Lesson
Plan: Reading Comprehension Second Grade
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
September
8, 2014
Lesson
Plan: Reading Comprehension Second Grade
Teachers
create lesson plans every day to help students grasp new concepts from the curriculum
that align with the state standards for application. These standards help
students prepare for life after school, either a career or furthering their education
(Kubiszyn & Borich, 2013). Creating a reading comprehension lesson plan for
students in the second grade with various disabilities can be challenging, but
using the proper teaching strategies that are evidence-based will help students
and teachers have a successful classroom interaction.
The Classroom
In
the fictional classroom that has 15 students there are five students that have
ranging disabilities. Two students have learning disabilities (LD), two
students have an emotional behavioral disorder (EBD) with one also being
English Language Learner (ELL), and one who is visually impaired (VI). Each
student in the class has varying strengths and weaknesses. Most students
respond well to the use of technology in the classroom and like to work in
small groups to further their conceptual understanding. The classroom is
arranged to have small groups of desks two to four in each group allowing students
to work together collaboratively and have cooperative learning (Eredics, n.d.).
Students are encouraged to use problem solving skills to figure out the answers.
They can ask peers for help quietly while paying attention not to bother other
working students and this show respect on of the classroom/school rules.
Using
universal design for learning (UDL) and differentiated instruction (DI) in the
classroom will help customize the curriculum to suit the needs of all the
students so they are successful. As well as using cognitive strategy instruction
(CSI) in the classroom it will actively engage students with the curriculum and
improve skills aligned with the Common Core State Standards (CCSS) (Vaughn
& Bos, 2012). Universal design for
learning will allow teachers to customize the classroom curriculum to suit the
needs and abilities of their students in the classroom (Puckett, 2013). While
using differentiated instruction (DI) will allow teachers to change the style
of teaching by customizing and individualizing the classroom curriculum to suit
the learning styles of the students (Puckett, 2013).
The Lesson Plan
Creating
a lesson plan for diverse learners can be challenging but using teaching
strategies like cognitive strategy instruction (CSI) will allow the teacher to
model and scaffold the students towards understanding the concept. The teacher
will be able to build on previous knowledge about story building while offering
feedback on knowledge already known (Vaughn & Bos, 2012). This lesson plan
titled, Prediction: How will the story end? Uses story structure of beginning,
middle and end to have student’s determine how the story, The Paper Bag Princess will end before the ending is read. The
teacher will engage students’ interest by asking them about story structure and
to name a few of their favorite stories. Calling upon students randomly and listening
to their ideas the teacher will encourage their recalling techniques. Allowing
for time for engagement the teacher will then explain that they will to try to
come up with the ending this story as they hold up the book. The book has
illustrations as well as words to help encourage story development and ideas. The
teacher will read the story out loud, pausing periodically for students to
absorb the information and to gather ideas. Before the story is finished the
teacher will close the book and ask, “Now how do you think the story will or
should end?” This will have students to think of their own ideas in how the
book The Paper Bag Princess should
end. The teacher can ask probing questions to help further the students’
problem solving skills. Will the dragon win? Does the princess save the prince?
Do the prince and princess get married? Is there a happily ever after? These
questions will help the student explore the possibilities and come up with
their own ideas in how the story might end. The teacher will allow the students
a set amount of time to write down their response on the worksheet. They can
either write their response or draw what they believe is the ending. Having
alternative options to show conceptual ideas allows teachers to differentiate (Puckett,
2013). The teacher will also move throughout the classroom offering assistance
and feedback. Once the time is up the teacher will ask students to share their
story endings and write potential endings on a chart in front of the room. This
will visualize the many alternate possibilities that could be the ending for
the story. The teacher will then finish the ending of the book and ask students
which one they liked best (the actual ending or someone else’s ending). Using
probing questions the teacher will engage students in the discussion about
differences and opinions and validate that it is okay to have your own likes
and dislikes. There are differences everywhere and everyone needs to understand
that there are differences and alternative endings.
Lesson Overview
|
|
Lesson Title
|
Prediction: How
will the story end?
|
Grade Level
|
2nd
|
Subject
|
Language Arts/Reading Comprehension
|
Class Size
|
15
|
Summary
|
The teacher will read the selected story out loud to the
entire class and before they reach the end they will stop and have the
students guess what will happen next by: either writing their response on a
paper, drawing their response, or verbally explaining their response on what
will happen next depending upon the skill level of the students.
|
Classroom Scenario
|
15 students, ranging in ability, are in a second grade
classroom that is set-up to include everyone. Desks are arranged in a group
of (2-4) so that students have the opportunity to collaborate together with
cooperative learning (Eredics, n.d.). The teacher is able to easily move from
group to group to offer assistance while instructing and scaffolding the
classroom in the lesson(s).
|
Students with
Disabilities in the Classroom
|
5 Students: 2 with a learning disability (LD), 1 visually
impaired (VI), and 2 with emotional behavioral disability (EBD) where one is
English Language Learner (ELL) as well.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.ELA-Literacy.RL.2.1
“Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text,” (Common Core State Standards Initiative, 2014).
CCSS.ELA-Literacy.RL.2.7
“Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot,” (Common Core State Standards Initiative, 2014). |
Lesson Objective
|
Students will be able to use problem solving skills to
determine how the story might end before they hear the ending of the story.
