Benchmark ELA Unit Plan For Special Educators ✓ Solved

Benchmark ELA Unit Plan Special educators must be able to

Benchmark ELA Unit Plan Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies. In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”

Part 1: Unit Plan Develop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from the Arizona or another state academic content standards.

Design the unit plan to include:

• National/State Learning Standards: Select standards that address reading, writing, speaking, and listening integration skills.
• Multiple Means of Representation: Select strategies that allow opportunities to develop oral and written language for students with disabilities. Incorporate individual abilities, interests, learning environments, and cultural and linguistic factors in the section.
• Multiple Means of Engagement: Select strategies to enhance language development and communication skills.
• Multiple Means of Expression: Use technically sound formal and informal assessment.
• Extension Activity and/or Homework: Incorporate activities that include critical thinking and problem-solving.
• In the Differentiation rows of the unit plan template focus on the three students you selected.

Part 2: Rationale In words rationale at the bottom of your unit plan, explain the following:

• How literacy skills from your lesson plan will be helpful for students in other content areas.
• How communication and language arts strategies prepare students and provide them strategies to be successful academically and personally across multiple settings with a variety of collaborators (e.g., individuals, families, and teams). Support your findings with a minimum of three scholarly resources.

While APA 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.

Paper For Above Instructions

Creating an effective ELA unit plan for special education students requires careful consideration of their unique needs, strengths, and learning preferences. This five-day unit plan is designed for a mixed-ability classroom focusing on vocabulary development, reading comprehension, grammar skills, writing proficiency, and speaking and listening activities. The plan integrates technology and is aimed at students with varying levels of ability in a self-contained learning environment.

Day 1: Vocabulary and Reading Comprehension

This day will introduce students to key vocabulary related to a selected text known as “The Magic of Words.” Students will explore words such as “imagine,” “explore,” and “create.” The lesson will integrate visual aids and real-life connections to help students relate to the vocabulary. Students will engage in a read-aloud session where the teacher reads the selected text aloud, while students follow along with their own copies. After the reading, students will participate in a vocabulary matching game using digital tools like Quizlet, encouraging interaction and technology usage. Additionally, students will discuss the text in small groups to enhance listening and speaking skills.

Teaching standards from the Arizona Academic Content Standards for ELA will be utilized, specifically emphasizing vocabulary acquisition and reading comprehension (Arizona Department of Education, 2020).

Day 2: Grammar Skills

On the second day, the focus will shift to grammar through interactive writing. Students will review parts of speech using colorful graphics and games that engage various learning styles. Each student will receive differentiated materials based on their individual abilities. The grammar lesson will culminate in a group writing activity where students collaboratively write sentences that incorporate the vocabulary learned the previous day. Technology will be integrated by using Google Docs for collaborative writing, allowing students to see real-time changes and edits made by their peers.

Students will also be assessed informally based on their participation in the group writing process and their ability to identify parts of speech in sentences.

Day 3: Writing Proficiency

Writing instruction on day three will focus on expressive writing. Students will use graphic organizers to plan a short story using their vocabulary words. After planning, they will draft their stories in pairs, allowing them to express their creativity while developing critical thinking skills. The stories will be shared with the class through a “Story Share” session, fostering a sense of community and allowing students to practice speaking skills. The teacher will provide feedback based on a rubric that addresses creativity, grammar, and vocabulary usage.

Day 4: Listening and Speaking Activities

The fourth day will center on listening skills through auditory comprehension exercises. Students will listen to a short story with various character voices and sound effects. After listening, students will engage in a discussion about what they heard, focusing on character motivations and plot development. They will work in pairs to create a poster that summarizes the story, integrating both visual and auditory learning elements. This activity encourages collaboration and uses different media, ensuring that students with different learning preferences are engaged.

Day 5: Technology and Assessment

The final day will utilize technology for assessment. Students will create a digital presentation summarizing what they learned throughout the week, incorporating vocabulary, grammar skills, and writing. This project-based approach will allow students to demonstrate their understanding creatively and technically. They will present their project to the class, integrating all language arts skills into one culminating activity.

As part of the rationale, literacy skills gained from this unit will significantly aid students in other content areas. For instance, the vocabulary and comprehension strategies taught will enhance their ability to engage with texts in subjects such as science and social studies. Additionally, communication and language arts strategies foster collaboration skills, preparing students for group work and discussions in various contexts involving peers and educators (Baker, 2018; Smith, 2021). These strategies provide a foundation for academic and personal success, equipping students with the ability to articulate their ideas and engage with others effectively across different settings.

References

• Arizona Department of Education. (2020). Arizona Academic Content Standards: English Language Arts. Retrieved from [URL]
• Baker, J. (2018). Engaging Students in Literacy Across the Curriculum. Journal of Special Education, 45(3), 203-215.
• Smith, L. (2021). Effective literacy strategies for students with disabilities. Teaching Exceptional Children, 53(4), 230-240.
• Brown, A., & Thomas, R. (2020). Differentiation in the Classroom: Strategies for Diverse Learners. Education and Teaching Journal, 36(2), 145-160.
• Harris, K., & Graham, S. (2020). Teaching writing to students with learning disabilities: A systematic approach. Learning Disabilities Research & Practice, 35(2), 101-117.
• Perry, N. E., & Smart, K. (2019). Building a foundation for literacy: Current research and future directions. Review of Educational Research, 89(2), 283-309.
• Walker, D. (2017). Using technology to enhance literacy instruction: Tips for teachers. Tech & Learning Magazine. Retrieved from [URL]
• Johnson, K., & Williams, M. (2021). Collaborative learning in special education: Best practices. International Journal of Special Education, 36(1), 1-15.
• Lee, C., & Chan, A. (2019). Engaging students with disabilities in classroom discussions: Strategies for success. Journal of Classroom Interaction, 54(1), 5-14.
• Anderson, R. C., & Armbruster, B. B. (2018). Teaching reading and writing: The role of the teacher. Reading Research Quarterly, 53(3), 298-311.