Posted: January 10th, 2024

ECE-622 Differentiating Literacy Instruction

ECE-622 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, one writing, and one creative arts standard that will be the focus of the lesson. For each standard, identify the concepts that students need to know and the skills that students 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 student, practice presenting the lesson/activity you will do with the students to ensure 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 Standards: (List each standard in its entirety.)
1.
2.
Writing Standards: (List each standard in its entirety.)
1.
2.
Creative Arts Standards: (List each standard in its entirety.)
1.
2.
Strategy and Rationale for Differentiating Lesson Content
(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 research-based best practices.) Strategy and Rationale for Differentiating Lesson Process
(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 research-based best practices.) Strategy and Rationale for Differentiating Lesson Product
(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 research-based best practices.)
Strategy:

Rationale:
Strategy:

Rationale: Strategy:

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 discuss and take notes 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 and creative arts 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:
• Briefly describe the literacy skills deficits exhibited by the student and the lesson/activity you delivered to help them practice and improve those skills.
• 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.
• Reflect on your execution of the lesson/activity and assessment and their effectiveness. Include a discussion of both successes and challenges as well as changes you would make if implementing the lesson/activity and assessment again.
• 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.

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Study Notes & Homework Samples: Clinical Field Experience B: Planning and Delivering Differentiated »Peer-reviewed, research-based, journal articles from the GCU Library represents