Using The Coe Lesson Plan Template And The Class Profile 3rd

Using The Coe Lesson Plan Template And The Class Profile 3rd Gra

Using the “COE Lesson Plan Template,†and the “Class Profile – 3rd Grade,†develop a goal-oriented ELA lesson for a small group of students, that focuses on at least one specific element of the Science of Reading. Choose five students from the Class Profile who are identified with an IEP or 504 plan (one of the chosen students must have dyslexia) and at least one national or state literacy standard. Use the information in the Class Profile to inform writing the students’ goals in the lesson plan. Each student must have a different goal and the lesson plan must include at least one form of augmentative and alternative communication (AAC) device to support instructional assessment, planning, and delivery for individuals with disabilities.

Follow these guidelines when preparing your lesson plan: Indicate the names of the five students you chose for the group in the Classroom and Student Factors/Grouping section of the lesson plan template. For each student, provide a brief description of the factors that would affect their learning based on the information in the Class Profile. Pseudonyms are not necessary. Indicated an IEP and/or 504 goal for each of the five students. Example: Johnny will write a five-sentence paragraph once a week including a topic sentence, four details, and a closing sentence. He will score at least 70% or higher 3 out of 4 times a month based on a rubric. Resources must include at least one augmentative and alternative communication device to support instructional assessment, planning, and/or delivery for individuals with disabilities. The device can be for all students in the group or to support a specific student’s needs. Include technologies throughout the plan to support both instruction and assessment. Consider assistive technologies that could be used to support and differentiate the specific students in the group.

Multiple Means of Representation must be differentiated to support each student’s learning. Example: Difficulty with written expression. I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partner. These strategies will provide Johnny with some planning before the cooperative activity with a partner.

Multiple Means of Engagement must be differentiated for each of the five students. Example: Difficulty with written expression. The Kagan cooperative activity (Stand up, Hand up, Pair Up) will provide Johnny with some “think time†and verbally plan his written response with a partner. I will check in with Johnny after the cooperative activity to assess how he feels about his planning time and if he is ready to move to the written expression piece

Multiple Means of Expression must address the needs of all students in the group. Example: Johnny will use his Venn Diagram planning and his verbal planning time with a partner to create a five-sentence paragraph based on the prompt including a topic sentence, four details, and a closing sentence.

This activity will provide Johnny with the necessary planning and thinking time before moving to written expression. His paragraph will be assessed using the rubric and tracking the progress of his goal of 70% or higher 3 out of 4 times a month. At the bottom of the lesson plan, write a word rationale including the following: Discuss how the lesson plan is designed to meet the needs of the five students and created to provide a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology. Describe how the lesson plan engaged students with disabilities to work towards quality learning and performance as well as how you would provide feedback to guide students. Explain how the augmentative and alternative communication device included in the lesson plan supports assessment, planning, and/or delivery of instruction to students with disabilities. Support your assignment with 3-5 scholarly resources.

Paper For Above instruction

The development of an effective goal-oriented English Language Arts (ELA) lesson for a small group of third-grade students with diverse needs requires thoughtful integration of the Science of Reading principles, tailored goals, and assistive technologies. This paper presents a comprehensive lesson plan based on the COE Lesson Plan Template and the Class Profile for third grade, focusing on phonics and decoding skills—a core element of the Science of Reading—while accommodating students with IEPs and 504 plans, including a student with dyslexia. The plan emphasizes differentiated instruction, multiple means of representation, engagement, and expression, and incorporates augmentative and alternative communication (AAC) devices to support all learners.

Student Selection and Factors Affecting Learning

The targeted small group includes five students: Maria, James, Lily, Ethan, and Sofia. Maria has a reading disability classified under an IEP with goals focused on phoneme-grapheme correspondence; James has a 504 plan due to attention deficit hyperactivity disorder (ADHD), impacting sustained attention; Lily has dyslexia with goals targeting decoding and fluency; Ethan faces challenges with written expression and benefits from visual aids; Sofia has a speech-language impairment affecting expressive language. The IEP and 504 goals for each student are specific, measurable, and aligned with state literacy standards, ensuring focused skill development.

Goals for Individual Students

• Maria will correctly identify and spell at least 20 target phonemes and graphemes during guided reading activities, achieving at least 75% accuracy across three consecutive sessions.
• James will maintain focus during small-group activities for at least 15 minutes, utilizing visual schedules and AAC prompts, increasing his attention span as measured by observational data.
• Lily will improve decoding skills by reading a list of 50 high-frequency words with 80% accuracy in three consecutive assessments.
• Ethan will create a sentence with at least five words using visual supports and AAC device prompts, demonstrating understanding of sentence structure.
• Sofia will express complete sentences during story retelling, using AAC devices to support verbal expression, aiming for 80% accuracy in storytelling tasks.

Incorporation of AAC and Technology

The lesson utilizes a dedicated AAC device (such as a speech-generating device or communication app like Boardmaker) to facilitate participation and assessment. For Ethan and Sofia, who have expressive language challenges, the AAC device will be integrated into storytelling and sentence construction activities, enabling them to communicate their ideas effectively. Throughout instruction, visual timers, digital flashcards, and interactive whiteboards will support multiple means of representation and engagement, making content accessible and reducing cognitive load.

Instructional Strategies and Differentiation

Multiple Means of Representation

To support students with different learning preferences, the lesson plan incorporates visual aids such as Venn diagrams for comparing story characters, as well as auditory models during read-alouds. For example, Lily benefits from decoding tasks paired with visual cues to reinforce phoneme awareness. Differentiated visual supports ensure diverse learners access content according to their strengths and needs.

Multiple Means of Engagement

Engagement strategies include cooperative activities like "Stand Up, Hand Up, Pair Up" to foster peer interaction and interactive tasks, such as matching phonemes with corresponding pictures. James benefits from kinesthetic participation, while Lily and Maria engage through hands-on activities. Use of AAC devices for expressive tasks motivates students with speech and language impairments, promoting active participation.

Multiple Means of Expression

Students demonstrate their learning through various methods: Maria spells target phonemes, Lily reads words aloud, Ethan formulates sentences with visual supports, and Sofia retells stories aided by AAC devices. This variety respects individual communication skills and promotes independence.

Assessment and Feedback

Formative assessments include rubrics tracking accuracy in phoneme identification, fluency measures, and observational checklists noting engagement and independence. AAC devices serve as ongoing assessment tools for students with expressive language delays. Feedback emphasizes progress toward individualized goals, with positive reinforcement and adjustments based on assessment data.

Supporting a Supportive and Ethical Learning Environment

The lesson plan emphasizes creating a supportive environment by incorporating assistive technologies and visual supports that foster self-advocacy and independence. Strategies such as peer collaboration and self-monitoring tools encourage students to take ownership of their learning. Safe and ethical technology use is promoted through explicit instruction on responsible device use and privacy considerations.

Conclusion

This lesson plan exemplifies an evidence-based, equitable approach to literacy instruction for diverse learners. By tailoring goals, integrating assistive and augmentative communication technologies, and employing differentiated strategies aligned with the Science of Reading, educators can facilitate meaningful, inclusive learning experiences. Ongoing evaluation and responsive feedback ensure that each student's progress contributes to higher literacy achievement and confidence, laying a foundation for lifelong learning.

References

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