Description
Professors Instructions:
Part 1: Planning Differentiated Instruction: Complete each of the steps below to complete the chart.
•With your mentor, identify an upcoming lesson or activity in which you could work with the small group (3-5) of students.
•With your mentor, identify and unwrap at least one reading and one writing standard that will be the focus of the lesson. For each standard, identify the concepts that students need to know and the skills that student need to demonstrate.
•With your mentor, brainstorm research-based instructional strategies for differentiating the lesson content, process, and product to meet the needs of the students in the small group. With your mentor, select the instructional strategies you will employ and record them on the chart along with your rationale for using each strategy.
•With your mentor, discuss how you will assess the students and develop the assessment.
•With the guidance of your mentor, develop any materials that will be needed to support the lesson, including online tools/applications that can be used to enhance and practice literacy and creative arts skills.
•With your mentor playing the role of the students, practice presenting the lesson/activity you will do with the students to ensure you are you are correctly implementing each step of the activity and assessment.
Part 2: Deliver Differentiated Instruction: Under the direction of your mentor, work with the small group of students you previously identified to implement the lesson/activity and assessment you designed in Part 1 of the assignment.
Part 3: Mentor Debriefing: After you implement the lesson/activity, meet with your mentor to debrief about the delivery of the lesson/activity. Record notes in the space below as you talk with your mentor about the following:
•What was your mentor’s feedback on the effectiveness of your implementation of the lesson/activity and record?
•Describe the students’ responses to the lesson/activities and what was effective in helping students practice their literacy skills. Include discussion of the student assessment results.
•Identify potential areas for change or improvement in the lesson/activity and/or assessment based upon the student response and outcomes and your mentor’s feedback.
Part 4: Reflection: In 250-500 words, address the following:
•Describe the results of implementing the lesson/activity with the students, including student assessment results. Discuss the long-term results you would expect to see if you differentiated the lesson content, process, and product with the students over an extended period of time.
•Discuss the difference between accommodations and modifications within the scope of content, process, and product. Using one of the strategies you have provided above, provide an example of an accommodation and a modification to illustrate your ideas.
•Consider the “Statement on the Integration of Faith and Work” topic Resource and explain how providing differentiated instruction can contribute to a safe, supportive classroom learning environment where students feel valued, dignified, and respected.
Unformatted Attachment Preview
SPD-581 Differentiating Literacy Instruction
Part 1: Planning Differentiated Instruction: Complete each of the steps below to complete the chart.
•
With your mentor, identify an upcoming lesson or activity in which you could work with the small group (3-5) of students.
•
With your mentor, identify and unwrap at least one reading and one writing standard that will be the focus of the lesson. For
each standard, identify the concepts that students need to know and the skills that student need to demonstrate.
•
With your mentor, brainstorm research-based instructional strategies for differentiating the lesson content, process, and
product to meet the needs of the students in the small group. With your mentor, select the instructional strategies you will
employ and record them on the chart along with your rationale for using each strategy.
•
With your mentor, discuss how you will assess the students and develop the assessment.
•
With the guidance of your mentor, develop any materials that will be needed to support the lesson, including online
tools/applications that can be used to enhance and practice literacy and creative arts skills.
•
With your mentor playing the role of the students, practice presenting the lesson/activity you will do with the students to
ensure you are you are correctly implementing each step of the activity and assessment.
NOTE: You will work with the small group of students to teach the lesson/activity in Part 2 of this assignment.
Grade Level:
Lesson Topic/Title:
Small Group Description: Without using specific student names, describe the group of students and their literacy needs (reading,
writing, speaking and listening) that the lesson is addressing.
Reading Standard(s): (List each standard in its entirety.)
© 2022. Grand Canyon University. All Rights Reserved.
1.
2.
Writing Standard(s): (List each standard in its entirety.)
1.
2.
Strategy and Rationale for
Differentiating Lesson Content
Strategy and Rationale for
Differentiating Lesson Process
Strategy and Rationale for
Differentiating Lesson Product
(Name and describe the differentiation
strategy in 1-2 sentences.
(Name and describe the differentiation
strategy in 1-2 sentences.
(Name and describe the differentiation
strategy in 1-2 sentences.
Write a 1-2 sentence rationale that
supports the use of the strategy based
upon the observation data and researchbased best practices.)
Write a 1-2 sentence rationale that
supports the use of the strategy based
upon the observation data and researchbased best practices.)
Write a 1-2 sentence rationale that
supports the use of the strategy based
upon the observation data and researchbased best practices.)
Strategy:
Strategy:
Strategy:
Rationale:
Rationale:
Rationale:
Assessment: Summarize how you will assess student learning.
Support Materials: (List and describe any support materials that were sourced and/or developed for the lesson/activity and
associated assessment. Include links when relevant.)
References: Cite 3-5 scholarly resources to support the chart content.
Part 2: Deliver Differentiated Instruction: Under the direction of your mentor, work with the small group of students you
previously identified to implement the lesson/activity and assessment you designed in Part 1 of the assignment.
Part 3: Mentor Debriefing: After you implement the lesson/activity, meet with your mentor to debrief about the delivery of the
lesson/activity. Record notes in the space below as you talk with your mentor about the following:
•
What was your mentor’s feedback on the effectiveness of your implementation of the lesson/activity and record?
•
Describe the students’ responses to the lesson/activities and what was effective in helping students practice their literacy skills.
Include discussion of the student assessment results.
•
Identify potential areas for change or improvement in the lesson/activity and/or assessment based upon the student response
and outcomes and your mentor’s feedback.
