Lesson Plan: Instructional Strategies for K-5
Question
1. You only need the chart for this assignment.
the chart is below in the attached photo i sent you
2. Please check to see that what you have included is age-appropriate for K-5. Remember, the instructional strategies used for adults are different than for children.
3. Some instructional strategies are considered methods of teaching versus a specific instructional strategy.
Lesson Plans (20% - 10% each)
Part I - Instructional Strategies (Low Stakes-0 points)
Assignment:
· Conduct research regarding K-5 instructional strategies that can be used in the classroom.
· Prepare a chart that includes five K-5 instructional strategies, one or two of which you will consider using in your Thematic Unit and submit in Blackboard. A sample format for the chart (with examples of some instructional strategies) follows:
|
# |
Instructional Strategy |
Procedure |
|
1 |
I have a question |
|
|
2 |
Read Alouds |
|
|
3 |
Text Lookbacks |
|
|
4 |
Think Alouds |
|
|
6 |
Word Wall |
|
|
References |
||
Note: For this assignment only, feel free to conduct a google search for information regarding K-5 instructional strategies. Research also can be conducted using Library resources.
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Solution
Lesson Plan: Instructional Strategies for K-5
|
# |
Instructional Strategy |
Procedure |
|
1. |
Read Alouds |
Plan effectively for each individual session in intervals of 5 minutes per child. Consider the texts and stories that spark interest and excitement in children (Cummings-Clay et al, 2021). Undertake a brief review of the chosen text and internalize the message before the read- aloud session (Maslyk, 2019). Introduce the story-book for the session to the children. Analyze the reaction of the learners to the read-aloud (Waite et al., 2018). Allow time for discussions. Assess the mood of the children towards the stories. |
|
2. |
Word Wall |
Consider placing the word-wall in a central position (location) in the classroom. In this way, majority of the learners can easily see the details on the word wall (Cummings-Clay et al, 2021). The font selection should adhere to the requirements of readability and visibility by the K-5 learners. During the ordinary teaching sessions, refer to the word-wall for the learners to comprehend (Maslyk, 2019). Further, ensure that the learners use the word-wall often to enhance their understanding through practice (Waite et al., 2018). The words should appear sequentially in the course of the learning session. |
|
3. |
Think Alouds |
Start off by designing the strategy for the think-aloud session. A set of questions that are relevant to the think-aloud should be prepared. Allow the young learners to interact with the details or contents of the set topic and let them share their ideas (perspectives) about the text (Maslyk, 2019). Assist them to create mental pictures concerning their understanding of the text. In the course of reading exercise, assist the learners to comprehend the meaning of the text (Cummings-Clay et al, 2021). For the instructor, the given text should be read aloud; however, for the learners, the information in the text should be read silently as they reflect on the main message captured in the art-based stories (Waite et al., 2018). |
References
Cummings-Clay, D., Hayes, A., & DiSanto, J. (2021). Shifting Modalities: Providing K-5 Montessori Education Online during the Pandemic. Global Education Review, 8(4), 58-75.
Maslyk, J. (2019). Remaking Literacy: Innovative Instructional Strategies for Maker Learning, Grades K-5. Solution Tree. 555 North Morton Street, Bloomington, IN 47404.
Waite, J. L., Curzon, P., Marsh, W., Sentance, S., & Hadwen-Bennett, A. (2018). Abstraction in action: K-5 teachers' uses of levels of abstraction, particularly the design level, in teaching programming.
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