Susan Kennedy: Guided Reading and Writing Lesson Plans Research 2022

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Guided Reading and Writing Lesson Plans
Susan Kennedy
Grand Canyon University
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Field Experience 1: Identifying Instructional strategies
My Tutor at Wiskid Learning centre told me that presently modern technology remains
commonly used as compared to other learning options. Most of the learners love interacting with
the smart board, computers, whiteboard, cell phones, as well as their laptops. The students
participated in various interactive games to provide them with a motivating factor to finish their
activity fast, and numerous interactive games are well-timed. The tutor allowed me to be
observed that standards that they were using before he started teaching. I typically observed that
the tutor went by the code of the school. The teacher permitted collaborative learning in the
classroom. The ELL students were provided with a longer duration of time to aid them to prepare
as well as engaged with the class.
Field Experience 2: Summary of Lesson Plan
The mentoring tutor educates me on how to detect incorporated supportive, higher
thinking skills. He told me that I should observe and be keen on the questions. He said that the
questions should be inspiring enough to stir the thinking skills of the students. The mentor tutor
said charts and graphs also enhance learners to think deep. Also, I realized that problem-solving
strategies aids stimulate learners to think deep. The mentoring tutor told me that when the
environment of the classroom remains motivating as well as encouraging learners shall actively
participate in learning. From this classroom environment, I observed that most learners prefer
encouraging questions as well as the charts and graphs. All these shall help me in preparing the
lesson plan.
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Further, I have incorporated a guided reading plan in my classroom learning activity.
Research shows that including a planned reading activity helps in the development of oral
language and literacy among young students (Finley, 2019). Moreover, it can enhance the growth
of confidence among meek and timid students, especially among students with a speech disorder.
Finley (2019), in her research study, found that if classes were strategically placed within a
guided reading framework and teachers used questioning as a tool of instruction it helped in the
creation of more student-centric classroom processes as well as development of their cognitive
faculties. For instance, in the state of West Virginia the reading standards for 5th grade mentions
comparing between varieties of English used in literature (poem, drama, etc) and stressing on the
context of a given text as important parts of guided reading strategy
My mentor told me that for the holistic literacy and language development of students it
is necessary to supplement a guided reading plan with a strategic guided writing framework.
Writing forms an integral part of learning. Studies have shown that introducing a guided writing
strategy in the classroom not only improves a student’s writing skills and language but also
enhances his thought process. A study conducted in the Mindanao State University-Marawi
Senior High School (Umpa et.al, 2019) revealed that the application of guided writing strategy in
classrooms could result in significant improvements in the writing skills of the students and
reduce their language errors. E.g. West Virginia ELA Standards gives importance to opinion
writing supported by valid reasons and information, linking ideas across categories of
information and using words and phrases to convey experiences, etc, which help in deeper
understanding of a text. As a tutor, a person should encourage his/her students to adopt a habit of
learning through writing. This improves their retention capacity as well. Also, students who are
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weak in language or hesitant to read out their written work in class should be encouraged to write
more. This will help to reveal to the tutor the student’s unique limitations that can then be
addressed (Umpa et.al, 2019).
Additionally, as classrooms are becoming increasingly heterogenous spaces it becomes
important to make the teaching and learning process as diverse as the needs of the students
involved. Teaching plans should address the rising issue of physical and cognitive
exceptionalities/disabilities by use of differentiation techniques in lesson planning. A study by
Weinrich (2018) revealed that tailoring the teaching content, process or the learning environment
to meet the needs of students with exceptionalities helped in producing better academic results
and led to enhancement in the self-confidence and group activity of these students.
My mentor also drew my attention to the significance of writing groups in the
development of a child’s social skills. It has been found that creative and collaborative writing
groups should be encouraged within classrooms. This creates room for a healthy exchange of
ideas and opinions among young minds which increases learning opportunities for students,
especially those with exceptionalities (Bikowski and Vithanage, 2016). In further improves
students’ basic social skills and enhances peer-group interaction.
Field Experience 3: Higher-order Thinking
My mentoring tutor instructed me to look at he posts a discussion for students. I observed
that four steps could motivate the learners to participate in discussion in class. First of all, a tutor
should ask the learners to identify the theory, idea as well as research findings. Second, the tutor
said the learners should be asked on what they believe remains essential when it comes to theory,
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ideas as well as research findings. Then the learners should be asked to employ what they have
learned from their discussion. Lastly, the tutor should ask if there is any question regarding the
discussion. The various examples of things that encourage innovation thinking include visual
reflection as well as mindset moments.
All these learning experiences enable me to prepare the lesson plan.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Susan Kennedy
Grade Level: Kindergarten
Date: March 23, 2020
Unit/Subject: Social Studies (SS)
Instructional Plan
Title:
Early European Tribes (EET)
Lesson Summary and
Focus:
The learners shall learn as well as look at photos of EET
The photos shall provide the learners with an outlook of the EET.
Classroom and
Student
Factors/Grouping:
The environment of learning is made up of ELL learners, Caucasians, and
African American, the environment of the classroom is a combination of
low income to high-income class learners.
