Small Group Literacy Skills Lesson Plan

 

Teachers are cognizant of how students grow and develop. They recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Therefore, teachers need to be able to design and implement developmentally appropriate and challenging learning experiences that are flexible to address these differences. Teachers regularly assess individual and group performance to design and adjust instruction to meet students’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffold instruction of their next level of development.

Allocate at least 3 hours in the field to support this field experience.

Part 1: Small Group Literacy Skills Lesson Plan

With a certified special education teacher in an early childhood elementary (Grades K-3) inclusive setting, identify a small group of students who would benefit from a lesson plan reinforcing a literacy skill previously taught to them. Use the prompts below to help guide a discussion with the mentor teacher about each student’s development.

1. What criteria does the mentor teacher use to assess the students’ literacy skill development and abilities?

2. How does the mentor teacher assess individual and group progress?

3. How does the mentor teacher modify instruction to meet student needs?

4. What are examples of developmentally-appropriate learning experiences the mentor teacher has used to develop students’ literacy skills?

5. Collaborate with the mentor teacher to design a complete standard- based lesson that meets the needs of the identified students, using the “COE Lesson Plan Template.” (Note: The literacy skills lesson will be implemented as part of “Clinical Field Experience B.”)

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Sample Solution

action when German troops re-militarizes the Rhineland in 1936 and for historian Ian Kershaw, the allies ‘let slip’ the last chance to stop Hitler and GB’s rearmament programme introduced by Chamberlain in 1936 was significantly behind Germany’s. Appeasement was the result of a belief that peaceful negotiation would bring security for Britain. The controversy stems from the simple fact that Chamberlain failed and Czechoslovakia was abandoned.

In a Parliamentary debate in October 1938 after the Munich Agreement had been signed, Winston Churchill, a strong critic of appeasement, stated ‘All is over, silent, mournful, abandoned, broken, Czechoslovakia recedes into the darkness’ highlighting the abandonment of a small state’s independence. Czechoslovakia lost 66 percent of of its coal industry, 70 percent of its iron and steel, and 70 percent of its electrical power, depriving the nation of natural fortifications that left the Czech nation open to complete domination by Germany. The autonomy of Czechoslovakia was sacrificed on the altar for short-term peace because, in the words of President Benes of Czechoslovakia, Sudetenland was ‘a long way from Great Britain and France’ and Germany had achieved what he wanted ‘the domination of Central Europe.’ The swift occupation of Moravia and Bohemia 6 months later and GB’s guarantee to Poland in the hope of making Hitler re-think, failed and war was declared. As early as 1940, the publication of Guilty Men by CATO spurned the policy of appeasement, criticising Chamberlain for ‘cowardice, a lack of wisdom and disregard of the principle of freedom and democracy’ as the expansionism of the Nazi regime and the nature of Nazi rule became all too apparent. Historian R.A.C Parker suggests that Chamberlain manipulated the public opinion to favour appeasement, a view supported by historian, Frank McDonough who argues he “deliberately deceived British public opinion with overly optimistic accounts of the prospects for lasting peace with Germany” and by preventing war over

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