WK5Assgn+Robinson+J.docx - Jaleesa Robinson Instructional...

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Jaleesa RobinsonInstructional practices for Emergent Literacy LearnersWalden UniversityLinda HolcombRead6706- Literacy Development Pre K-3February 06, 2020Page 1
Teacher: Jaleesa RobinsonDate: 2-6-2020Age/Grade Range; Developmental Level(s): Ages 5-6, Kindergarten, emergent Anticipated Lesson Duration: 45 minutesMSED Literacy ActivityLearning Objectives:I can identify and name the parts of a book. (i.e. front cover, back cover, spine and title page).I can identify and produce rhyming words.Curricular Focus, Theme, or Subject Area: This lesson is centered up building and developing the students reading, writing and listening skills. This integrated lesson will include science content with the theme Force: Push and Pull.Common Core State Standards or other State/District Standards:Reading FoundationalELAGSE-KRF2: DEMONSTRATE understanding of spoken words, syllables, and sounds (phonemes). a. RECOGNIZE and PRODUCE rhyming words.Reading LiteraryELAGSE-KRL1: With prompting and support, ask and answer questions about key details in a text.ELAGSE-KRF1: DEMONSTRATE understanding of the organization and basic features of print.ELAGSE-KRL10: Actively engage in group reading activities with purpose and understanding.WritingELAGSE-KW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Speaking and listeningELAGSE-KSL2: CONFIRM understanding of written texts read aloud or information presented orally or through media by ASKING AND ANSWERING questions about key details and REQUESTING clarification if something is not understood.ScienceSKP2. OBTAIN, EVALUATE, and COMMUNICATE information to COMPARE and DESCRIBE Page 2
different types of motion.Preassessment (including cognitive and noncognitive measures):Noncognitve:Interest Inventory: My Feelings About Reading (Mariotti, n.d.)Cognitive: Oral Language Checklist (Reutzel & Cooter, 2016).Grouping structures (one-on-one, small group, whole class):Small groupTexts: Sheep in a Jeepby Nancy E. ShawOther Materials/Technology/Equipment/Resources:1.Construction paper2.Cotton balls3.Glue4.Crayons5.Scissors6.Pencils7._eep stripLesson Sequence Learning ActivitiesAssessment Opportunities Introduction/Anticipatory Set(TW= teacher will, SW= students will)Prior to reading the story the TW review what is a force. SW elaborate on how objects can only move if a force is acted upon them. SW explain that a force is a push or pull. TW show students a picture of a jeep and explain how jeeps are used.Informal assessments:Teacher observationGroup discussionInstructional Knowledge and Skills – Step by StepI will check for the student’s understanding of the text using Page 3
Each student will receive a copy of the book.

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