Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integrating cross-curricular content into English language arts (ELA) lessons. Students who face learning challenges related to literacy skills often have similar struggles in other content areas such as math, social studies, and science. Since students’ reading, writing, speaking, and listening skills and abilities vary widely in all classrooms, it is important to identify how poor literacy skills can negatively affect performance in other curricular areas and select intervention, remediation, and differentiation strategies that can be applied across disciplines. This can support teachers in meeting the unique literacy needs of each student and help them work toward becoming proficient in literacy and more successful in all the content areas.
Carefully review the data for each student in the “SPD-581 Class Profile.” Assume the students in the “Class Profile” are in the grade level that you are most interested in teaching. Using the data from the “Class Profile,” complete the “SPD-581 Cross-Curricular Unit Plan” template as directed.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
This benchmark assignment assesses the following programmatic competencies and professional standards:
MED in Elementary/Special Education (ITL/NITL/NV); MED Mild/Moderate Special Education
5.1: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
5.4: Use strategies to enhance the language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); TPE 1.6, 3.5, 4.4, 4.7, 5.7; MC1, MC4]
5.7: Teach cross-disciplinary knowledge and skills such as critical thinking and problem-solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); TPE 1.5, 3.3; MC1, MC2, MC4]
MED in Elementary/Special Education (ITL/NITL/NV)
4.1: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); TPE 5.1; MC2, MC3, MC5]