i) Choose a specific grade and concept from the Language Arts Standards – visit the Arizona Department of Education’s Language Arts iStandards page at: http://www.ade.az.gov/standards/languagearts/articulated.asp
ii) use strategies to ensure students’ understanding in the reading and writing components of the reading lessons, including both mainstream and language minority students. Design a week-long (5 day) unit plan using a single piece of text that is appropriate for the chosen grade level and based on the language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a text selection. This single piece of text should be used as a teaching material for all five days of instruction…..
(1) Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
(a) Monday: Oral language and Vocabulary
(b) Tuesday: Phonics, word patterns, and word analysis
(c) Wednesday: Fluency
(d) Thursday: Reading Comprehension
(e) Friday: Writing
(2) Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum: objective (linked to academic standards), materials (include copies of all materials to teach lesson), procedure (a step-by-step description of the lesson from beginning to end), and assessment (a concrete, measurable way to assess the objective).
(3) Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
(4) The remaining five hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your Unit before submitting it to the instructor and to Taskstream.
iii) Write a 1500-1750 word Practicum Reflection that includes the following:
(1) A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan.
(2) A reflection on the Language Arts Unit after you taught it. What were its strengths and weaknesses? What would you change and why? What did you learn about teaching from your mentor teacher? Include this reflection with your Unit Plan.