provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology.

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Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.

Read the following case scenario to inform the assignment that follows.

April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.

Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.

Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:

  1. A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
  2. Learning targets aligned to the ELA Common Core fourth grade literacy standards.
  3. Strategies to enhance language development and communication skills.
  4. Strategies and technologies that encourage development of critical thinking and problem solving.
  5. The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
  6. A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.

Each lesson plan must be completed and submitted as a separate completed lesson plan.

In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.

Submit all lesson plans and rationale as one deliverable

Provide a 250-500 word rationale of your reading comprehension plan that shows alignment between your curricular/academic goals, activities, and research-based strategies.

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For this benchmark, you will use the following case scenario to develop a research-based early reading comprehension plan for the student. Your plan will consist of learning activities that facilitate vocabulary development and reading comprehension.

Case Scenario: 

Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.

Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.

Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.

Part 1: Vocabulary Development

Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on vocabulary development.

Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.

In a 150-250 word description, include the following:

  • The aligned curricular/academic goal (standards).
  • A brief explanation regarding how the learning activity would be carried out.
  • An explanation regarding the research-based strategies you would use to enable Alfonso to apply reading, writing, speaking, viewing, listening, and thinking skills to different situations, materials, and ideas.

Part 2:  Reading Comprehension

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on reading comprehension.

Utilize at least two research-based strategies to address the aligned curricular/academic goal. Choose strategies that utilize verbal, nonverbal, and media communication techniques to facilitate active inquiry, collaboration, and supportive interaction between Alfonso and his classmates. In a 150-250 word description, include the following:

  • The aligned curricular/academic goal (Standards);
  • A brief explanation regarding how your activity would be carried out; and
  • An explanation regarding the techniques and research-based strategies you would use to facilitate active inquiry, collaboration, and supportive interaction.

Part 3:  Rationale

Provide a 250-500 word rationale of your reading comprehension plan that shows alignment between your curricular/academic goals, activities, and research-based strategies. How do these strategies or activities address Alfonso’s specific learning needs? How could these strategies for vocabulary development and reading comprehension be utilized across the curriculum? Provide examples.

Include at least three sources from your reading to support your position.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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

, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology.

/in /by

Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.

Read the following case scenario to inform the assignment that follows.

April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.

Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.

Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:

  1. A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
  2. Learning targets aligned to the ELA Common Core fourth grade literacy standards.
  3. Strategies to enhance language development and communication skills.
  4. Strategies and technologies that encourage development of critical thinking and problem solving.
  5. The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
  6. A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.

Each lesson plan must be completed and submitted as a separate completed lesson plan.

In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.

summarize and reflect upon teacher feedback related to your pre-assessment and lesson plan, as well as lesson delivery.

/in /by

Part 1: Literacy Lesson Plan

Develop a lesson plan, using the “COE Lesson Plan Template.” Within your lesson plan, be sure to:

  • Utilize the book identified in your Field Experience B assignment.
  • Include differentiation strategies for the identified students from your Field Experience B assignment. 
  • Include standards and objectives focusing on reading comprehension, vocabulary, and a writing activity.

Upon completing your lesson plan, design a pre-assessment for reading comprehension and vocabulary to give to your identified small group before the lesson.

Share both the pre-assessment and lesson plan with your certified general education classroom teacher to obtain feedback and revise the lesson as necessary.

Pre-assess students within your small group and then teach the reading comprehension and vocabulary sections of the lesson.

Part 2: Reflection

In 250-500 words, summarize and reflect upon teacher feedback related to your pre-assessment and lesson plan, as well as lesson delivery. Identify successes of lesson plan delivery as well as areas of potential growth.  Be sure to explain how you will use your findings in your future professional practice.

Submit your lesson plan, pre-assessment, and summary as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style

Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.