Laura Gillett

Foundations & Methods of English Language / Literacy Development & Content Instruction
Final Project - Reading Comprehension Lesson Design with Reading Strategy Integration, Technology Integration, & Assessment
Integration

Lesson Plan
Context:​ I will be using this lesson with preschool-aged students in a non-categorical, self-contained moderate/severe special education classroom. This
lesson is designed for use with English learners, as well as non-verbal students. This lesson is designed for large group or small group literacy instruction.

School Grade Level Students Content Area

IUSD - ECLC Preschool Large group (10-12 students) or small group (1-3 Preschool Literacy
students)

Theme:​ This lesson will focus on the book ​Polar Bear, Polar Bear, What Do You Hear?​ by Bill Martin Jr. & Eric Carle, and can be used during a Winter theme,
during an author study of Eric Carle, or during a theme focused on preacademic concept development (color, size, five senses, etc.).

Standards
Content:
CA-PLF Language and Literacy: Listening and Speaking 2.0 Vocabulary
-- 2.1 Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and symbolic texts.
CA-PLF Language and Literacy: Reading 5.0 Literacy Interest and Response
-- 5.1 Demonstrate enjoyment of literacy and literacy-related activities.
-- 5.2 Engage in routines associated with literacy activities.
Language:
CA-PLF English-Language Development: Reading 1.0 Children demonstrate an appreciation and enjoyment of reading and literature. Focus: Participate in
read-aloud activity
CA-PLF English-Language Development: Reading 1.0 Children demonstrate an appreciation and enjoyment of reading and literature. Focus: Interest in books
and reading

Content Objective(s): ​The student will demonstrate participation in a large
group read-aloud by staying in the area, actively engaging with the teacher by
demonstrating eye contact, imitating actions, and responding to the teacher or
commenting by using multimodal communication, and actively engage with
the text demonstrating knowledge of vocabulary and concepts from ​Polar
Bear, Polar Bear...​ (animals from story; colors).
Language Objective(s): ​The student will demonstrate participation in a large
group read-aloud by attending to a story in English through the predictable,
repetitive language of ​Polar Bear, Polar Bear…​ by using expressive language
through language imitation and production of story vocabulary and concepts
and receptive language through pointing to objects on the page associated
with story vocabulary and concepts.

Instructional Sequence:
Materials: ​Polar Bear, Polar Bear, What Do You Hear?​ by Bill Martin Jr. & Eric Carle, story-related animal props, felt board
In a large group or small group setting, the teacher will engage students by introducing the story props for ​Polar Bear, Polar Bear, What Do You Hear?​ by Bill
Martin Jr. & Eric Carle. The teacher will model language / ​label each animal during a book walk before reading​ and elicit language from students through a
multimodal communication approach. (Core boards, simple sign language, and ​AAC devices​ can be used for language modeling and prompting, as well as for
the students to imitate and produce language throughout the story, if needed.)​ The teacher will comment about where the teacher might have seen these
animals before (zoo) and that this book is like ​Brown Bear, Brown Bear…​ by the same author to help students ​build prior knowledge​. The teacher will let each
student choose a prop to hold and use throughout the story. The teacher will give each student a choice of props and encourage language for requesting the
prop. The props provide a concrete example of story vocabulary. The teacher will emphasize vocabulary (animal names and colors) while reading.
*For students to engage fully with the story, the teacher will ​read the book multiple times over several days​, focusing on different elements of the story (print
concepts; vocabulary - animal names, colors; animal sounds (demonstrate, model and practice animal sounds by first ​playing the animal sound from computer
or iPad with accompanying photo or visual​); use of props; retelling; imitation through call and response; multiple approaches through reading and through
song).

The teacher will then read the story out loud to students. While reading, the teacher will ​model concepts of print​ by turning pages, pointing to words and
pictures, and tracking print from left to right and top to bottom. As the teacher reads, he/she will stop as each animal is introduced in the story. The teacher will
ask which student has the prop to promote student engagement. The teacher will model looking at hands and then matching the prop to the story page to see if
it is the same. The teacher will have the ​student add the prop on the felt board (story mapping broken down to highlight characters)​, and have the student
practice language by naming the animal and/or color of the animal. While reading the teacher will make ​verbal word/sound associations​ between animals and
animal sounds. For example, snake -- hiss/ssss. ​For informal assessment during the lesson, use attached content rubric to assess student engagement in
literacy. For formal assessment of literacy engagement, use SANDI developmental checklist and/or take observation notes for DRDP. Data can also be
gathered for applicable student IEP goals.

