Bench Mark Reading Comprehension Lesson Plan PDF

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Summary

Benchmark Assignment...

Description

1

Reading Comprehension Lesson Plan

Niaisha Glasper Grand Canyon University ELM-305 Dr. Emily O’Hearn May 30, 2021

2 Reading Comprehension Lesson Plan Case Scenario

Part 1: Lesson Outline State ELA

Structure: simple/explicit

Standard/s Learning

Language clarity; literal, clear, familiar, contemporary 1. Improve Reading and writing skills.

Objectives

2. Be able to connect words in a grade-appropriate text.

Selected Book

3. Learn to connect what he learns and what he knows. Let us Learn English Grade 1

Vocabulary

Examples of vocabulary words to incorporate include brush; comb; clean; tell; draw; say.

3 Words and Description of

The vocabulary activity, in this case, will involve writing out the new vocabularies to describe what Alfonso

Vocabulary

is doing. Each of the identified words and its definition will be presented on the board. Afterwards, the

Activity

student will be given an activity to complete. The exercise will integrate the exact words as demonstrated on the board. It will involve creating a sentence and leaving blank spaces for the student to fill. The student will be required to circle the correct words to fill in the empty spaces. The sentences might include Meet Alfonso. I do____ my hair and _______my teeth. I can_______ a story

Description of

about pictures I _________ Boosting Alfonso’s comprehension skill will require incorporating reading time for 20 minutes daily.

Comprehension

Reading aloud will serve to introduce the child to more sophisticated stories and vocabularies, including

Activity

different chapters. It is also among the best approaches to help him make connections between his world and the book. After reading, the child will be asked to share his experience and discoveries made in the

Research-based

process. 1. Vocabulary instruction will be explicit; integration of easy-to-understand definitions presented alongside

Strategies to

examples of target words and brief discussion opportunities.

Meet Vocabulary and Comprehension

2. Vocabulary instruction will incorporate practice time; to enable Alfonso to use words within specific contexts. Alfonso will speak, read, write, and hear particular words in various contexts to build his breadth

4 Goals

of vocabulary knowledge.

Opportunities to Apply Skills to Other Situations or Content Areas

✔ Peer Review Routine: Alfonso will work with his peer to review words learned in the previous lesson. ✔ Use of Examples and Nonexamples: the teacher will tell Alfonso scenarios and let him chorally respond to each scenario while indicating whether it is an example or nonexample. ✔ Asking questions and student partners present index cards with a word that answers the question. Part 2: Rationale and Specialist Planning

The reading comprehension lesson plan demonstrates alignment between the lesson activities, curricular goals, and research strategies. The selected book is for first-grade learners and is well-designed to meet Alfonso's reading and comprehension skills. Incorporating the book will not only keep him interested in lesson activities but also sharpen his literacy skills. Research findings show that students facing reading comprehension difficulties can improve when common core strategies are incorporated. Phillips Galloway & Uccelli (2018) states that improvement in Core Academic Language Skills (CALS) is linked to better reading comprehension. In that respect, starting with a resource that keeps him interested for a prolonged period, which is crucial to help improve his problem. As noted, Alfonso loves reading even though he struggles with the same. Thus, incorporating fine lesson activities is essential to achieve the learning objectives. The identified strategies, including practice time and questioning, will be of significant help to Alfonso as far as making connections. The vocabulary activities will inspire vocabulary development and nurture advanced comprehension ability. Moreover, vocabulary is an essential component of language and promotes language development (Nie & Zhou, 2017). Thus, specialist planning should be adequate to help Alfonso improve.

5 Learning Theory The lesson plan follows the rationale that no student is alike, and the way Alfonso performs in reading and comprehension is different from how his peer's fare. Moreover, his brain is unique, including his interests and experiences. Several solidifying theories can be used to support the selected strategies. The constructive learning theory is a good fit in Alfonso’s case. The approach is founded on how learners rely on their previous experiences to learn (Kegan, 2018). Alfonso is likely to take what he is learning and add it to his prior knowledge, interest, and experiences and create a unique reality that suits his reading and comprehension needs. The constructive theory centers on how unique learning is for every student. Utilizing constructivism to teach Alfonso will help him recall information every day in the classroom. However, it is imperative to help the learners understand the vocabularies being taught, including connecting words.

Working with a Reading Specialist If a reading specialist were available, it would be important to establish a system that meets Alfonso’s learning needs. The reading specialist would be in a better position to help with instructions, assessment, and overall learning. Improving Alfonso’s reading and comprehension skills require subjecting him to excellent instruction, including paying attention to his emotional, cognitive, and other academic needs. However, it would be essential to re-evaluate the current curriculum and re-design it to inform Alfonso and how he learns. In that case, the reading comprehension program would include setting aside reading time daily and

6 reviewing previous work with the student. Likewise, assessing Alfonso would be a vital process in achieving both long and short-term goals. Designing assessment instruction specifically for him will help evaluate his strengths and weaknesses and provide feedback to his parents and other specialized personnel, including speech teachers. Through the feedback, it will be possible to constantly improve Alfonso’s areas of weaknesses, eventually sharpening his reading comprehension skills.

7 References Kegan, R. (2018). What “form” transforms? A constructive-developmental approach to transformative learning. In Contemporary theories of learning (pp. 29-45). Routledge. Phillips Galloway, E., & Uccelli, P. (2019). Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology, 111(1), 15. Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101-106....