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Plan 3
Template Created by Dr. Elford
Content Created by Jennifer
Cady
Unit Title
Subject Area
Lesson Title
Length of Lesson
Audience Description
IEP Goals (where
available)
Objectives
University of Kansas
PLANNING
The Essential Components of an Effective Language Arts Program
Language Arts
Learning to Love Language Arts through Stations
65 minute block time (+30 minutes of homeroom time Daily Language Review/Cursive)
This lesson will pertain partially to all 34 fourth graders, and partially to only my 17 students, in
a high needs learning environment.
Student A will maintain grade level achievement on classroom assessments.
Student A will maintain grade level reading fluency and accuracy skills.
Student A will meet grade level expectations on creative writing prompts.
Student B will enhance her typing skills.
Student B will demonstrate strategies for staying organized.
Student B will demonstrate methods to calm herself down.
Student B will demonstrate control over her impulses.
*These were obtained from the IEP Passports from the Special Educator/my mentor. I,
personally, would have measurable goals/objectives detailed on the Passports.
All students will be able to complete their Daily Language Review with an 80% or higher.
All students will be able to activate their prior knowledge when asked to name three things
that come to mind once the title of a fourth grade passage has been read.
All students will be able to answer at least 80% of the questions from the picture walk
correctly.
All students will be able to provide their input, 100% of the time, by placing a tally mark
next to their answer selection, on each vocabulary question.
Furthermore, all students will be able to participate, 100% of the time, by looking up the
word they selected in the glossary of the textbook even if their answer was not the
correct choice in the end.
All students will work towards mastery of reading 120 150 words correct per minute,
when given a fourth grade reading passage, and timed for one minute
Standards
Assessment (formative
and/or summative)
All students will display 5/6 of the following items on their personal weekly writing: place
paper with holes on the left side, add a title/centered on the top line, indent each
paragraph, capitalize the beginning of sentences, add proper punctuation at the
conclusion of a sentence, and stay within the margins of the paper.
All students will pass their weekly spelling tests with a 70% or higher.
All students will engage in positive peer support/feedback, at least once a day, while in a
small reading group.
Anchor Standards:
Engage in literacy learning through a collaborative and community effort and in an
integrated fashion, rather than as discreet skills in isolation.
Use meta-cognitive strategies to monitor literacy for learning.
Engage the five essential components of reading at all grade levels based on individual
student needs.
Key Ideas & Details = #1, 2 (RL.4.1; RL.4.3; RI.4.1; RI.4.2)
Integration of Knowledge & Ideas = #7 (RI.4.7)
Range of Reading & Level of Text Complexity = #10, 11, & 12 (RL.4.10)
Craft & Structure = (RI.4.4; RI.4.5)
Phonics & Word Recognition = (RF.43; RF.4.3a)
Fluency = (RF.4.4, RF.4.4a; RF.4.4c)
Production & Distribution of Writing = #4, 12, 5, 6 (W.4.4; W.4.5; W.4.6)
Range of Writing = #10 (W.4.10)
Text Types & Purposes = (W.4.1; W.4.1a)
Research to Build & Present Knowledge = (W.4.7; W.4.9; W.4.9a)
Comprehension & Collaboration = #1, 2 (SL.4.1; SL.4.1b; SL.4.1c; SL.4.1d)
Conventions of Standard English = #1, 2 (L.4.1; L.4.1f; L.4.1g; L.4.2; L.4.2a; L.4.2d)
Knowledge of Language = #3
Vocabulary Acquisition & Use = #4, 6 (L.4.4c; L.4.5c)
Formative Assessments:
Small group Daily Language Review
Small group discussions about the text
Small group vocabulary participation
Small group glossary word search
Small group and one-on-one (teacher/student) fluency probes
Small group and independent writing across different settings
Small group spelling practice
Resources (texts,
technology, materials,
etc.)
Incorporation of other
subject areas
Introduction
(Anticipatory set,
thinking device, advance This lesson is a combination of centers. There is not one hook, but, rather, students are
trained to move through five stations, as independent groups, as well as to work with the
organizer, lesson
teacher during one specific station (Station #1 Vocabulary & Comprehension Station).
hook)
Lesson activities
(Content, methods,
strategies, procedures,
formative assessment)
Students enter the class and pick up their Language Arts Notebooks. They then go to their first
stations. Those who are unsure of where they should be can view the colored group chart on
the board. Groups were formed based on data obtained from last years MAP scores. Each
group has at least one high, medium, and low student. This grouping strategy ensures that
stronger peers can assist those who struggle. However, now that we recently took the MAP
assessment for this year, and I received all the data last week, I will be forming new groups
that will allow me to work more closely with the struggling learners and the other learners will
be able to move through the stations independently.