For informal assessment of students’ expressive and receptive language related to story vocabulary and concepts, use attached language rubric and/or The
Carolina Curriculum for Infants and Toddlers / Preschoolers with Special Needs during large group reading or small group reading. For formal assessment of
language use and understanding, use SANDI developmental checklist and/or take observation notes for DRDP. Data can also be gathered for applicable
student IEP goals.

Possible extensions after reading include ​retelling the story with the props​ and ​creating a web to highlight story characters using props or visuals (word
‘character’ in the middle and ​animals pictures​ connected to the middle)​. The ​web can also be created on an interactive whiteboard (SMART Board page) or
iPad (Pages app, etc.)​ in a large group or small groups to include technology. Another ​retell option is creating an interactive whiteboard page (SMART Board
page)​ on which students can drag each character into the correct sequence. An ​interactive whiteboard page (SMART Board page) can also be used to practice
matching vocabulary​ by dragging icons or pictures to identical icons or pictures (animals, colors). Other possible extensions are ​reading the book with
accompanying CD (available through Scholastic)​ and showing a ​read-aloud of the story through a youtube video
(​https://www.youtube.com/watch?v=ctQjLfMKinU&t=44s​).
*Additional or adapted materials can be used if needed - adapted book with additional visuals (highlighted concepts, sign language, etc.), ​AAC devices, low-
and high-tech (single message output devices, Core Board, PECS, TouchChat, GoTalk, Proloquo, LAMP Words for Life, etc.)​, first/then visuals, highly
motivating reinforcers ​(e.g., access to highly preferred videos)

Lesson Rationale:​ Repetition of reading and repeated exposure to skill development can help students become more familiar with skills over time in a familiar
environment. These activities provide the opportunity for explicit teaching of vocabulary and concepts, and subsequent practice. This book and props also allow
the teacher to incorporate highly reinforcing materials to enhance student participation. ​Language prompting, multimodal communication strategies, and the
use of props enhances language acquisition for English learners. Highly motivating, repetitive literature allows the teacher to engage students in meaningful
learning and build rapport with students to help instill a love of learning. Students who are comfortable and enjoy school are more likely to learn and practice
skills throughout their educational careers.

Reading Strategy Integration Rationale:​ I chose the following pre-reading strategies to enhance student comprehension. A book/picture walk will allow
students to access prior knowledge about the book itself or the content of the book (animals). It will also allow the teacher to help students build background
knowledge if necessary. The teacher can label the animals in English and also label the animals in the students’ home languages to help students build
connections. A multimodal communication approach will allow students to engage with the text and teacher through their preferred mode of communication. As
students acquire English, using different types of communication can aid in understanding. For example, using gestures or sign language might provide
additional context for specific students or give all students multiple ways of comprehending the text and activity and demonstrating their knowledge.
I chose the following strategies to enhance comprehension during reading. Through repeated readings, the teacher can support students’ understanding by
emphasizing different parts of the story or text to aid in understanding. By modeling concepts of print, the students will be explicitly taught about the different
elements of print. Props and visuals provide concrete examples for students to help build understanding of content. Through the use of props, the teacher is
also able to model story mapping for the students by highlighting story elements; specifically characters in this story. During reading, the teacher can also make
verbal word/sound associations to build background knowledge and language, as well as help students make concrete connections.
I chose the following strategies to enhance comprehension after reading. By retelling the story using props or visuals, the students are able to engage in further
repetition and use objects to retell with concrete examples and reminders of the story sequence. By creating a simple web, students are exposed to a graphic
organizer as well as categorization. The teacher is able to model the web and use props of pictures to guide the creation of the web.
All strategies used promote comprehension through motivation and engagement; the use of repetitive stories and props engages students in meaningful
learning.

