Discuss your design how you plan to involve the Focus learner in monitoring his/her own learning progress.

You will be writing a learning segement.
I have attached the paper I started please finish it .
I am the using the book The day the crayons quit
Please follow all directions on outline.

Candidates will plan the Learning Segment download ( 3 consecutive lessons and submit the draft for feedback. (At this stage, the Learning Segment draft will comprise only of Understanding by Design (UbD) stages 1&2 – standards, central focus, objectives, assessment(s))
This stage of the Learning Segment planning will address Danielson Framework Domain 1E, “Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of content and of the students in the class, the intended outcomes of instruction, and the available resources.”
1. Choose standard(s) – mandatory use of Next Gen Standard 2R2 and one more standard of your choice. (refer back to Module 2) (This will be addressed in Learning segment under #8 STANDARDS)
2. Write a Central Focus (based upon the standards), list the standards, three (3) measurable learning objectives for each of the lessons within the learning segment. (refer back to Module 2) (This will be addressed in Learning segment under #7 CENTRAL FOCUS, #8 STANDARDS, #9 INSTRUCTIONAL LEARNING OBJECTIVES/LEARNING TARGET)
3. Draft of assessments (medial/final) will include the differentiation for Focus Learners (refer back to Module 3) (This will be addressed in Learning segment under Each Lesson)
Create Assessments (formative/summative/rubric/self-checklist) – to support all learners in evaluating his/her own learning, the ability to self-monitor and/or self-correct subsequent responses for the learning goal in a manner appropriate to the learner’s development (include a self-assessment checklist for each focus learner based on his/her needs).
Explain how each assessment and the daily assessment record (including baseline data) will provide evidence of the focus learner’s progress toward the learning goal, the lesson objectives, the level of support(s), and challenge(s) appropriate for the focus learner’s needs.
4. Discuss your design how you plan to involve the Focus learner in monitoring his/her own learning progress. (This will be addressed in Learning segment under Each Lesson)
5. Attach all instructional materials for general education and the Focus learners. (This will be addressed in Learning segment under Resources and Materials)
6. Discuss how you plan to build on connection(s) to students’ assets (personal, cultural, family). (This will be addressed in Learning segment under #6 “STUDENTS’ PERSONAL INTERESTS/CULTURAL/COMMUNITY ASSETS”)
7. Include the motivational and/or instructional strategies encouraging all students to initiate and/or maintain active engagement in the learning tasks for the learning goal(s). (This will be addressed in Learning segment under Each Lesson: Beginning the Lesson/Introduction)
8. Design should include one (1) Higher Order Thinking Questions (HOT) in each objective throughout the Learning Segment. These questions can be added in Objective section. Refer to Webb’s Depth of Knowledge (DOK) Chart (Links to an external site.).
9. Check the components of your Learning segment (Standards, Central Focus, Measurable learning objectives, instructional strategies, pre-medial-post assessments, instructional materials) to evaluate the alignment.

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