REVISED LESSON PLAN FOLLOWING BIANCA’S IEP

• REVISED LESSON PLAN FOLLOWING BIANCA’S IEP
• NAME
• INSTITUTION
• COURSE NUMBER AND NAME
• INSTRUCTOR’S NAME
• Date
• Content Area: Reading and comprehension
• Grade of Students: 4th-grade
• Duration: 50 minutes

Goal
By the end of the lesson, Bianca and the rest of the students should be able to read at improved fluency and accurately read new multisyllabic words by using phonics and word recognition knowledge while understanding the passage.
Objectives
Bianca and the other students should:
Decode normal words and new multisyllabic words by using morphology, syllabication patterns, and letter-sound correspondences knowledge.
Read passages fluently with purpose and understanding to foster comprehension.
Standards Included
CCSS.ELA-LITERACY.RF.4.3.A
Combined Knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Materials
1 of Bianca’s favorite non-fictional literature books (one with pictures).
Multiple different color teachers’ marker pens
Pencils
Lesson activity/instructions cards.
A ball
Assessment rubric (teacher’s and students’).
Introduction

• Warm up the lesson by instructing students to form a circle and toss the ball to the next person once the student with the ball gives a unique word.
• Write down the words on the board as the students provide them.
• Instruct the students to sit at their various desks (with Bianca at the front) and instruct them to construct sentences using the words they gave.
• If the passage is a good morals narrative, ask them about good morals they may know and reasons why these morals are important (the key message may vary depending on the type of passage). Have a brief discussion.
• Distribute the instructions card containing the lesson’s activities and inform the students that they will be ticking the checkboxes beside each activity once you are done with each.
• Distribute the passage to be read to all the students and let them read it silently to familiarize themselves with it.

Lesson Development

• Read the passage aloud for the students, illustrating the use of punctuation such as commas, by breaking in such areas and pronunciation of new words.
• After reading the entire passage for them, read a section after another e.g. half a sentence, and instruct the students to repeat each section aloud.
• Afterward, let the students read sentence after sentence on their own.
• If they find difficulty in pronouncing any words,  take that opportunity to teach them its pronunciation. Pronounce it for them and let them repeat after you until they can accurately pronounce it.
• Instruct them to underline the new words they encounter with their pencils while you monitor to make sure they are identifying each new and unfamiliar vocabulary.
• Break down the passage into smaller segments and have each student read a segment until the passage is over.
• Let the students discuss the passage’s message as well as new words among themselves.
• Discuss the passage with the students. Ask questions e.g. true or false questions, verbally, and choose random students who lift their hands to answer. Be sure to give Bianca a chance to answer a question.
• Ask them to match antonyms, synonyms, and pictures.

Differentiation

• Begin the lesson with the students tossing a ball in a circle while each student provides a unique word they know before passing the ball to warm up the lesson.
• Provide some background knowledge on the passage to be read e.g if it is a moral teachings story, briefly discuss morals with the students.
• Have Bianca and students with similar challenges sit at the front of the class.
• Have multiple colored marker pens and write words on the whiteboard with different colors.
• Let students underline new words on their passage handout.
• Make sure that the passage has images to attract the students.
• Read the passage aloud for students, let them read it on their own silently, let them read it in unison e.t.c. i.e.read it as many times to foster understanding and fluency of reading the passage.
• Let the students fill in the checkboxes in the instructions card when each section of the lesson is finished to engage them in the flow of the lesson.
• Use humor, body language, gestures e.t.c. to explainconcepts to attract the students’ attention and maintain it while fostering profound understanding.
• Use the concept attainment technique for the students to derive the meaning of unknown words by reflecting on the context in which they have been used.

Assessment
(Practice/ Checking for
Understanding)

• Conduct formative assessment by asking questions verbally and choosing random students to answer them. Ask open ended-question for students todeeply share their understanding as well as true or false questions. Be sure to give Bianca a chance to answer a question.
• After asking the verbal questions, conduct a summative assessment by issuing pre-prepared questions on the story and have students answer them, and evaluate performance against the students’ grading rubric.

Closing

• Ask the students to summarize the passages’ teachings.
• Ask a few questions to recap the lesson’s teachings.
• Assess yourself to determine the effectiveness of your teaching strategies using the teacher’s assessment rubric.

 

 

Justification

Beginning the lesson with the activity of passing a ball warms up the lesson, gets students excited, and introduces them to vocabularies. In this way, Bianca will be initiated into the topic of vocabularies while being mentally prepared (Arntsen, 2020).

Providing some background real-life knowledge on the key message of the passage about to be read enables the students to relate it with real-life experiences. This promotes a prior understanding of the topic and it will be easier for the students to understand the passage. Consequently, Bianca will understand the topic easily (Gerald & Dodd, 2020).

The Concept Attainment technic is very effective in teaching new words. Without giving them the meaning of these words, they will be able to reason out the meaning of such words by critically analyzing its use in the context (Boulware et al, 2008).

Having Bianca sit at the front of the class gives her a chance to pick all the body movements you use in your lesson, hear everything clearly,clearly see all the writings you write on the whiteboard especially considering that she is a visual learner (Arntsen, 2020).

Using different colored marker pens to write new words and concepts on the whiteboard is visually appealing. Organizing concepts with different colors also fosters memory retention as they can relate the concept with the color (Gerald & Dodd, 2020).

Having students underline new words in the passage engages them physically as well as increasing the visibility of such words as they are important. This will foster a deeper understanding (Arntsen, 2020).

The passage should have images that enable the students to relate the story with the images promoting understanding. This is more impactful to students like Bianca who are visual learners. Furthermore, images are attractive and will motivate the students to read the passage (Arntsen, 2020).

When you read the passage aloud for the students, they are able to learn how to pronounce the new words in the passage and how to use punctuation in reading. This will better their reading skills once they begin reading the passage on their own.

Having multiple reading sessions i.e. the teacher reading, the entire class reading, reading aloud, reading silently, e.t.c. lets the students read the passage as many times as possible sharpening their fluency and ease of reading new words. It fosters a deep understanding of the topic as well  (Gerald & Dodd, 2020).

Body movements also foster deep understanding. Students are attracted to body movements and use of humor. They will be able to remember the teachings due to the excitement and engagement of the lesson (Arntsen, 2020).

 

 

References

Cohen, L. & Spenciner, L. (2009). Teaching students with mild and moderate

disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson

Publication.

Boulware, B. J., & Crow, M. L. (2008). Using the concept attainment strategy to enhance reading comprehension. The Reading Teacher, 61(6), 491-495.

Gerald & Dodd (2020). IMPROVING READING SKILLS IN REGULAR ENGLISH CLASSES. Retrieved 19th September 2020 from

https://files.eric.ed.gov/fulltext/ED023554.pdf

Arntsen (2020). How To Teach a Perfect Reading Lesson. Retrieved 19th September 2020 from

https://busyteacher.org/4035-how-to-teach-a-perfect-reading-lesson.html

Common Core States Standards Initiative (2020). Reading Foundational Skills: Grade 4. Retrieved 14th September 2020 from

http://www.corestandards.org/Math/Content/7/G/