Oral Language Development Lesson Plan

This oral language development lesson plan’s main goal is to increase students’ oral communication abilities. The read-aloud method shall be the best choice of instructions in this regard.

Lesson design is impacted by demographics and surroundings because each learner has unique factors, such as family traditions, parental education levels, and race, among others. Foorman et al. (2015) claim that these variables are essential success predictors. It is hence imperative that instructors understand a learner’s demographics and background to consider the extent to which the above influence their learning capacity. On the other hand, student factors affecting lesson planning include the Individual Education Plan (IEP), 504s, English Language Learners (ELL), and nonlabeled challenged students. IEPs affect lesson planning because of the unique differences between any two learners that are the effect of self-conceptualization, personality type, life experiences, and motivation among others. Students who are confident in themselves are more likely to take risks with learning and are hence better placed to get opportunities to develop language skills. Furthermore, they are less likely to be discouraged by the errors they make. The same applies for personality type; outgoing learners often welcome opportunities to practice their new language skills with their peers (Kise, 2017). Thirdly, life experiences contribute to the formation of prior knowledge that may prove useful during the development of particular vocabulary and concepts.

English Language Learners (ELL) as a student factors affects the lesson planning because more attention has to be given to learners who do not speak English as their first language. According to Wright (2015), an individual’s literacy levels in their first language determines the extent to which they transfer existing skills to oral communication. On the other hand, 504s affect lesson planning in that they require that students with disabilities acquire the necessary accommodations in term of facilities for academic success. Also, the presence of non-labeled challenged students requires that lesson plans at least consider their individual needs during instruction and assessment of learning outcomes (Cortiella and Horowitz, 2014).

Instructional Materials, Equipment and Technology:

Pentel pen

A4 writing pad

Curtis, Christopher Paul. Bud, Not Buddy. New York: Delacorte Books for Young Readers, 1999. (1999)

INSTRUCTION.

Opening

Prior Knowledge Connection: This lesson connects to the previous lesson by building upon what was taught in the former. Students shall be asked to recall the vocabulary they learn in the last lesson.

Anticipatory set: This lesson is meant to help students advance their vocabulary as part of their oral language development process.

Learning and Teaching Activities (Teaching and Guided Practice):

“I do” Instructional Procedures

Transition statements may include:

Also,

However,

As you may have learned

You may realize

To evaluate progress, the instructor may prompt the learners with question such as

What new words have you learned?

Which words have you encountered before?

The read-aloud instruction plan will be implemented through a read-aloud session during which the learners will read the book titled Bud, Not Buddy. In the process, the instructor will:

Monitor the students’ oral skills regarding pronunciation.

Point out mistakes whenever they occur

Offer assistance to help the learner read.

Students Do:

Read aloud a select paragraph from the chose reading material.

Ask for assistance whenever they lack confidence.

Take note of new vocabulary they learn.

Differentiation

Grouping: According to Kise (2017), one effective method of differentiation for challenged students is grouping. This strategy involves mixing individuals with varying abilities into a single group to help the weaker learners take advantage of the superior. Similarly, the group benefits whenever the high achievers share their skill sets.

Differentiation by task: Tasks will be set for students with varying oral communication abilities.

Differentiation by outcome: All students will be given the same task of reading aloud a particular paragraph. Depending on their success, they shall be differentiated to identify the stronger and weaker individuals.

Students who finish early will be allowed to read other material on their own.

III. Assessment

Summative Assessment: With the learning objective being the enhancement of English vocabulary, appropriate assessment should determine whether learners understand the application of the new words they learn. Learners will hence be asked to take note of the new words they have learned and compose statements to demonstrate their understanding of the application of that new vocabulary.

Differentiation: The academically challenged students will be monitored more closely to facilitate learning. For instance, they shall be tested more frequently to ensure they understand the contextual application of new vocabulary.

Closure: Students will share what they have learned in the lesson by submitting to the instructor a written list of the new vocabulary they have learned. The instructor will then read the words and ask the other learners to offer their perceived understanding of the meaning of particular words. The instructor will hence confirm the correct explanation and provide the alternative whenever they make mistakes.

Homework: The homework shall comprise composing more statements to demonstrate the application of academic vocabulary to their daily experiences. For example, a possible homework may involve asking the students to write a creative composition in which they use a set of the new vocabulary.

Summary

The chosen group comprises Jade, Kent, Lolita, and Maria. All the students are not English language learners and have grade level reading Lexile. They also share relatively similar written expression levels which stand at either grade level or above grade level. Their social/pragmatic/communication skills are also all good. These similarities among the students make it easier to construct a lesson plan because the minor differences have no significant influence on the lesson plan’s outcome. In fact, it makes the grouping of the learners less cumbersome as the instructor does not have to structure the lesson plan to accommodate vast differences. This fact hence facilitated the inclusions of the read-aloud instructional strategy to be used by all students. Also, they all share a relatively close grade levels makes the selection of an instructional strategy less complicated.

The instructional decisions captured in this lesson plan are motivated by the need to cater to the learning requirements of the selected group comprising Jade, Kent, Lolita, and Maria. For instance, their oral language development levels vary: some are below, another is above, and others below grade level. Such variations arguably render it imperative that before the start of a new lesson, the instructor prompts the learners to recollect the previous lesson. The objective of this teaching strategy is that it offers an avenue for the instructor to assess whether the last lesson achieved the target goals for both the entire group and learner specific targets. Similarly, read aloud instructors could take the opportunity of read-aloud sessions to determine the particular students that require personalized attention.

References

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.

Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Journal of educational psychology, 107(3), 884.

Kise, J. A. (Ed.). (2017). Differentiated Coaching: A Framework for Helping Educators Change. Corwin Press.

Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Caslon Incorporated.