Part 1_Early Literacy (1)
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School
Illinois State University *
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Course
222
Subject
Communications
Date
Apr 3, 2024
Type
Pages
5
Uploaded by ellapalzet2021
Assessment Based Instructional Plan Part 1: Early Literacy
60 points
Tim is a second-grade student at a local elementary school. Recently, his parents brought him
to the Borg Center for Reading and Literacy at Illinois State University to get some more
information about Tim’s literacy practices. The center administered several literacy
assessments, including PAST and oral reading assessment.
Section 1:
Look at Tim’s PAST Scores and answer the following questions.
1) According to the PAST, what are Tim’s strengths? Explain and provide at least two
examples. (5 points)
2) According to the PAST, what are Tim’s areas for growth? Explain and provide at least
two examples. (5 points)
3) Based on Tim’s PAST scores, provide two instructional techniques that you would use to
address his areas for growth. Describe both techniques and how they align to Tim’s area
of need.
Pro Tip: Re-read the Mesmer chapters for ideas.
what instructional techniques
would you use to support Tim’s reading development? (10 points)
Section 2:
Listen to Tim read both the
Peacock
and
Skateboard for Alex
texts.
1) Assess Tim’s fluency and retelling using the
multidimensional fluency scale
and the
comprehension scoring key.
Record your scores below. (5 points)
Please remember that fluency and comprehension are
highly correlated
but not the
same thing. In your lesson plan below, please only focus on
fluency
, not
comprehension.
Expressi
on &
Phrasing
Smoothness
Pace
Retelling
Notes
Volume
Peacock
Skateboard
2) According to the
fluency
assessments, what are Tim’s strengths? Explain. (5 points) 3)
According to the
fluency
assessments, what are Tim’s greatest areas for growth? Explain.
Be sure to focus on fluency (not comprehension), since your lesson plan below will focus
on fluency (5 points)
Section 3 (25 points):
Develop a whole class or small group
fluency lesson
that focuses on Tim’s area of need. This
lesson plan should include the
authentic
text or texts to be used, as well as instructional
techniques that focus on fluency. You may refer to chapter 6 (starting on pp. 163) for some
instructional suggestions.
Your lesson plan should follow the format below:
-
Objective and CCSS standard
(2 points)
o
(List the specific and measurable literacy objectives. For this assignment, your
objective should focus on
fluency.
Please do not turn in a lesson plan that focuses
on comprehension, decoding, writing, or any non-fluency strategies or skills. I
recommend using CCSS RF.2.4).
-
Materials/Texts
(1 point)
o
(List the specific, authentic texts you would use, as well as any other materials
you might need).
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-
Instructional Supports & Methods
o
(
Describe in detail what instructional methods and supports you will provide)
o
I do
– Teach modelling (5 points)
o
We do
– Practice together (5 points)
o
You do
– Students try on their own (5 points)
-
Formative Assessment
(2 points)
o
(Describe when and what you will collect as evidence on the stated objectives).
-
Home Extension
(2 points)
o
(Describe specific and appropriate strategies for communicating with or
engaging caregivers).
-
Rationale
(3 points)
o
(Explain why you chose the particular instructional strategies and texts. Be sure
to connect back to Tim’s fluency instructional need).
Assessment Based Instructional Plan Part 1: Early Literacy
Section 1
1) PAST strengths
/5
2) PAST growth
/5
3) Instructional techniques
/10
Section 2
1) Fluency Scores
/5
2) Fluency strengths
/5
3) Fluency growth
/5
Section 3
Objective and CCSS standard
/2
Text(s)
/1
Instructional Supports & Methods – I do
/5
Instructional Supports & Methods – we do
/5
Instructional Supports & Methods – you do
/5
Formative Assessment
/2
Home Extension
/2
Rationale
/3
Total
/60