- Description
SEI 301 Wk 2 – Targeted Instruction: Reading Lesson
Review principles 3 and 4 of Arizona’s Language Development Approach for an overview of the purpose and importance of targeted and explicit language instruction, and assessment feedback. Understanding these principles will help you complete this week’s assignment.
Scenario: After reviewing your classes’ English learners’ AZELLA score reports, you have decided to conduct a small group reading intervention with a few of your English learners. You will be planning a targeted ELD lesson for a small group of English learners at the pre-emergent/emergent level. Your lesson should focus on a foundational reading skill (phonological awareness, print concepts, phonics, or fluency).
Remember that pre-emergent level students are beginners who will have almost no English skills. How will you make this small group lesson meaningful to them and comprehensible?
Access the following ELP Standards for your chosen elementary grade level:
- Arizona English Language Proficiency Standards Kindergarten
- Arizona English Language Proficiency Standards Grade 1
- Arizona English Language Proficiency Standards Grades 2-3
- Arizona English Language Proficiency Standards Grades 4-5
Review the Reading Foundational Standards and choose a reading standard and at least 1 sub-skill (a, b, c, etc.) to focus your lesson on. As you review the standards, remember that the ELP standards are on the left column and the ELA standards are on the right column. You will also link your lesson to the ELA Reading standards.
Create a 20- to 30-minute small group lesson (targeted ELD) that will assess your chosen standard(s) and include differentiated instructional strategies to support your English learners.
Use the Wk 2 Assignment Template to complete your lesson.
Submit your assignment.