Exercise Lesson Plan Preparation

Lesson Plan Preparation

To a large extent, this lesson plan preparation exercise will help me and other teachers know the strategies to be deployed and the measures to take while teaching in this particular context. It would be prudent to note that MT is in this case the hypothetical name of a 7-year-old girl in 2nd grade. MT had not been diagnosed with any learning disability before. She is in a class that had a total of 19 learners.

To ensure that I accommodate MT in my class, I have set some goals that I wish to achieve by the end of the example lesson. The first goal that I have set is: ensure that the student will be able to read fluently above her independent reading level in comprehension reading, owing to the fact that she has a difficulty in this area. In this lesson plan, I have addressed some standards with regard to reading of comprehension. The strategies I have set are inclusive of, but they are not limited to;

i) Have the students talk aloud about what they have read

ii) Supplement their class reading by getting books that are easy for them to read

iii) Encourage them to reread so as to build fluency

iv) Provide a variety of practice books for the students and also encourage them to always read aloud.

The said goals and standards cannot be achieved until certain objectives are put in place. One crucial objective that I have put in place as a teacher is to ensure that by the end of the lesson, the students are able to read the Premium Word Recognition Inventory (A) portion. They should be able to read the wordlist in the First WRI portion, WRI 2 (C) section, WRI 2 (D) section. They should be able to read orally Level 2-C, Level 2 (D) and 3 (E). The students should be able to answer comprehension questions correctly. The students should also have acquired high listening capacities.

Further, I have considered a number of factors owing to the fact that there may be cases of disabilities, interest levels, backgrounds, and ability levels. For the learning and teaching process to be successful, these factors are important. In this case, MT is from a single-mom family. She has never met her father and her mother is not actively involved in her learning process. MT has not been diagnosed with any disability. She has some difficulties reading but with regard to her age and grade, it would be prudent to note that her performance was laudable. MT also has great interest in the learning process and she is also a well-mannered learner.

MT had prior experience on some aspects of reading and comprehension. This she got from her aunt who moved in with them about a year ago due to the COVID-19 pandemic lockdown – specifically after she lost her job as a cashier. Her aunt would assist her with homework and other learning skills after school and during the weekends. There are also some misconceptions in the case of MT. The first misconception relates to the fact that she has prior knowledge on reading and did not have any significant issue with regard to reading and comprehension.

The following are the class approaches I followed to help MT. First, I evaluated the nature of MT’s problem and came up with strategies to help her with Independent Reading Process. I started with reading two levels below MT’s 2nd grade. In this case, I looked at MT’s ability on reading, answering comprehension questions, and her listening skills. The learning activities included the objectives that I had mentioned in the objectives section. In this activity, I asked MT the following questions;

· I sought to find out if she had any concerns or queries

· I asked her to answer 10 comprehensive questions after reading and understanding a short passage

· I asked her to be attentive during the transition to the Listening Capacity Test

In addition to the questions I posed to her, I also involved some activities during transition from one exercise to another. During the first transition, I reassured MT that by far, her performance was exceptional and I wanted her to read a short passage whereby she would later on answer a few questions. During the second transition, I explained what the next exercise involved and what was expected of her. To support MT, I encouraged her to continue – especially in those scenarios/instances whereby she was not attentive and/or distracted. To be more specific, I called upon her to remain focused when she shifted her attention from the learning process. I also assured her that I was happy with her progress when her performance in the silent reading exercise seemed to be above her level. Next, I assessed her performance by asking her to answer ten comprehension questions whereby she answered three out of the ten. In the oral reading, she was able to answer 6 out of 8 questions. In conclusion, asking MT comprehension questions and oral questions proved to be an effective exercise to test her understanding.

To extend the learning activity, it would be effective that relevant interventions are put in place from an overall finding to enhance MT’s reading comprehension. To achieve this, efforts can be made to ensure learners have the ability to link real-life scenarios with what they have read. In this case, MT could be asked to write what the passage she has read reminds her of. To add to this, I can be able to add to the knowledge of the student by, for example; making a visual representation of whatever is being read. Also, adaptations to make visual representation of certain descriptive portions of reading can be made. Further, community assets can be utilized in this endeavor. In this case, MT was largely aided by the fact that she had received some dedicated instruction from her aunt and due to the fact that she showed interest in the learning process.