Students will also determine which ending fits the best based on everyone’s
response and the previous information/ideas stated in the story.
|
Assessment (Describe
the assessment task and the levels of achievement based on what you expect
from students on this task).
|
The teacher will be able to observe sentence structure of
students describing the ending of the story (through written, oral, or
illustration). This information will allow the teacher to evaluate the lesson
plan and determine if it is successful teaching tool as well as determine if
students need further assistance with story structure (plot, characters,
scene, etc.).
|
Materials
|
|
Accommodations/Modifications
to be provided
|
Large print worksheets for the student who is visually
impaired. Visual/digital content for all students (differentiate). Small
group collaboration/discussion (differentiate). Scaffolding and modeling via
the teacher (CSI). Offering one-on-one assistance (CSI & differentiate).
|
TEACHING PROCEDURES
|
|
Opening/Activating Prior
Knowledge
|
The students will recall their previous discussion on
story/plot structure and how stories have a beginning, middle, and end. The
teacher will ask students how do fairy tales and stories sometimes start: “Once
upon a time, or in the beginning”. The teacher will ask students to name a
few of their favorite stories and asking them how they ended. The teacher
will then introduce the story they will read today, The Paper Bag Princess. The teacher will use cognitive strategy
instruction to model the proper behaviors of listening and responding
appropriately to response.
|
I DO: Teacher Input and Modeling
|
The teacher will explain to the students about the story,
and tell them that they will be coming up with their own ending and how they “think”
the story should end. The teacher will have students pay attention to the
main characters: Ronald the prince, the princess, and the dragon. The teacher
will then start reading the story, pausing and allowing the information to
set in for students to comprehend the information from the story.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will observe the students and see if they are
paying attention to the instruction. If a student is not paying attention
they will address them quietly to see if they need further help or to help
keep their “brain” in the game. The book offers pictures that the teacher can
point to when they are saying the words for students to understand the
language as well as the story.
|
WE DO: Guided Practice
|
The teacher will help start the sentence structure on the
front board/SMART board to illustrate what is being requested of the
students. “I believe the ending of the story is:_________.” This will allow
students to copy part of the story and add their own ideas. The teacher will
write in a generic ending such as, “happily ever after” and they might draw
two stick people holding hands (illustration).
At the end of the allowed time, the teacher will have
students give their example on how they felt the story ended. Everyone will
pay attention quietly showing respect to the speaker. There are no wrong
answers. The teacher will go around the room and write a graph/table on the
front board/SMART board to offer alternate endings. At the end the teacher
will finish the book and see how the ending was similar or different from the
students/teachers responses. The teacher will discuss about how people have
different perceptions.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will walk around to each group and ask how
things are going, and offer assistance where needed. Prompting students to
think deeper and to offer guidance without telling them the answers. During
this time the teacher can observe how each student is progressing (is this
easy or challenging).
|
YOU DO: Independent
Practice
|
Students will write their sentence structure on their
paper/worksheets using pencils, crayons, or pens. This will allow them the
option to alternate their writing structure. If they prefer to draw an
illustration picturing how they think the end will be it allows for
differentiation. Students can also talk with their small group to gain
further ideas or to offer encouragement, using soft talking. Using soft
voices in the classroom allows other students’ to focus if they need quiet
time.
|
Lesson Closure
|
How do people’s perceptions change or can be different
from our own. Each story had different ideas or they were similar and it
still could fit to the story. Which ending works the best for The Paper Bag Princess? It is okay if
the ending that one of us came up with is better for the story then the
actual ending. It is all about perspectives and how we view things. Everyone
is entitled to an opinion and we often use those opinions in school and at
home. Some of you might like broccoli where others prefer carrots or apples,
and this is okay. Differences.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
|
The students will turn in their papers/worksheets that
have their ending on it about the story (written/drawing). The teacher will
be able to evaluate writing skills as well as determine if the student was
able to grasp the story concept. The teacher will use this lesson plan to
further student’s thinking and having them process the information on
differences to use at a different time for another lesson plan.
The teacher will offer further assistance in the next “How
it ended” story, making sure instructions are given clearly. The teacher will
also make sure that each student is able to follow along, and if not offer pull-out
sessions that will offer further assistance.
|
Conclusion
Creating
a lesson plan that includes all students with all types of abilities can be
challenging, but with the right teaching/learning strategies the teacher will
be able to incorporate all learners. Using different strategies such as
differentiated instruction and cognitive strategy instruction will allow
teachers to offer alternative conceptual understanding as well as modeling and
scaffolding the students in the right direction allowing them to use problem
solving skills and prior knowledge to understand the concept. There are many
teaching strategies that are evidence-based that will help students learn and succeed
while aligning the lesson plan to the Common Core State Standards or state
standards as required by their specific state.
References
Common
Core State Standards Initiative. (2014). English
language arts standards. Reading literature: Grade 2. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/2/.
Eredics,
N. (n.d.). Arranging a classroom to
create an inclusive environment. Retrieved from http://nichcy.org/arranging-a-classroom-to-create-an-inclusive-learning-environment.
Kubiszyn,
T., & Borich, G. (2013). Educational
testing and measurement: Classroom application and practice. Hoboken, NJ: John
Wiley & Sons, Inc.
Puckett, K. (2013). Differentiating instruction: A practical guide. San
Diego, CA: Bridgepoint Education, Inc.
Vaughn, S. & Bos, C. (2012). Strategies
for teaching students with learning and behavior problems (8th
ed.). Boston: Pearson.
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