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This will enhance their knowledge and improve the individual's ability to use these ideas in the future. (Pitler, 2007)
Guided Practice
The guided practice is to ensure that all students master these concepts. This will make certain that everyone has a foundation of knowledge in these areas. Once the entire class is at the same point, is when they will use technology to provide greater repetition and practice. (Pitler, 2007)
Independent Practice
The independent practices are offering additional support to students that are most challenged. Those who are having difficulty will use web tutorials and e-learning solutions to provide further instruction / preparation. This will prevent them from falling behind and it is reaching out to the individual using other styles of learning. (Pitler, 2007)
Closure
To close the session, the students will repeat to educators how these concepts work. This will be accomplished by having them take a practice quiz. Inside...
This will provide an indication as to the overall levels of understanding and what weaknesses must be addressed. (Pitler, 2007)
Assessment
The assessment will take place using an actual test that will apply to their grade. The levels of success will depend upon how many students are able to achieve a score of 70% on the exam. In situations where the majority is above this amount, the evaluation is considered an accomplishment. However, if they fail to reach these levels, is when more time must be spent covering these ideas. This will ensure that the total amounts of learning comprehension are as high as possible. (Pitler, 2007)
References
Common Core State Standards. (2012). Core Standards. Retrieved from:http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Pitler, H. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Summer Bucket List Concept/topic: This lesson plan will focus on allowing students to design their wish list or "Summer Bucket list." It will allow for sharing by students reading aloud their Summer Bucket lists. It also promotes writing and reading as students will be asked to proofread what they wrote as well as think of fun ideas to add for their Summer Bucket list. Lesson goals/objectives: Objectives are to ask questions of
VI: YOUR PERSONAL DEBREIFING: (After lesson is implemented) + Praise - Polish ? Change Your Name ____ Grade 3-6 Topic: Prefix and Suffix Spelling Dice Game NG FLSSS CCSS Time (optional) Activity Strategy/Need/Rationale (Prep Work for Instructor) Reading -- Choose six suffixes (-ed, -ing, -est, -en) and six prefixes (-un, -dis, -re) that students have struggled with in class, and write them on the sides of large wooden cubes or six-sided dice. Students will satisfy the Common Core State Standard
Lesson Plan: Hard of Hearing Students The following lesson plan is devised for auditory and visual learner students that are hard of hearing or deaf. The plan is designed, keeping in mind that every student has a unique learning style and has his preferred way of perceiving things. The process through which education is learned, information is retained and used for comprehension is solely up to the student's desires. However, the plan
common core standards affect students with exceptionalities? Should we apply these standards to students with exceptionalities? Why or why not? A lot of teachers and parents have shown great concerns related to the system of education presented for the students with special needs with the implementation of the Common Core State Standards in different states (IDA, 2015 ). These Standards are challenging and tough for the general students alone and
Green Eggs and Ham by Dr. Seuss is a terrific book for helping young learners develop phonemic awareness and for the teacher to help them decoding and encoding strategies. At the same time, it may be used in conformity with Common Core Standards so that students meet guidelines provided by the State. As Ouellette and Haley point out, alphabetic knowledge and vocabulary can have a positive impact on phonemic awareness (29).
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