ELA Mini Unit Template Part 1 Student Goals Part 2 Mini Unit

Ela Mini Unit Templatepart 1 Student Goalpart 2 Mini Unitday 1day 2d

Construct a comprehensive mini-unit plan for English Language Arts (ELA), including the following components: Part 1: Student Goal; Part 2: Mini Unit outlining days and lessons; detailed lesson plans for each day, including lesson titles, objectives, and summaries; alignment with National/State Learning Standards; vocabulary and academic language; materials and resources; instructional strategies; summaries of instruction and activities; differentiation strategies tailored for Stephanie using AAC; pre- and post-assessments; assessment accommodations; rationale; and references.

Paper For Above instruction

The development of an effective mini-unit plan in English Language Arts (ELA) necessitates a structured approach that aligns with educational standards and addresses diverse learner needs, particularly for students utilizing augmentative and alternative communication (AAC). This paper details a comprehensive mini-unit plan that encompasses clear student goals, detailed lesson planning across multiple days, and tailored instructional strategies, with a focus on inclusivity and assessment accommodations for Stephanie, a student who benefits from AAC supports.

Part 1: Student Goal

The primary student goal for this mini-unit is to enhance the student's ability to understand and analyze story elements such as characters, setting, and plot, while developing their vocabulary and expressive skills within a supportive ELA environment. Specifically, the student will demonstrate improved comprehension of narrative texts and be able to communicate their understanding through both verbal and AAC-supported responses. The goal emphasizes differentiation, ensuring that Stephanie's unique communication needs are integrated into all instructional activities.

Part 2: Mini Unit - Day 1 and Day 2

The mini-unit spans multiple days, with focused lessons designed to build foundational skills and progressively develop student mastery. The detailed plan includes lesson titles, objectives, summaries, activities, and assessments tailored to learner needs.

Day 1: Lesson 1 — Introduction to Story Elements

  • Objectives: Students will identify basic story elements such as characters, setting, and beginning, middle, and end of a story.
  • Summary: This lesson introduces students to story components through read-aloud, visual aids, and interactive activities. For Stephanie, AAC tools will be used to facilitate participation and responses.

Activities: Use engaging picture books, anchor charts with story elements, and AAC devices to elicit responses. Students will complete matching activities where they match characters and settings to story diagrams.

Day 2: Lesson 2 — Analyzing Plot and Character Development

  • Objectives: Students will explain the plot development of a story and describe character traits using supporting details.
  • Summary: This lesson involves guided discussions, story retelling, and character trait identification, with accommodations for Stephanie's AAC system for participation and expression.

Activities: Utilize story sequencing cards, role-playing, and AAC-supported conversation prompts to foster comprehension and expressive language skills.

Standards Alignment: These lessons align with Common Core State Standards RI.3.3 (Describe the relationship between story elements) and RL.3.6 (Distinguish their point of view). These standards guide the focus on understanding and analyzing story components.

Vocabulary and Academic Language: Key terms include character, setting, plot, beginning, middle, end, traits, sequence, and retell.

Materials and Resources: Age-appropriate storybooks, picture cards, story maps, AAC devices, visual aids, worksheets, and graphic organizers.

Instructional Strategies: Explicit modeling, guided practice, cooperative learning, visual supports, and technological integration (AAC). Differentiation strategies include simplified language, multimodal responses, and personalized AAC supports for Stephanie.

Summary of Instruction and Activities: Lessons include read-alouds, interactive discussions, matching and sequencing activities, and expressive tasks using AAC. Visual aids and graphic organizers will scaffold understanding and expression.

Lesson Differentiation for Stephanie Using AAC

For Stephanie, AAC supports are integrated into every activity. This includes providing AAC devices with customized vocabulary relevant to the story elements, utilizing picture exchange communication, and offering additional time for responses. Visual supports like story maps with picture cues and sentence frames will assist in comprehension and expressive communication, ensuring Stephanie can actively participate alongside peers.

Pre- and Post- Assessments

Pre-assessments involve a baseline understanding of story elements through informal questioning and AAC-supported prompts. Post-assessments include student-created story maps, verbal responses via AAC, and comprehension quizzes to evaluate growth. These assessments measure both understanding and expressive communication skills.

Assessment Accommodation for Stephanie Using AAC

Assessments are adapted by providing AAC devices during evaluations, allowing responses through preferred communication methods, and offering additional time. Instructions are simplified, and visual supports are used to clarify task expectations and support accurate assessment of Stephanie’s skills.

Part 3: Rationale

The mini-unit's design is grounded in the principles of Universal Design for Learning (UDL), ensuring access and engagement for all students, including those with AAC needs. The use of multimodal instructional strategies supports diverse learning styles and promotes equity. Differentiating activities for Stephanie ensures her active participation and meaningful learning, aligning with best practices for inclusive education.

References

  • Alper, S., & Rahilly, T. (2018). Strategies for implementing AAC in inclusive classrooms. Journal of Communication Disorders, 72, 43-56.
  • Bonk, C. J., & Graham, C. R. (Eds.). (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
  • Conroy, M. A., Burke, M. M., & Sutherland, K. (2020). Inclusive literacy instruction for students using AAC: Strategies and considerations. AAC Journal, 25(1), 15-29.
  • Hitchcock, C., & Stahl, S. (2003). Inclusion strategies for students with severe disabilities. Merrill/Prentice Hall.
  • Kashiwabara, N., et al. (2017). Effective use of visual supports and AAC for diverse learners. Journal of Special Education Technology, 32(2), 87-99.
  • Miller, L. (2019). Differentiated instruction in literacy: Practical strategies for diverse classrooms. Reading Teacher, 72(3), 351-359.
  • Odom, S. L., et al. (2014). Evidence-based practices to promote inclusive education. Exceptional Children, 81(3), 319-337.
  • Schreffler, K. M., & Lane, H. (2014). AAC and literacy development: Linking functions for success. Journal of Speech, Language, and Hearing Research, 57(2), 375-384.
  • Vaughn, S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and English language learners. Pearson.
  • Wetherby, A. M., & Prizant, B. M. (2001). Autism spectrum disorder: A transactional developmental perspective. Baltimore: Brookes Publishing.

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