COMPETENCIES 2012.3.1 : Understanding Disciplinary Literacy The graduate distinguishes between the basic strategies used to facilitate comprehension in the elementary content areas and the specialized reading practices needed to comprehend text in a specific discipline. 2012.3.2 : Reading Comprehension within the Disciplines

The graduate integrates discipline-specific literacy instruction to help elementary students make meaning from the text structures, vocabulary, and language features found in a variety of discipline specific texts. 2012.3.4 

: Literacy within Specific Disciplines

The graduate integrates instructional strategies and materials in disciplinary literacy practices to enhance student understanding within specific disciplines at the elementary level. 2012.3.6 :

 Planning Disciplinary Literacy Instruction The graduate plans differentiated lessons and units to help students develop language and literacy skills within the disciplines. INTRODUCTION As students proceed through elementary school and beyond, they will read complex texts that require them to read like a scientist, a historian, or a mathematician. As an elementary school teacher, your role is to prepare students for this learning process. In this task, you will create a disciplinary-specific literacy lesson plan that integrates reading comprehension or vocabulary strategies in a specific content area. Note:

Refer to the attached WGU Lesson Plan Template and use the WGU Lesson Plan Template Guide to complete this task. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect.

The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). A.  Create a standards-based elementary (grades K5) 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 lessons title  the lessons subject   the lessons 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.

.  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.