+1 862 207 3288 Week 1 – Designing a Mini-Lesson in Reading Comprehension
Create and post a mini-lesson in reading comprehension to teach a small group of students with disabilities and eligible for special education services (group description below) using an evidence-based strategy from Chapter 8 (Vaughn & Bos, 2015) and the articles. Plan a 10 to 15-minute mini-lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners.
Small Group Mini-Lesson Plan
Your mini-lesson must include the following components:
1. Duration 10 to 15 minutes
2. Number of students four
3. Student disability, impact, and learning characteristics • Two of the students have a learning disability in reading and are both reading at a third-grade level;
• One student has an intellectual disability who reads at the first grade level with limited verbal ability and who is successful using pictorial representation; and
• One student with English Language Learning needs who reads at a second-grade level
4. Grade level or range fifth grade
5. Instructional Content focus
6. Connection Explain how students can apply the idea in the mini-lesson to their lives, that is, the relevance of the learning to their lives. When this is not possible or practical, connect it to something they have already learned in class.
7. Active Engagement, social/behavior management, and student self-regulation Explain how students will be actively engaged in the lesson. This can be a “Turn and Talk,” in which students turn to the person next to them and discuss the answer to a question. It can also require students to write just a sentence or two in response to what you have just taught them. You must include the use of strategies to improve student attending to instruction.
8. Link to CCSS and IEP, embedded instruction and integrated skill application Explain what you will do to tie the content of the mini-lesson back to the students’ experience. This is a short statement, no more than a sentence or two, which brings closure to the mini-lesson. For example, you might say something like “From now on, make sure that you use text evidence to infer the meaning of a story.”
9. Materials, adaptations/accommodations, Assistive Technology
10. Mock IEP Goal
11. CCSS alignment
12. Flow of lesson plan
Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade and needs documented in this mini-lesson.
The below to be used as well.
o Evidence-Based Practice Summaries (The IRIS Center, n.d.)
http://iris.peabody.vanderbilt.edu/ebp_summaries/
o Chapter 8 – Assessing and Teaching Reading (kristinxmarie, 2015)
http://quizlet.com/15741899/chapter-8-assessing-and-teaching-reading-fluency-and-comprehension-flash-cards/
o Assessing and Teaching Reading (Lindner, 2012)
https://prezi.com/qfpkjtvvjkea/assessing-and-teaching-reading-fluency-and-comprehension/