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State/National Learning
Standards:
SS.K.1
Develop an understanding of citizenship and patriotism through a variety
of experiences (e.g., appropriate behavior, sharing, taking turns,
volunteering, being honest and demonstrating responsibility for materials
and personal belongings).
SS.K.2
Participate in role play to resolve disputes, and demonstrate tolerance and
acceptance of others and their ideas.
Specific Learning
Objectives/Target(s):
The learners shall study as well as research on the tribes of Germanic and
they shall find as well as research various photos on the various tribes that
remain Germanic.
The learners shall be asked to come up with a story regarding the
Germanic tribe (GT) after that present it to other students in the class.
Academic Language
 Hunter as well as gathers
 Migration
 Caravels
 Germanic Photos
 Cultures
 Columbia Exchange
I shall teach via the use of video presentations, audio, photos and power-
points.
The learners shall be told to poster board presentation to demonstrate
things that they have learned as well as discovered in the classroom
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Resources, Equipment
Materials, as well as
Technology:
The learners shall use laptops, power-point presentation, you-tube videos,
Poster Board, as well as Photos (Orlando, 2011).
Section 2: Instructional Planning
Anticipatory Set
 I shall employ the use of Germanic tribes' video, and I shall ask the learners to
describe the characteristics of Germanic tribes.
 I shall ask learners to place the ideas that they have on their poster board as well
as ask questions regarding the GT.
Time
Needed
30min
Multiple Means of Representation
 I shall use presentation of power points to aid the visual students to learn how to
differentiate the data that remains presented
 I shall model essential things that am looking at in the Germanic Tribe on the
Time
Needed
40min
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Poster board
 I shall use teaching videos from you-Tube mainly to demonstrate about the GTs
as well as their living styles.
How I shall differentiate materials for the following groups:
 English language learners: I shall determine essential things that need to
differentiate in ELL student, and after finding out those things that need to be
differentiating, I shall find out whether the EEL learners are ready for the studies. Set the
objectives and goals according to their requirements as well as find their learning styles
as well as allow the learners to learn according to their learning abilities as well as
styles. (Rocconi & Gonyea, 2018).
 Learners with special needs: Determine the learners’ needs as well as their
learning abilities and styles when it comes to reading, and writing.
 Learners with gifted abilities: Learners that remain gifted shall be permitted to
aid the tutor assist other learners that remain weak and struggling in other areas of study.
The learners shall be given various materials to work on until all of them catch up.
 Early finishers: Learners that complete their task early shall be given the
opportunity to use the computer as well as play various educational games.
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Time
Needed
45min
Multiple Methods of Expression
Students shall finish their Poster Board. When they present a poster board in the
classroom, they shall work in different groups as well as discuss their findings and
illustrate things that they have learned from the research (Cullen & Backwell, 2019).
The learners shall be motivated to ask their colleagues various questions regarding the
activity as well as provide their inputs on why they decided to ask such questions about
the lesson (Garner, 2019).
How I shall differentiate assessments for different groups of student:
At this time, there shall be no differentiate instructions
Time
Needed
30min
Extension Activity or/and home-work
Currently, there will be no home-work
Time
Needed
Not
applicable
References
Bikowski, D., and Vithanage, R. (2016). Effects of web-based collaborative writing on individual
L2 writing development. Language Learning & Technology, 20(1), 79-99.
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Conventions of Standard English (2020), West Virginia. Skills available for West Virginia fifth-
grade language arts standards. [Online] IXL. Available at: <ixl.com/standards/west-
virginia/ela/grade-5?documentId=2020000682&subsetId=2020000940> [Accessed on 14
April 2020]
Cullen, B., & Backwell, B. (2019). Active Learning Through Poster Presentations. Toyo Gakuen
University (Hongo Campus) Tokyo, Japan Artwork courtesy of Jim George and James
Dunn, 63.
Finley, S. (2019). Constructing Meaning through Talk: A Research Study Examining the Use of
Dialogic Discourse in Guided Reading to Promote Student-Centered Classroom
Practices in Primary Classrooms. Auburn University
Garner, R. L. (2019). Exploring Digital Technologies for Art-Based Special Education: Models
and Methods for the Inclusive K-12 Classroom. Routledge.
Orlando, J. (2011). Teaching with technology: Tools and strategies to improve student
learning. Faculty Focus, 1-18.
Rocconi, L. M., & Gonyea, R. M. (2018). Contextualizing Effect Sizes in the National Survey of
Student Engagement: An Empirical Analysis. Research & Practice in Assessment, 13,
22-38.
Umpa, J. M., Batalon, C. M., Guimba, W. D., Tamano, R. G., and Alico, J. C. (2019). Writing
Error Remediation through Guided Writing Strategy: A Mixed Methods Probe.
Researchers World, 10(1), 42.
Weinrich, A. A. (2018). Exploring Differentiation for Students with Disabilities. Doctoral
dissertation, Martin Luther College.
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