Text-Dependent Questioning: Critical Response to Reading

Reading & Literacy Growth, Grades 4-6

Assignment: Text-Dependent Questioning: Critical Response to Reading

Instruction:

  1. Use your Reflection draft paper to create Instructional plan.
  2. Write a Brief, respond to highlight questions in the instructional plan. Remember to include state standards. Using APA style and references.

Instructional Plan Template

 

Setting/Grade Level:

Subject(s):  Close Reading                  School: N/A

Date:                                                        Theme/Title:

 

1.    PLANNING
Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?
Professional Standards associated with your specialization).  .

 

1.    PLANNING
Learning Outcomes/SMARTGoals

 

What will students learn? Using smart goal

 

 

1.    PLANNING
Learning Objectives (at least two)

 

What will students do? All objectives must be measurable.    

 
 

 

 

 

1.    PLANNING
Bloom’s Revised Taxonomy

 

Which level(s) of Bloom’s Revised Taxonomy are targeted?  

 Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Remembering

 

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

 

 

 

 

1.    PLANNING
Real World Contexts

 

What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

 

 

1.    PLANNING
Collaboration

 

How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

 

 

2.    METHODOLOGY
Learning Experience/ Activity        

                                                                                    

 

Introductory/Anticipatory Set
 Building/Applying Knowledge and Skills by engaging students in their learning.

List and explain all of the activities that you will use in the lesson.

Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.

 

Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning.

List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer.

 

 

 

Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue.

Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)

 

Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.

 

 

  2. METHODOLOGY  
  Instructional Strategies

 

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.

 

Constructions

 

Standard:

Objective:

 

 

Nonlinguistic Representations

 

Standard:

Objective:

 

 

Cooperative Learning

 

Standard:

Objective:

 

 

 

Peer Editing

 

Standard:

Objective:

 

Discovery

 

Standard:

Objective:

 

 

 

Practice/Drill

 

Standard:

Objective:

 

Discussion/Questioning

 

Standard:

Objective:

 

Practicum

 

Standard:

Objective:

 

Experiment

 

Standard:

Objective:

 

Problem Solving

 

Standard:

Objective:

 

Field Study

 

Standard:

Objective:

 

Questions, Cues, and Advance Organizers

 

Standard:

Objective:

 

Graphic Organizers

 

Standard:

Objective:

 

Reflection/Response

 

Standard:

Objective:

 

Generating and Testing Hypothesis

 

Standard:

Objective:

 

Reinforcing Effort and Providing Recognition

 

Standard:

Objective:

 

Homework and Practice

 

Standard:

Objective:

 

Reporting

 

Standard:

Objective:

 

Identifying Similarities and Differences

 

Standard:

Objective:

 

Role-playing

 

Standard:

Objective:

 

Independent Learning

 

Standard:

Objective:

 

Setting Objectives and Providing Feedback

 

Standard:

Objective:

 

Journal

 

Standard:

Objective:

 

Simulation

 

Standard:

Objective:

 

Laboratory

 

Standard:

Objective:

 

Summarizing and Note Taking

 

Standard:

Objective:

 

Lecture

 

Standard:

Objective:

 

Viewing/Listening/Answering

 

Standard:

Objective:

 

Library Research

 

Standard:

Objective:

 

Other (Please specify)

:

Standard:

Objective:

 
  Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach?

 

Explain the activities that support these areas of Bloom’s Taxonomy.  Use outside resources to support your reasoning for each strategy.

How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.

 

 
1.    MATERIALS
Materials Used

T = FOR TEACHER

S = FOR STUDENT

 

Include at least one digital material.

 

 

 

T S Materials used T S Technology utilized
Cassettes/CDs
Graphing or Scientific Calculator
Slides
Tape Recorder
VCR/TV/DVD/Laser disc
Assistive Technology
Cell Phone/Mobile Device
Digital/Video Camera
Concept Mapping Software
Social Networking
Virtual World (e.g., Second Life)
Interactive Gaming
Interactive White Board (e.g., SMART Board)
Distance Learning/Webcast
Computer Software
Weblog (Blog)
Wiki
Internet Research/Website
Podcast/Vodcast
E-mail
Presentation Software (e.g., PowerPoint)
Virtual Field Trip
Interactive Gaming
Other (Please specify):
Why did you choose these materials?

 

 

 

 

 

2.    ASSESSMENT/EVALUATION
Assessment Options  

Application Exam

Standard:

Objective:

Objective Test

Standard:

Objective:

Concept Mapping

Standard:

Objective:

Observation

Standard:

Objective:

Parent Evaluation

Standard:

Objective:

Contract

Standard:

Objective:

Peer Evaluation

Standard:

Objective:

Checklist

Standard:

Objective:

Self-Evaluation

Standard:

Objective:

Performance Task

Standard:

Objective:

Inventory

Standard:

Objective:

Portfolio

Standard:

Objective:

Quantitative Scale

Standard:

Objective:

Rating Scales

Standard:

Objective:

Rubric

Standard:

Objective:

Scored Discussion

Standard:

Objective:

Journal

Standard:

Objective:

Problem-Solving Assessment

Standard:

Objective:

      Other (Please specify):

Standard:

Objective:

Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives?  In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s). Be sure and link each assessment piece to a specific objective.  Make sure you collect student work samples that can be included as appendices.  What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students?

 

 

How will you use this assessment data to inform your instruction?

 

 

 

 

 

3.    LEARNERS
Differentiation

 

 

How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.

 

How will you differentiate instruction to meet diverse student needs?

List and explain at least two ways that you differentiated the instruction to meet diverse student needs.

 

How will you differentiate assessment to meet diverse student needs?

List and explain at least two ways that you differentiated the assessment to meet diverse student needs.

 

 

 

5.  LEARNERS
Diversity How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.

 

 

 
Student Work Samples As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.

 

 

 

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