Create A Developmentally Appropriate Literacy Lesson 389307

Create A Developmentally Appropriate Literacy Lesson Plan That Support

Create a developmentally appropriate literacy lesson plan that supports language and literacy experiences. Include the following in your lesson plan, using the template: a.Identify the lesson objectives. b.Describe the alignment with language and literacy standards. c.Describe the lesson procedure. This should be detailed so that another teacher could use this to implement the lesson. d.Explain strategies to support children learning a second language. e.Explain modifications for students with special needs. f.Identify appropriate materials. Use the textbook and at least one outside resource, with citations in APA format. g.Create an assessment plan. How will you measure improvement? Your one- to two-page lesson plan should utilize the template and be in-depth so another reader would know exactly what to do if they were teaching the lesson. It must be formatted according to APA style, citing two to three scholarly resources (including the course text). Since you will be using a template, it is not necessary to include a title and cover page.

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Introduction

Effective literacy instruction is fundamental for developing language skills and fostering a lifelong love of reading and writing in young children. A developmentally appropriate literacy lesson plan considers the cognitive, linguistic, and social-emotional stages of learners, ensuring activities are tailored to meet their needs. This paper details a comprehensive lesson plan designed to support young children's language and literacy development, aligned with current standards, inclusive strategies for multilingual learners and students with special needs, and assessment methods to measure progress.

Lesson Objectives

The primary objectives of this literacy lesson are for children to recognize and name uppercase and lowercase letters of the alphabet, develop phonemic awareness through simple rhyme and sound matching activities, and demonstrate an understanding of story structure by retelling a familiar story. These objectives aim to strengthen both decoding skills and comprehension, foundational components of early literacy (National Early Literacy Panel, 2008).

Alignment with Language and Literacy Standards

The lesson aligns with the Common Core State Standards for English Language Arts, specifically CCSS.ELA-LITERACY.RF.K.1, which emphasizes understanding and producing rhymes, and RF.K.2, which focuses on decoding words using phoneme-grapheme correspondences. Additionally, it aligns with the Head Start Early Learning Outcomes Framework, which emphasizes language development, print awareness, and early literacy skills (U.S. Department of Health and Human Services, 2015).

Lesson Procedure

The lesson begins with a morning circle where the teacher introduces the topic by singing an alphabet song, activating prior knowledge. Following this, children participate in a shared reading of a picture book focusing on animals and sounds, such as "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr. The teacher models pointing to words and pictures, encouraging children to predict and discuss the story elements.

Next, children engage in a phonics activity where they match pictures to initial sounds, using picture cards and letter tiles. This activity promotes phonemic awareness and letter recognition. After the activity, children participate in a small group storytelling craft, creating a simple puppet show of the story, reinforcing comprehension and narrative skills. To conclude, children revisit the alphabet song and participate in a closing discussion about what they learned today.

Throughout, the teacher employs scaffolding strategies such as prompting, modeling, and providing visual supports. The activities are differentiated by offering more complex tasks for advanced learners and additional support for those requiring assistance, ensuring engagement is appropriate for varying developmental levels.

Supporting Second Language Learners

To support children learning a second language, the teacher incorporates visual aids, gestures, and bilingual resources. For example, alphabet cards include labels in both English and the child's home language, and the teacher models pronunciation and encourages peer support. The use of songs and stories in multiple languages creates a culturally responsive environment that validates children's linguistic backgrounds and promotes language acquisition (García & Wei, 2014).

Modifications for Children with Special Needs

For children with special needs, modifications include alternative communication methods such as picture exchange communication systems (PECS), additional time for activities, and one-on-one scaffolding. Visual schedules outline the lesson steps clearly, helping children with attention or processing challenges follow the routine. Activities are adapted to be multisensory, incorporating tactile or kinesthetic elements to reinforce learning (Odom et al., 2011).

Materials

Materials include alphabet and picture cards, storybooks like "Brown Bear, Brown Bear," puppets, chart paper, markers, and tactile letter tiles. The selection is based on research supporting multimodal learning and the importance of manipulating physical objects to reinforce literacy skills (Mooney, 2013).

Assessment Plan

Assessment includes observational checklists during activities to monitor engagement and participation, running records of children's retelling and letter recognition, and anecdotal notes on progress in phonemic awareness. A simple portfolio system tracks changes over time, with formative assessments guiding instructional adjustments. The goal is to evaluate growth in letter recognition, phonemic awareness, and story comprehension in alignment with the objectives (Qualters & Viteritti, 2014).

References

  • García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
  • Mooney, C. G. (2013). The highly effective teaching of early literacy: Helping children become successful readers and writers. Pearson.
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
  • Odom, S. L., Boyd, B. A., Belt, M., Horn., E., & Hume, K. A. (2011). Facilitating social communication and play in children with autism spectrum disorder. Topics in Language Disorders, 31(3), 223-242.
  • Qualters, D. M., & Viteritti, J. P. (2014). Measuring progress in literacy: Developing assessment strategies. Early Childhood Education Journal, 42, 159-169.
  • U.S. Department of Health and Human Services. (2015). Head Start Early Learning Outcomes Framework. Washington, DC: Author.
  • Cain, K., & Oakhill, J. (2011). Children's comprehension problems in oral and written language. The Guilford Press.
  • Paris, S. G. (2005). Reinterpreting the development of reading and literacy. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, culture, and prize-winning scholarship (pp. 332-338). ABC-CLIO.
  • Hiebert, E., & Pearson, P. D. (2000). Assessing reading and language arts in the elementary grades. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (pp. 243-267). Routledge.
  • Billman, A. (2013). Multilingual environments in early childhood education: Supporting language development and literacy. Early Childhood Education Journal, 41, 399-406.

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