0ACTIVITY<\/strong><\/p>\n

      What \u00a0\u00a0activity will students engage in that will pique their interest about the \u00a0\u00a0upcoming lesson? Think of this like a preview for an upcoming movie \u2013 \u00a0\u00a0something that ignites curiosity<\/em><\/p>\n

      Teacher wears a detective hat and holds a \u00a0\u00a0magnifying glass to rally the class. \u00a0Emphasizes that readers are like \u00a0\u00a0detectives sometimes making predictions before they read.<\/p>\n

      <\/p>\n

      \u00a0<\/p>\n

      CONNECTION \u00a0\u00a0TO PRIOR LEARNING OR REAL WORLD<\/strong><\/p>\n

      This \u00a0\u00a0is what you <\/em>say<\/strong><\/em> to students about \u00a0\u00a0what they have already learned and how it prepares them for what they are \u00a0\u00a0about to learn; review what they have learned to prepare them for the \u00a0\u00a0upcoming lesson.<\/em><\/p>\n

      \u201cReaders, you\u2019ve worked so hard on looking at \u00a0\u00a0the pictures before you start reading every story, but today, you are going \u00a0\u00a0to do a grown-up sneak peek since you are almost third graders! \u00a0You are \u00a0\u00a0going to use that to help you make a prediction which will help you \u00a0\u00a0understand and keep track of the story as you read these longer books!\u201d<\/p>\n

      \u00a0<\/p>\n

      OBJECTIVE \u00a0\u00a0STATEMENT<\/strong><\/p>\n

      (including \u00a0\u00a0a performance behavior)<\/strong><\/p>\n

      This \u00a0\u00a0is what you <\/em>say<\/strong><\/em> to students about \u00a0\u00a0what students will learn today, <\/em>and<\/strong><\/em> \u00a0\u00a0how they will show they have learned the content (that is the performance \u00a0\u00a0measure)<\/em><\/p>\n

      \u201cReaders! \u00a0Today we are going to take a \u00a0\u00a0sneak peek by looking at the cover, title, back blurb, and table of contents \u00a0\u00a0so we can make a prediction before we read to help understand longer books! \u00a0\u00a0After we read, we will check and see if our ideas were right!”<\/p>\n

      \u00a0<\/p>\n

      PURPOSE \u00a0\u00a0OF LEARNING<\/strong><\/p>\n

      Why \u00a0\u00a0do students need to learn this today? This should be written in what you will<\/em> say<\/strong><\/em> to students and should include \u00a0\u00a0both why it is important to the content <\/em>and<\/strong><\/em> \u00a0\u00a0why it is relevant in their lives.<\/em><\/p>\n

      \u201cYou are going to use the sneak peek to help \u00a0\u00a0you make a prediction which will help you understand and keep track of the \u00a0\u00a0story as you read these longer books!\u201d<\/p>\n

      \u00a0<\/p>\n

      INSTRUCTIONAL STEPS<\/strong><\/p>\n

      Include:\u00a0<\/u><\/p>\n

      \u00b7 Step by step instructions<\/p>\n

      \u00b7 Key points<\/p>\n

      \u00b7 Directions to give<\/p>\n

      \u00b7 Small \u00a0\u00a0group instructional plans<\/p>\n

      \u00b7 Differentiated \u00a0\u00a0Station Activities\u00a0<\/p>\n

      1. \u201cReaders! \u00a0\u00a0\u00a0Today we are going to take a sneak peek by looking at the cover, title, back \u00a0\u00a0blurb, and table of contents so we can make a prediction before we read to \u00a0\u00a0help understand longer books!\u201d Teacher uses hands to gesture like it\u2019s a book \u00a0\u00a0and pointing out the front and back.<\/p>\n

      2. Before beginning the lesson, students will work \u00a0\u00a0together as a class to complete the Frayer model of \u201cback blurb.\u201d This is a new term for \u00a0\u00a0students so going through the process of creating a vocabulary anchor chart \u00a0\u00a0will solidify this term for them.\u00a0<\/p>\n

      3. Teacher \u00a0\u00a0models through direct instruction doing this before reading. Teacher models \u00a0\u00a0reading the title, cover, back blurb and table of contents (if applicable.)\u00a0<\/p>\n

      <\/p>\n

      4. \u00a0\u00a0Students are sitting next to a reading partnerand then they discuss what they\u2019re thinking the \u00a0\u00a0character, setting, and problem might be. The teacher listens in to quickly \u00a0\u00a0get an informal assessment on how students are responding to this \u00a0\u00a0information.\u00a0<\/p>\n

      5. The teacher models thinking aloud and writing \u00a0\u00a0it on a sticky note. \u00a0\u00a0\u00a0This is all direct instruction so the teacher does not call on any students \u00a0\u00a0to gather their thinking. \u00a0The teacher is only modeling the correct \u00a0\u00a0response. \u00a0The teacher will place the sticky notes on an anchor chart. The chart will be set up in three \u00a0\u00a0columns. What I know (title, cover, \u00a0\u00a0back blurb), what I predict (problem), and confirmed\/denied.<\/p>\n

