Sei301 V6 Week 2 Assignment Template

Sei301 V6week 2 Assignment Templatesei301 V6page 2 Of 2week 2 Assign

Use this template to complete the Week 2 - Targeted Instruction: Reading Lesson assignment. Your lesson should focus on a foundational reading skill (phonological awareness, print concepts, phonics, or fluency) for a small group of English learners at the pre-emergent/emergent level. The lesson must be 20-30 minutes long and include assessment and differentiation strategies. You will choose appropriate Arizona English Language Proficiency Standards and align them with appropriate English Language Arts standards, selecting a specific standard and sub-skill. Your lesson plan should detail explicit, guided, and independent instructional activities, resources/materials, and methods for formative assessment and feedback. Incorporate strategies from "50 Strategies for Teaching English Language Learners" to support diverse learners, and ensure your approach emphasizes targeted and explicit language instruction according to principles 3 and 4 of Arizona’s Language Development Approach.

Paper For Above instruction

Effective instruction for English Learners (ELs) at the emergent stages requires a structured approach that emphasizes foundational reading skills, such as phonological awareness, print concepts, phonics, or fluency, within a targeted and explicit instructional framework. The primary goal of such lessons is to scaffold language development while simultaneously fostering reading comprehension and skills, tailored to the unique needs of beginner-level ELs. This paper outlines a comprehensive 20-30 minute small group lesson plan, focusing on phonological awareness for pre-emergent and emergent learners, integrating Arizona’s English Language Proficiency Standards and aligned English Language Arts (ELA) standards.

Standards Selection and Objective

To begin, I reviewed the Arizona English Language Proficiency Standards for Kindergarten as an appropriate framework for ELs at this developmental level. The chosen ELP standard relates to the sub-skill of phonological awareness—specifically, recognizing and producing rhymes and identifying syllables. On the ELA side, the corresponding foundational standard focuses on print concepts and phonological awareness, ensuring that the lesson bridges language proficiency with literacy skills effectively. The specific learning objective is: "Students will identify rhyming words and segment syllables in spoken words to develop phonological awareness."

Instructional Strategies and Resources

Drawing from "50 Strategies for Teaching English Language Learners," I selected the strategy of "Shared Reading" for explicit modeling and engagement, complemented by "Total Physical Response" (TPR) to incorporate kinesthetic learning. Resources include a storybook with rhyming words, visual syllable cards, and digital tools such as a tablet with phonological games. These materials facilitate multisensory learning, essential for emergent readers.

The storybook chosen features familiar nursery rhymes to emphasize rhyme recognition, while visual aids help students connect spoken syllables with written symbols. The digital phonological activities provide interactive practice that caters to varied learning styles and enables immediate formative feedback.

Lesson Outline

Explicit Instruction: The teacher begins with a greeting and introduces the focus skill—finding rhyming words and counting syllables. Using the storybook, the teacher models how to listen for rhymes and break words into syllables, demonstrating with clear, slow pronunciation and visual cues. The teacher explicitly discusses the concepts with questions and think-aloud strategies to reinforce understanding.

Guided Instruction: Students participate in group activities where they identify rhyming pairs from the story and clap to count syllables in words read aloud. Through shared reading, students practice recognizing rhymes, assisted by visual aids and gestures. This collaborative approach promotes peer learning and reinforces the targeted skill through immediate teacher feedback and scaffolding.

Independent Practice: Each student engages with a digital phonological game on a tablet or completes a worksheet involving matching rhyming words and segmenting syllables individually. This component allows students to apply skills independently, consolidating their learning and providing opportunities for assessment.

Assessment and Feedback: Formative assessment occurs through observation during guided practice and students' responses in activities. The teacher reads students’ work and interactions, providing immediate corrective feedback and praise. Data collected—such as the number of correct rhyming pairs and accurate syllable segmentation—guides subsequent instruction and offers insights into each student's progress.

Principles of Language Development

Incorporating Principles 3 and 4 of Arizona's Language Development Approach—targeted and explicit language instruction—is central to this lesson. Explicit teaching of phonological awareness creates a language-rich context, fostering vocabulary development and phonemic awareness simultaneously. Providing immediate corrective feedback ensures students internalize correct phonological patterns, crucial for language acquisition. Furthermore, differentiation strategies like visual aids, kinesthetic activities, and digital tools account for diverse learner needs, supporting continued language growth and engagement.

Conclusion

This lesson plan exemplifies a structured, research-informed approach to teaching foundational reading skills to ELs at the emergent stage. By aligning standards, employing effective instructional strategies, and emphasizing explicit, scaffolded language instruction, educators can significantly enhance literacy development. Using a variety of resources and formative assessments ensures that instruction is responsive to learner needs, fostering confidence and proficiency in early reading skills essential for ongoing academic success.

References

• August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
• Goldenberg, C. (2008). Teaching English language learners: What the research does—and doesn't—say. American Educator, 32(2), 4-11.
• Hiebert, E. H., & Mesmer, H. A. (2013). Teaching phonics and word study in the intermediate grades. Guilford Publications.
• Lucas, T., & Villegas, A. M. (2013). The Erikson Institute Handbook of Urban Education. Educational Leadership, 70(8), 46-49.
• 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.
• Ramirez, M. (2003). Developing literacy with English learners. The Reading Teacher, 57(5), 436-439.
• Shanahan, T. (2016). What ‘Dose’ of reading instruction is enough? The Reading Teacher, 69(7), 759-768.
• United States Department of Education. (2015). Elevating education standards for English learners. Office of English Language Acquisition.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Yopp, H. K. (1988). The phonological awareness test. The Reading Teacher, 41(7), 516-523.