WGU D670 Task 1|Latest 2026
Update with complete solution.
Course
D670
1. What is the primary purpose of Task 1?
Model Answer:
The purpose is to design a text-driven reading comprehension lesson for general education
students in grades 4–6. The lesson should use a developmentally appropriate, high-quality text
and incorporate evidence-based comprehension and vocabulary strategies. The lesson should
also explicitly connect reading and writing so that students use their understanding of the text
to produce written responses.
Why this works:
It addresses the major components identified for D670 Task 1 rather than treating the
assignment as a generic reading lesson.
2. What grade level will be used for this model lesson?
Model Answer:
The lesson is designed for fifth-grade students. Fifth grade is appropriate because students at
this level can engage with increasingly complex literary texts, identify themes, analyze
characters, determine meanings of unfamiliar vocabulary using context, and support written
responses with textual evidence.
3. What text will be selected?
Model Answer:
The selected text is an age-appropriate excerpt from Charlotte's Web by E. B. White. The
passage provides opportunities for students to examine character traits, relationships,
motivation, theme, vocabulary, and evidence from the text.
4. Why is this text appropriate for the students?
Model Answer:
The text is appropriate because it provides meaningful literary content while offering
opportunities to practice grade-level comprehension skills. Students can analyze character
,behavior and relationships while connecting specific details from the text to larger ideas such as
friendship, kindness, and perseverance.
The teacher should verify that the selected passage is appropriate for the actual students'
reading levels and instructional context before using it.
5. How does the lesson use a text-driven approach?
Model Answer:
The lesson is text-driven because the instructional activities and discussion are based directly on
the selected passage. Students are not simply completing isolated vocabulary worksheets or
answering unrelated comprehension questions. Instead, they read the text, examine vocabulary
in context, analyze characters and events, identify a theme, and use textual evidence to
construct a written response.
6. What should students learn by the end of the lesson?
Model Answer:
By the end of the lesson, students will be able to:
1. Identify a central theme in the selected passage.
2. Explain how characters' actions contribute to the development of that theme.
3. Determine the meaning of unfamiliar words using contextual information.
4. Write a short response explaining the theme and supporting the explanation with
evidence from the text.
7. How are the objectives measurable?
Model Answer:
The objectives use observable actions such as identify, explain, determine, and write. Student
performance can therefore be evaluated using discussion responses, vocabulary activities, and a
written response supported by evidence from the text.
8. What prerequisite knowledge should students have?
, Model Answer:
Students should understand basic story elements such as characters, setting, events, and
sequence. They should also have prior experience identifying important details in a literary
passage and writing a basic constructed response.
The teacher can briefly review these concepts before beginning the new lesson if assessment
data indicate that students need additional support.
9. How will vocabulary acquisition be addressed?
Model Answer:
The teacher will select several meaningful Tier 2 vocabulary words from the passage. Students
will first encounter the words within the authentic text. The teacher will model how to use
surrounding words, sentence structure, word parts, and the overall context to infer meaning.
Students will then discuss possible meanings, compare their reasoning with classmates, and use
the words in original sentences.
10. Why should vocabulary be taught in context?
Model Answer:
Teaching vocabulary in context allows students to connect word meaning to authentic language
use. It also helps students develop strategies for determining unfamiliar words independently
rather than relying exclusively on dictionary definitions.
11. Give an example of a vocabulary activity.
Model Answer:
The teacher will display the selected vocabulary word and the sentence in which it appears.
Students will underline or identify clues surrounding the word. Working with a partner, students
will propose a meaning and explain which textual clues support their conclusion. The teacher
will then clarify the meaning and provide an additional example.
12. What pre-reading strategy will be used?
Model Answer:
Before reading, students will examine the title and introductory information and make
Update with complete solution.
Course
D670
1. What is the primary purpose of Task 1?
Model Answer:
The purpose is to design a text-driven reading comprehension lesson for general education
students in grades 4–6. The lesson should use a developmentally appropriate, high-quality text
and incorporate evidence-based comprehension and vocabulary strategies. The lesson should
also explicitly connect reading and writing so that students use their understanding of the text
to produce written responses.
Why this works:
It addresses the major components identified for D670 Task 1 rather than treating the
assignment as a generic reading lesson.
2. What grade level will be used for this model lesson?
Model Answer:
The lesson is designed for fifth-grade students. Fifth grade is appropriate because students at
this level can engage with increasingly complex literary texts, identify themes, analyze
characters, determine meanings of unfamiliar vocabulary using context, and support written
responses with textual evidence.
3. What text will be selected?
Model Answer:
The selected text is an age-appropriate excerpt from Charlotte's Web by E. B. White. The
passage provides opportunities for students to examine character traits, relationships,
motivation, theme, vocabulary, and evidence from the text.
4. Why is this text appropriate for the students?
Model Answer:
The text is appropriate because it provides meaningful literary content while offering
opportunities to practice grade-level comprehension skills. Students can analyze character
,behavior and relationships while connecting specific details from the text to larger ideas such as
friendship, kindness, and perseverance.
The teacher should verify that the selected passage is appropriate for the actual students'
reading levels and instructional context before using it.
5. How does the lesson use a text-driven approach?
Model Answer:
The lesson is text-driven because the instructional activities and discussion are based directly on
the selected passage. Students are not simply completing isolated vocabulary worksheets or
answering unrelated comprehension questions. Instead, they read the text, examine vocabulary
in context, analyze characters and events, identify a theme, and use textual evidence to
construct a written response.
6. What should students learn by the end of the lesson?
Model Answer:
By the end of the lesson, students will be able to:
1. Identify a central theme in the selected passage.
2. Explain how characters' actions contribute to the development of that theme.
3. Determine the meaning of unfamiliar words using contextual information.
4. Write a short response explaining the theme and supporting the explanation with
evidence from the text.
7. How are the objectives measurable?
Model Answer:
The objectives use observable actions such as identify, explain, determine, and write. Student
performance can therefore be evaluated using discussion responses, vocabulary activities, and a
written response supported by evidence from the text.
8. What prerequisite knowledge should students have?
, Model Answer:
Students should understand basic story elements such as characters, setting, events, and
sequence. They should also have prior experience identifying important details in a literary
passage and writing a basic constructed response.
The teacher can briefly review these concepts before beginning the new lesson if assessment
data indicate that students need additional support.
9. How will vocabulary acquisition be addressed?
Model Answer:
The teacher will select several meaningful Tier 2 vocabulary words from the passage. Students
will first encounter the words within the authentic text. The teacher will model how to use
surrounding words, sentence structure, word parts, and the overall context to infer meaning.
Students will then discuss possible meanings, compare their reasoning with classmates, and use
the words in original sentences.
10. Why should vocabulary be taught in context?
Model Answer:
Teaching vocabulary in context allows students to connect word meaning to authentic language
use. It also helps students develop strategies for determining unfamiliar words independently
rather than relying exclusively on dictionary definitions.
11. Give an example of a vocabulary activity.
Model Answer:
The teacher will display the selected vocabulary word and the sentence in which it appears.
Students will underline or identify clues surrounding the word. Working with a partner, students
will propose a meaning and explain which textual clues support their conclusion. The teacher
will then clarify the meaning and provide an additional example.
12. What pre-reading strategy will be used?
Model Answer:
Before reading, students will examine the title and introductory information and make
