Lesson Plan: Examined Various Instructional Models

Lesson Planwe Have Examined A Variety Of Instructional Models Select

Lesson Planwe Have Examined A Variety Of Instructional Models Select

Lesson Plan We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model. Be sure to address each of the items below in your lesson plan: Identify the instructional model you have chosen. State the academic standards on which the lesson is based. Describe the grade level for which your lesson is written.

Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to meet the academic standard you have chosen. Describe assessments that will be utilized to measure students’ mastery of the objectives. Explain the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher.

Your lesson must be explicit enough for the substitute teacher to be able to implement. Your lesson plan should be written using the KUD format provided in the resources section of the course. Please refer to chapters 3, 4, and 5 as well as other resources to create your lesson plan. Book: Hansen, C. B., Buczynski, S., and Pucket K., S. (2015).

Curriculum and Instruction for the 21st century. Bridgepoint Education. Note: Please make sure to answer all questions with accurate answers from the text. Also please make sure to provide the state standard based on the lesson you have selected. My goal is to become an elementary teacher so please based this lesson accordantly.

Thank you for all your help. If you have any further questions in regards to this assignment please feel free to ask me. I have provided the template along with an example in which my professor has provided for all students.

Paper For Above instruction

Presentation of specific instructional models and development of a detailed lesson plan tailored for elementary education is crucial for fostering effective teaching practices. For this assignment, I have selected the Direct Instruction model, emphasizing structured, explicit teaching methods suitable for elementary learners. This model aligns well with standards focusing on foundational literacy skills, particularly reading comprehension and phonemic awareness, as outlined in state standards for elementary education.

Selected Instructional Model: Direct Instruction

Direct Instruction (DI) is a teacher-centered approach characterized by explicit teaching, high levels of structure, and clearly defined objectives. It emphasizes the importance of teacher-led demonstrations, guided practice, and independent student work to ensure mastery of skills. DI is effective in elementary settings for teaching basic skills such as reading, writing, and mathematics, making it appropriate for this lesson plan aimed at early elementary students learning to read.

Academic Standards

The lesson is based on the Common Core State Standards (CCSS) for ELA, specifically:

  • CCSS.ELA-LITERACY.RF.3.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • CCSS.ELA-LITERACY.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.

These standards focus on developing phonemic awareness and decoding skills essential for reading proficiency in third grade.

Grade Level

This lesson is designed for third-grade students, as they are at a developmental stage where foundational reading skills are being mastered and strengthened.

Objectives

Students Will Understand:

  • That phonemes are the smallest units of sound in words.

Students Will Know:

  • The common phonemes associated with specific letters (for example, the /m/ sound corresponds to the letter "m").
  • How to segment words into individual phonemes.

Students Will Be Able To:

  • Identify and pronounce specific phonemes within words (e.g., identify the /s/ sound in "sand").
  • Segment spoken words into their constituent phonemes accurately.

Assessment Strategies

Assessment will include both formative and summative measures. During the lesson, the teacher will observe student participation during guided practice, noting correct identification and segmentation of phonemes. At the end of the lesson, students will complete a phoneme segmentation worksheet. Additionally, informal check-ins during instruction will gauge understanding and provide immediate feedback.

Teaching Procedures

To ensure clarity, the teaching plan is outlined step-by-step, suitable for a substitute teacher:

  1. Introduction: Greet students and review previous lessons on sounds and letters. Explain that today they will learn about phonemes, which are the smallest sounds in words.
  2. Objective sharing: Clearly state the objective: "Today, you will learn to identify and segment the individual sounds in words."
  3. Modeling: Demonstrate by saying a simple word like "cat." Break it into its phonemes: /c/ /a/ /t/. Write the word and the phoneme segments on the board.
  4. Guided Practice: Lead the class in practicing with words like "dog," "sun," and "man." Call on students to identify and say each phoneme. Assist as needed, emphasizing clear articulation.
  5. Independent Practice: Distribute a phoneme segmentation worksheet with pictures and words. Students will work individually to segment words into phonemes and write the sounds they hear.
  6. Assessment and Feedback: Circulate during independent practice, providing feedback and support. Collect the worksheets to evaluate each student's competency in phoneme segmentation.
  7. Closure: Review key points regarding phonemes, asking students to share what they learned. Reinforce that understanding sounds helps us read better.
  8. Extensions and Differentiation: For advanced learners, provide more complex words. For students needing additional help, offer visual cues and additional modeling.

KUD Format Summary

Know: Phonemes are the smallest sound units in words and the common sounds associated with letters.

Understand: How phonemes contribute to decoding words and reading fluency.

Do: Identify, pronounce, and segment phonemes in spoken words.

Conclusion

This lesson plan, based on the Direct Instruction model, provides a clear, step-by-step approach for teaching phonemic awareness to third-grade students. It aligns with relevant state standards and includes specific objectives, assessment methods, and procedures suitable for substitute teachers to implement effectively. Proper execution of this plan will foster foundational reading skills essential for student literacy development.

References

  • Hansen, C. B., Buczynski, S., & Pucket K. (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education.
  • Common Core State Standards Initiative. (2010). English Language Arts Standards. Retrieved from http://www.corestandards.org.
  • Gunning, R. C. (2010). Creating Literacy Instruction for All Students. Pearson.
  • Ehri, L. C. (2005). Developing the efficient reader: Toward a foundation of explicit and systematic reading instruction. Reading Research Quarterly, 40(2), 185–188.
  • 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. NIH Publication No. 00-4769.
  • Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. Reading & Writing Quarterly, 25(1), 52–67.
  • Scarborough, H. S., & Taylor, B. M. (2009). Developing early literacy skills: Findings from the National Early Literacy Panel. Research Brief.
  • Freeman, D. (2014). Differentiated instruction in elementary classrooms. Journal of Educational Strategies.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction: Building students’ thinking skills. Guilford Press.

Related Assignments