Discussion on Literacy Lesson Plan


Literacy Lesson Plan Reading and writing are reciprocal learning processes. Using these skills interchangeably in a classroom promotes language development. Using the “COE Lesson Plan Template,” creat

Literacy Lesson Plan

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Reading and writing are reciprocal learning processes. Using these skills interchangeably in a classroom promotes language development.

Using the “COE Lesson Plan Template,” create a literacy lesson plan that demonstrates the reciprocity between reading and writing. Base the lesson upon one reading and one writing ELA standard from your state, and the students in your field experience classroom.

In the Summary section of your lesson plan, briefly explain why it is important to teach explicit literacy skills and how you will connect and extend these learning progressions in the home.

In the Differentiation section, identify specific researched-based support strategies for one student with exceptionalities and tie the strategy to the lesson. For example, if students are learning how to write the letter T, provide a dotted letter T for students who struggle with writing, or provide a pencil grip for students struggling to hold a pencil. As an example, use students from your field experience classroom who are receiving special education services. (Please do not use children’s real names to protect confidentiality.) For clarification, explain the delay or disability on the lesson plan.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Clinical Field Experience A: Making Connections, K-3

Allocate at least 5 hours in the field to support this field experience.

The ability to effectively integrate all disciplines in student learning, while recognizing developmental milestones, is complex. Use this field experience to observe and collaborate with your mentor regarding the many facets to teaching in a K-3 classroom.

Observe an inclusive K-3 early childhood or elementary site, focusing on ELA, social studies, and art lessons, and paying close attention to the relationship between reading and writing. Discuss with the mentor teacher how he or she purposefully integrates reading and writing into lessons.

Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize and reflect upon your observations, discussion, and instructional support. Include the following:

  1. How did your field experience teacher integrate reading and writing?
  2. What was done for reading? What was done for writing? How were they connected to each other during instruction?
  3. What was done for social studies and art? Were they integrated into other curriculum? If they were not observed, how could you incorporate social studies and art into the lesson?
  4. What support and/or accommodations did you observe for children with exceptionalities?
  5. How will this observation and research inform your own future teaching practice?

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. Refer to the  LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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