Running head: INTASC Standard Number 5 1

INTASC Standard Number 5

Sarah Lucas

Ivy Tech Community College

INTASC Standard Number 5 2

INTASC Standard Number 5

In a classroom, full of students, I will have a diverse group of students. In this diverse

group of students, I will have three different group of students. This group including; high,

normal, and low functioning students. With the high functioning students, I will need to

think of levels of activities that challenge them. With the normal functioning students that

means they are on track, but could use a good challenge to make them think. Finally, with the

low functioning students, a challenge will be hard but they will make it.

Within the INTASC standards teachers are required to do as well as every other

standard and everything else, standard five talks about how the teacher needs to understand

concept with doing this to encourage learners to think at a higher level. Below is a lesson plan

I created in my Education 240 class. Yes, I understand this is a English lesson, but it can be

combine with other things such as PE, which is what I did. This lesson is where the students not

only have to understand the word, but to be able to act out the word. This a higher level of

thinking I think, due to the fact you must understand then act out. Some kids do not understand

or have trouble with that.

Overall, thinking at a higher and critical level is hard for kids. Most kids will struggle, so

you must be ready to help and take time as an educator. As an educator, it is important not to get

frustrated with students struggling or not quit understanding what to do; instead it is very

important to stay calm and collective during this time.

INTASC Standard Number 5 3

Indiana Academic Standards2014 Lesson Plan

Alignment Template

Subject(s): Understanding Words Period(s): ELA

Grade(s): Kindergarten

Teacher(s): Ms. Lucas School: Unionville Elementary

School
The lesson plan alignment tool provides examples of the instructional
elements that should be included in daily planning and practice for the
Indiana Academic Standards. The template is designed as a developmental
tool for teachers and those who support teachers. It can also be used to
observe a lesson and provide feedback or to guide lesson planning and
reflection.

LESSON ELEMENT
PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
1. Grade level Indiana Academic Standard(s) 2014 the lesson targets
include:

K.RF.1:
Understand and apply knowledge of print concepts, phonics, phonemic
awareness, vocabulary, and fluency and comprehension as a foundation for
developing reading skills.

2. Learning Target(s):

To recognize and understand words that are locomotor skills with being able to
perform these actions.

3. Relating the Learning to Students:

I would just ask a series of questions to get the children thinking about the vocab
words. Example of questions I might asked are listed.

Have you ever seen a horse gallop or a bunny hop?

How do you get from place to place? Walking
INTASC Standard Number 5 4

4. Assessment Criteria for Success:

Formative evaluation (frequently): I would continuously ask random students at

time to see if the understand a word or can even spell the word. I may also ask a
student at random times to do one of the locomotor skills to see if the
understand.
Summative evaluation (at the end of lesson): At the end of the lesson I would
have a spreadsheet with indication of how the children get recorded such as; (-),
(x) or (+) for their skill level. The rubric for the symbols is (-) for underdeveloped
(x) for developing and (+) for mastered.

5. - Content Area Literacy standards for History /Social Studies,

Science, & Technical Subjects:
- Math Process Standard(s):
K.1.1 Perform basic (fundamental) locomotor skills.
Example: Demonstrate walk, run, leap, jump, hop, gallop, slide, and skip
in skill development practice/activities (e.g., run when you hear the color of
your eyes; jump over a line on the floor; leap over a pillow).

6. Academic Vocabulary:
Walk- transferring weight from one foot to another while staying in contact with
the ground
Run- transferring weight from one foot to another while experiencing slight
movement when neither foot is touching the ground
Gallop- moving forward with the same foot leading (like a horse)
Slide- a sideways gallop; moving sideways with the same foot leading
Jump- any combination of using two feet; two feet to two feet or two feet to one
foot, or even one foot to two feet
Hop- takeoff and landing from one foot to the same foot (like a bunny)
Skip- step, hop, step, hop- alternating feet
Leap- transferring weight from one foot to the other while experiencing an
elongated time off the ground.

7. Examples/Activities/Tasks:

1. Print the locomotor hats out of the text book. The hats will be use to hold
up the word I want the child to do for me.
2. Write each letter with a black marker on a color page coded with the word.
This is so the kids know the letters written on the same color should go
together. I would write out enough letters to make words for each child. I
believe each child should do this activity instead of using groups, so I can
see who gets it and who does not get it.
**Step #1 and #2 I would have completed prior to lesson time. #3 is where
INTASC Standard Number 5 5

the steps for the lesson really begin**

3. I would ask questions relating to the activity/ lesson.
4. Next I will have the children begin to put the cut-out letters to form words.
5. Once the kids have finish putting together the letters to form words, I will
have each child see if they can say the word.
6. Then once they have either had help from me or they have figured out how
to say the word, then I will ask what they think the word means.
7. After seeing what the child think the word means then I will explain more in
detail of what the word means.
8. After each child understands what the words mean then each child will
begin to perform the word they have created
9. While the children are performing, I will be calling on students that are
performing how to either spell a word or explain what a word means.
10.At the end, after going through the whole lesson then I will mark per my
key who did the assignment and who did not.

8. Resources/Materials:
Print materials from the back of the textbook called Elementary Classroom
Teachers as Movement Educators. The pages I would print out is page 504-511.
These pages have each of the locomotor skills label on a hat.

I would also need a black marker and some colored paper to write each letter out
on the color-coded paper to go with the locomotor skill.

9. Access and Engagement for All:

10.Differentiation/Accommodations:

Something I may to consider is if a child has a visual impairment. I may need to

make sure the cut-out letters are big enough so the child can see the letters.

Indiana Academic Standards Aligned Lesson: Reflection

In addition, please choose ONE question below to respond to after you have taught
the lesson OR create your own question and respond to it after you have taught the
lesson.

1. Was this lesson successful and did it meet what I was wanting?
2. Is there a way I should adjust/ take out of the lesson?
3. Was there any child that I should find a different way to teach the lesson and do it
again with them and see if the improve?
4. How did this lesson engage students in collaborative learning and enhance their
collaborative learning skills?
INTASC Standard Number 5 6