Modifying Lesson Plans

Dr. Misty McDowell Grand Canyon University SPD-550 September 20, 2017

Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability

Academic Goal:
By September 2018, Marcus will be able to correctly read, at the first grade level, 60
words in 2 minutes, in four out of five trials, tested weekly through oral reading. Baseline: 30
words in 2 minutes, first grade level.
Goal Reasoning:
Given that Marcus is receiving special education services for reading comprehension and
reading fluency, this goal focuses on reading fluency. The goal is specific, measurable, contains
an achievable goal level, and contains baseline data. Additionally, this goal is an extension of
lesson plans which were in progress.
Lesson Plan Reasoning:
Marcus struggles with word decoding. The lesson plan provided focuses on vowel
sounds to support Marcus in improving his decoding skills. Additionally, the lesson is directed at
teaching about the short /e/ sound with a brief introduction to the long /e/ sound.
The lesson I created extends this into direct instruction on long /e/ words, along with a
comparison between short /e/ and long /e/ words. The goal is to help Marcus gain an
understanding of /e/ sounds through direct comparison and instruction, helping him to create
connections. These connections are made through visual representation of the words and the
letters that make each sound, auditory rehearsal and phonetics of each word, physically writing
the letter combinations (and words if time allows), along with manipulation of cards with
vocabulary words on them. Utilizing auditory, visual, tactile, and memory connections, will
reinforce the lesson and help Marcus to draw connections, through multiple methods.
The goal of comparing short and long /e/ words is to support him in creating neurological
connections to the differences in the words and how they compare. This supports Marcus being
able to distinguish between short and long /e/ words, while at the same time seeing how the
sound of the word (and meaning) change, by altering the vowels.
This lesson was created with multiple means of assessment and modification built in.
The teacher is constantly demonstrating and asking questions of the student, which can be
responded to visually, orally, or even with cards placed in specific locations. The student may
write answers or point, also. The goal is to utilize the student’s strengths and multiple senses, to
integrate and connect with the material being presented.
For some students, the sensory connections may be achieved with less intentional effort.
However, because Marcus is struggling with decoding words, which is interfering with his ability
to read fluently, this lesson is designed to provide tools, using multiple senses, which will
improve his decoding and hence his fluency.

Word Lists
*These word lists can be modified to match the current vocabulary being used in the student’s
reading, writing, and spelling lessons.”

Long /e/ words:

“ea”
Eat meat sea tea flea seal leak peace treat bean peat read
“ee”
Bee see queen teeth sheep seed deep beep cheese sleep sneeze feet

Short/e/words:
Ben Bed Red Pet men pen jet get pest rest test ten

Sample Silly Sentences:

The red queen ate meat by the sea.
The bee went to sleep by the flea.
Ben watched a seal eat meat and cheese on a jet.