09 Oct Summarize the critical thinking and problem-solving skills included in the lesson that would enable learners with and without exceptionalities to advance and accelerate their learning and growth in literacy

Reading instruction must be planned based on student data and research-based best practices. Data regarding reading needs can be gathered from formal or informal assessments, as well as observations and discussions with students, families, and other professionals. This data can then be synthesized to inform the planning of instruction.

Part 1: Tier 1 Lesson Plan

Using the “COE Lesson Plan Template,” develop a lesson for Tier 1 instruction focusing on the reading goals from the “Student Reading Profile” you created in Topic 4. Use the students from your clinical field experience classroom as a basis for the differentiation of instructional strategies and materials in your lesson plan. (You may use the ECS-575 Class Profile located in topic Resources to determine differentiation if you choose.)

Part 2: Reflection

In addition, write a 250-500 word reflection including the following:

Summarize the critical thinking and problem-solving skills included in the lesson that would enable learners with and without exceptionalities to advance and accelerate their learning and growth in literacy.

Summarize the information from families and other professionals used to inform the creation of developmentally appropriate and evidence-based instruction that is culturally responsive and supports young children’s learning across all academic and developmental domains.

Submit your lesson plan and reflection in one document.

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

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 Early Childhood and Early Childhood Special Education (ITL/NITL)

3.7: Create evidence-based instruction to teach critical thinking and problem solving that enables learners with and without exceptionalities to advance and accelerate his or her learning and growth. [EI/ECSE 5.2; InTASC 5(a), 5(b), 5(f), 5(g), 7(h), 8(j); ISTE-E 6c; MC2]

3.9: Collaborate with families and other professionals to create developmentally appropriate and evidence-based instruction that is culturally responsive and supports young children’s learning across all academic and developmental domains. [EI/ECSE 5.1, 6.1; NAEYC 1d; InTASC 1(b), 2(a), 2(h), 7(j), 8(a), 8(k); MC2, MC5]