Learning targets aligned to the ELA Common Core fourth grade literacy standards

April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.

  1. A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
  2. Learning targets aligned to the ELA Common Core fourth grade literacy standards.
  3. Strategies to enhance language development and communication skills.
  4. Strategies and technologies that encourage development of critical thinking and problem solving.
  5. The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
  6. A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.    The attached lesson plan is what I have so far.

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level: 4th Grade

Unit/Subject: English Language Arts

Title of Unit and Brief Summary: James and the Giant Peach. Students will be

Classroom and Student Factors/Grouping: April is a fourth grader. She is in a resource classroom with five other fourth graders who also struggle with reading and written expression. I will have a specific plan for instructing and measuring April goals on her capabilities.

Day 1 Day 2 Day 3 Day 4 Day 5
National/State Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

CCSS.ELA-Literacy.RL.4.2

Determine a theme of a story, from details in the text;

CCSS.ELA-Literacy.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.L.4.4.a

Use context as a clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.L.4.4c

Consult reference materials dictionaries, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-Literacy.RL.4.3

Describe in a character, setting, or event in a story.

CCSS.ELA-Literacy.L.4.3.a

Choose words and phrases to convey ideas precisely

RI.4.2. – Determine the main idea of a text. CCSS.ELA-Literacy.RL.4.6

Compare and contrast the point of view from which different stories

Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Students will describe a character and the event in the story. Students will describe James character in the beginning of the book and at the end of the book.

April will use a computer program to write the vocabulary words and the meanings of the words.

 

Academic Language General academic vocabulary and content-specific vocabulary included in the unit. ramshackle

desolate

peculiar

musty

luminous

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

James and the Giant Peach book and video, worksheets, computer, composition notebooks, colored copier paper, construction paper, colored pencils, highlighters, crayons, glue sticks,
Depth of Knowledge Lesson Questions

What questions can be posed throughout the lesson to assess all levels of student understanding?

  • Level 1: Recall
  • Level 2: Skill/Concepts
  • Level 3: Strategic Thinking
  • Level 4: Extended Thinking
What happened to James parents? Explain why James’s did not like his Aunts. How do you think James’ aunts can make money off the peach? What would you do if you were in James’s situation living with mean Aunts?

Section 2: Instructional Planning

Day 1 Day 2 Day 3 Day 4 Day 5
Anticipatory Set

How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Presentation of Content
Multiple Means of Representation

Describe how content will be presented in various ways to meet the needs of different learners.

April can listen to the book on audio tape.

One group of students can listen to the book on the computer.

Multiple Means of Representation Differentiation

Explain how materials will be differentiated for each of the following groups:

  • English Language Learners (ELL)
  • Students with special needs
  • Students with gifted abilities
  • Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement

How will students explore, practice, and apply the content?

Students will make a context clue organizer. Students will do a paper with explaining what course of action they would you do, if they you were James living with mean Aunts.
Multiple Means of Engagement Differentiation

Explain how materials will be differentiated for each of the following groups:

  • English Language Learners (ELL)
  • Students with special needs
  • Students with gifted abilities
  • Early finishers (those who finish early and may need additional sources/support)
For the students who finish early I will have vocabulary file folder games for them to do.

For students who still need extra help they will come back and sit with me at a table.

Assessment of Content
Multiple Means of Expression

Formative and summative assessments used to monitor student progress and modify instruction.

I will walk around the room to see students answers to the questions and also looking to see if anyone is needing extra help.
Multiple Means of Expression Differentiation

Explain how materials will be differentiated for each of the following groups:

  • English Language Learners (ELL)
  • Students with special needs
  • Students with gifted abilities
  • Early finishers (those who finish early and may need additional resources/support)
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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