In this lesson, a student with dyslexia will practice reading a text repeatedly in order to develop fluency.

 

 

*Subject(s)
Reading
*Grade/Level
5th
*Summary
In this lesson, a student with dyslexia will practice reading a text repeatedly in order to develop fluency. The student will first analyze the text, look for unknown vocabulary words, identify the structure of the text, and then listen to the teacher read it before attempting to read it on his own.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Differentiated

Instruction
The student can choose to skip the vocabulary analysis if he is confident that he knows the words.  The student can read or even sing the passage to demonstrate fluency.  Finally, the student can choose the paragraphs that he would like to read.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
The student will be able to read an informational passage with fluency, having errors limited between three or four throughout the whole passage.
Anticipatory Set
Read a pargraph to the student and try to sound like a robot. Read the passage several times, sounding more natural with each reading. Ask the student to tell you the difference between the first and last reading.

Explain that reading texts takes practice and that it helps to read and reread a text several times to find the meaning and to read fluently
Teach Lesson / Model
Use a new paragraph for the modeling. Scan the paragraph and do a talk through to show the student how you look for unfamiliar words.  Go through the words, looking them up, or discussing them before reading the text. Next, read through the text and look for transition words, like ‘next’ or ‘on the other hand’ to determine the structure of the text.  Read through the passage once and then ask the student to read it with you. Read it with the student one more time and then let the student read it.   Have the student read it several times until he is fluent.   Next, calculate the WPM score by timing the student as he reads and recording the number of errors he makes when he reads.  After, discuss the text with the student and ask him to provide you with the main idea and other important information.
Guided Practice
Let the student choose a reading passage from the website or from another source if the material is too far above his grade level.  Go through the steps of analyzing text prior to reading:  scanning for vocabulary, looking up vocabulary words, scanning for text structure, doing an initial read through.
Independent Practice
Have the student choose another paragraph or passage and go through the steps you outlined at the beginning of the lesson.  Have him read the passage on his own until he is ready for the WPM assessment.
Closure
Ask the student what challenges he had with the strategy and what he felt helped him.  Discuss any of the texts with him that he might need additional help with.
Evaluation

*Assessment/Rubrics
Words per Minute Sheet: http://resources.buildingrti.utexas.org/PDF/Calculating_Fluency.pdf
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc.)
Texts that is student-selected from National Geographic Kids website.
Resources
WPM sheet: http://resources.buildingrti.utexas.org/PDF/Calculating_Fluency.pdf

NICHCY: http://nichcy.org/research/summaries/abstract55
 

 

*Subject(s)
Writing
*Grade/Level
5th
*Summary
This lesson will consist of the student organizing his thoughts by using, his prewriting, transition words and a graphic organizer.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

Differentiated

Instruction
The student will look through a website with graphic organizers and choose one that he would like to use.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
The student will organize his ideas onto a graphic organizer and then insert transition words to help with the organization.
Anticipatory Set
Give the student a list of directions that is out of order. Together, put the list in the correct order. Highlight the transition words that helped to put the text in order.
Teach Lesson / Model
Show the student your ideas for your informational essay.    Use the graphic organizer that the student has chosen and place your ideas in the organizer. Make several copies in case you decide to rearrange the ideas.  As with the reading lesson, talk through the process as you are working. Stop periodically to look over the ideas with the student. Next, go through the list of transition words.  Decide which list best suits the paragraph/essay that you are writing.  Insert the transition words in the correct spots on the organizer. Read the ideas with the transition words and make any changes as needed.  Discuss the process with the student, checking to see if he has any questions.
Guided Practice
Give the student a brainstorming list of ideas about how-to wash a car.  Work with the student to go through the ideas and put them on the graphic organizer. Talk it out with the student why you and he made those choices. Next, go through the list of transition words and decide which ones to use.
Independent Practice
With the brainstorming that the student already has, go through it and ask the student for additional details.  Build the background knowledge through questioning to ensure that the ideas are comprehensive. Next, have the student go through the list of ideas and write them on the sheet.  Have him go through the list of transition words and choose the ones that work best.  Next, have him write a first draft using the ideas on the graphic organizer.
Closure
Read the student’s graphic organizer and first draft with him. Talk through any challenges the student had and answer any questions.
Evaluation

*Assessment/Rubrics
Rubric: See attached
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc.)
Graphic Organizers: http://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf
Resources
Transition Words:

http://www.teachervision.fen.com/writing-composition/vocabulary/1780.html
 

 

*Subject(s)
Mathematics
*Grade/Level
5th
*Summary
In this lesson, the student will identify the degree of the unidentified angle on a triangle.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
·
Differentiated

Instruction
He will have the choice to discuss his answer before writing out the problem on paper.

The skill can be studied by using the website: http://www.aaamath.com/g612_fx2.htm along with the website: http://www.freemathhelp.com/feliz-angles-triangle.html
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
The student will calculate the missing angle of a triangle.

The student will draw a triangle based on the angles given.
Anticipatory Set
Show the student that the best part about working with triangles is that they always equal 180 degrees.
Teach Lesson / Model
Show the student that finding the missing angle on a triangle is like doing an addition or subtraction problem.  Take an equilateral triangle to start. This will have three of the same angles. Go over the suffix equi- to make sure that the student knows. Talk through the problem to find the third angle.  Be sure to remind the student that you are looking for 180.

For the equilateral problem, write out the equation  60 + 60 + ____ = 180. The total for a triangle will always be a 180.
Guided Practice
Give the student a set of triangles and have him talk through how he is solving for the missing angle.  For problems completed on the computer, have the student draw out each of the triangles.
Independent Practice
Have the student practice finding the angle using one of the websites listed.  As the student works through the problems, have him verbally talk through what he is doing and how he is coming up with the answer. Have him write each equation on paper.
Closure
The students will discuss if the talk through helps or not.
Evaluation

*Assessment/Rubrics
Problems from the textbook will be completed, and the results will come from the website.
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc.)
Problems from the textbook.
Resources
http://www.aaamath.com/g612_fx2.htm

http://www.freemathhelp.com/feliz-angles-triangle.html
References

 

CCSS. (2012). Common Standards: ELA: Grade 6: Literacy. Retrieved from

 

http://www.corestandards.org/ELA-Literacy

 

CCSS. (2012). Common Standards: Mathematics: Grade 6: Geometry. Retrieved from

 

http://www.corestandards.org/Math/Content/6/G

 

Is this the question you were looking for? If so, place your order here to get started!