Select One Of The Standardized Tools You Researched ✓ Solved

Select one of the standardized tools you researched in your

Select one of the standardized tools you researched in your “Clinical Field Experience B” assignment. Based on the developmental or academic area the tool is assessing, select one of the students from the observed classroom who would benefit from a differentiated lesson plan. Create a lesson for that student using the “COE Lesson Plan Template” that could be used to: Build student skills in that assessment developmental or academic area. Gather more information about the student’s level of performance in the selected developmental or academic area using one formative and one summative assessment. Additionally, include a word rationale explaining why the lesson plan and assessments are appropriate for the student you selected. Submit the lesson plan and rationale as one deliverable.

Paper For Above Instructions

In the field of education, utilizing standardized tools to assess student learning is a critical practice that enables educators to tailor their approaches to meet individual needs. One standardized tool that has shown promise is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which focuses on assessing early literacy skills among young learners. This paper will detail a lesson plan designed for a student in an observed classroom who struggles with phonemic awareness—a critical component of literacy development. The lesson plan will consist of differentiated strategies to enhance the student's reading skills, as well as formative and summative assessments to monitor progress and performance.

Selected Student Profile

The selected student for this lesson plan is Alex, a first-grade student who demonstrates difficulties with phonemic awareness as identified through the DIBELS assessment. Alex scored below the benchmark level on the initial assessment, indicating that foundational skills such as sound recognition and blending are still underdeveloped. This lesson plan aims to build upon these skills through engaging activities and assessments designed specifically for Alex's learning needs.

Lesson Plan Overview

Using the COE Lesson Plan Template, this lesson aims to improve Alex's phonemic awareness through various interactive and student-centered strategies:

Lesson Title

Phonemic Awareness: Sounds in My Name

Grade Level

First Grade

Duration

30-40 minutes

Learning Objectives

  • Students will identify and isolate sounds in words.
  • Students will blend individual sounds to form words.
  • Students will demonstrate improved phonemic awareness through interactive activities.

Materials Needed

  • Letter cards (A-Z)
  • Whiteboard and markers
  • Phonemic awareness worksheets
  • Interactive phonics games (e.g., online apps or physical board games)

Instructional Steps

  1. Begin the lesson by introducing the concept of phonemic awareness. Explain how sounds in our names help us recognize words.
  2. Engage Alex in a sound isolation activity using his name, breaking it down into individual sounds, e.g., "A, L, E, X."
  3. Using letter cards, guide Alex to blend sounds and identify words that can be formed with those sounds.
  4. Facilitate an interactive phonics game that reinforces blending sounds to form new words. This could include using an online resource that involves sound recognition and blending.
  5. Conclude the lesson with a formative assessment such as a simple phonemic awareness quiz where Alex demonstrates what he has learned by identifying sounds in new words.

Assessment Strategies

To evaluate Alex's progress in phonemic awareness, two types of assessments will be utilized:

Formative Assessment

A brief phonemic awareness quiz will be administered at the end of the lesson. This quiz will include tasks such as identifying the initial sounds in given words and blending sounds to form new words. The goal of this assessment is to measure immediate learning and adjust future lessons if necessary.

Summative Assessment

At the end of the instructional unit, a more comprehensive summative assessment will be conducted using an adapted DIBELS assessment focused on phonemic awareness skills. This assessment will help gauge Alex's growth and proficiency level over time, and determine whether he has met the benchmarks established for first-grade literacy.

Rationale for Lesson Plan and Assessments

The lesson plan and assessments are developmentally appropriate for Alex based on his current performance and individual learning needs. The focus on phonemic awareness is crucial for early literacy development, influencing his ability to decode and read effectively. Activities have been designed to be engaging, allowing for active learning and immediate application of skills. The formative assessment provides feedback for immediate instructional adjustments, while the summative assessment will track Alex's long-term progress and mastery of phonemic skills. Both assessments align with the identified areas needing improvement according to the DIBELS results, ensuring that the instructional strategies are relevant and targeted towards Alex’s educational growth.

Conclusion

In conclusion, this lesson plan, centered around developing phonemic awareness, utilizes appropriate instructional strategies and assessments tailored to meet the needs of a first-grade student. By regularly assessing Alex’s skills before, during, and after instruction, the teacher can ensure effective differentiation and support to help him succeed in literacy development.

References

  • Good, R. H., & Kaminski, R. A. (2015). Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Technical Report. Institute for Developmental and Educational Assessment.
  • 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.
  • Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. MIT Press.
  • Snow, C. E., Burns, M. S., & Griffin, P. (1998). Reading Difficulties and Reading Instruction: A Report of the National Research Council. National Academy Press.
  • Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How? Reading Teacher, 58(6), 702-712.
  • Blachman, B., & Berninger, V. (1993). Phonological Awareness: Process and Instruction for Children with Reading Difficulties. School Psychology Review, 22(3), 495-510.
  • Stahl, S. A., & Murray, B. (1994). Word Recognition in Reading: A Review of the Major Research. Handbook of Reading Research, 2, 127-152.
  • Ehri, L. C. (2005). Learning to Read Words: Theory, Findings, and Instruction. In A. E. Farstrup & J. Samuels (Eds.), What Research Has to Say about Reading Instruction (pp. 1-22). International Reading Association.
  • Cain, K., & Oakhill, J. V. (2006). Understanding and Supporting Reading Comprehension: An Integrated Perspective. In D. McGuinness (Ed.), Early Reading Development and Teaching (pp. 189-201). Merill/Prentice Hall.
  • McGee, L. M., & Richgels, D. J. (2014). Literacy's Beginnings: Supporting Young Readers and Writers. Pearson Education.

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