ED255 Midterm Formative Assessment

Introduction | Collaborating in your Midterm Learning Circle, design a lesson plan to demonstrate your current understanding of connections between disciplinary literacy, reading comprehension and conceptual understanding.

Assigned Readings | Each of the assigned readings contributes unique practical and conceptual knowledge to our individual understandings of disciplinary literacy. To demonstrate our collaborative understanding, integrate significant ideas from these readings into the lesson you are planning. When an idea is associated with a reading, give the reading credit with an in-text references such as (Shannon, 1999). For your lesson design, you are welcome to consider other readings and resources that have been introduced in class.

Theme and Objective | The theme or emphasis of your lesson plan will be based on our reading and discussion of the classic children’s book David Goes to School written by David Shannon. We will read this book out loud and as we do, many possible themes will be identified from across the four major disciplines: ELA, science, social studies or mathematics. In discussion of David Goes to School with your LC, identify the topic, theme or emphasis of your lesson plan.

Lesson Plan and Learning Activities | There are numerous places across the lesson planning template where you can include ideas and learning experiences from each of the seven (7) readings including the section labeled Learning Activities, where you could design as many activities as are necessary to advance the learning of your students and to demonstrate your understanding. In this section, include a series of learning activities that will help your students realize the objectives you develop for this lesson. Some activities will be necessary for preparing your students for subsequent activities. It’s also possible that the order of the activities is less significant and students can visit stations in no particular order.

Sharing with the Class | As an LC, please plan a ten (10) minute sharing and discussion of your lesson plan towards the end of class

At midterm in the semester, we have considered the following essays:

  1. Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663–672.
  2. Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 2 Reading within the Disciplines. pp. 13-59.
  3. Pan, Pei-Yu, Miller, Brian, and Anderson, Richard, 2020. What Does Discussion Add to Reading for Conceptual Learning? In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 58-75.
  4. Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 3 Toward the Pursuit of Identity. pp. 64-81.
  5. Swafford, Jeanne. 2020. Using Multimodal Text Sets to Support Conceptual Understanding. In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 76-101.
  6. Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 3 Writing within the Disciplines. pp. 61-102.
  7. Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663–672.

Exit Slip | ED255 Midterm Formative Assessment Rubric and Exit Slip