243 Lesson Planning Special Educa on

Molley Wilkins
Descrip on:
• Put in the instruc onal level- Second Grade
• Topic covered- Reading Comprehension
• Standards used from the Department of Educa on website or general educa on teacher-
2. SL.32: Ask and answer ques ons about what a speaker says to clarify comprehension, gather
informa on, or deepen understanding of a topic or issue.
• Goals you want to accomplish in this ac vity: State “I want the students to …”
- I want my student to focus on his listening skills and following rules and procedures.
- I want my students to comprehend ques ons about a test.
- I want my student to retell a story and relate a text to his life, in the correct sequence.
In this lesson, students will have a story to read, short to longer books, with a mer. Having a clock will
be important to see how much the student will comprehend in a short amount of me. The speci c kid I
am working with is Noah. Noah is on an Au sm Spectrum Disorder. He is in a general educa on
classroom, and during this me, Noah has a hard me focusing on a task he does not want to complete.
He wanders the room and leaves in his own me. I will be using stories or his own stories to grab his
focus and use a mer. With a mer, it can make him feel like he has to do it and it will make him stay on
task.
Purpose:
• What is the purpose of this lesson? The purpose of the lesson is to teach kids how to
comprehend readings and texts.
• What is its importance to the learning? The overall importance is to have everyone comprehend
the readings, which can help memory skills. It is also important because you want everyone to
solve problems and focus on their ability. You want everyone to know what they are reading
know what is purposeful and get control of their reading comprehension. All ages of people
need these skills.
• How will it be carried to other environments, se ngs, subjects, and overall lifespan of students?
Each one. Overall, comprehending readings is very important for everyone's lifespan. It's
important to know what you are reading and know your ability to read and understand what you
are reading. It's important to have these skills whether you are a student or a professional.
• Di erent Environments: Tradi onal Classroom: In a standard classroom se ng, you can use
printed materials, books, and interac ve ac vi es to teach reading comprehension. Online
Learning: In a digital or remote learning environment, you can u lize e-books, online resources,
discussion forums, and video conferencing to engage students in reading comprehension
ac vi es. Outdoor Se ngs: Take advantage of outdoor environments like parks or gardens to
conduct nature-related reading comprehension exercises, fostering a connec on between the
text and the environment.
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 • Di erent Subjects: Math: Teach students to read and comprehend word problems in math,
helping them understand the context of mathema cal ques ons. Science: Use scien c ar cles,
reports, and journals to enhance comprehension of complex scien c concepts and discoveries.
History: Analyze historical documents, diaries, and le ers to improve students' ability to
understand historical events and perspec ves. Literature: Focus on literary texts to deepen
comprehension skills, including the analysis of themes, characters, and plot development.
• Various Se ngs: Formal Classroom: In a formal classroom, you can follow a structured
curriculum, conduct regular assessments, and provide immediate feedback. Informal Learning:
In informal se ngs, like libraries or community groups, organize book clubs or reading circles
where students can discuss their understanding of texts in a relaxed, suppor ve environment.
Individual Learning: Tailor lesson plans to meet the needs of individual learners, o ering
personalized resources and exercises.
• Lifespan of Students: Elementary School: Focus on building fundamental reading
comprehension skills, such as decoding, vocabulary acquisi on, and basic comprehension
strategies. Middle School: Con nue to develop comprehension skills while introducing more
complex texts and analy cal thinking. High School: Emphasize cri cal thinking, in-depth analysis,
and textual evidence in prepara on for higher educa on and career readiness. College/
University: Apply advanced reading comprehension skills to academic texts, research ar cles,
and cri cal essays. Encourage students to analyze and synthesize informa on. Lifelong Learning:
Ins ll a love for reading and the skills to comprehend various materials, whether it's literature,
news ar cles, or professional documents. Encourage con nued reading and learning outside of
formal educa on.
Behavioral Objec ves:
• State behavior goals that are needed for the student to achieve the goals of this lesson.- Noah
has a hard me listening and following rules. He will need to achieve the goals of listening and
following rules to be able to achieve the lesson. When students listen and follow rules, the
classroom environment becomes more orderly, structured, and conducive to learning. This
bene ts all students by reducing distrac ons and disrup ons. This will allow Noah to achieve the
goal of reading comprehension if he can follow rules and listen. Students who can focus on
classroom ac vi es and instruc on because they are not distracted by rule-breaking behavior
are more likely to succeed academically. Listening and following instruc ons are crucial for
absorbing and applying knowledge e ec vely.
• Address the unique needs of the learner or learners in the lesson. - Noah is good during
independent ac vi es when he is by himself. Allowing Noah to be distanced and to himself
during these ac vi es from other students, will be helpful for him. Independent me allows the
child to prac ce self-regula on and self-management skills. It allows them to learn how to
ini ate tasks, make choices, and complete ac vi es on their own, which can be challenging for
many children with au sm. Many children with au sm have individualized educa on plans (IEPs)
that outline their unique learning goals and accommoda ons. Independent me can be used to
target and reinforce these goals in a more focused and personalized manner.
As stated above, “In this lesson, students will have a story to read, short to longer books, with a mer.
Having a clock will be important to see how much the student will comprehend in a short amount of
me. The speci c kid I am working with is Noah. Noah is on an Au sm Spectrum Disorder. He is in a
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 general educa on classroom, and during this me, Noah has a hard me focusing on a task he does not
want to complete. He wanders the room and leaves in his own me. I will be using stories or his own
stories to grab his focus and use a mer. With a mer, it can make him feel like he has to do it and it will
make him stay on task.”
• Iden fy cultural, linguis c, and gender di erences.- Gender is not an issue in this lesson.
Cultural/Linguis c di erences can be an issue, because of reading and they may not know
English. With this, I will give them their books that are their rst language, so they can learn how
to comprehend the reading be er.
• State how behavior objec ves re ect high expecta ons and are developmentally appropriate.
Set clear, age-appropriate expecta ons for behavior, communica on, and social interac ons.
Recognize that children with au sm may have varying communica on abili es. Also, recognize
that each child with au sm is unique and may have varying strengths and challenges. High
expecta ons involve developing individualized educa on plans (IEPs) or behavior support plans
that take into account the child's speci c needs, abili es, and developmental stage.
Materials:
• Iden fy high-quality quality scien cally-based materials and resources for all your materials.
A short, age-appropriate story (you can choose a picture book or create a simple story)

