[Revision] Benchmark – Children’s Informational Text 3 Mini-Unit and Assessment Plan
this is a midterm assignment worth half of the grade. It requires a Turnitin score of less than 5% and to follow the rubrics criteria to get full credit. Please read thoroughly the instructions because they are explicit and can be confusing.
These are the resources given from the Syllabus for the assignment if needed.
1. Plan instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(b), 7(g)]
2. Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l)]
3. Develop learning opportunities for active inquiry, collaboration, and supportive interaction utilizing effective verbal, nonverbal, and media communication techniques. [ACEI 3.5; InTASC 3(f), 3(h), 3(m), 8(m)]
4. Plan instruction that promotes continuous intellectual, social, emotional, and physical development using formal and informal assessment strategies. [ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 6(o)]
Textbook1. Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction
Read Chapter 12 in Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction.
Electronic Resource1. Accommodations: Instructional and Testing Supports for Students with Disabilities
Read “Accommodations: Instructional and Testing Supports for Students with Disabilities,” located on The IRIS Center website.
2. Understanding the Standards-based IEP
Read “Understanding the Standards-based IEP,” by Cortiella, located on The Advocacy Institute website.
3. Common Core State Standards and Students with Disabilities
Review the “Common Core State Standards and Students with Disabilities” presentation, located on the IDEA Partnership website.
4. Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities
Read pages 6-28 of the “Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities,” located on the Council of Chief State School Officers website.
ASSIGNMENT INSTRUCTIONS ARE AS FOLLOWS:
For this benchmark, you will complete a mini-unit of three informational text-based lesson plans and a corresponding assessment plan. You should utilize the lesson plan and other materials that you have created throughout this course.
Complete three informational text-based lesson plans that will be taught as a unit for a grade level that you specify based on the “Class Profile.” The “Class Profile” is attached
Complete Parts I, II, and III of the “COE Lesson Plan Template” for three lessons. You will elaborate on Part III of the “COE Lesson Plan Template,” which includes examples of summative assessment, within your assessment plan. COE Lesson plan template is attached.
Each lesson plan should share a theme around your previously chosen informational text. Be sure to mention the materials and technology utilized within each lesson.
Utilize research-based strategies and technology that facilitate critical thinking and problem solving. Provide opportunities for questioning, collaboration, and supportive interaction among your students within your lessons. Include at least two of the following strategies within each of your three lessons:
• Direct instruction
• Indirect instruction
• Collaborative learning
• Experiential learning
• Independent study
• Interactive instruction
*Describe how your activities would be differentiated for your students in the “Class Profile.”
*Create an assessment plan for your mini-unit that includes demonstrating alignment between formal and informal assessment strategies and techniques. Your assessment plan will consist of the following two parts:
Part I – Introduction
In a 100-250 word introduction, include the following:
• A brief summary of your mini-unit for context.
• A description that demonstrates alignment between the standards, learning targets/objectives, learning activities, and formative and summative assessments.
• Identify other content areas in which your theme could be utilized. Provide examples.
Part II – Summative Assessment
*Three summative assessments (one for each lesson) Each lesson must have answers and each must have a rubrics.
Rubrics breakdown for full credit is.
100.0 %Criteria Target
5.0 %Relevant Details (including grade level, summary, and materials utilized) All relevant details including grade level, lesson summary, and materials utilized are clearly and succinctly provided within each lesson plan.
20.0 %Lesson Plans as Part of Mini-Unit ACEI 3.1 InTASC 7(a), 7(b), 7(g) COE 3.1 Three lesson plans are part of a cohesive mini-unit. The lesson plans are well-suited for the intended grade level of students on the Class Profile, contain well-chosen academic language functions, depict clear and direct alignment between the standards, learning objectives, and learning activities, and could realistically be carried out in an educational setting. Other content areas in which the theme could be applied are clearly provided in the written introduction with specific examples.
15.0 %Strategies and Technology that Encourage Critical Thinking ACEI 3.3 InTASC 3(g), 7(k), 8(f), 8(g), 8(l) COE 3.3 The mini-unit provides ample opportunities for active inquiry, collaboration, and supportive interaction among the students within each lesson.
10.0 %Instructional Differentiation Lesson plans include sufficient examples of differentiation within the learning activities that would be appropriate for the grade level of students in the Class Profile.
15.0 %Assessment Strategies ACEI 4.0 InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 6(o) COE 4.1 All aspects of the formal and informal assessment strategies utilized within the mini-unit sufficiently inform, adequately evaluate, and clearly serve to strengthen the instruction.
10.0 %Organization The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.