Field+Experience+Lesson+Study

**Lesson Study** **Assignment Sheet**
 * REED 521 Reading and Language Development for Diverse Learners**

The purpose of this assignment is to engage in systematic, practice-centered, collegial learning to deepen understanding of reading and language development for diverse learners by analyzing, problem-solving and planning instruction that focuses on culture, language and reading.


 * First, you are to select and research a language structure and with a group create a resource to help novice teachers understand the language structure and how to effectively apply to classroom instruction.
 * You will then analyze a reading lesson and make recommendations to accommodate for culture and language.
 * Finally, you will develop and teach a reading/language arts lesson that addresses the needs of culturally and linguistically diverse students, which will include appropriate and specific goals, strategies and instructional activities.

Please complete the Lesson Study using the information listed below.

 The introduction section should include: >>
 * 1) __** Introduction **__
 * Synthesis of culturally relevant pedagogy
 * Synthesis of second language acquisition and proficiency levels
 * 1) __** Language Structures Wiki **__
 * 2) In your Jigsaw home group select one of the language structures (orthography, phonology, morphology, syntax, semantics, pragmatics) to develop expertise. In expert groups research the topic and its impact on reading and language development for culturally and linguistically diverse students.
 * 3) The expert groups will synthesize the literature on the language structure and create a Wiki to help teachers understand the language structure and effectively apply in classroom instruction. Include an explanation of the language structure, the importance of the language structure for academic achievement in reading and language development for culturally and linguistically diverse students, and classroom application to support language and reading development for culturally and linguistically diverse students.
 * 4) The wikis created by each expert group will provide the research needed as you make instructional decisions in part 2 of this assignment: lesson planning.
 * 5) Wiki Scoring Checklist
 * 1) Instructional Plan Analysis
 * 2) Review and analyze using the __**Lesson Planning Process Guide**__ the reading/language arts lesson provided for evidence of culturally relevant pedagogy, diverse children’s literature, support for language development and Specially Designed Academic Instruction in English (SDAIE) using the __**SIOP Lesson Plan Checklist**__:


 * Content
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Connections
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Comprehensibility
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Interaction
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">b. Create a document that describes your analysis of and recommendations for the instructional plan. This document should include:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Evidence from the instructional plan
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Analysis of the evidence
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 170%;">Recommendations to address the needs of ELLs

__//**The Reading Comprehension Unit:**//__

<span class="wiki_link_ext">Reading Comprehension Lesson:


 * <span class="wiki_link_ext">[[file:Lesson Introduction.pdf]]
 * <span class="wiki_link_ext">[[file:Day 1 .pdf]]
 * <span class="wiki_link_ext">[[file:Day 2.pdf]]
 * <span class="wiki_link_ext">[[file:Day 3.pdf]]
 * [[file:Day 4.pdf]]

__** Planning Tools: **__ > __**<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">IV. Instructional Plan **__ <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;"> This section should include teacher reflection on the lesson study process.
 * [[file:Lesson Planning Process Guide.pdf]]
 * [[file:SIOP Lesson Plan Checklist.pdf]]
 * [[file:Teaching Learning Plan Template.docx]]
 * 1) <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Teacher reflection should include:
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Results of discussion of student artifacts
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Lesson study process
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Developing instruction for culturally and linguistically diverse students

**Scoring Rubric for the “Lesson Study”**

**Exemplary** || **2** **Proficient** || **1** **Minimal** || - Thorough, cogent synthesis of key information -Specific evidence provided to support synthesis - May have personal connections. || - Relevant synthesis of information - Grasp many key understandings -Synthesis is not inclusive of all key points || - Synthesis is vague -Shows minimal understanding of key points || -Thorough, cogent synthesis of key information -Specific evidence provided to support synthesis - May have personal connections. || - Relevant synthesis of information - Grasp many key understandings -Synthesis is not inclusive of all key points || - Synthesis is vague -Shows minimal understanding of key points || - This analysis is supported by specific evidence of culturally relevant pedagogy, language development, and SDAIE || - The analysis describes evidence of culturally relevant pedagogy, language development and SDAIE. - || - The analysis of evidence is unclear. - Components of evidence may be missing. || - **Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. (4.2)** || - Standards, learning goals/objectives, assessment and instruction is appropriately described and includes all 6 steps in the process; examples of demonstration and guiding experiences are provided -Lesson reflects appropriate grasps of many key understandings of SDAIE. || - Standards, learning goals/objectives, assessment and instruction is described but is missing 2 or more of the 6 steps in the process; examples of demonstration and guiding experiences are missing - Shows minimal understanding of SDAIE. || - Ideas are very well organized, and there are no mechanical/usage errors. - Consistent with APA style. || - Writing is clear and acceptable. - Information is organized. - Some mechanical/usage errors are present. || - Writing is vague and difficult to follow. - Information is poorly organized, and there are many mechanical/usage errors. ||
 * || **3**
 * =Introduction= || - **Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read. (1.3)**
 * **Language Structures** || ** -Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and cultural and linguistic background of students. (4.1) **
 * **Instructional Plan Analysis** || -**Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the option in their own teaching and in demonstration teaching. (2.3)**
 * **Instructional Plan** || - Standards, learning goals/objectives, assessment and instruction is accurately described including all 6 steps in the process; examples of demonstration and guiding experiences are provided
 * =Style and Format= || - Writing has clear, distinct focus.