• Whiteboard and markers or a large piece of paper and colored pencils

• S cky notes

• Picture books that they can read- “The Grandma Book”

• A set of comprehension ques ons (age-appropriate) Examples: "Who are the main characters/
people ?” "How did the story end with the grandma?”
• Assis ve Technology- talk about how to use it with this lesson and how you would use it for
speci c learning needs. Our Moodle site has a place to read more about assis ve technology
and kids with disabili es to assist you with this part of the lesson plan.
-Low-tech things- weighted bag, dget toys, standing desk, exible sea ng.
-Mid-tech things- watches, visual mers, headphones. -
-High-tech things- Livescribe. Livescribe is a smart pen that helps with communica on, reading,
wri ng, speaking, and listening.
Methods/Strategies:
• Instruc on/direc ons are clear and aligned with academic and behavioral objec ves, sequenced
in order, step by step.
Objec ve:
To improve reading comprehension skills in young students by helping them understand and recall key
details from a short story. Pretend he loves his grandma and he always talks about his grandma.
Materials Needed:

• A short, age-appropriate story (you can choose a picture book or create a simple
story)
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 • Whiteboard and markers or a large piece of paper and colored pencils, individual whiteboards
for students because it will give the kid-less

• S cky notes

• A set of comprehension ques ons (age-appropriate for Noah being a second grader)

• NO mer or clock may give Noah and other classmates stress and anxiety.
Lesson Steps:

• Introduc on (5 minutes):

• Begin by discussing the importance of understanding what we read, based of “The

Grandma Book” by Todd Parr.

• Explain that today, you'll be reading a story together and working on understanding it
be er.

• Pre-Reading Ac vity (5 minutes):

• Show the book cover or the tle of the story (if applicable) and ask students to predict
what the story might be about.

• Write their predic ons on the individual whiteboard

• Reading the Story (10-15 minutes):

• Read “The Grandma Book” by Todd Parr aloud to the class since they are in second
grade.

• Encourage them to pay a en on to the characters, and things that happen in the story.

• Discussion (10 minutes):

• A er reading, lead a discussion about the story. Ask ques ons like:

• "Who are the main characters/people ?”

• "How did the story end with the grandma?”

• Write down what you learned on the individual whiteboard.

• Comprehension Ques ons (10 minutes):

• Hand out ques ons related to the story. These can be mul ple-choice for second
graders.

• Have students answer the ques ons individually, and I will read them the ques ons.

• Review and Share (10 minutes):

• Review the answers to the comprehension ques ons together as a class.

• Discuss any incorrect answers and provide explana ons for the correct ones.

• Ask students if their ini al predic ons about the story were accurate.
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 • Post-Reading Ac vity (10 minutes):

• Give each student a s cky note and ask them to write down one thing they learned from
the story or one ques on they s ll have.

• Have them s ck their notes on the board or a designated area.

