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Literacy Learning Plan Grade/Subject: 4 / ELATarget Academic Standard: CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding SS.ELA-Literacy.RF.4.3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Goal: By the end of this lesson, the class will have successfully achieved mastery in decoding words in and out of context using their grade level phonics skills and analysis skills.Objectives: 1. Student will be able to decode words in and out of context using phonics and word analysis skills.2. Students will be able to accurately decipher unfamiliar words by utilizing resources such as a dictionary or the internet. Materials/Resources: Pens, pencils, highlighters, paper, audio-visual sources (such as chromebooks), dictionaries, articles, note-catchers. Planning Stage: Learning & Implementation Relevant Elements (TK12 Learners, Teacher, Target, AIM) Needs, Assessment and Data (class composite)All students in this class have at least the basic technological skills down and are respectful to each other. We have established strong class rules and outlined logical consequences. Ray and Steven have IEPs. Ray suffers from a permanent hearing impairment and Steven has Cerebral Palsy. Ray needs extra assistance with being able to listen to discussion.Ray, Marta, and Ruksana are ELL students. They are still trying to learn English to reach fluency. Gina has a traumatic home life and it is important to approach her with kindness, make her feel safe, yet also remind her that she is in a respectful environment (she needs to respect others as well).The rest of the class (Dillon and Bill) are very sociable and knowledgeable. They have been known to help students who struggle with the reading assignments.Developing Meaningful Academic AchievementMeaningful academic achievement for this class can be achieved through a UDL framework that addresses the needs of all students. Some students such as Ray are highly visual learners; other students such as Bill also learn well kinesthetically. A comprehensive approach can be attained by incorporating all of the learning styles. Visual learning: Students will be able to learn visually by reading and analyzing pertinent articles from the lessonAuditory learning: Students will be able to learn audibly by whispering to themselves and speaking to other students about the assignment. Kinesthetic learning: Students will be able to learn kinesthetically by tracking words with their pencil or fingerSocial-Emotional ThrivingSome students such as Ray and Steven have a high needs for socialization and engagement in the classroom. Incorporating socialization will be achieved by several techniques included utilizing a cooperative learning environment. Students will work in pairs and share answers to the questions after independent work. Equitable and inclusive community of Learners Cooperative learning helps with Social-Emotional thriving and an inclusive community of learners. These complimentary goals are effectively achieved at the same time by implementing a cooperative learning environment that incorporates many ways of engaging and interacting with others. 6 Elements IncorporatedTK12 LearnersThe 4th grade class has several ELL students, students that need to practice engagement and socialization, and students that face physical challenges. Developing a learning plan that is conducive for all learners is challenging but attainable. Because of the diverse learning set of 4th grade students, multiple means of expression will be included in this lesson plan.TeacherHaving high expectations for students can be mirrored off of the students’ learning. If a teacher believes in his or her students, the students may be more likely to believe in themselves as well. As the teacher teaching the lesson, I have high expectations for CCSS 4.3. I believe an attainable goal is 90% mastery for non ELL students and 70% master for ELL students. TargetThe target is CCSS.ELA-Literacy.RF.4.3:a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. As stated above, the learning goal for this class is for students to have successfully achieved mastery in decoding words in and out of context using their grade level phonics skills and analysis skills. This will be achieved through multiple means of expression and engagement that incorporates the UDL framework effectively. AssessmentStudents will be assessed through informal and formal assessments that address fluency standards. Students will also be given the opportunity to express that they have met the standard through a five questions assessment. By providing multiple means of expression for each student to represent mastery of the material, students can optimize their opportunities to show that they have learned what they have been taught. InstructionInstruction will include teacher directed instruction initially and incorporate a student centered approach that focuses on cooperative learning toward the end of the lesson. By incorporating multiple means of instruction, students will be able to learn in many different ways. ManagementClassroom management techniques will include class Dojo. This system is an on-line disciplinary system that gives students points based on their behavior in the classroom. In addition, parents will be notified of how their child is behaving in the classroom. This system is currently being used in many classrooms and has proven to be effective in many classrooms. Teaching Stage: Learning & Implementation (learner, instruction, management)Content/Focus: UDL PrinciplesMultiple Means of ExpressionDifferent methods of expression will be incorporated into the learning plan in order to accommodate the varying learning styles present in the classroom. There must be activities that provide avenues for visual, auditory, and kinesthetic learners, as well as for the students who work more successfully on their own versus with a group. This ensures that each and every student is able to be included in the lesson, and, therefore, be presented with an equitable learning environment and the opportunity to be successful.With the following plan, multiple means of expression are provided to ensure the entire class is grasping the information and concepts. Students will be given a list of grade-appropriate, multi-syllabic words to decode. They will have the choice to work individually or with a partner for this activity. The first five (5) words are to be read silently, then to themself in a whisper. On their own or with their partner, each student will say how they think the words are pronounced. From there, they need to track the word with their pencil as they say each letter/syllable out