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
The gradual release of responsibility model in structured lesson design means:
Answer: The therapist first models, then provides guided practice, then supports independent practice as the student builds competence
This scaffolded model moves from full therapist modeling to supported joint practice to increasingly independent student application, releasing responsibility as competence grows.
When designing a structured lesson for a student who has not yet mastered short vowel discrimination, the CALT should:
Answer: Continue providing targeted instruction and review on short vowels before introducing new vowel patterns
Students must achieve mastery of foundational patterns before advancing, as introducing new vowel types before short vowels are mastered violates the sequential and cumulative principles of MSL.
A structured lesson typically allocates the most time to:
Answer: Review and practice of previously learned material
In MSL lesson design, the majority of lesson time is allocated to review and practice of previously learned material to build automaticity, with new concept introduction taking a smaller portion.
When a CALT uses Elkonin boxes also called sound boxes, the instructional purpose is to:
Answer: Provide a concrete, visual-kinesthetic support for phoneme segmentation and spelling
Elkonin boxes provide a concrete visual-kinesthetic scaffold for phoneme segmentation where students push tokens or write letters into boxes as they segment each phoneme.
Before introducing a new spelling rule, the CALT should ensure the student:
Answer: Has mastered the prerequisite phoneme-grapheme correspondences and patterns the new rule builds upon
Mastery of prerequisite knowledge is required before introducing dependent rules, because the cumulative and sequential MSL principles demand that each new concept be built on a secure foundation.
When a student makes an error during the lesson, the CALT's first response should be:
Answer: Provide immediate, explicit corrective feedback and re-practice the concept
Immediate corrective feedback prevents errors from being reinforced through repetition and provides a clear model of the correct response, which is then practiced to consolidate accurate memory traces.