Auditory Speech and Language

LESSON PLANS 2

Auditory, Speech and Language/Literacy Lesson Plan

First Grade Student with a Bilateral Sensorineural Hearing Loss

Description of the student's hearing loss

Sensorineural hearing loss is caused when damage to the inner ear's structures or auditory nerve occurs. The major causes of this type of hearing loss are loud noises, genetic factors, or the natural process of aging (Eyvazzadeh, 2020). There are various types of sensorineural hearing loss, and bilateral hearing loss is one of them. It is caused by almost the same causes: exposure to loud noises, genetics, or being ill with measles that can create hearing loss in both ears.

Description of the student's amplification system

The student uses a binaural hearing aid, cochlear implant, and would be instructed with a personal FM system. The personal FM system would use the teacher's spoken words' radio waves so that frequency is adjusted for the student's receiving ears subjected to hearing loss. The teacher would use a lapel microphone. It hangs around the teacher's neck, at least six inches away from the mouth, so that the strongest verbal signals are detected by the device (Mroz, 2020). The student would wear a hearing aid boot that would directly attach with his cochlear implant. This receiver is best for school-going students to hear controlled voice signals from their teacher.

Measurable goals

For a 45-minute lesson plan, an English lesson plan would build phonological awareness for a first-grade student. The lesson will focus on less complex phonemics, such as word awareness (Read Naturally, n.a.). For this sentence, segmentation, blending, and syllables with clapping would be introduced. Phonemic awareness is essential in reading and spelling formation for long-run success. Strong phonological skills would help them become proficient readers and would become strong in literacy terms. Therefore, this lesson's goals include increasing vocabulary knowledge by identifying words and their sounds, their combinations, and recognizing whether one syllable is involved or more than one. For this purpose, the complexity level of the lesson would be low, the beginners.

Activities to address the goals

This lesson plan's activities would be presenting the student with auditory forms of the words through videos in which sounds and pronunciations of the words would be heard clearly. Clapping would be encouraged when the student would hear more than one syllable in a word. When a sentence like "I like a rainbow" would be spoken, the student would be asked to clap as many times as there are words in the sentence. This would teach him sentence segmentation. He would be asked to put two words, such as black and board together, and clap for the sounds and syllables in the word formed for blending. For syllables identification, the clapping technique would be again reiterated so that detection of the number of syllables, such as in 'rainbow,' is repeated for a better grasp of phonological awareness.

Listening and spoken language strategies to be used

Listening and spoken strategies would be attentive to the auditory material so that it is easier for him to understand phonological identification without distraction. The child would be allowed to listen carefully and be told to "Listen" with hand gestures. The student would be given time to think and answer the syllables and sentence segmentation. If he seems unclear about the concept, the teacher can look for ways to reinforce the spoken word with a visual aid or hand gestures. The student would add more, and then the teacher would help him reach the right answer by developing his answers and thoughts.

Materials/media

Word song videos would be used with Youtube content so that hearing amplification with auditory literacy could be stressed more in this lesson plan.

Data collection method

Data is gathered with the help of a worksheet for observational factors during the lesson. The sheet would be as follows:

Phonemic Awareness Skill

Highly satisfactory

Average

Not satisfactory at all

Sentence segmentation: one-time tap for every one word heard within the sentence

Blending: combine two words to make one, and clap for each word added

Syllable identification: clap for every syllable heard in each word

Parent training or teacher/caregiver consultation component

The student would be included in the mainstream classroom once a week and would be taught by an itinerant teacher of the deaf services. The mainstreaming would allow the student to learn and hear from regular students and utter different words. This would help develop his phonemic awareness as the itinerant teacher would provide his/her expertise for the hearing loss students. The teacher would give him personal attention if he is facing any challenges, and his issues could be addressed promptly.

Fifth Grade Student with a Bilateral Sensorineural Hearing Loss

Description of the student's hearing loss

The fifth-grade student also has bilateral sensorineural hearing loss caused by exposure to loud noises, genetics, or being ill with measles causing hearing loss in one or both ears. This specific child has this hearing loss in both ears and needs special attention when creating auditory and language plans for the class.

Description of the student's amplification system

The student uses a binaural hearing aid in the form of a cochlear implant suitable for kids. A cochlear implant is observed to be the best possible solution for this particular hearing loss. He has a personal FM system but does not use it. However, the teacher would be asked to encourage the child to use it so that the child can listen better with the lapel microphone and hearing aid booster. He would then be able to identify sounds better and recognize words or sentences. His difficulty in academic content is expected to be clarified.

Measurable goals

For a 45-minutes lesson plan, the lesson would aim at improving the reading efficiency of a fifth-grade student who has difficulty with academic content in all areas. His reading has been identified at a second-grade level and is intended to be enhanced with this newly designed plan. All of the four sources of information for better text understanding related to reading recovery lessons would be used by the teacher, naming meaning, structure, visual information, and phonological information for complex words and sentences (Charlesworth et al., 2006).

Activities to address the goals

To enhance the reading capabilities of the slow learner of grade 5, his reading needs to be better with fluency, comprehension and reading achievement. For this, three strategies would be used: teacher modeling, repeated reading, and progress monitoring (Read Naturally, n.a.). Teacher modeling encompasses three types of approaches: teacher-assisted, peer-assisted, and audio-assisted. Focus on the development of meaningful content, word identification, and correct phrasing would be there. Neurological impress method can be adopted, if the need may require, where the fifth-grade struggling reader would be paired with an expert reader to read together from a passage. Repeated reading can strengthen the reading as the student would better understand the words and identify them better in subsequent passages. Reading can get faster, and text interpretation can get better as he would master text learning with repetition. With progress monitoring, the student can be given a goal, for instance, reading five pages in 10 minutes, so that the same story can be practiced again and again until mastery is achieved.

Listening and spoken language strategies to be used

Listening and spoken strategies would be used for the child to be attentive to the auditory material. Reading and comprehension of text difficulty become simple for him without distraction. Finger spellings would be used where he would be unable to recognize words or comprehend the sentence structure. The student would be given time to think and answer questions related to the text. If he appears unclear about the concept, the teacher can look for ways to reinforce with a visual aid or hand gestures. The student would add more, and then the teacher would help him reach the right answer by developing his answers and thoughts.