Part 4: Reflection: In 250-500 words, address the following:
•
Describe the results of implementing the lesson/activity with the students, including student assessment results. Discuss the
long-term results you would expect to see if you differentiated the lesson content, process, and product with the students over
an extended period of time.
•
•
Discuss the difference between accommodations and modifications within the scope of content, process, and product. Using
one of the strategies you have provided above, provide an example of an accommodation and a modification to illustrate your
ideas.
Consider the “Statement on the Integration of Faith and Work” topic Resource and explain how providing differentiated
instruction can contribute to a safe, supportive classroom learning environment where students feel valued, dignified, and
respected.
Class profile:
Student 1: 2nd grade, reads at grade level in a small group or RTI tier 3 but has difficulty with
reading comprehension. She can copy and write simple sentences; however, her writing is not
always legible. She is verbal and can answer simple questions about a passage that is read to
her but when questions become too complex she has trouble staying focused and keeping her
thoughts organized.
Student 2: 3rd grade student who reads at grade level in a small group or RTI tier 3 setting (not
independently). He struggles with reading comprehension if he does not have visual support. He
requires a field of 3 text answer choices or direct visual support to answer comprehension
questions (i.e. the reading passage placed in front of him and modeling from the teacher to help
him find the answer within the text).
He can write and copy words displayed and simple sentences; however, it is not legible. He is
nonverbal and uses a AAC device (iPad) with predictive text to communicate. When it comes to
listening he does best when given printed material or a visual slideshow presented on the board
and led by the teacher.
Student 3: 4th grade student who reads below grade level (1st grade), cannot read
independently and needs RTI tier 3 support. He struggles with reading comprehension if he
does not have visual support. He requires a field of 3 visual picture answer choices to answer
comprehension questions. He can scribble independently but cannot write independently
without physical support (hand over hand).
He is nonverbal and uses a AAC device (iPad) to communicate. He struggles with his listening
skills which affects his comprehension. He does best during one on one shared reading or a
slideshow presented on the board and leby the teacher.
STATEMENT ON THE INTEGRATION
OF FAITH AND WORK
“Let the favor of the Lord our God be upon us, and establish the work of our
hands upon us; yes, establish the work of our hands!” (Psalm 90:17).
A
s a university, we believe that the message of Jesus Christ
bears profound implications, not only for individuals, but
also for society and the ways that we as individuals live
within it. The Lord Jesus instructed His followers to live
as salt and light within society, which implies a call to live out our lives
in ways that contribute to the common good. We are convinced that
this call extends to the workplace and that our respective vocations
represent vital opportunities to glorify God by serving others in ways
that promote human flourishing. Therefore, by God’s grace, we seek to
distinguish ourselves as a university by instilling a sense of vocational
calling and purpose in our students, faculty and staff in accord with
the following principles:
WE BELIEVE that God’s Word speaks authoritatively about creation,
fall and redemption as well as the restoration of all things through
Christ Jesus. Therefore, we are convinced that the Christian
worldview offers hope of restoration, not only for individuals, but
also for families, communities and societies in which individuals live,
work and serve one another.
WE BELIEVE that God the Almighty created the world, placed
human beings within it and blessed them by making them responsible
for cultivating and caring for creation. Therefore, we are assured that
our work within the world matters to God and our neighbors, and
that we honor God by serving others in ways that promote human
flourishing.
WE BELIEVE that Jesus Christ is both Savior and Lord and that all
who follow Jesus should seek His Kingdom and His righteousness
in relation to all aspects of human experience, including culture
and society. Therefore, we have resolved to carry out our work
within the public arena with compassion, justice and concern for
the common good.
WE BELIEVE that Jesus’ death, burial and resurrection secured
abundant and eternal life for all who believe and that Christ
transforms all that we say and do. Therefore, we are convinced that
Grand Canyon University should positively impact those who study
at, work for and live near the university in ways that accord with the
teachings of Jesus Christ.
WE BELIEVE that mankind was originally created in the image of
God and given responsibility over creation, but that all have failed to
fulfill their God-given purpose and responsibility. We believe that God
redeems and restores men and women in Christ, creating them anew
for the good works He has prepared them to do. Therefore, we are
confident that the work we do is a part of God’s calling on our lives
and a means by which we can glorify God as we meet others’ needs.
WE BELIEVE that regeneration by the Holy Spirit is essential for
salvation and that the work of God’s Spirit in the human heart
invariably results in renewed purpose and the growth of Christ-like
love for neighbors and neighborhoods. Therefore, we are certain that
God is working to restore the broken lives and communities of this
fallen world through the collective gifts, talents, skills and resources of
those who have been transformed by the power of the gospel.
WE BELIEVE that salvation comes through Jesus Christ alone and
involves redemption of the whole person. Therefore, we are convinced
that the Christian life must involve compassion and care, not only for
the spiritual needs of mankind, but also for basic physical needs that
stem from poverty, oppression and injustice.
WE BELIEVE in the spiritual unity of all believers in Christ and that
evangelism and societal engagement are duties of the Christian life.
Therefore, we are devoted to demonstrating the love of Jesus together
as we share the gospel message and shape society according to the
principles of His Kingdom.
WE BELIEVE that the gospel message denounces evil and injustice
while offering hope for reconciliation to Christ and the restoration
of human culture and society through Him. Therefore, we recognize
and embrace the potential of human work for furthering the greater
good and strive to further the good of the culture and the society
through education and the embodiment of biblical principles related
to goodness and justice.
15COT0123
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