Beginning Readers & Writers Exams
Assessment/Correction Case Study
Tiered Student Lesson: These artifacts reflect a tiered lesson developed for second grade reading. The artifacts contain a detailed outline with alignment to the North Carolina Standard Course of Study. Also listed is the activities that the lesson requires.
Artifacts:
Tiered Lesson Outline
Tiered Lesson Activities
Context: A tiered lesson is an instructional strategy designed to ensure that all learners work with the critical knowledge, understanding, and skill specified as central to the assignment but at a degree of difficulty that is appropriately challenging to particular learners. The goal of this tired activity is to ensure that each student has to stretch a bit to compete the work but will be able to do so with appropriate effort and support. The key to a tiered activity is that every student think at a higher level. Another goal of tiering is to address student readiness needs. To make a more effective tiered lesson, teachers can incorporate student interest and learning preferences into tiered assignments as well. This topic addressed in this tiered lesson is about quilts and memories. Students will understand the importance of quilts, heirlooms, time capsules, and other ways of remembering and preserving the past for future generations.
Alignment:
Standard D: Content Knowledge: The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education. By demonstrating theoretical and advanced content knowledge the instructor developed a lesson that addressed the different learning levels in the classroom. Tiered lesson planning is the current trend for developing lessons that meet the diverse needs of the classroom community.
Standard E: Professional Development and Leadership: The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession. As a grade level, the second grade teachers collaborated with one another to develop a lesson that meets the needs of each type of learner in the classroom. By attending the professional development workshop, the teacher gained knowledge and understanding of a topic. By collaborating with fellow peers, we were able to address educational problems in the classroom.