Description
Lesson Plan and Delivery of Instruction
Develop a reading lesson for an LEP (limited English proficient) student with learning disabilities. Your lesson should address the student’s strengths and weaknesses in his/her native language and in English while infusing ESOL standards and strategies when appropriate. This lesson plan should include instructional materials that reflect the cultural backgrounds of the student involved.
This assignment is in four parts. Please address each one of them separately:
Part 1: Describe the student for whom you are developing this reading lesson. What are his/her strengths and weaknesses in his/her native language and in English, and special characteristics? Describe also the setting where this lesson will be implemented.
Part 2: cc
Part 3: Develop your lesson to include the following elements:
- Instructional Objectives
- Methods and Procedures
- Instructional Materials
- Accommodations for Learning Style of student
- Classroom Environment and Management Strategies
- Technology to be Used in Teaching and Learning
- Methods of Evaluation
- Sources/References
Part 4: Describe how your lesson plan addresses the four questions below. Respond to each of the elements separately with details from your lesson plan. You need to describe how you are able to demonstrate instructional and assessment strategies in your lesson that address multiculturalism, anti-bias, and varying learning styles of your student.
- What are the characteristics of the student’s reading difficulties? (FESE 5.8)
- What prevention and intervention methods and strategies would you use with this student? (FESE 5.9)
- What explicit and systematic instructional methods would you use for developing this student’s reading fluency (e.g., practice with high-frequency words, timed readings, repeated readings, read alouds, choral reading, recorded books)? (FESE 5.13)
- What explicit and systematic instructional methods and strategies would you use for facilitating this student’s reading comprehension and critical-thinking skills (e.g., use of graphic and semantic organizers; use of multiple strategy instruction; teaching summarizing, monitoring comprehension, question answering, question generating, and recognizing story structure as comprehension strategies)? (FESE 5.15)
Explanation & Answer
Attached.
Running Head: LESSON PLAN
1
Lesson Plan
Name
Course
Tutor
Date
LESSON PLAN
2
PART 1
Students require practice reading, but it is crucial also to include other activities like listening
and speaking as possible in reading plans. It can also be challenging to keep students active and
engaged in class, especially when dealing with a diverse group of students. Presence of English
Language Learners should prompt a change in the lesson plans. It would involve employing
strategies that also match with the ESOL standards when addressing this group of students.
Using such an approach would assist in making them understand the concepts taught. In this
case, the lesson plan will target the limited English proficient student (LEP). LEP students are
usually aged between 3 to 21 and are presently enrolled in or prepare to enroll in schools either
elementary or secondary (Ambrose et al., 2010). Such students typically come from places where
English isn't the dominant language. Therefore, having a native language which isn't English
prompts one to get grouped as LEP. For instance, migratory students and also the Alaska Native
qualify to be in this group. Moreover, students in this group get classified as LEP if difficulties in
language prevent them from achieving the state standards, achieve in the class where English is
primarily used for instruction.
The student, in this case, displays different strengths and weakness concerning the
reading lesson. The Spanish student is fluent in his native language and pronounces words
clearly in the language. Also, the student has the ability to practice codeswitching. However, he
displays difficulties in transferring from native to the En...
