Describe the seating arrangement during the guided reading activity, including considerations for management of student behavior and efficiency of material distribution.

Guided reading is an evidenced-based strategy used to support students in developing reading skills such as fluency, comprehension, and word knowledge. It is important for teachers to develop their small group planning and instructional delivery skills to meet the diverse needs of their students.

Allocate at least 3 hours in a K-5 inclusive language arts classroom to support this field experience.

With your mentor teacher’s permission, work with the small group of students identified in the previous field experience on guided reading or reading interventions.

After the lesson, discuss the following with your mentor teacher:

• Describe how the teacher grouped students and how the grouping strategy met the diverse needs of students.
• Describe the seating arrangement during the guided reading activity, including considerations for management of student behavior and efficiency of material distribution.
• Describe what the other students were doing in the class while you were working with the small group.
• Rationale for the text selection/s used in the small group lesson.
• Explain the standards and objectives addressed in the guided reading or interventions lesson, as well as how data was collected and how students’ progress was monitored.
• Explain the sequence of activities during the guided reading or interventions and how students responded to the activities.

Spend any remaining field experience hours assisting the teacher in providing instruction and support to the class. Write a 250-500 word reflection of the following:

• Describe what you feel was successful about the instruction and what you would change for the next time.
• Summarize the grouping strategies, seating arrangements, and what other students were doing while you worked with the small group.
• Provide a rationale for the text selection.
• Explain the sequence of activities and how students responded to each activity, include how standards and objectives were addressed, data collected, and student progress monitored.
• How will you use this information in your future professional practice? Discuss whether your goal from Clinical Field Experience B was met and how you will continue to meet that goal in your future professional practice.

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

Part 2

The inclusive classroom requires teachers to plan for a variety of student needs. This requires differentiated instruction, UDL (Universal Design for Learning) strategies, and accommodations and modifications for students with an IEP, including the use of assistive technology.

During this program, you have practiced creating whole group lesson plans. For this assignment, create a small group targeted lesson plan as the special education teacher working with the general education teacher.

Using the “COE Lesson Plan Template,” and the “Class Profile – 3rd Grade,” develop a goal-oriented ELA lesson for a small group of students, that focuses on at least one specific element of the Science of Reading. Choose five students from the Class Profile who are identified with an IEP or 504 plan (one of the chosen students must have dyslexia) and at least one national or state literacy standard. Use the information in the Class Profile to inform writing the students’ goals in the lesson plan. Each student must have a different goal and the lesson plan must include at least one form of augmentative and alternative communication (AAC) device to support instructional assessment, planning, and delivery for individuals with disabilities.

Follow these guidelines when preparing your lesson plan:

• Indicate the names of the five students you chose for the group in the Classroom and Student Factors/Grouping section of the lesson plan template. For each student, provide a brief description of the factors that would affect their learning based on the information in the Class Profile. Pseudonyms are not necessary.
• Indicated an IEP and/or 504 goal for each of the five students.

Example: Johnny will write a five-sentence paragraph once a week including a topic sentence, four details, and a closing sentence. He will score at least 70% or higher 3 out of 4 times a month based on a rubric.

• Resources must include at least one augmentative and alternative communication device to support instructional assessment, planning, and/or delivery for individuals with disabilities. The device can be for all students in the group or to support a specific student’s needs.
• Include technologies throughout the plan to support both instruction and assessment. Consider assistive technologies that could be used to support and differentiate the specific students in the group.
• Multiple Means of Representation must be differentiated to support each student’s learning.

Example: Difficulty with written expression. I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partner. These strategies will provide Johnny with some planning before the cooperative activity with a partner.

• Multiple Means of Engagement must be differentiated for each of the five students.

Example: Difficulty with written expression. The Kagan cooperative activity (Stand up, Hand up, Pair Up) will provide Johnny with some “think time” and verbally plan his written response with a partner. I will check in with Johnny after the cooperative activity to assess how he feels about his planning time and if he is ready to move to the written expression piece)

• Multiple Means of Expression must address the needs of all students in the group.

Example: Johnny will use his Venn Diagram planning and his verbal planning time with a partner to create a five-sentence paragraph based on the prompt including a topic sentence, four details, and a closing sentence. This activity will provide Johnny with the necessary planning and thinking time before moving to written expression. His paragraph will be assessed using the rubric and tracking the progress of his goal of 70% or higher 3 out of 4 times a month.

At the bottom of the lesson plan, write a 500-750 word rationale including the following:

• Discuss how the lesson plan is designed to meet the needs of the five students and created to provide a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology.
• Describe how the lesson plan engaged students with disabilities to work towards quality learning and performance as well as how you would provide feedback to guide students.
• Explain how the augmentative and alternative communication device included in the lesson plan supports assessment, planning, and/or delivery of instruction to students with disabilities.

Support your assignment with 3-5 scholarly resources.