C365 - Task 1 - Task 1 PDF

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Rachel Erickson Task 1 C365 - Language Arts Instruction and Intervention

Introduction Teachers of language arts must acquire myriad skills and strategies in various areas: reading, writing, speaking, listening, and thinking. They must also meet high-stakes test requirements, satisfy the needs and rights of diverse learners, and help English language learners to understand and thrive in the classroom. This assessment will allow future teachers the opportunity to use tiered grouping to address the specific needs of the students in the classroom described in the scenario.

Scenario You are teaching in a third-grade class of 20 total students. The class consists of the following population: ●

3 students who write well above grade level

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2 gifted students who write extremely well

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5 students who write at grade level

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4 learning support students who write below grade level

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3 students who write below grade level

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3 English language learners

You are teaching narrative writing, and the students are assigned to write about their favorite memory of their first day of school. Consider how you will meet the specific needs of each student through Gunning’s view of tiered instruction. A.

Explain how you will group (i.e., tier) all 20 students in this third-grade class in order to conduct mini-group lessons.

Tier 1 - In this group I will place the two gifted students who write extremely well and three students that are well above grade level. Tier 2 - In this group I will place the five students who write at grade level and the three English Language Learners because my ELL students are great writers that need minimal support. Tier 3 - In this group I will place the four learning support students who write below grade level and the three students who write below grade level.

B. Explain how instruction will be tiered and adapted for each mini-group lesson in order to meet the needs of students at each ability level. Group 1 (Tier 1) will be working with this graphic organizer.

Students will be provided with the 4 square writing graphic organizer. This gives these students the layout of a figuring out a topic/topic sentence, 3 body sentences with supporting details and a conclusion to summarize. Students will also be given time to brainstorm and work with their small group before completing the graphic organizer. After they have finished sharing with their groups, students will begin working on writing their paragraph with help of their graphic organizer. After completing this, their first draft, they will be able to have their peers look it over and they will use peer editing. Once that is complete they will have time to make their edits and turn in a draft to the teacher. Group 2 (Tier 2) will be working with this graphic organizer.

Students will be provided with a story map for personal narrative. This organizer provides the students with sentence starters to give them some direction to their writing. Similar to how the tier 1 students used the organizer, the tier 2 students will be given time to brainstorm and discuss with their group. This is a helpful strategy for students who struggle putting their thoughts on paper. Once they have completed the graphic organizer, they can complete their first draft and peer editing will occur. This is also a time for the teacher to observe and help steer kids with leading questions to help them complete their edits. The last step is for them to work on completing their final draft and turning it into the teacher. Group 3 (Tier 3) will be working with the graphic organizer below.

Students will be provided with a slightly simpler graphic organizer with sentence starters and help with adding details. It guides them to talk about who, when, where and what the event is. The teacher will discuss each piece of this graphic organizer with the students to help them get started. After that, the students can then start to brainstorm and share thoughts. Students in tier 3 will also need additional resources such as picture clues, work banks and high frequency word dictionaries. Students will then complete their first draft. The peer editing portion will be more facilitated by the teacher and the teacher will assist students in what to look for when editing others' work. I also think that it is important to observe the students and read how they are doing with the assignment and make accommodations as needed. The students will then turn in a final draft.

 ot require you to use the “WGU Lesson Plan Template.” Note: This task does n C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission....