Clinical Field Experience B: Learning Differences

Posted: January 29th, 2023

Allocate at least 3 hours in the field to support this field experience.

Part 1: Instruction and Intervention

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Deliver the literacy skills lesson you developed with your mentor teacher in “Clinical Field Experience A” to the group of students for whom it was designed. During instruction, informally assess the students, identifying those who are grasping the information and those who would benefit from additional intervention.

Collaborate with the mentor teacher to develop 2-3 interventions based on your informal assessment data to support one or more students’ continued skill development. Detail at least one intervention that can be incorporated in the inclusive classroom and at least one intervention to be utilized at home. Describe the roles of teachers/family members and the student in the description of each intervention.

Part 2: Reflection

In 250-500 words, summarize and reflect upon your experiences delivering the literacy lesson, informally assessing the students, and collaborating with the teacher to develop the additional interventions. Explain the interventions you developed and how you expect them to meet the needs of the students, incorporating their assessment results in your response. Explain how you will use your findings in your future professional practice.

GCU College of Education

LESSON PLAN TEMPLATE

 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

Yvonne R Smith
Grade Level:

 

K-3

 

Date:

 

January 24, 2023
Unit/Subject:

 

Literature
Instructional Plan Title: Main Detail in a story

 

Lesson Summary and Focus: In a small group of seven students, they will read out the book “Amazing Grace” by Mary Hoffman. As the students read they will focus on their literacy skills like reading and listening. They will summarize the story.

 

 

Classroom and Student Factors/Grouping: One of the students has oral development language below grade level while three need support with their social and communication skills. One o the student is an EEL student.
National/State Learning Standards: · CCSS.ELA-LITERACY.L.2.1.F

· CCSS.ELA –LITERACY.RL.K-3 – identifying major characters and events in a story.

 

 

 

 

 

Specific Learning Target(s)/Objectives: The students should be able to read out loud parts of the story and later identify the main characters in the story. The group will be monitored through the use of Mastery tests. These are part of tests used to control tests that are used by small reading groups.

 

Academic Language · Characters

· Main idea

· Author

· Details

 

 

Resources, Materials, Equipment, and Technology: · Highlighters

· Storybook (Amazing Grace)

· Headphones

· Whiteboard

· Venn diagram graphic organizers

 

 

 

Section 2: Instructional Planning

Anticipatory Set

· I will use music (Amazing grace) to spark interest on the book and helping the students remember what they had learned in class.

· I will record the names of the characters on the whiteboard to help the students remember what they had already read.

· The use of pictures to help students remember.

 

Time Needed
Multiple Means of Representation

· I will use Venn diagram graphic organizers to help the students take notes while reading so that to help them with comprehension.

· I will write on the whiteboard for all the students to understand how to use and apply the graphic organizers.

 

Explain how you will differentiate materials for each of the following groups:

 

· English language learners (ELL):

 

I will use the whiteboard to explain how to use the Venn diagram graphic organizers

 

 

 

 

 

Time Needed
Multiple Means of Engagement

· I will use music to describe the exploits of Mary in the storybook. The music will also be used in reading some of the sentences in the book.

· The use of pictures will be effective in engaging the students.

· I will use a playing game where the students are able to ask each other question.

 

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

 

They will be paired with students who are proficient in English in the game.

 

· Students with special needs:

 

Music will be used in engaging those with communication and social needs.

 

Time Needed
Multiple Means of Expression

· There are various methods that will be used in assessing literacy skills development like the use Dynamic Indicators of Basic Early Literacy Skills

· Mastery tests will be used in monitoring group and personal progress.

· Instructions will be modified based on the student’s level of proficiency.

 

 

Explain how you will differentiate assessments for each of the following groups:

 

SOLUTION

Lesson Title: Building Vocabulary through Word Study

Objective: Students will be able to identify and use new vocabulary words in context through a variety of word study activities.

Materials: Word lists, vocabulary cards, word sorts, dictionaries

Introduction: Begin by introducing the importance of vocabulary in reading comprehension. Have students brainstorm a list of words they know and a list of words they would like to know. Have them share some of these words with the class and discuss the meanings.

Direct Instruction: Introduce a new list of vocabulary words to the class. Have students work in small groups to sort the words by category or use, using vocabulary cards or word sorts. Have them use dictionaries to find the meanings of words they are unsure of.

Guided Practice: Have students work in pairs to create sentences using the new vocabulary words. Have them share their sentences with the class and discuss any difficulties they had using the words in context.

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