Day Unit Plan Use The “3 Day Unit Plan Template” To Complete ✓ Solved

3 Day Unit Plan Use the “3 Day Unit Plan Template†to complete this assignment

Complete a 3-day English Language Arts (ELA) unit plan for a resource classroom based on your state’s fourth grade literacy standards related to vocabulary acquisition and use. The plan should include strategies that enhance students' language development and communication skills in the Multiple Means of Representation section. Incorporate strategies and technologies that encourage student engagement and foster critical thinking and problem-solving skills in the Multiple Means of Engagement section. Address the specific needs of April, a fourth-grade student with a language impairment, in the Differentiation sections by integrating the use of Augmentative and Alternative Communication (AAC) systems and assistive technologies planned in her IEP to support her communication and learning. Design differentiated formative and summative assessments to measure her progress toward her IEP goals. The instruction should specifically support April's goals of identifying key vocabulary, writing definitions, and using words correctly in context, with accommodations such as visual cues and text-to-speech technology.

Sample Paper For Above instruction

Introduction

Designing an effective and inclusive literacy unit plan for a diverse classroom, particularly when accommodating students with language impairments, requires strategic planning that aligns with grade-level standards and utilizes assistive technologies. For April, a fourth grader with a language impairment, integrating AAC systems and tailored differentiation strategies is vital to foster her vocabulary acquisition and expressive language skills. This comprehensive 3-day unit plan exemplifies how to meet her unique needs while promoting engagement, understanding, and communication competency.

Day 1: Vocabulary Introduction and Engagement

Objectives

  • Introduce five key content vocabulary words from the assigned reading.
  • Utilize visual aids and AAC systems to support comprehension and communication.

Strategies and Technologies

In this session, students will use Proloquo2Go with Mayer-Johnson symbols to visually represent vocabulary words and text-to-speech software for pronunciation support. These tools enhance Multiple Means of Representation by providing multimodal input, catering to diverse learning needs. Student engagement is fostered through interactive activities such as matching vocabulary words to images and using AAC devices to express understanding, which promote active participation and foster critical thinking.

Differentiation for April

April's access to AAC devices enables her to independently identify and express vocabulary understanding. Visual supports bridge her language comprehension gaps and facilitate participation alongside peers. Formative assessment includes her ability to select vocabulary and convey meanings using AAC, observed through her interactions during activities.

Day 2: Vocabulary Writing and Contextual Usage

Objectives

  • Write definitions for up to five key vocabulary words with 90% accuracy.
  • Use vocabulary words correctly in written sentences demonstrating understanding of context.

Strategies and Technologies

Students will use graphic organizers with visual cues and word banks to support writing tasks. April will utilize speech-to-text software integrated with AAC systems to construct sentences and definitions, addressing her organizational and expressive language needs. These accommodations align with Multiple Means of Expression by providing accessible tools for writing, thereby promoting her success in literacy tasks.

Differentiation for April

The use of visual organizers and speech-to-text supports reduces her writing barriers and helps her meet her definition and sentence-writing goals. Formative assessment will involve evaluating her written outputs for correctness and clarity, with emphasis on her ability to accurately use vocabulary in context.

Day 3: Application and Creative Use of Vocabulary

Objectives

  • Create sentences using key vocabulary words with complete and accurate spelling, punctuation, and grammar.
  • Demonstrate understanding by applying vocabulary knowledge in contextually appropriate sentences.

Strategies and Technologies

To foster deeper understanding, students will participate in sentence construction activities using AAC-supported word prediction tools and visual cues. April will use her AAC device to select words and construct sentences, reinforcing her ability to incorporate vocabulary into meaningful contexts. These strategies encourage critical thinking by requiring students to analyze sentence structure and word usage, with AAC support reducing frustration and promoting independence.

Differentiation for April

Supported by assistive technology, April can independently create sentences, which enhances her confidence and language skills. Ongoing formative assessments include her sentence productions, ensuring she demonstrates mastery of vocabulary use in context.

Rationale

The instructional design prioritizes April's unique communication and learning needs by integrating AAC systems and assistive technologies that facilitate her language acquisition goals. Visual support tools and speech recognition software are evidence-based strategies shown to improve comprehension and expressive language among students with language impairments (Alper & Raharinirina, 2006; Beal-Alvarez et al., 2014). These technologies provide multimodal input and output, essential for supporting her decoding and semantic processing challenges.

By incorporating differentiated assessments—such as visual cues for vocabulary recognition, speech-to-text aids for writing, and AAC devices for expressive tasks—the plan ensures that April's progress is measurable and aligned with her IEP goals. The activities foster active engagement, critical thinking, and authentic language use, encouraging her to participate fully alongside peers while addressing her individual needs.

Furthermore, the strategies used reflect best practices for inclusive literacy instruction, emphasizing Universal Design for Learning (UDL), which advocates for multiple means of representation, engagement, and expression (CAST, 2018). The use of technologies like AAC and text-to-speech optimizes accessibility, supports diverse learners, and promotes independence. Overall, this unit plan exemplifies how thoughtful integration of assistive technologies and differentiated instruction can effectively support students with language impairments in meeting grade-level standards.

Conclusion

Creating engaging, accessible, and standards-aligned literacy units for students like April demands a balanced integration of technology, differentiation, and evidence-based practices. This unit plan provides a framework for fostering vocabulary development and expressive language skills, ensuring that all students can participate meaningfully and achieve their learning goals.

References

  • Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47–64.
  • Beal-Alvarez, J., Dickson, S. & Briesch, A. (2014). Using AAC to support literacy development in students with complex communication needs. AAC Journal, 20(1), 3–15.
  • CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author.
  • Fallon, K. M., et al. (2015). Technology integration in literacy instruction: A focus on students with disabilities. Journal of Literacy Research, 47(4), 439–461.
  • Higgins, K., et al. (2016). Vocabulary instruction for students with learning disabilities. Learning Disabilities Research & Practice, 31(2), 85–93.
  • Light, J., & McNaughton, D. (2014). Communication, technology, and disability: A focus on AAC. Journal of Disability & Rehabilitation, 36(3), 174–183.
  • McCarthy, M., & Delsandro, R. (2017). Differentiated instruction and assistive technologies in inclusive classrooms. Journal of Inclusive Education, 21(5), 587–603.
  • Shogren, K. A., et al. (2014). Supporting communication and participation for students with complex communication needs. Research and Practice for Persons with Severe Disabilities, 39(3), 173–181.
  • Swanson, H. L., & Hoskyn, M. (2018). The role of cognitive and language skills in literacy development. Reading & Writing Quarterly, 34(1), 27–50.
  • Wong, B. Y. L., & Weisel, A. (2017). Strategies for integrating AAC devices into literacy instruction. Journal of Special Education Technology, 32(2), 87–95.

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