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– ## Assignment3Unit.docx

**## Assignment3Unit.docx**

**RED 567**

**Assignment #3**

**Using The Scaffolded Reading Experience to Develop a Content Area Unit**

**Directions:**

Develop three 50-minute lesson plans from a unit that integrates reading and writing in a secondary school classroom subject area. The unit should cover one topic and the lesson plans should build on each other. Use The Scaffolded Reading Experience (PP. 426 – 437) as a guide for developing before, during, and after reading/writing activities (ILA Standard 1.2)

Address each of these elements: Topic Standards:

Florida B.E.S.T. Standard(s)
[https://www.cpalms.org/Homepage/BEST_Standards.aspx](https://www.cpalms.org/Homepage/BEST_Standards.aspx) that the lesson addresses (write the grade, content, indicator – ex.
_5.R.2.1 and the standard statement_): Retrieve the B.E.S.T Language Arts standards and choose the suitable standards for your unit. Objectives

Grade Level

Prior knowledge of students

Materials

Procedures to follow in detail

(ILA Standard 2.1)

Address accommodations for ELL/special needs students (ILA Standard 4.1)

Include a detailed assessment strategy for each day and explain why they used (ILA Standard 3.1) See Appendix A Lesson Plan Template

**Scoring Rubric for Assignment #3**

| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates demonstrate knowledge of the major theoretical, conceptual, historical and evidence-based aspects of writing development, writing processes, and<br>foundational skills and their relationships with other aspects of literacy (ILA<br>1.2) | The candidate did not develop 3 adequate 50minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, and/or did not use The Scaffolded Reading Experience strategy. | The candidate developed 3 acceptable 50-minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, using at The Scaffolded Reading Experience strategy. | The candidate developed a superior 50-minute lesson plan for a subject area topic that integrated reading and writing in a secondary school classroom, using The Scaffolded Reading<br>Experience strategy. |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA<br>2.1) | The candidate did not design 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 comprehensive lessons that included objectives, grade level, prior knowledge, materials, procedures, and a detailed assessment strategy and why it is being used. |
| Points | 0 – 3 | 4 | 5 |
| Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction. (ILA Standard 4.1). | The candidate did not provide<br>accommodations for ELL/special needs students. | The candidate provided accommodations for ELL/special needs students. | The candidate provided several<br>accommodations for ELL/special needs students. |
| Points | 0 – 3 | 4 | 5 |
| Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools. (ILA<br>Standard 3.1) | The candidate did not provide an appropriate assessment strategy. | The candidate provided an appropriate assessment strategy in detail. | The candidate provided more than one appropriate assessment strategy and discussed why it was chosen. |
| Total Possible Points | | | 30 |

Due Week 6

Total Points: 30 Points will be deducted for the following:

Late submission: -1 point per day

Excessive spelling, mechanical and/or grammatical errors Incorrect APA format

**## Assignment3Unit.docx**

**RED 567**

**Assignment #3**

**Using The Scaffolded Reading Experience to Develop a Content Area Unit**

**Directions:**

Develop three 50-minute lesson plans from a unit that integrates reading and writing in a secondary school classroom subject area. The unit should cover one topic and the lesson plans should build on each other. Use The Scaffolded Reading Experience (PP. 426 – 437) as a guide for developing before, during, and after reading/writing activities (ILA Standard 1.2)

Address each of these elements: Topic Standards:

Florida B.E.S.T. Standard(s)
[https://www.cpalms.org/Homepage/BEST_Standards.aspx](https://www.cpalms.org/Homepage/BEST_Standards.aspx) that the lesson addresses (write the grade, content, indicator – ex.
_5.R.2.1 and the standard statement_): Retrieve the B.E.S.T Language Arts standards and choose the suitable standards for your unit. Objectives

Grade Level

Prior knowledge of students

Materials

Procedures to follow in detail

(ILA Standard 2.1)

Address accommodations for ELL/special needs students (ILA Standard 4.1)

Include a detailed assessment strategy for each day and explain why they used (ILA Standard 3.1) See Appendix A Lesson Plan Template

**Scoring Rubric for Assignment #3**

| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates demonstrate knowledge of the major theoretical, conceptual, historical and evidence-based aspects of writing development, writing processes, and<br>foundational skills and their relationships with other aspects of literacy (ILA<br>1.2) | The candidate did not develop 3 adequate 50minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, and/or did not use The Scaffolded Reading Experience strategy. | The candidate developed 3 acceptable 50-minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, using at The Scaffolded Reading Experience strategy. | The candidate developed a superior 50-minute lesson plan for a subject area topic that integrated reading and writing in a secondary school classroom, using The Scaffolded Reading<br>Experience strategy. |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA<br>2.1) | The candidate did not design 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 comprehensive lessons that included objectives, grade level, prior knowledge, materials, procedures, and a detailed assessment strategy and why it is being used. |
| Points | 0 – 3 | 4 | 5 |
| Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction. (ILA Standard 4.1). | The candidate did not provide<br>accommodations for ELL/special needs students. | The candidate provided accommodations for ELL/special needs students. | The candidate provided several<br>accommodations for ELL/special needs students. |
| Points | 0 – 3 | 4 | 5 |
| Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools. (ILA<br>Standard 3.1) | The candidate did not provide an appropriate assessment strategy. | The candidate provided an appropriate assessment strategy in detail. | The candidate provided more than one appropriate assessment strategy and discussed why it was chosen. |
| Total Possible Points | | | 30 |

Due Week 6

Total Points: 30 Points will be deducted for the following:

Late submission: -1 point per day

Excessive spelling, mechanical and/or grammatical errors Incorrect APA format