You have 12 students in your integrated morning preschool classroom. Testing was done and determined that you have one student with autism, two students with Down syndrome, and four students with speech and language delays. The other students are functioning within a typically developing range.
- Manuel, the student with autism, is using a picture board with symbols to communicate using 2-3 word phrases and sentences. He is fascinated with trains and is resistant to leave the block center where his favorite train set is located. He is sometimes persuaded to leave the area with a puzzle or book. He loves books and puzzles that have pictures of animals.
- Mercedes is a student with Down syndrome. She uses a total communication approach to communication using pictures, gestures, and American Sign Language. Mercedes loves to dance and sing. Circle time is her favorite time. She is a great imitator of peers.
- Michael is another student with Down syndrome. He uses a picture system to communicate, but uses real photos instead of symbols. He sometimes needs assistance with matching the photo to real objects as a cue before prompting a request. Michael loves the art center and the sensory center because he craves sensory input. He also loves playing in the sand box. He requires supervision because he likes to throw sand up in the air.
- Kristin, Jeffrey, Francesca, and Sara have difficulty pronouncing sounds and have multiple substitution errors, which makes it difficult to understand their speech. Both Jeffrey and Kristin have frequent ear infections and tubes in their ears, which may have contributed to their speech delays. They enjoy playing in the art center together as well as the literacy center. Puppets and games are also a favorite center for many of the students.
- One of the three English language learners who have recently moved into the community has an IEP.
For this benchmark, create a preschool 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 that includes a whole group circle-time activity and at least two different center activities. Your center activities should include early literacy activities related to the topic and theme of your circle time activity. 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 also include the following:
- A description of your theme or big ideas to be covered, any facilitating techniques, and a description of the two center activities that would be utilized during center-time group rotations, informed by each child’s individual learning needs and goals.
- Problem-solving skills and critical thinking skills that can be utilized by students with and without exceptionalities;
- An explanation of considerations made to support literacy development of individuals with exceptionalities.
- Use strategies to enhance language development and communication skills.
- The strategies you will employ to facilitate the type of literacy development you are targeting for all students.
- The types of assistive technology that would be needed for this lesson to support literacy development.
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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