• Closure (5 minutes):

• Summarize the key points of the lesson, emphasizing the importance of understanding
what we read.

• Encourage Noah and his classmates to con nue reading and improving their
comprehension skills at home.
• Procedures are listed in order.
• Methods used must be evidence-based prac ces.
• HLP 8 & 22 Feedback - Feedback to students.
• HLP 18- Student Engagement - Reading Together.
• HLP 7- Environment - Classroom Environment.
• HLP 16- Explicit Instruc on - Give good instruc on to students.
• HLP 11- Goal Se ng - Goal Se ng for Noah.
• State how you Di eren ated-“I di eren ated by product, content, process (pick one) according
to student interest, readiness, or Learning pro le (pick one)."I di eren ated by content
according to student interest means that as an educator, I adjusted the materials, resources, or
topics you presented to your students based on their individual interests. This approach
recognizes that students have varying preferences and passions, and tailoring the content to
align with what engages and mo vates each student can enhance their learning experience and
outcomes.”
• State any cogni ve, cultural, linguis c, and gender di erences. If none is noted, state that so
you s ll get points for recognizing the rubric piece. O er a variety of texts that cover a wide
range of genres, topics, and themes. This allows students to choose readings that resonate with
their personal interests, regardless of gender. Encourage an inclusive classroom environment
where all students, regardless of gender, feel comfortable expressing their thoughts and opinions
during discussions. Avoid reinforcing stereotypes or biases in class discussions.
• State the inclusion within the general educa on classroom of the students ge ng your lesson.
My classroom will have inclusion because the whole classroom will be doing this lesson.
Strategies-Student Ac ve Engagement:
• State how you will keep kids engaged during your lesson. Picking out a book they are all
interested in and keeping it engaging and fun for this age.
• How will you model the new skill you want the students to do?-state what you will do.
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 - Use simple language to explain the concept of reading comprehension. Relate reading comprehension
to everyday ac vi es, like understanding a favorite TV show or a story their parent read to them.
Select a book with colorful illustra ons that support the text. Consider the student's reading level to
ensure the book is appropriate.
- Reading Aloud is also another strategy. Using expressive and engaging reading voices to capture the
student's interest. Pause to ask ques ons or make comments about the story, encouraging the student
to think cri cally.
- Comprehension Discussion- Ask open-ended ques ons to s mulate discussion and cri cal thinking.
Use visuals, such as drawing on a whiteboard, to help the student visualize the story's progression.
Encourage the student to share their opinions and feelings about the story.
- Encourage crea vity and expression through drawing or wri ng. Provide posi ve feedback on Noah's
choices and explana ons. Select words that are key to understanding the story and discuss their
meanings in a simple and relatable way. Relate new vocabulary to the student's life or experience.
Summarize the key points of the lesson, reinforcing the importance of comprehension. End the lesson on
a posi ve note, praising the student's e orts and engagement.
- Addi onal strategies:

• Be pa ent with Noah and provide ample wait me for the student to process and respond to
ques ons.

• Foster a suppor ve and non-judgmental environment where Noah feels comfortable sharing their
thoughts.

• Use posi ve reinforcement, such as praise and encouragement, to boost Noah’s con dence.

• Adapt the lesson based on Noah’s interests and learning styles to maintain their engagement.

• Encourage Noah to ask ques ons and seek clari ca on when they don't understand something.

