Basic English Reading Skills - Assignment Example

Student’s Grouping: 26 students total (15 boys and 11 girls); 16 students are on-grade-level readers; 5 students are two grades below reading level (3 with identified learning disabilities in reading); 5 students are two grades above reading level (2 with identified gifted exceptionalities); 1 student is an English Language Learner (ELL) at the intermediate level; 3 students have been diagnosed with attention deficit hyperactivity disorder (ADHD)
Sitting Arrangement: Mixed sitting, no specific arrangement. Students arranged into five random groups (A, B, C, D, and E) for the lesson.
Entry requirements: Basic observation skills, Basic English reading skills.
Broad objective: by the end of the lesson, the Students should be able to identify and categorize different kinds of animals and plants (fauna and flora) in their immediate environment from drawings, video recordings, and photo taking.

Prerequisite Skills.
Since the lesson comprises new information, guided practice in the identification of organisms and their habitat. The prerequisites for this experience are that the students will only require basic reading and observation skills. The diverse nature of the learners and their abilities do not necessarily limit their use of a variety of senses. Employing this fact will enhance learning in this situation.

Assessment tool
The assessment tool will be informal questioning and demonstration of knowledge and understanding. The students will be needed to indicate the kinds of habitat a presented organism is likely to be found. This makes use of cultural and ability diversity and helps improve class participation and performance.
Instruction differentiation for diverse groups
The lesson prerequisites require that only observational and basic reading skills will be needed. Since some of the learners with low-level reading skills and those with learning disabilities may not understand the information. The teacher will use simple instructions, to verbally communicate with these specialized groups and pointers to indicate the diagrams on the PowerPoint slides or mages.

B. Analysis
Active participation strategies:
The lesson plan has incorporated group work as the primary strategy to ensure that all the learners are actively involved in the learning activities (Schultz, 2009). The groupings have taken into consideration the various forms of cultural, religious, and gender diversities among the learners. Being less demanding in terms of entry requirements and pre-requisite allows all the students, with their diverse needs and abilities to take part. The lesson plan therefore identifies three active participation strategies which are group work, demonstrations and return demonstrations, and question-answer sessions. This allows the learners not just to listen to the teacher but also to take part in the learning activity as well (Schultz, 2009).

Grouping strategy
The lesson plan first identifies that the entry requirements for the lesson are quite attainable by the majority of the student groups identified. The grouping, as a result, is done randomly ensuring that there is a balance in the gender and abilities (Kutnick et al., 2014). This is because the pre-requisite skills required are not gender specific or in any way biased. According to Schultz (2009), the lack of great concern for personal abilities ensures that all the learners regard themselves as equal for the sake of this lesson to ensure active participation (Schultz, 2009). Read More