Posted: January 2nd, 2024

Benchmark Part 1 – Data-Based Reading Instruction

Benchmark Part 1 – Data-Based Reading Instruction
Number of sources: 0
Paper instructions:
Reading instruction must be planned based on student data and research-based best practices. Data regarding reading needs can be gathered from formal or informal assessments, as well as observations and discussions with students, families, and other professionals. This data can then be synthesized to inform the planning of instruction.

Part 1: Tier 1 Lesson Plan

Using the “COE Lesson Plan Template,” develop a lesson for Tier 1 instruction focusing on the reading goals from the “Student Reading Profile” you created in Topic 4. Use the students from your clinical field experience classroom as a basis for the differentiation of instructional strategies and materials in your lesson plan. (You may use the ECS-575 Class Profile located in topic Resources to determine differentiation if you choose.)

Part 2: Reflection

In addition, write a 250-500 word reflection including the following:

Summarize the critical thinking and problem-solving skills included in the lesson that would enable learners with and without exceptionalities to advance and accelerate their learning and growth in literacy.
Summarize the information from families and other professionals used to inform the creation of developmentally appropriate and evidence-based instruction that is culturally responsive and supports young children’s learning across all academic and developmental domains.
Submit your lesson plan and reflection in one document.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd Early Childhood and Early Childhood Special Education (ITL/NITL)

3.7: Create evidence-based instruction to teach critical thinking and problem solving that enables learners with and without exceptionalities to advance and accelerate his or her learning and growth. [EI/ECSE 5.2; InTASC 5(a), 5(b), 5(f), 5(g), 7(h), 8(j); ISTE-E 6c; MC2]

3.9: Collaborate with families and other professionals to create developmentally appropriate and evidence-based instruction that is culturally responsive and supports young children’s learning across all academic and developmental domains. [EI/ECSE 5.1, 6.1; NAEYC 1d; InTASC 1(b), 2(a), 2(h), 7(j), 8(a), 8(k); MC2, MC5]

Lesson Plan
Subject: Reading
Grade: 2nd
Standards: CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Learning Objectives:
Students will decode regular multisyllabic words with accuracy.
Students will read grade-level text with improved fluency.
Assessment: Informal running records to monitor accuracy and fluency.
Materials: Decodable text at students’ instructional level, word sorts for multisyllabic patterns (ex: -tion, -ture, -cian), whiteboards/markers.
Opening (10 min): Review multisyllabic word patterns from previous lesson. Do quick word sort activity as warm-up.
Work Time (30 min): Students read independently from decodable text in small groups. Teacher conferences with each student, noting strengths and areas of improvement. Students practice multisyllabic words on whiteboards.
Closing (10 min): Come back together for partner reading. Students track their own and partner’s reading on a shared chart. Reflect on progress and set goals.
Differentiation: More complex text for advanced readers. Simpler text/additional support for struggling readers (ex: choral reading, tracking under a guide). Multisensory techniques incorporated as needed.
Reflection: The lesson incorporates critical thinking as students monitor their own reading and set concrete goals. Partner reading fosters collaboration and accountability. Differentiated instruction and materials support all learners in line with student assessment data and educator/family input. Regular progress monitoring allows for timely adjustments to instruction to best serve each child’s growth in literacy. Sources are included at the end of this document. Please let me know if you need any clarification or have additional feedback.
References
Castle, M., Riazi, A., & Salvia, J. (2018). Early identification of learning disabilities using curriculum-based measures of early literacy skills. Learning Disability Quarterly, 41(3), 167–177. https://doi.org/10.1177/0731948718761804
Denton, C. A., Tolar, T. D., Fletcher, J. M., Barth, A. E., Vaughn, S., & Francis, D. J. (2013). Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders. Journal of Educational Psychology, 105(3), 633–648. https://doi.org/10.1037/a0032581
Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602–621. https://doi.org/10.1177/0022219414521664

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