Structured Lesson Plan Design and Implementation Flashcards
6 cards from real CALT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Structured Lesson Plan Design and Implementation flashcards as text
A well-designed structured lesson in ALT and MSL should begin with:
Answer: A review of previously mastered phonogram cards and spelling patterns
Opening with a review of previously mastered phonogram cards and spelling patterns activates prior learning, reinforces retention, and diagnoses any gaps before new material is introduced.
The new concept introduction phase of a structured lesson should include:
Answer: A clear, explicit explanation of the new phonics, morphology, or spelling rule with multisensory practice
The new concept phase requires explicit teaching of the new rule, clear examples, and immediate guided multisensory practice with corrective feedback.
Decodable text used in structured lesson reading practice is distinguished from leveled readers by:
Answer: Containing only phoneme-grapheme patterns and sight words the student has already been explicitly taught
Decodable text is specifically controlled to include only phonics patterns and high-frequency words the student has already mastered, ensuring reading practice builds on known skills.
In a structured lesson, what is the purpose of the auditory drill component?
Answer: To build rapid, automatic recall of graphemes when phonemes are presented aloud
The auditory drill trains the student to immediately write or identify the correct grapheme when a phoneme is spoken aloud, building the phoneme-to-grapheme direction needed for spelling.
Which element of lesson plan design ensures the student receives sufficient practice for automaticity?
Answer: Building in extensive, distributed practice of previously learned concepts across multiple lessons
Distributed practice of previously learned concepts across many lessons combined with overlearning is the mechanism by which MSL instruction builds automaticity required for fluent reading and spelling.
After completing a structured lesson, what should the CALT record in session notes to support diagnostic teaching?
Answer: Student error patterns, mastery levels, response to new concepts, and planned instructional adjustments
Detailed documentation of student performance, errors, and responses enables the CALT to make evidence-based adjustments to subsequent lessons, fulfilling the diagnostic teaching principle.