Description
Rationale
Explain your reason for choosing the UDL
UDL principle & description (at least 1):
principle:
Multiple Means of Representation
Through the use of five centers, students are
able to break learning down into smaller
manageable chunks. Students build upon
their skills through various modalities (i.e.,
iPad or laptop, physical textbook or online
textbook, varied spelling options, and
worksheets to name a few).
# of minutes: 60 minutes
1. Students will enter the classroom and find their first center (Stations 1-5). Those who
do not recall what group they are in, or what center they begin at, can view the graphic
organizer located on the whiteboard (see Appendix A). It has been color coded for ease
of viewing. The students have methodically been placed in heterogeneous groups so
that there is a variety of ability levels and strengths. This allows students to lean on one
another for support and understanding when there are questions or concerns. Each
group specifically has a leader placed within it so that there is always someone to take
the lead on guiding the group to success.
2. Station #1 (12 minutes) = Reading Comprehension Center (see Appendix B & H) *I will
monitor this station closely, because it is the driving force and foundation to all of the
other stations (see Appendix G).
Station #2 (12 minutes) = Oral Reading Fluency & Reading Counts Center (see Appendix
C & H)
Station #3 (12 minutes) = Spelling Center (see Appendix D & H)
UDL Description
Rationale:
Representation
Expression &
Action
Engagement
Closure
Yellow
Blue
Orange
Red
*
*
*
*
Start At Station
#1 Each Day
*
*
*
*
Start At Station
#2 Each Day
*
*
*
*
Start At Station
#3 Each Day
*
*
*
*
Start At Station
#4 Each Day
*
*
*
*
Start At Station
#5 Each Day
*When the timer goes off, turn voices off, and clean up quickly. Your area must be clean, you must be standing behind your chair, holding
up 1 finger, by the time I count from 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 or your group will owe 2 laps at recess. Do not switch until I say, Switch.
Yellow
*
*
*
*
Start At Station
#2 Each Day
Blue
*
*
*
*
Start At Station
#3 Each Day
Orange
*
*
*
*
Start At Station
#4 Each Day
Red
*
*
*
*
Start At Station
#5 Each Day
*When the timer goes off, turn voices off, and clean up quickly. Your area must be clean, you must be standing behind your chair, holding
up 1 finger, by the time I count from 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 or your group will owe 2 laps at recess. Do not switch until I say, Switch.
Appendix B
Reading Comprehension Center
Station #1
Directions: At this station you must complete the following items, throughout the week, in order to earn 100 pts.
Tasks
Monday
*Dont forget
to tally when
someone gets
an item
correct. The
person with
the most
points will
earn
something.
Directions
1. Read the title of the story. Take
turns sharing three things that come
to mind. There is no wrong answer.
2. Take a picture walk for one minute.
Use the timer to keep track of time.
When the timer is done, close your
books, and take turns asking each
other one question from the
pictures.
3. Turn to the glossary. Complete the
vocabulary worksheet as a group.
One person must read the question
out loud and then place a tally mark
by the answer he/she thinks is
correct. Then, he/she must pass the
paper for everyone else to tally
their answers. Whomever finds the
word first must read the definition
aloud. Decide which answer and fill in
the bubble. Also, put the page
number you found the answer on
Points
20 pts.
Date Completed
___-___-___
Tuesday
*Make sure
you keep
track of tally
marks for
the person
who gets the
most answers
right,
because
he/she will
earn a prize.
Wednesday
*Keep track
of points.
The winner
earns a prize.
Thursday
1.
20 pts.
___-___-___
20 pts.
___-___-___
20 pts.
___-___-___
Friday
20 pts.
___-___-___
+ ____/100 =
____% = ____
Literacy Learning
#1, 2, & 3
Key Ideas & Details
#1, & 2
RL.4.1
RL.4.10
RI.4.1
RI.4.2
RI.4.4
RI.4.5
RI.4.10
RF.43
RF.4.3a
RF.4.4
RF.4.4b
RF.4.4c
Appendix C
Oral Reading and Reading Counts
Station #2
Directions: At this station you must follow the directions for each day.
Oral Reading & Reading Counts
Day
Directions
Points
Monday
Each person in your group must read the
weekly fourth grade prompt. Be sure that
20 pts.
one person monitors the timer, two people
record errors, and one person reads aloud.
Do not forget to record your words per
minute (wpm) on your class recording log.
