Lesson Plan for Children with Developmental and Reading Disorder - Report Example

LESSON PLAN Name: Class Instructor Institution City State Date Lesson plan Introduction The lesson plan is designed for children with developmental and reading disorder that leads to slowed understanding and comprehension of basic intelligence. The psychological condition found in early childhood development is also known as dyslexia and is characterized by slow decoding and processing speeds as well as verbal and language comprehension. Kelly, 2010, p.24) The lesson plan will dictate a step by step program that a specialized education teacher uses to attain a two-year growth and developmental process, encapsulated in one year. The plan outlines the methods dispensed to special education teachers for struggling students. In this lesson plan, a quick evaluation is given at the end of each session to access the progress of each student. The process is regularly repeated over a period of four weeks. The reading sessions are approximately 45-60 minutes, conducted daily for a minimum four days a week. The exercise involves the Brain Teasing and re-patterning. A combination of Phonetic and Brain Training is intensive, and it pays off at the end of the sessions. The one-on-one Special education program has seven steps listed as follows; 1. Brain integration therapy 2. Decoding 3. Dictation 4. Visual/sight words 5. Pre-reading 6. Oral reading 7. Comprehension training 1. Brain Integration Therapy Manual exercises (15-20 minutes) Eye eight exercise Ear eight exercise Toe-Touch Be in front of the kid and hold the hand Frequency of four days a week Then for only once a week, do a Brain training of Visual, auditory and writing system. The procedure is from the Brain Integration Children Manual Aim and Goals: A critical exercise method that removes learning blocks that are experienced by the kid and learning becomes fun and easy. It also stimulates the left and right brain hemisphere. (Robert, 2009, p.565)The exercise is repeated daily for 20 minutes, then, once a week Brain Training. Evaluation: 2. Decoding Practice (15-20 Minutes) The child should recite the words in the decoding unit in the color put for a much greater retention capability. Au, oi, ar, ow are decoding words and should be embedded in the picture that has the sound. Reading out words from cards. Follow the 15-20 minute exercise pattern for a week Aim and Goals: The exercise helps to relate the right brain picture with the left brain sound. This triggers the sound unit in her brain, and less energy is required from the auditory memory. The exercise creates an internal camera in his mind. Evaluation: Quick store reading test every three months to access growth. 3. Dictation (5 minutes) Dictation is a short part of the session. Dictate 3 words from a list that has been learned in the same day, for example “o” words) Hold the phonics card in front of the kid for reference. Reward the child immediately at first Aim and Goal: To understand language and syllables NB: The process is quite tedious for a child with an Auditory processing problem therefore Ignore incorrect spelled words and the correct spelling will be rectified using a visual method. 4. Sight words (1 hour) Words jotted in vibrant color on cards. Repeated for many times After the child takes the picture with the name imprinted on it, present the word in black and white and memory will be triggered. Let a teenage introduce the phrase, in a laughing manner The next session, add five more words Do this exercise for 3-4 months, constantly Aim and Goal: The importance of the task is to get the pesky sight words to stick easily in the child's memory the right side of the brain that stores pictures is stimulated for long-term memory storage. (Pugh, 1992, p.95)The sessions are repetitive, and brain activity is triggered by fewer tedious tasks. 5. Pre-reading Oral reading Make a list of difficult and tricky words from the knowledge of your student Write the words on a large piece of paper with a creative marker Read together with your child and review immediately before the child recites Put a little drawing on the letters to help the child’s memory Practice this every day Aim and Goal: The child quickly remembers the words even if they are not within the context. Fewer interruptions will be there during the oral reading process. 6. Oral reading and reading Comprehension Training (5-10 minutes) Phonics based reader with few sight words Use Merrill Readers book designed for dyslexic readers Go through the 1st level to the 3rd Have the child sit facing the teacher, his eyes in an upward position Teach the child to convert words to pictures Read a short passage When you finish the reading, let the child rewind the story. Make sure that the child includes colors and location of the passage Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practice BRAIN TRAINING 2. Decoding Practice  “a” words   “e” words  “i” words    “a” words   3. Dictation  Read out words “o”  Read out words “o”  Read out words “o”  Read out words “o”   4. Sight Words  Look at words “o”   “I” words  “I” words    Test 5. Pre-Reading  Story book1  Story book3    Story book 2   6. Oral Reading  Words  words  Sentences     7. Comprehension  Sentences    words    Test Writing Lesson Plan           1. Eight Exercise  Write “a” words   Write “e” words  Write “i” words  Write “u” words   2. Handwriting  Write “ wh” words  Write “o” words  Write “e” words     3. Spelling Make Cards Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing  Webbing expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2    Maths card 4   Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practise BRAIN TRAINING 2. Decoding Practice  “a” words  “e” words   “e” words     3. Dictation  Read out words “i”   Read out words “a”  Read out words “e”     4. Sight Words  Look at words “o”    “I” words    Test 5. Pre-Reading  Story book1      Story book 2   6. Oral Reading  Words  words  sentenses     7. Comprehension  Sentences        Test Writing Lesson Plan           1. Eight Exercise  Write “o” words    Write “e” words     2. Handwriting  Write “ wh” words  Write “e” words  Write “e” words     3. Spelling Make Cards Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing   Webbing, expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2  Maths card 3  Maths card 4   Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practise BRAIN TRAINING 2. Decoding Practice  “O” words         3. Dictation  Read out words “o”         4. Sight Words  Look at words “ch”    “u” words    Test 5. Pre-Reading  Story book3      Story book 2   6. Oral Reading  Words  words  sentenses     7. Comprehension  Sentences        Test Writing Lesson Plan           1. Eight Exercise  Write “a” words    Write “u” words     2. Handwriting  Write “ wh” words  Write “sh” words  Write “ch” words     3. Spelling Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing   Webbing, expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2    Maths card 4   Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practise BRAIN TRAINING 2. Decoding Practice  “O” words         3. Dictation  Read out words “o”         4. Sight Words  Look at words “o”    “I” words    Test 5. Pre-Reading  Story book      Story book 2   6. Oral Reading  Words  words  sentenses     7. Comprehension  Sentences        Test Writing Lesson Plan           1. Eight Exercise  Write “I” words    Write “e” words     2. Handwriting  Write “ ch” words  Write “d” words  Write “ck” words     3. Spelling Make Cards Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing   Webbing, expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2    Maths card 4   Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practice BRAIN TRAINING 2. Decoding Practice  “a” words   “e” words  “i” words    “a” words   3. Dictation  Read out words “o”  Read out words “o”  Read out words “o”  Read out words “o”   4. Sight Words  Look at words “o”   “I” words  “I” words    Test 5. Pre-Reading  Story book1  Story book3    Story book 2   6. Oral Reading  Words  words  Sentences     7. Comprehension  Sentences    words    Test Writing Lesson Plan           1. Eight Exercise  Write “a” words   Write “e” words  Write “i” words  Write “u” words   2. Handwriting  Write “ wh” words  Write “o” words  Write “e” words     3. Spelling Make Cards Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing  Webbing expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2    Maths card 4   Aims Mon Tue Wed Thurs Fri Reading Lesson Plan           1. Exercises  Eye eight  Ear eight    Eye eight practise BRAIN TRAINING 2. Decoding Practice  “a” words  “e” words   “e” words     3. Dictation  Read out words “i”   Read out words “a”  Read out words “e”     4. Sight Words  Look at words “o”    “I” words    Test 5. Pre-Reading  Story book1      Story book 2   6. Oral Reading  Words  words  sentenses     7. Comprehension  Sentences        Test Writing Lesson Plan           1. Eight Exercise  Write “o” words    Write “e” words     2. Handwriting  Write “ wh” words  Write “e” words  Write “e” words     3. Spelling Make Cards Picture of the card Picture of the card, five looks / recall Picture of the card, five looks / recall Test 4. Paragraphing Webbing   Webbing, expressions writes paper   5. Vocabulary  words   letters  words     Mathematics Lesson Plan           1. Multiplication  Maths card 1  Maths card 2  Maths card 3  Maths card 4   Table: Aims and objectives of the lesson plan Evaluation In the Reading Room, some children have experienced difficulty in reading because of dyslexia. However, there are bright children who do not respond quickly to oral reading. These children require a different approach to learning. This lesson plan is effective when used consistently for four days a week, every year. Despite the fact that it needs a lot of input from the teacher, little material is required and reward experience when the reading block is eliminated from the child. (Solvang, 1993, p.72) By using the teaching technique, the child will be given scaffolding, and thus it will make the dyslexic child feel right from the start, and it will boost his confidence levels. Brain integration exercises cause the auditory and visual problems to be overcome and produce astonishing results. References Kelly, K. 2010, How to Teach Literacy to Children with Dyslexia, New York University Press. Robert B.2009, Dyslexia: Difficulty in Learning and Solutions, 2nd Edition, Oxford University Press. Pugh D. S. 1992, Teaching Children with Developmental Challenges, Oxford, Oxford University Press. Solvang F.R, 1993, Communication Skills of Dyslexic Kids, Harvard, Harvard University Press. Read More