We can work on DISCIPLINARY READING

A.  Create a standards-based elementary (grades K–5) disciplinary-specific literacy lesson plan that is designed for a single day. The lesson plan must integrate reading comprehension or vocabulary strategies in a discipline-specific content area for a specified grade level. All elements of the lesson plan must be aligned. Use the attached “WGU Lesson Plan Template” to do the following:
Note: Parts A1 through A9 should relate to the same lesson plan, not multiple lesson plans.
1.  Identify general information for the lesson plan, including each of the following elements:
•  the lesson’s title
•  the lesson’s subject
•  the lesson’s grade/level/setting
•  two prerequisite skills and knowledge required for the lesson
2.  Identify each of the following lesson components:
•  one content-specific lesson standard such as math, science, or social studies (Using an English Language Arts [ELA] standard is not acceptable for this task.)
•  one reading or vocabulary standard
•  one measurable objective students should achieve to demonstrate they meet the standards, including a condition, a behavior, and a criterion
3.  Identify lesson materials that are necessary for the teacher and students for the lesson plan.
4.  Describe how you will use technology to enhance teaching and learning.
5.  Describe specific ways that students will use academic language (e.g., vocabulary, functions, discourse, syntax) to participate in learning tasks by doing the following:
a.  Identify the language function used in the lesson.
b.  Identify the vocabulary used in the lesson.
c.  Identify the discourse and/or syntax used in the lesson.
d.  Identify the planned language supports used in the lesson.
6.  Explain lesson presentation procedures, including both teacher and student actions, for each of the following points:
•  anticipatory set
•  presentation procedures for new information and/or modeling
•  guided practice
•  independent student practice
•  culminating or closing procedure/activity
7.  Explain one differentiated lesson instruction accommodation for each of the following subgroups:
a.  Gifted and talented
b.  English learners (ELs)
c.  One other, clearly identified other subgroup of your choice (e.g., individuals who are deaf or hard of hearing or who have learning or physical disabilities)
8.  Describe one formative assessment (i.e., how you monitor, support, and extend student thinking).
9.  Describe one summative assessment (e.g., quiz, test, product) that aligns to the objective identified in part A2.
Note: A copy of the assessment may be submitted in addition to the description.
B.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C.  Demonstrate professional communication in the content and presentation of your submission.

Sample Solution

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understudies. Given the expected worth of such figures propelling scholastic achievement and hence impacting results like maintenance, wearing down, and graduation rates, research is justified as it might give understanding into non-mental techniques that could be of possible benefit to this populace (Lamm, 2000) . Part I: INTRODUCTION TO THE STUDY Introduction The country is encountering a basic lack of medical care suppliers, a deficiency that is supposed to increment in the following five years, similarly as the biggest populace in our country’s set of experiences arrives at the age when expanded clinical consideration is essential (Pike, 2002). Staffing of emergency clinics, centers, and nursing homes is more basic than any time in recent memory as the enormous quantities of ‘people born after WW2’s start to understand the requirement for more continuous clinical mediation and long haul care. Interest in turning into a medical caretaker has disappeared as of late, presumably because of the historical bac>

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