Technology Integration Rationale:​ The use of low-tech and/or high-tech AAC devices and technology can be modeled and used throughout all reading and
activities. The teacher and staff can model throughout the lesson in a large group or on dedicated devices. All AAC devices provide students with access to the
content and to language throughout the lesson through modeling and by allowing each student to produce language and practice language through repetition.
As this was designed as a language-rich lesson, the use of AAC devices only enhances student language. Students have the opportunity for modeling as well
as to practice language over and over again through a preferred mode of communication. Other technology integration throughout the lesson includes playing
animal sounds from a computer or iPad, reading the book with accompanying CD, showing a video read-aloud of the story, and using interactive whiteboard
pages or an iPad to model and practice story retell, preacademic concepts (matching vocabulary - animals, colors) and create a web to highlight characters.
The use of technology through these activities allows students to engage with lesson content through multimodal learning. All technology integration is meant
to enhance student learning, not replace hands-on activities during the lesson. The technology integration promotes increased comprehension through
repetition, a multimodal approach, and motivating materials.
While most of these technology integrations allow the students to be consumers, the students are able to be a part of the creation process through the
development of the story web highlighting characters. Through the story web, each student has the potential to share information for the creation of the web.
The teacher is able to assess student knowledge through the digital retell, the matching of preacademic concepts, and use of AAC devices for language
production. By producing language, the students have the opportunity to demonstrate their comprehension by answering questions and making choices related
to the story.
Assessment Integration Rationale: ​Lesson standards and objectives can be assessed informally, through the use of the attached rubrics and The Carolina
Curriculum for Infants and Toddlers / Preschoolers with Special Needs; and formally, through the use of communication and/or vocational or social
emotional/behavioral IEP goals, the Student Annual Needs Determination Inventory (SANDI) Assessment, and the DRDP. The attached rubrics directly outline
CA-PLF Language and Literacy Standards and English-Language Development Standards as well as the language and content objectives for this lesson
through a rubric for early literacy engagement skills and a receptive language rubric for story-related vocabulary. Through this lesson and subsequent informal
assessment, students are able to practice engagement in literacy, as well as receptive and/or expressive language. The Carolina Curriculum for Infants and
Toddlers / Preschoolers with Special Needs is a developmental curriculum used in the classroom. Literacy engagement skills as well as receptive vocabulary
can be tracked developmentally through the use of informal data collection during classroom activities. This data is used to inform IEP Present Levels of
Performance as well as instruction in the classroom. The skills in this developmental progression directly correspond to the standards, objectives and content
of this lesson through the Personal-Social section and the Concepts/Vocabulary: Receptive section. Formal assessment through the SANDI Assessment and
DRDP is documented twice per year for each student. Informal observation and assessment help inform teacher input on these formal assessments. These
assessments also align with the CA-PLF and, in turn, align with the standards, objectives, and instruction of this lesson. Student IEP goals also provide a
formal assessment of skills. Benchmarks and annual progress is reported on three times per year, and each goal is aligned with state standards.

Color Key

Purple Reading Strategy Integration

Blue Technology Integration

Red Assessment Integration

Green Peer Review / Final Edits

Content Rubric

Student: _____________________________ Date: ___________________

Polar Bear, Polar Bear, What Do You Hear?​ -- Content Rubric

Skill Independent With Support Not Yet

Verbal, visual, and/or gestural Full adult support to remain in area /

prompting to stay in area remain in seat
Verbal, visual, and/or gestural Not yet remaining in area / remaining
Stay in area Stays in area for entire story prompting to remain seated in seat
Stays seated for majority of story
Support provided: Support provided:

Demonstrates some eye contact with Eye contact - none/minimal

teacher/text Does not imitate actions
Demonstrates eye contact with Imitates some actions Does not respond to teacher / full
teacher/text during majority of story Responds to teacher with support adult prompting to respond to teacher
Actively engage with teacher Imitates all/most actions using PMC Does not comment
Responds to teacher using PMC Does not comment
Comments using PMC
Support provided: Support provided:

Points to objects on page with support Does not point to objects on page
when asked when asked
Independently points to objects on Points to some correct objects on Does not point to correct objects on
Actively engage with text page when asked page when asked page when asked
Points to correct object on page
all/most of the time when asked Support provided: Support provided:
Language Rubric

Student: _____________________________ Date: ___________________

Polar Bear, Polar Bear, What Do You Hear?​ -- Language Rubric

Vocabulary Word Demonstrated - Receptively​* Support Provided Demonstrated - Expressively​* Support Provided
(circle) (circle support) (circle) (circle support)

Model Model
example: Verbal prompt Verbal prompt
With Verbal word Verbal approx.
polar bear Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt
 Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
example: Visual prompt Visual prompt
Indepen. support Not yet
blue Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

Model Model
Verbal prompt Verbal prompt
With Verbal word Verbal approx.
Visual prompt Visual prompt
Indepen. support Not yet
Gestural prompt Gestural prompt
Vocalization AAC device
Partial physical prompt Partial physical prompt
Full physical prompt Full physical prompt

*Receptive Language - to understand and demonstrate understanding of language; for example, when shown an object/picture of a bear and an object/picture of a
lion and asked to “point to / show me bear,” the child demonstrates receptive language ability by scanning the objects or photos and correctly identifying the bear
by pointing to the bear.
*Expressive Language - to use language to express idea; for example, when shown an object/picture of a bear and asked “what’s this,” the child demonstrates
expressive language ability by verbally saying “bear” or expressing “bear” through a low- or high-tech AAC device.