Running head: FINAL PROJECT 1

Sonya Crone

Final Project

SPED 439-079 Language and Learning Disorders

April 28, 2019

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Final Project

Abstract

In this paper is an in-depth 5 Day lesson plan for a second-grade class working on

reading fluency and comprehension skills. Furthermore, in the paper it states how to

accommodate for a student with Asperger syndrome who is lacking comprehension skills and

expression while reading.

Introduction

The lesson plan I decided to create is for a traditional classroom with a student with

Asperger’s syndrome. Students in second grade learn several new reading components to

improve reading and writing skills. These skills that they learn include learning how to identify

key details in a text, learning how to summarize a main concept in a text, determining the who,

what, where, and how of a text, learning how to be fluent readers and learning how to read with

expression. Asperger’s syndrome can be known as a subgroup of autism. The characteristics of a

child with Asperger’s Syndrome is a person who has deficiencies with social interaction but is

much better with language and cognitive skills compared to a person with autism (Kuder 173).

In the hypothetical child I specifically design this lesson plan for he struggles with socializing/

communicating properly with his peers, and he also struggles with his comprehension skills

while reading. Many children who have Asperger’s syndrome struggle with comprehension

because of their inability to recognize multiple meanings of words or phrases. The child has

strong vocabulary of words, but he does not do well with whole meanings of passages. While

reading aloud he does not change his tone of voice or the expression on his face to show emotion

of passage. In this lesson plan, each day addresses a specific Common Core Standard which will
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also promotes growth for this child with Asperger’s syndrome. Although this unit will not fix the

child with Asperger’s syndrome completely, it will help this child attain successful skills for

learning in school.

Lesson Plan

Date: April 29 - May 3 Grade Level: 2nd

Concept: Reading Fluency with Expressive Language/ Reading Comprehension

Objectives:

 I can identify key details in a text while both listening and reading.
 I can explain the main topic of a text.

Explain: Both of these objectives use the element of semantics or more specifically
compositional semantics, how individual words and syntax make sentences with meaning
(Semantics in the Classroom). The students have to gain meaning from what they are reading.

 I can demonstrate appropriate expressions while reading aloud.

Explain: This objective demonstrates the use of pragmatics where students are learning
the use of language for communication (Kuder 22). The students are learning expressive
language where they are practicing making facial expressions and change the sound of their
voice due to the scenario of the story or due to the punctuation of story.

 I can read aloud fluently to create comprehension of text.

Explain: This object uses the element of phonology. The students must be able to create
sounds to produce words using pronunciation of vowels and constants. In order for a student to
have fluency while reading aloud they must have phonological awareness.

Introduction: Prior Knowledge: Students have a strong understanding of phonology and

decoding words for reading.

Motivation (10 minutes): As a class we be doing a shared reading of a silly short story at the
start of our reading period each day for the five-day unit. The same story will be used each day
but for each day we will be looking at a different part of the story. Each different reading skill we
practice in the story will be highlighted or circled in a different color. The students will be doing
the same activity taught in the shared reading in the activity of readers theater.

Explain: Shared readings can be very beneficial to the classroom. The can be used to
demonstrate a variety of new concepts to child. The science behind them is that a teacher can
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demonstrate a new skill to the child, and they have a visual aid of what that new concept looks
like when they do it on their own (Shared Reading | Classroom Strategy).

Day 1: Identifying key words and new vocabulary in the story.

Day 2: Comprehend what was read.

Day 3: Figure out what was the main topic is by what was read.

Day 4: Reading with expression.

Day 5: Summative Assessment: Reading Test and Fluency

Test/Expression (Whole Reading Period).

Shared Reading Example

Vocabulary: Reading with expression- ability to use tone of voice and expression of face to
share emotion of story.

Comprehension- Have the ability to understand what was read.

Main topic- the authors main idea in a text.

Body of Lesson (60 minutes): Total number of students in class is 20. Students will be broken
up into groups of five. Each group will be at a different station for 15 minutes. Each day the
students will read the same readers theater in their same reading groups. The difference between
the days will be based on the class shared reading lesson. (Day 1: key words, Day 2:
comprehension, Day 3: summaries, Day 4: expression). Everyday the students will gain more
practice of each concept at the different stations.

Station 1: Readers Theater with teacher. In this station each child will get a specific role/part in
the readers theater and help the students work through every lesson through the story.

Explain: Readers theaters help student’s gain expression while reading, fluency, and
comprehension. The science behind the success of readers theaters according to ReadWriteThink
is because of, “The repeated readings of the text, the students are able to increase sight word
vocabulary and the ability to decode words quickly and accurately (Carrick 2006 & 2009). The
repeated readings allow the students to phrase sentences appropriately, read punctuation markers,
and read with greater ease. This fluent reading enables students to spend less time on decoding
and increase comprehension (Pikulsi & Chard, 2005).”