      6. The teacher follows the same procedure for \u00a0\u00a0making a prediction. The teacher reads the whole story, stopping after each chapter to \u00a0\u00a0check on the prediction and maintain information across chapters to see how \u00a0\u00a0the problem is developing. \u00a0The teacher is modeling correct \u00a0\u00a0thinking across the book aloud. Students can be given time to talk to their \u00a0\u00a0partnerships quickly after each chapter to practice, but the teacher does not \u00a0\u00a0call for their responses. \u00a0<\/p>\n

      7. At the end of the story, the teacher confirms \u00a0\u00a0the prediction and repeats the gestures and points to the anchor chart \u00a0\u00a0repeating the steps of how to take a sneak peek and predict. \u00a0<\/p>\n

      8. To wrap up the lesson, the class as a whole can confirm or deny the \u00a0\u00a0prediction that the teacher has made. The students echo \u00a0\u00a0the steps and gestures.\u00a0<\/p>\n

      9. The \u00a0\u00a0teacher will dismiss students out into their station activities now while pulling guided reading groups. The station activities are:<\/p>\n

      \u00b7 Writing \u00a0\u00a0about Reading<\/strong> \u2013 Students will choose a book on their \u00a0\u00a0independent reading level, \u00a0\u00a0read for 15 minutes and then choose a writing about reading prompt card and \u00a0\u00a0write a written response. The \u00a0\u00a0prompt cards are of varying difficulty levels. Students know which color cards they are to \u00a0\u00a0draw from to match their skill levels.\u00a0<\/p>\n

      \u00b7 Technology Station<\/strong> \u2013 Students will work on the computer or ipad on \u00a0\u00a0iStation. This differentiated learning \u00a0\u00a0opportunity allows students to work on reading passages and answer questions \u00a0\u00a0based on their specific reading needs and abilities.\u00a0<\/p>\n

      \u00b7 Listening \u00a0\u00a0Station<\/strong> \u2013 students will listen to a book on tape. Students will listen to the book assigned \u00a0\u00a0to their reading group based on level. The books will be differentiated and color coded. Students know which book they are to listen \u00a0\u00a0to. They will write a prediction ahead of \u00a0\u00a0listening and then confirm or deny after they listen. They will turn in this \u00a0\u00a0prediction for an informal assessment\/formative assessment.<\/p>\n

      \u00b7 Independent \u00a0\u00a0Reading<\/strong>– Students will read a book of their choice at their table.<\/p>\n

      \u00b7 Guided \u00a0\u00a0Reading<\/strong>– Groups will \u00a0\u00a0be pulled to the guided reading table with the teacher to work on their \u00a0\u00a0instructional level. Teacher will \u00a0\u00a0practice the prediction skill with all groups using text on their level.<\/p>\n

      \u00a0<\/p>\n

      LITERACY STRATEGIES USED<\/strong><\/p>\n

      **Specifically identify ways you are \u00a0\u00a0implementing literacy instruction!<\/p>\n

      The preview of the book aids in comprehension. The Frayer model is an \u00a0\u00a0effective strategy to help the new vocabulary stick. Students discuss various parts of the \u00a0\u00a0lesson and make predications. At the \u00a0\u00a0writing about reading station, the students choose a book on their \u00a0\u00a0independent reading level and write about it. At the technology station, students answer comprehension questions. \u00a0\u00a0Students write predictions at the listening station and work with the teacher \u00a0\u00a0to practice predictions in reading groups.\u00a0<\/p>\n

      \u00a0<\/p>\n

      STUDENT USE OF TECHNOLOGY\u00a0<\/strong><\/p>\n

      Technology Station<\/strong> \u00a0\u00a0\u2013 Students will work on the computer or ipad on iStation. This differentiated learning opportunity \u00a0\u00a0allows students to work on reading passages and answer questions based on \u00a0\u00a0their specific reading needs and abilities.\u00a0<\/p>\n

      \u00a0<\/p>\n

      CLOSURE<\/strong><\/p>\n

      Review: <\/strong>How will you cement the learning that has taken place in this lesson?<\/em><\/p>\n

      Connect to future learning: <\/strong>How will what students learned today help \u00a0\u00a0them in upcoming lessons?<\/em><\/p>\n

      Gather students back on the carpet after \u00a0\u00a0their independent practice. \u00a0They share their work with their reading \u00a0\u00a0partner. \u00a0Repeat steps and gestures from anchor chart. \u00a0<\/p>\n

      Teacher tells students to be detectives all \u00a0\u00a0day thinking about predictions in all books they read and will try it out in \u00a0\u00a0even longer books tomorrow.<\/p>\n

      The Reflection<\/h2>\n

      Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.<\/p>\n

      5. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?\u00a0<\/p>\n

      6.<\/strong> Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).<\/p>\n

      7.<\/strong> Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?<\/p>\n

      8. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

      \u00a0\u00a0 Planning Instruction Part 2 700.4PBP PLANNING INSTRUCTION, PART 2 This project is a continuation of the earlier project TNT 700.3P Planning Instruction, Part 1. You will develop the student expectations chosen in the previous project into lesson plans. This project has two submissions. LOOK CAREFULLY \u00a0AT THE CERTIFICATION AREAS LISTED BELOW AND SELECT THE […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[16],"tags":[],"class_list":["post-86948","post","type-post","status-publish","format-standard","hentry","category-education"],"_links":{"self":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts\/86948","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/comments?post=86948"}],"version-history":[{"count":0,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts\/86948\/revisions"}],"wp:attachment":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/media?parent=86948"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/categories?post=86948"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/tags?post=86948"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}