Your second grade classroom has 26 students. You have a wide variety of ethnic and cultural backgrounds and five students who are either at risk for academic achievement or are already receiving special education services. Testing has been done to determine the following:
- Jane, Danny, and Gabriel have been struggling with decoding skills, written expression skills, and comprehension skills. Jane is also pulled out twice a week to see the speech and language therapist. She receives speech and language services for articulation delays and communication delays.
- Sofia has a traumatic brain injury as a result of a childhood accident. She has difficulty using the left side of her body to write. She also has trouble remembering information and needs to have frequent prompts and cues to attend to relevant stimuli. So far, test results indicate she is functioning at a first grade level with an average IQ score. Her occupational therapist and special education teacher recommend open book tests, videos, and pictures to help her achieve. She uses adaptive scissors, an adaptive writing device, and an iPad. Because of motor issues, touch screens work best. She also uses speech-to-text software, so all major writing assignments are usually completed on the iPad or the computer in the back of the room. The assistive technology team has recently installed the software and provided training on how to use it. The OT comes in during your English Language Arts time block one time per week. She works with Sofia as she is engaged in classroom activities.
- Nasir is an active boy who is very bright. He asks many questions, and often needs to be redirected back to his seat. He taps his pencil, squirms, and craves activities that involve movement. He is often seen talking with peers, touching items on their desks and on the teacher’s desk, and moving around the classroom. His writing is not very legible, but he does try. His peers are sometimes annoyed with him. He also struggles with math problem solving and reading comprehension because he tries to complete tasks too fast and does not attend to relevant information. He goes to the nurse one time a day after lunch to take medication for ADHD.
- Sebastian and his family have just moved into the community from Guatemala. He understands some English. His father speaks English, but his mother is not a fluent English speaker. He does qualify for some support from the ELL teacher and she provides some text books written in Spanish.
For this benchmark, create a grade early literacy lesson plan for specified groups of students.
Use the “COE Lesson Plan Template.”
Based on the information and data provided on the “Class Description” and the “Class Profile,” create an early literacy lesson plan for this diverse group of students. Your lesson should be sufficiently differentiated to accommodate all individual students on the “Class Profile” and their specific abilities, needs, and background factors. Your lesson plan should:
- Specify the content of your lesson, any teaching techniques, and align your learning objectives with the Arizona Early Learning Standards, informed by each student’s individual learning needs and goals.
- Support the literacy development of individuals with exceptionalities.
- Include strategies you have learned about in this course that are appropriate for the literacy areas you are developing.
- Include the types of assistive technology that would be needed for this lesson.
Complete all of the sections on the “COE Lesson Plan Template.”
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
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