Instructional Choices for Children with Specific Learning Disability (SLD)

SPD-550-RS-Marcus-Partial-IEP-and-Lesson- Modifying Lesson Plan
Name
Department
Course
Instructor
Due Date
Teacher Candidate Name:


Grade Level:

2nd grade

Date:


Unit/Subject:

ELA

Lesson Summary and Focus:

The student will improve reading comprehension and fluency, using an effective reading speed to enhance reading comprehension.
The student will be able to read the second-grade-level text accurately and understand the text.

Classroom and Student Factors/Grouping:

There is a second-grade class, with different teachers, including a special teacher, a teacher's assistant, and students in an inclusive environment. Marcus has a specific learning disability (SLD) affecting Fluency and reading comprehension Marcus's reading comprehension is below grade level at the 1.0-grade level. His fluency and written expression are also lagging behind. Meeting the student's IEP goals requires accommodations and modifications to decode words better, become fluent, and comprehend readings.

National/State Learning Standards:

Common Core State Standards:
RF.2.4.A Read grade-level text with purpose and understanding.
RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Specific Learning Target(s)/Objectives:

Objective (Explicit)
Student will be able to
* improve reading skills, including decoding, fluency and comprehension
* to read fluently and comprehend text at second-grade level
* have appropriate level of phonemic awareness
* decode words to understand how words are used
Sub-objectives
* SWBAT fluently read and comprehend text 

Academic Language

Reading fluency
Oral reading skills
Comprehension,
Common words,
Proficient word recognition

Resources, Materials, Equipment, and Technology:

Storybook
Exercise books
Pictures
Stopwatch, watch,
Instructional routine card

Section 2: Instructional Planning
Anticipatory Set
I will ask the student to listen to individual instruction and then repeat the words and phrases.
Prompt the student to know what he knows about reading and comprehension.
Ask a question about the recommended book based on their observations and illustrations.
Monitoring comprehension is a priority as there are instructions to help the student identify what they fail to understand.
The student will be recorded reading the assigned texts aloud to assess their fluency in detail, including speed pauses, accuracy, and intonation.
The recordings will be used to support the evaluation of what the student learned and their understanding of reading, fluency, and comprehension.

Time Needed
20 minutes

Multiple Means of Representation
Students have different learning needs and preferences approaching content in different ways is necessary as the student has special learning disabilities. While information is mainl...