JYT2 Task 2 SB Lesson Alignment.docx Running head: JYT2 Task Two: Standards-Based Lesson Plan Alignment JYT2, Curriculum Design, Task 2 Western Governors University Introduction My instructional setting addressed
...
JYT2 Task 2 SB Lesson Alignment.docx Running head: JYT2 Task Two: Standards-Based Lesson Plan Alignment JYT2, Curriculum Design, Task 2 Western Governors University Introduction My instructional setting addressed is a first-grade classroom within a small district. The class consists of 20 students, 8 boys and 12 girls—16 of them being English Language Learners. ELLs get pulled out throughout the day for LEP resources. Native languages spoken in my classroom are English, Spanish, and Russian. Ages range from 6-8 and are also addressed in the discussion of human development theories. Many of my students read and write below grade level. Engage New York is the curriculum used for mathematics and ELA. Educational Methodology Strengths and Weaknesses of Standards-Based Curriculum A standards-based curriculum is designed and written by looking at local, state, and national standards and aligning the instructional activities and assessments to meet those standards. With this methodology, the curriculum is “always under review, as the design should evolve to meet student needs,†(Martin-Kneip, 2000, as cited in Knapp-Witt, 2017, p.4). Strengths of a standards-based curriculum are that theres clarity in what outcomes are expected because they align with the standards, and that theres alignment in assessments, activities, and objectives, (Knapp-Witt, 2017). Another strength is that standards-based levels the playing field because the grade-level expectations are the same across the board with schools and dis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]
