Allocate At Least 1 Hour In The Field To Support This 166719

Allocate As Least 1 Hour In The Field To Support This Field Experience

Allocate as least 1 hour in the field to support this field experience. With your mentor, decide on the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in reading and/or writing. Part 1: Reading and Writing: I Do, We Do, You Do Chart Choose a reading and writing concept with a strategy that aligns to what students in your field experience classroom are currently learning. Complete the "Reading and Writing: I Do, We Do, You Do" chart to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson: Reading and Writing Concept I Do, We Do, You Do Differentiation Assessment Upon completion of your chart, and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Reflection Using the “Reading, Writing, and Print Concepts: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in words. Explain how you will use your findings in your future professional practice. Submit your "Reading and Writing: I Do, We Do, You Do" chart and reflection as one deliverable. The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.

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.

Paper For Above instruction

The successful implementation of small-group literacy instruction is a vital component of effective classroom practice, particularly in fostering individualized learning opportunities for students. The assignment at hand emphasizes the importance of dedicating at least one hour in the field to planning, executing, and reflecting upon a targeted instructional session. This process not only enhances instructional skills but also aligns with best practices in literacy education, emphasizing differentiation, strategic planning, and reflective practice.

In collaborating with a mentor teacher, the initial step involves selecting an appropriate literacy concept that resonates with current student learning. The concept should be attainable within the constraints of a one-hour session and should target specific skills in reading and/or writing. For example, a teacher might choose to focus on comprehension strategies such as inference, main idea identification, or decoding skills like phonemic awareness or spelling patterns. Once the concept is chosen, the next step is to utilize the "Reading and Writing: I Do, We Do, You Do" chart. This chart serves as a blueprint for structuring explicit instruction, fostering gradual release of responsibility from the teacher to the students.

The "I Do" phase involves the teacher modeling the strategy or skill, demonstrating clear and explicit instruction that students can observe and understand. During the "We Do" phase, the teacher and students engage in guided practice, allowing students to apply the strategy with scaffolding. Finally, in the "You Do" phase, students independently practice the skill, demonstrating their understanding and mastery.

Differentiation is critical throughout this process. Adjustments to instruction should accommodate various student needs, whether through scaffolding, providing visual aids, or offering alternative tasks. Assessment strategies should also be embedded to monitor student understanding and inform future instruction, which could include exit slips, observation notes, or formative assessments integrated into the lesson plan.

Following the lesson facilitation, reflection is essential. Utilizing the same chart, the educator should analyze the effectiveness of each phase, student engagement, and mastery of the targeted skill. Reflective insights might include observations on student responses, challenges encountered, and strategies that proved most effective. This reflection informs future practice, guiding adaptations and enhancements for subsequent lessons.

The final submission includes both the completed "Reading and Writing: I Do, We Do, You Do" chart and a reflective narrative. This documentation serves as a professional artifact that demonstrates planning, execution, and reflective analysis—core components of effective literacy instruction. Additionally, the lesson plan will contribute to the broader Literacy Toolkit, allowing for iterative improvements based on experience and student feedback. Such reflective practices and strategic planning are essential for developing reflective practitioners committed to continuous improvement in literacy education.

References

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• Pressley, M. (2006). Notice and Note: Strategies for close reading. The Guilford Press.