• Con nuously assess Noah’s progress and adjust the di culty of texts and ac vi es accordingly.
Guided and Independent Prac ce:
• List/Show how you did a lot of (ample) guided prac ce in your lesson. (Students do and teacher
guides) In a reading comprehension lesson, the student is guided through a structured journey
of understanding and discovery. The teacher, with pa ence and exper se, introduces the
concept of reading comprehension and sets the stage for an engaging explora on. Together, they
select an age-appropriate picture book, cap va ng the student's interest right from the start. As
the teacher reads aloud, they pause strategically to ask thought-provoking ques ons and
encourage Noah to share their thoughts and predic ons about the story. The teacher employs
visual aids, such as a whiteboard, to help the student visualize the narra ve's ow. During the
comprehension discussion, the teacher fosters a safe and open environment for the student to
express their feelings and ideas about the story. Through crea ve ac vi es like drawing or
wri ng about their favorite parts, the student's engagement and comprehension are deepened.
The lesson concludes with a review of what's been learned and an encouraging message, se ng
Noah on a path toward improved reading comprehension and a lifelong love of learning.
• Show the individualized feedback you will give to your students.
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 • Show mul ple ac vi es that you used to guide the student to do the work on their own.
• Independent Reading: Assign a book or passage for the student to read on their own. A erward,
ask them to summarize what they've read, iden fy key points, and share their thoughts and
ques ons about the text.
• Show mul ple ac vi es that show you planned for the students to maintain this learning.
• Journaling: Provide a reading journal where Noah can write down their thoughts, reac ons, and
ques ons about the text they're reading independently. This helps them re ect on their
comprehension and connect with the material.
• Show mul ple ac vi es that show you planned for the students to generalize this into their lives
• Book Reports: Assign Noah a book to read independently and then have them create a book
report. The report can include a summary, character analysis, favorite parts, and what they
learned from the book.
• Show strategies/ac vi es that facilitate integra on into other se ngs of life and school.
• Reading Response Prompts: O er a list of reading response prompts or ques ons related to a
text Noah has read independently. Encourage them to choose a few prompts to answer in
wri ng or discussion.
• Share/list how other stakeholders in students’ lives will monitor the progress of students.
• Peer Discussions: Encourage Noah to discuss their independent reading with peers or family
members. This promotes cri cal thinking and provides an opportunity for them to explain what
they've understood from the text.
Assessment:
• How will you assess the learning goals? List them.
• Oral Ques ons and Discussion: The teacher can ask the students open-ended ques ons about
the text to assess their comprehension. Engaging in a discussion allows the teacher to evaluate
the student's ability to recall informa on, make inferences, and express their thoughts.
• Wri en Responses: Noah can write responses to ques ons related to the text or provide wri en
summaries of what they've read. These wri en responses can be reviewed by the teacher to
assess comprehension and wri ng skills.
• Reading Logs and Journals: I can review Noah's reading logs or journals, where the student
records their thoughts, re ec ons, and summaries a er independent reading. These logs
provide insight into the student's engagement with the text.
• Retelling or Summariza on: Noah can be asked to retell the main events of the story or
summarize the text in their own words. This assesses their ability to comprehend and recall the
content.
• Are they assessing the objec ves you set in your lesson plan? State that… Before the lesson
begins, it's important to establish clear criteria for what cons tutes successful achievement of
the objec ves. These criteria should be speci c and measurable, allowing for easy assessment.
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 Assessment of objec ves is an integral part of the teaching and learning process. It helps both
teachers and students gauge progress and ensure that the intended learning outcomes are being
met. E ec ve assessment methods are designed to be fair, reliable, and aligned with the
objec ves, allowing for an accurate re ec on of student achievement.
• Discuss how you accommodated the students with your assessment. The lesson plan will be
though ully accommodated with a variety of assessments to ensure that the stated objec ves
are met e ec vely. Forma ve assessments, including ques ons, discussions, and in-class
ac vi es, will be employed throughout the lesson to monitor student progress and
comprehension in real me. Addi onally, a summa ve assessment will be conducted at the end
of the lesson, aligned with the speci c learning goals, which might include a short quiz or a
wri en response task. Rubrics and clear criteria will be used to evaluate student work, ensuring
that the assessment aligns with the objec ves and is transparent to both the teacher and the
students.
• Discuss how evalua on results will be monitored. Evalua on results will be closely monitored
through regular data collec on and analysis to track student progress over me. The teacher will
review forma ve assessments, such as classroom discussions and in-class assignments, to make
immediate instruc onal adjustments. Summa ve assessments, including quizzes and projects,
will be analyzed to gauge the overall achievement of the learning objec ves. This ongoing
monitoring ensures that the lesson plan remains e ec ve and that students' comprehension
skills con nue to develop.
• Discuss how the assessment could or is di eren ated. (by student interest, readiness, or
learning pro le.) It is di eren ated because we are choosing books that are age-appropriate to
him and books that relate to things he is interested in.
Self-Re ec on:
• Self-re ect on lesson planning, instruc on a er teaching a lesson, changes made, how the
lesson was modi ed, teacher a tude and behaviors in uenced your lesson.
• The above ideas plan needs to be documented. How will you do the re ec on pieces you said
above?
• Self re ects how students’ progress is monitored and how to conduct it.
• As an educator, lesson e ec veness and the monitoring of students' progress play a crucial role
in enhancing the learning experience. This allows me to evaluate the clarity of objec ves, the
appropriateness of instruc onal methods, and the engagement of students. To monitor student
progress, I will employ a combina on of forma ve and summa ve assessments, such as in-class
discussions, assignments, and quizzes, in alignment with the lesson's objec ves. Addi onally, I
will encourage students to engage by asking them to assess their own understanding and track
their growth over me. This dual approach of teacher and student re ec on ensures that the
lesson remains dynamic, responsive, and student-centered, fostering con nuous improvement
in reading comprehension skills.
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