Station 2: Reading Comprehension Worksheets. In this station the students will read a passage
and answer questions about what they read.
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Explain: Reading Comprehension Worksheets work well for teaching comprehension

because they help organize a student’s thoughts. Graphic organizers help with reading
comprehension also because they help students focus on a topic (How to use graphic organizers
for teaching writing, learning, and understanding across the curriculum).

Station 3: Read on the Move Worksheet- In this station the students will practice reading quietly
to themselves to practice fluency and once they complete the reading through they will roll a die
and do an exercise.

Explain: This worksheet is proven to keep to students motivated and focused. The
research behind having the students do an exercise between the readings is so they do not get
bored or tired of reading. In the article I found about this concept it state that doing an exercise
between the readings keeps the students from getting distracted (Reading on the Move).

Station 4: Read and Illustrate Worksheet. In this station the students will read a passage and then
draw a picture about the main idea or concept of story was.

Explain: The science behind having the children draw the summary of the story is it
forces the student to process the information in multiple ways creating recall and memorization
(The Science of Drawing and Memory).

(Activity Examples
Above)

Accommodations/Modifications: Child with Asperger Syndrome- (Asperger's

Accommodations for the Classroom)

Pair student with peers he works well with to keep him on tract or topic. Provide clear
expectations and guidelines for activities. Present new material visually and concretely. Use
graphic organizers to keep him focused on task. Stories he reads are based on his interests. Safe
space in classroom is provided for him if he gets frustrated. While doing station groups of
independent work give child headphones so he can concentrate or not get frustrated with peers.
Child has notebook of words with different meanings.
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Multiple Intelligences Addressed:

Shared Reading- Visual-Spatial – In this activity students are able to visually see what they are
learning through the shared reading. The teacher is modeling what they are learning.

Readers Theater- Interpersonal – The students are learning and interacting with each other.
The students are able to be silly, have fun, but still be learning.

Reading Comprehension Worksheet- Intrapersonal – This activity gives students who like to
learn on their own time to recover from the group work. This activity teaches students motivation
by independent learning and down time.

Read and Illustrate Worksheet- Visual-Spatial – This activity gives the students who like to
learn by drawing a chance to use their skillset. The students are taking what they have read and
drawing and image producing creativity.

Read on the Move Worksheet- Bodily-kinesthetic – This activity gives students who learn best
by physical activity to focus. Doing exercise helps them stay motivated.

Formative & Summative Assessment:

Formative (Informal)(5 minutes): Exit ticket students answer a question each day based on the
main objective for the day.

Summative (60 minutes): On Day 5 students will be given a reading test where students read a
passage and answer questions about what they read. This will check for their understanding of
comprehension, key details, and main ideas of a passage.

The second assessment will be a fluency test one on one with the teacher to check for both
fluency and expression in voice while read aloud. This test will be given during the reading test,
teacher will pull students one at a time.

Materials: Writing notebooks, Pencils, Markers/Crayons, Easel Paper, Short Story, Readers
Theater Packets (21 copies), Reading Comprehension Worksheets (4 different stories 20 copies
of each story), Read and Illustrate (4 different stories 20 copies of each story), Read on the
Move Worksheet (4 different stories 20 copies of each story), Dice

Standards:

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.

CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
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CCSS.ELA-LITERACY.RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.

CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within
the text.

Conclusion

In summary, the activities that have been implemented into the lesson plan with promote

student achievement in fluency with the use of expression and comprehension skills. Each

activity has been thoughtfully planned out to help the child with Asperger’s syndrome. From the

readers theater he will learn how to read with expression which will help him communicate with

his peers better. Likewise, from the station activities he will learn strategies for gaining

comprehension from texts. Overall, this lesson plan with be a success.

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References

Asperger's Accommodations for the Classroom · Disability Services · Keene State College.
(n.d.). Retrieved from
https://www.keene.edu/office/disabilitysvs/resources/faculty/aspergers/

English Language Arts Standards. (n.d.). Retrieved April 28, 2019, from

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

How to use graphic organizers for teaching writing, learning, and understanding across the
curriculum. (n.d.). Retrieved April 28, 2019, from http://www.inspiration.com/visual-
learning/graphic-organizers

Kuder, S. J. (2012). Teaching Students with Language and Communication Disabilities. New

York, NY: Pearson College Division.

Readers Theatre. (n.d.). Retrieved April 28, 2019, from

http://www.readwritethink.org/professional-development/strategy-guides/readers-
theatre-a-30703.html

Reading on the Move. (2016, October 3). Retrieved April 28, 2019, from

https://funinfirst.com/reading-on-the-move/

The Science of Drawing and Memory. (2019, March 14). Retrieved April 28, 2019, from
https://www.edutopia.org/article/science-drawing-and-memory

Semantics in the Classroom. (n.d.). Retrieved April 28, 2019, from

https://linguisticsforteachersofells.weebly.com/semantics-in-the-classroom.html
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Shared Reading | Classroom Strategy. (2019, January 11). Retrieved April 28, 2019, from
http://www.readingrockets.org/strategies/shared_reading