Create A 2-Day Lesson Plan For Two Students Using Assessment ✓ Solved

Create a 2 Day Lesson Plan for Two Students Using Assessment Data

Linked below is a two-part assignment. The first part involves creating a two-day lesson plan for Monday and Tuesday tailored to two students, using their assessment data from parts A and B. The lesson plan must align with their specific assessment results, employ the correct Letter Lessons, and utilize the First Words Lesson Template from Heinemann (available on the Heinemann website or in attached files). You should clearly describe the activities you select, list the focus words, connect each activity to the chosen words, and include high-frequency words. Additionally, include notes on how you plan to evaluate the students’ success.

The second part requires writing a 250-word rationale for each student explaining why the selected activities are appropriate based on their assessment data. The rationale should justify your activity choices and demonstrate how they address the students' specific needs, skills, and gaps identified through the assessments.

Sample Paper For Above instruction

Introduction

The purpose of this lesson plan is to enhance the early literacy skills of two students—Student A, a kindergarten learner, and Student B, a first-grade learner—from their respective assessment data. The plan spans two days, focusing on phonics, blending, and recognition of high-frequency words, tailored to their specific needs as indicated by their assessment results. The activities are grounded in research-based best practices and employ the Heinemann First Words Lesson Template to ensure structured, effective instruction.

Assessment Data Overview

Student A exhibits emerging phonemic awareness, struggles with identifying high-frequency sight words, and needs targeted support in decoding simple words. The assessment indicates difficulty with initial sounds and recognizing common sight words such as “the,” “and,” “is,” “at,” and “it.”

Student B demonstrates a more developed phonics understanding but shows difficulty with multisyllabic word decoding and retaining high-frequency words in context. The assessment highlights weaknesses in blending sounds to form words and fluency with common words like “said,” “have,” “the,” “you,” and “was.”

Lesson Plan for Student A (Kindergarten)

Day 1: Focus on initial sounds and sight words (“the,” “and,” “is”)

• Activities: Engage students in letter-sound correspondence activities using letter tiles. Introduce a set of high-frequency words through visual flashcards and daily read-alouds. Use letter-matching games to reinforce initial sounds. For assessment, observe students’ ability to identify initial sounds and recall sight words in context.
• Words Focus: the, and, is

Day 2: Build on phonemic awareness and word recognition

• Activities: Phoneme segmentation exercises, where students break down words into sounds; use the letter tiles to construct simple words; practice reading short sentences with focus words. Evaluate success through quick oral reading checks and student participation.
• Words Focus: at, it, the

Lesson Plan for Student B (First Grade)

Day 1: Focus on blending sounds and high-frequency words (“said,” “have,” “you”)

• Activities: Practice blending phonemes into words using manipulatives; introduce high-frequency words with matching activities and sentence reading. Assess through reading fluency drills and comprehension questions.
• Words Focus: said, have, you

Day 2: Multisyllabic decoding and retention of high-frequency words

• Activities: Word sorting with multisyllabic words, decoding exercises, and writing practice with focus words. Measure progress through retellings and recognition assessments.
• Words Focus: the, was, are

Rationale for Chosen Activities

For Student A, activities are designed to build foundational phonemic awareness and sight word recognition, essential for kindergarten learners' successful reading acquisition. Letter-sound activities help solidify initial sound understanding, while sight word introduction through visual aids fosters quick recognition, vital for developing reading fluency (National Reading Panel, 2000). Repeated practice and active participation encode these skills more effectively.

For Student B, the activities aim to enhance decoding skills and fluency, crucial for first graders transitioning toward more complex texts. Blending exercises support phonemic manipulation, and word sorting enhances understanding of word patterns (Ehri, 2005). Emphasizing high-frequency words in sentences helps integrate decoding and comprehension skills—a necessary step for developing reading independence (Fitzgerald & Shanahan, 2000).

Both plans incorporate formative assessments through observation and active student responses, enabling tailored instruction and immediate feedback. The activities align with best practices outlined in recent literacy research and are strategically chosen to address each student's unique needs, thereby optimizing their literacy development trajectory.

References

• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Ehri, L. C. (2005). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 25(3), 32-51.
• Fitzgerald, J., & Shanahan, T. (2000). Reading and writing processes and development. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (pp. 107-135). Routledge.
• Heinemann (n.d.). First Words Lesson Template. Retrieved from the Heinemann website.
• Vaughn, S., & Klingner, J. (2011). Strategies for Struggling Readers: How to Help Your Child and Your Students. Guilford Press.
• Gunning, T. G. (2015). Strategies for Successful Reading Instruction. Pearson.
• Armbruster, B. B., & Osborn, J. (2001). Putting the patterns together: Finding words, spelling patterns, and meanings. The Reading Teacher, 54(2), 124-132.
• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
• Serafini, F. (2014). Reading the Visual: An Introduction to Teaching Visual Literacy. Teachers College Press.
• Moats, L. C. (2010). Speech to print: Language essentials for teachers. Brookes Publishing.

By tailoring activities based on assessment data, educators can provide targeted instruction that meets each learner's specific needs, ultimately fostering literacy growth and confidence.