Tag: Model Answer

Assignment Prompt & Instructions

I need help with my homework

– a year ago

**files (4)**

– ## RequriedResourcesforweek5assignment.docx

– ## instructionsandRubrictoweek5assignment.docx

– coe-lesson-plan-template.docx
– ClassProfile1.docx

**## RequriedResourcesforweek5assignment.docx**

7 Culturally Responsive Teaching Strategies and Instructional Practices

**Required**

Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

… Read More

https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

Ensuring That Instruction Is Inclusive for Diverse Learners

**Required**

Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

Using Diverse Books to Support Writing Instruction

**Required**

Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

Developing a Culture of Readers: Complementary Materials That Engage

**Required**

Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
_Reading_

… Read More

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Inclusive Literacy Learning

**Required**

Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

22 Diverse Book Choices for All Grade Levels

**Required**

Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

Why Diverse Books Matter: Mirrors and Windows

**Required**

Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

**Optional**

Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

… Read More

https://journals-sagepub-com.lo

**Teaching Reading in Today’s Elementary Schools**

**Required**

Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

**## instructionsandRubrictoweek5assignment.docx**

As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

**Part 1: Diverse ELA Lesson Plan**

You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

· Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

· Culturally responsive and differentiated practices that meet the learning needs of the students

**Part 2: Justification of Culturally Responsive Teaching**

Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

· Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

· Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

· Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

Support your assignment with 2-3 scholarly resources.

Submit your lesson plan, rationale, and resources as one document.

**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 Elementary Education (ITL/NITL)_

_1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

_2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

Rubric

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Lesson Plan Section 1: Classroom and Student Factors/Grouping**

15 points

**Criteria Description**

**5. Target**

15 points

Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

**4. Acceptable**

13.05 points

Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Standards and Learning Targets/Objectives**

15 points

**Criteria Description**

**5. Target**

15 points

The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

**4. Acceptable**

13.05 points

The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Academic Language and Resources**

15 points

**Criteria Description**

**5. Target**

15 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

**4. Acceptable**

13.05 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Anticipatory Set**

15 points

**Criteria Description**

**5. Target**

15 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

**4. Acceptable**

13.05 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Representation**

30 points

**Criteria Description**

**5. Target**

30 points

The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Engagement**

30 points

**Criteria Description**

**5. Target**

30 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Expression**

30 points

**Criteria Description**

**5. Target**

30 points

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

**4. Acceptable**

26.1 points

Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

**No Submission**

0 points

Not addressed.

**Reflection: Culturally Responsive Instructional Strategies (B)**

30 points

**Criteria Description**

(C1.4)

**5. Target**

30 points

Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

**4. Acceptable**

26.1 points

Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

**No Submission**

0 points

Not addressed.

**Reflection: Delivering Standards-Based Differentiated Instruction (B)**

30 points

**Criteria Description**

(C2.4)

**5. Target**

30 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

**4. Acceptable**

26.1 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

**No Submission**

0 points

Not addressed.

**Reflection: Integrating Listening and Speaking**

30 points

**Criteria Description**

**5. Target**

30 points

The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**4. Acceptable**

26.1 points

The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**No Submission**

0 points

Not addressed.

**Supporting Research and Documentation of Sources**

15 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

15 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

13.05 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

30 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

30 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

26.1 points

A few mechanical errors are present. Suitable language choice and sentence structure are used.

**coe-lesson-plan-template.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coe-lesson-plan-template-docx-10283593)

**ClassProfile1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classprofile1-docx-10283597)

**ClassProfile1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classprofile1-docx-10283597)

**## RequriedResourcesforweek5assignment.docx**

7 Culturally Responsive Teaching Strategies and Instructional Practices

**Required**

Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

… Read More

https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

Ensuring That Instruction Is Inclusive for Diverse Learners

**Required**

Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

Using Diverse Books to Support Writing Instruction

**Required**

Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

Developing a Culture of Readers: Complementary Materials That Engage

**Required**

Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
_Reading_

… Read More

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Inclusive Literacy Learning

**Required**

Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

22 Diverse Book Choices for All Grade Levels

**Required**

Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

Why Diverse Books Matter: Mirrors and Windows

**Required**

Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

**Optional**

Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

… Read More

https://journals-sagepub-com.lo

**Teaching Reading in Today’s Elementary Schools**

**Required**

Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

**## instructionsandRubrictoweek5assignment.docx**

As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

**Part 1: Diverse ELA Lesson Plan**

You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

· Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

· Culturally responsive and differentiated practices that meet the learning needs of the students

**Part 2: Justification of Culturally Responsive Teaching**

Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

· Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

· Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

· Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

Support your assignment with 2-3 scholarly resources.

Submit your lesson plan, rationale, and resources as one document.