Tuesday
You may read silently on the furniture (3
20 pts.
people per couch and 1 person on the small
seat). Feet should not be on the furniture at
all. No hair should be touching the
furniture at all. There should be no talking.
You may go to the Library to checkout new
books, or to take an RC quiz, but you must
walk in the halls, whisper in the Library, and
absolutely be back to class before the timer
goes off. Otherwise, you will owe 2 laps.
Wednesday
Each person in your group must read the 20 pts.
weekly fourth grade prompt. Be sure that
one person monitors the timer, two people
record errors, and one person reads aloud.
Do not forget to record your words per
minute (wpm) on your class recording log.
Date Completed
___-___-___
___-___-___
___-___-___
Friday
20 pts.
___-___-___
20 pts.
___-___-___
+ ____/100 =
____% = ____
Appendix D
Spelling Center
Station #3
Directions: At this station you must choose four items to complete off of the menu below. The goal is to complete one item per day
(Monday Friday), but you can always work faster, or slower, as long as you get four items done. You must earn a total of 100 points to
earn an A+ in spelling this week. If you finish an item early, you can start the next one right away, or read silently (RC). *Be sure to keep
track of which day you complete each item.
Spelling Menu
Options
Choice 1
Choice 2
Choice 3
Choice 4
Choice 5
Choice 6
Choice 7
Directions
Draw a picture on a whiteboard and hide at
least 10 of your words in the picture.
Spell at least 10 of your words with the
heart letters or the plastic letters.
At the standing computer station, type your
words in Microsoft Word. You do not need
to save your words.
Write your words three times each on a
whiteboard.
Look up 10 of your spelling words in the
Dictionary and read the definition to
yourself.
Clap out the syllables to your words as you
say the words out loud.
Example = chicken would be 2 claps
(chick*en)
Think of an antonym (opposite meaning) and
Points
25 pts.
Date Completed
25 pts.
___-___-___
___-___-___
25 pts.
___-___-___
25 pts.
___-___-___
25 pts.
___-___-___
25 pts.
___-___-___
25 pts.
___-___-___
____% = ____
Conventions of
Standard English
#2
Literacy Learning
#3
L.4.1g
L.4.2d
L.4.4c
L.4.2
L.4.4
L.4.5c
Appendix E
Writing Center
Station #4
Directions: At this station you must choose one of the three options to complete this week. Your work is due on Friday so be sure to focus
throughout the week so you get everything done.
Writing Menu
Options
Choice 1
Choice 2
Directions
Choose a fictional story (not real) that you
have read this year. It can be one from our
reading textbook. Describe in depth a
character, setting, or event in the story. Be
sure you use details from the text to
support your writing. Be sure you have a
title. Indent each paragraph. Stay within
the red lines on the paper.
Character = How did the person act? Did
the person show the pillars of character?
What from the text made you think this?
Setting = What time of year was it? What
was the weather like? Was it the past,
present, or future? What part of the world
did it take place in?
Event = Describe a main event from the
story. What did it look like, smell like, taste
like, or feel like? How do you know this?
Write an opinion paper over one of the
following topics:
Points
Date Completed
100 pts.
___-___-___
100 pts.
___-___-___
Choice 3
100 pts.
___-___-___
+ ____/100 =
____% = ____
Conventions of
Standard English
#1, 2
W.4.1a
Research to Build
& Present
Knowledge
W.4.7
W.4.9
W.4.9a
Production &
Distribution of
Writing
#4, 12, 5, 6
W.4.4
W.4.5
L.4.1
L.4.1f
L.4.2
L.4.2a
____% = ____
Literacy Learning
#3
Integration of
Knowledge &
Ideas
#7
RI.4.7
Range of Reading
& Level of Text
Complexity
#10, 11, & 12
Knowledge of
Language
#3
Appendix G
Small Group
Formative Assessment Guide
Week of: ___/___/___
Blue Team:
1. _____________ (MAP ___) (WCPM
2. _____________ (MAP ___) (WCPM
3. _____________ (MAP ___) (WCPM
4. _____________ (MAP ___) (WCPM
___)
___)
___)
___)
(Comprehension
(Comprehension
(Comprehension
(Comprehension
~ High/Med/Low)
~ High/Med/Low)
~ High/Med/Low)
~ High/Med/Low)
Weekly Notes:
1.
2.
3.
4.
_____________ (strength:
_____________ (strength:
_____________ (strength:
_____________ (strength:
____________;
____________;
____________;
____________;
needed growth:__________)
needed growth:__________)
needed growth:__________)
needed growth:__________)
more.