loud. One student will start, and their partner will follow. If it seems students are catching on, we will extend the list to include ten (10) words, with the above steps repeated. Once the students have gone over these words and feel they have a grasp on how they are pronounced, volunteers will be taken to present the words to the class. While doing so, they will read the word out loud while tracking it with their pencil so they, and the rest of the class, can fully understand which letters make up which sounds and syllables to form the word in its entirety. Corrections will be made as needed, and the class will repeat each word with the proper pronunciation. Multiple Means of EngagementThe class will be provided with multiple means of engagement through class discussions, cooperative learning, independent work, and consistent positive feedback. The content must be relevant to the learner and provide a new and motivating challenge. Students will have the opportunity to choose a short story or article to work on their analysis skills and decoding of the text.The teacher will provide several different articles that are culturally sensitive and the students will choose which one they would like to read and analyze. The material and content will relate to current events; content that the students can relate to their own lives. Make sure the articles have illustrations and pictures throughout, as this will help the ELL and visual learners.Before they set to work on reading, as a class formulate some goals/objectives. Have them help (not necessarily choose) come up with their goals. Then, create some ideas as a group that will help them reach the objective. The fact that they have a say in their own outcome motivates them to reach it.Let them independently read and decipher their texts. Have them highlight words that they are unsure of and read the words in and out of context. Provide them with a dictionary or the capability to search on the computer for the definition. Circle the room and engage in conversation about the articles.Once students have finished independently reading and highlighting words and decoding, have them get into pairs and work cooperatively. Provide a “note-catcher” handout for them to each write 2-3 key points about the other person’s article. As the students are collaborating, circle the room and provide assistance as needed.When the students have sufficiently written down their key points on their note catchers, have one student from each group share with the class the key points that they wrote down. Open it up for discussion. Challenge them by asking questions about their key points. Express your excitement about what each student has to say, thank them for sharing. Positivity is key to helping start a class discussion.For ELL students (Ray, Marta, Ruksana), provide individual assistance to help them read their articles. Pair them with another student who is proficient in English. Don’t make this activity threatening for them; they already are fearful of English speaking and reading. Let them know that they can work at their own pace and they will have the assistance they need to decipher unknown words. For students with a disability, such as Steven, make sure he has assistive technology and multiple means of representation.If any of the students show frustration, allow them to take a short break and help them self-regulate.Multiple Means of RepresentationThis lesson is designed as a UDL approach to supporting students understanding of grade level phonics and word analysis skill in decoding words along with combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology to read unfamiliar multisyllabic words in context and out of context. To ensure that students can express what they have learned as precisely as possible, a variety of possibilities will be available for communicating their knowledge.The UDL approach used in this lesson provides the following:Presentational opportunities to make information accessible to all studentsVaried strategies and techniques to reach all studentsMotivational options to ensure that all students are understanding the lessonFlexible classroom management techniques that increase students understanding and opportunities for learningFormat/Type: Audio-visual, articles, note-catcher, powerpoint, text-to-speech and audio books. Make sure the print is large enough to see and the screen color and contrast is clear. Videos must have captions with are transcripts for audio.Learning Outcomes: At the end of the lesson students will be able to demonstrate grade-level phonics and word analysis skills in decoding words. AssessmentsFormal and Informal AssessmentFormal and Informal assessments, such as a check for understanding as the lesson is being taught, will be key for this lesson. Not only for checking for understanding, but giving students a chance to hear the examples repeated by classmates, which is a way of modeling in a culturally responsive way.During silent reading to self and the whisper portion of the lesson, teacher will circulate around the room listening for students who need more support. This informal assessment will be a powerful tool in making sure all students are progressing toward achieving the standard and desired outcome.During the reading of articles portion of the lesson, teacher will continue to assess the student's fluency and comprehension skills. Teacher will keep a grid of students and rate them informally from 1 to 5 to keep a running record of which students need more support and which students could be used to partner with them to help as support. This grid will be combined with other informal and formal assessments to inform the teacher’s plan for supporting student growth.For formal assessments to cover the learnings from Standard RF 4.3, teachers will give a five question assessment to ascertain where students are in the learning process. Questions will cover:Identifying how many syllable are in a given word that is appropriate for their vocabulary level.Identifying root words from examples that have prefixes and/or suffixesDefining the meanings of prefixes and suffixesDetermining what the meaning of prefixes are which are different than other words or syllable that look the same (difference between unhappy and unicorn)Determine the meaning of prefixes or suffixes when read in a sentence. How do they change the meaning of with is being said?After the results of the first formal assessment are gathered and analyzed, an assessment with more questions and a more diverse spread of knowledge being tested would be given as an end of lesson assessment. ................
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