I need help, please. I am stuck here. I do not know how to start. Thank you.

Use the template to plan only the Guided Instruction portion of a lesson you will be teaching. Answer the questions in the document. Generate five guiding questions you might ask during guided instruction and a prompt or cue for each question you could use if your students' answers reveal a misconception, error, or confusion. See the examples below for a model of proficient work.

Guided Instruction: Questions, Prompts, and Cues

Grade:(select from dropdown)2 Subject:Math

Standard:

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.

Will this be done in a whole group or a small group? (select from dropdown)Small Group

Explain why you selected the structure above.

I have elected to do this in small groups because some of the students in the class continue to struggle to identify coins and name their values. I have previously taught a lesson on counting coins, but they needed help to identify and distinguish between the coins. As a result, I have set aside a bit of time to reteach coin identification and values to a small group. They should be able to develop this skill alongside counting bills in the next 2 whole group lessons.

Briefly (2-4 sentences only) explain what you will guide students to do.

I will be assisting students to name various coins when shown, identify a coin when the name or value is stated, and state the value of each coin. Students will count coins of the same value, by value (Nickels: 5, 10, 15, 20, 30...) I will prompt them

In the chart below type 5 guiding questions, you plan to ask during this guided instruction lesson segment. For each question provide one or more prompts and cues you could use if students' answers reveal a misconception, error, or confusion.

Questions	Prompts	Cues
How do we tell the difference between a quarter and a nickel?	Think about what we should look for to remind us.	The teacher exaggerates the difference in size in each coin with their fingers.
Jeanie had 3 quarters, how much change does she have?	Think about the value of one quarter.	Remember, count out loud by 25 each time you touch a quarter.
Which coin has the greatest value? Which has the least value?	Think about the value of each coin. Which one is worth the most?	Look at your chart, we put them in order.
What is the total value of this set of coins?	You know a dime is worth 10 cents. Now what do you do with those 6 dimes?	Look at my finger, you say the total value as I move to the next coin. I will start... 10,...___, ___
If you have 5 of the same coin would you rather have a dime or a penny? (holding up each)	Remember what we learned about the size of the coin.	Look at the writing on the coins, what does it say?

Now, follow the a model example for Special Education kids in Pre-k and the same subject: Math

Guided Instruction: Questions, Prompts, and Cues

Grade:(select from dropdown)Pre K Subject:Math

Standard:

Type your response here.

Will this be done in a whole group or a small group? (select from dropdown)Whole Group

Explain why a teacher selected the structure above.

Type your response here.

Briefly (2-4 sentences) explain what a teacher will guide students to do.

Type your response here.

In the chart below, type the guiding questions (5) a teacher plans to ask during this guided instruction lesson segment. For each question, provide one or more prompts and cues a teacher could use if students' answers reveal a misconception, error, or confusion.

Questions	Prompts	Cues