**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 Elementary Education (ITL/NITL)_

_1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

_2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

Rubric

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Lesson Plan Section 1: Classroom and Student Factors/Grouping**

15 points

**Criteria Description**

**5. Target**

15 points

Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

**4. Acceptable**

13.05 points

Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Standards and Learning Targets/Objectives**

15 points

**Criteria Description**

**5. Target**

15 points

The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

**4. Acceptable**

13.05 points

The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Academic Language and Resources**

15 points

**Criteria Description**

**5. Target**

15 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

**4. Acceptable**

13.05 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Anticipatory Set**

15 points

**Criteria Description**

**5. Target**

15 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

**4. Acceptable**

13.05 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Representation**

30 points

**Criteria Description**

**5. Target**

30 points

The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Engagement**

30 points

**Criteria Description**

**5. Target**

30 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Expression**

30 points

**Criteria Description**

**5. Target**

30 points

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

**4. Acceptable**

26.1 points

Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

**No Submission**

0 points

Not addressed.

**Reflection: Culturally Responsive Instructional Strategies (B)**

30 points

**Criteria Description**

(C1.4)

**5. Target**

30 points

Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

**4. Acceptable**

26.1 points

Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

**No Submission**

0 points

Not addressed.

**Reflection: Delivering Standards-Based Differentiated Instruction (B)**

30 points

**Criteria Description**

(C2.4)

**5. Target**

30 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

**4. Acceptable**

26.1 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

**No Submission**

0 points

Not addressed.

**Reflection: Integrating Listening and Speaking**

30 points

**Criteria Description**

**5. Target**

30 points

The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**4. Acceptable**

26.1 points

The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**No Submission**

0 points

Not addressed.

**Supporting Research and Documentation of Sources**

15 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

15 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

13.05 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

30 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

30 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

26.1 points

A few mechanical errors are present. Suitable language choice and sentence structure are used.

**coe-lesson-plan-template.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coe-lesson-plan-template-docx-10283593)

**ClassProfile1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classprofile1-docx-10283597)

**## RequriedResourcesforweek5assignment.docx**

7 Culturally Responsive Teaching Strategies and Instructional Practices

**Required**

Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

… Read More

https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

Ensuring That Instruction Is Inclusive for Diverse Learners

**Required**

Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

Using Diverse Books to Support Writing Instruction

**Required**

Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

Developing a Culture of Readers: Complementary Materials That Engage

**Required**

Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
_Reading_

… Read More

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Inclusive Literacy Learning

**Required**

Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

22 Diverse Book Choices for All Grade Levels

**Required**

Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

Why Diverse Books Matter: Mirrors and Windows

**Required**

Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

**Optional**

Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

… Read More

https://journals-sagepub-com.lo

**Teaching Reading in Today’s Elementary Schools**

**Required**

Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

**## instructionsandRubrictoweek5assignment.docx**

As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

**Part 1: Diverse ELA Lesson Plan**

You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

· Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

· Culturally responsive and differentiated practices that meet the learning needs of the students

**Part 2: Justification of Culturally Responsive Teaching**

Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

· Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

· Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

· Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

Support your assignment with 2-3 scholarly resources.

Submit your lesson plan, rationale, and resources as one document.

**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 Elementary Education (ITL/NITL)_

_1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

_2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

Rubric

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Lesson Plan Section 1: Classroom and Student Factors/Grouping**

15 points

**Criteria Description**

**5. Target**

15 points

Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

**4. Acceptable**

13.05 points

Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Standards and Learning Targets/Objectives**

15 points

**Criteria Description**

**5. Target**

15 points

The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

**4. Acceptable**

13.05 points

The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 1: Academic Language and Resources**

15 points

**Criteria Description**

**5. Target**

15 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

**4. Acceptable**

13.05 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Anticipatory Set**

15 points

**Criteria Description**

**5. Target**

15 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

**4. Acceptable**

13.05 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Representation**

30 points

**Criteria Description**

**5. Target**

30 points

The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Engagement**

30 points

**Criteria Description**

**5. Target**

30 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

**4. Acceptable**

26.1 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

**No Submission**

0 points

Not addressed.

**Lesson Plan Section 2: Multiple Means of Expression**

30 points

**Criteria Description**

**5. Target**

30 points

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

**4. Acceptable**

26.1 points

Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

**No Submission**

0 points

Not addressed.

**Reflection: Culturally Responsive Instructional Strategies (B)**

30 points

**Criteria Description**

(C1.4)

**5. Target**

30 points

Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

**4. Acceptable**

26.1 points

Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

**No Submission**

0 points

Not addressed.

**Reflection: Delivering Standards-Based Differentiated Instruction (B)**

30 points

**Criteria Description**

(C2.4)

**5. Target**

30 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

**4. Acceptable**

26.1 points

Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

**No Submission**

0 points

Not addressed.

**Reflection: Integrating Listening and Speaking**

30 points

**Criteria Description**

**5. Target**

30 points

The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**4. Acceptable**

26.1 points

The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

**No Submission**

0 points

Not addressed.

**Supporting Research and Documentation of Sources**

15 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

15 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

13.05 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

30 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

30 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

26.1 points

A few mechanical errors are present. Suitable language choice and sentence structure are used.

**coe-lesson-plan-template.docx**

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**ClassProfile1.docx**

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