Mini Lesson Plan 3 (3-Visual Scaffolding)

Lesson Plan Title: Parts of a House with Dyslexia Adaptations

Name: Amanda Forbes
Grade Level: 1

Date: 2/10/15

ELD Objectives:

ELA Language Standards for Grade Level

After the lesson, students in Grade 1 will identify the

lesson vocabulary words in writing and by
associating them with images, and present visual
representations of vocabulary in groups of six.
ELD Language Objective:
Students will repeat orally, selected parts of a house, work
in groups to find visual representations of these parts of a
house, and orally present their visual representations to the
class.
ELD Content Objective:
Students will learn select parts of a house and present
visual representations of the parts of a house to the class,
as a group.
Cog. Taxonomy/DOK Levels
DOK Level 1 Recall, recite, repeat, label
Level 2 Collect and display
Cog. Taxonomy Level Remembering, Understanding

Materials
Vocabulary visuals with words, visuals
without words powerpoint, oral presentation
rubric, computer/overhead and speakers to
play video :
https://www.youtube.com/watch?
v=1P4WUrOYUyk
Visuals with labels including first letter
recognition hint, and graphic organizer
worksheet

1.0 Written and Oral English Language Conventions

-1.2 Identify and correctly use singular and plural nouns.
1.0 Listening and Speaking Strategies
- 1.1 Listening attentively.

ELA Content Standards for Grade Level

SL 1.1, 6
L.1.1,6
SL 1.4-6
ELD Standards (2014) that apply
Collaborative 1. Exchanging Information and Ideas
Emerging- contribute to conversations and express ideas by
asking and answering yes-no and wh- questions and responding
using gestures, words and simple phrases.
Expanding- Contribute to class, group and partner discussions by
listening attentively, following turn-taking rules, and asking and
answering questions.
Bridging- Contribute to class, group and partner discussions by
listening attentively, following turn-taking rules, and asking and
answering questions.
Productive 9. Presenting
Emerging- Plan and deliver very brief oral presentations.
Expanding- Plan and deliver brief oral presentations on a variety
of topics.
Bridging- Plan and deliver longer oral presentations on a variety of
topics in a variety of content areas.

Key Academic Vocabulary

House- a building in which a family lives
Roof- the top of a building
Window- an opening in a wall made of
glass
Door- the entrance to a room or building
Mailbox- a private box near a house in
which mail is placed
Garage- part of a building in which a car is
kept

Research Based Learning Strategies

(provide text chapters/reference)
Horwitz Chapter 2
The Output Hypothesis Theory
Output is the language produced either
orally or in written form. The Output
Hypothesis emphasizes pushed or forced
output so that learners are encouraged to
produce increasingly complex and nativelike language (Horwitz 38).
This lesson forces students to produce
language orally through their presentation
to the class and with this adaptation,
students will also produce written
language on their graphic organizer
page.

Pre-Assessment: How will you determine

prior knowledge?
Good morning students! So, today we are
going to talk about houses. Have you ever
talked about houses before?
Possible student responses:
Yes, I live in a house.
Yes but I live in an apartment.

Motivation Strategy: How will you catch

attention of students and focus their minds
on the learning goals?
The teacher will play a YouTube video that
shows cartoon illustrations of a house and
the parts of the house that will be used in
the lesson.
https://www.youtube.com/watch?

Adaptations/strategies from Victoria

Independent School District website,
article, Teacher Strategies for
Dyslexics.
Real World Connection: How are learning
goals relevant to students lives?
The goals of this lesson are relevant to
students lives because they incorporate
learning parts of a house which students
will use as a vital part of their English
vocabulary. Many of these words can/should
be used on a daily basis, so it is relevant to
their lives that they know them properly.

Etc.

v=1P4WUrOYUyk

Very good, well today we are going to

learn about some of the parts of a house!

Strategy 3 Visual Scaffolding

Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Collaborative (engagement with others)

Collaborative 1. Exchanging Information and Ideas

Emerging- contribute to conversations and express
ideas by asking and
answering yes-no and wh- questions and responding
using gestures,
words and simple phrases.
Expanding- Contribute to class, group and partner
discussions by
listening attentively, following turn-taking rules, and
asking and
answering questions.
Bridging- Contribute to class, group and partner
discussions by listening
attentively, following turn-taking rules, and asking and
answering
questions.

Productive (creation of oral presentations and

written texts)

Students: Practice and Application

Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
1. Exchanging information and ideas through
oral collaborative conversations on a range of
social and academic topics.
Students participate in collaboration or engagement when
the teacher is showing visual representations of the
vocabulary words. Students will raise their hands to orally
state what vocabulary is represented by the image being
presented.
Students also engage with others during the group activity
in which students will find their own visual representations
of their vocabulary word.
Interpretative (comprehension and analysis of
written and spoken texts)
5. Listen actively to spoken English in a range of
social and academic contexts.
Students will have to comprehend and show comprehension
of the vocabulary words by finding visual representations of
them during the group activity.

Productive 9. Presenting
Emerging- Plan and deliver very brief oral presentations.
Expanding- Plan and deliver brief oral presentations
on a variety of
topics.
Bridging- Plan and deliver longer oral presentations
on a variety of topics
in a variety of content areas.

Productive (creation of oral presentations and

written texts)
9.
Expressing information and ideas in
formal oral presentations
on academic topics.
Students will orally present their visual representations of
the vocabulary words in groups of 6.

Identify the Vocabulary

This lesson will focus on the basic parts of a house. The
teacher should include the vocabulary like house, roof,
window, door, mailbox, and garage.

In this adaptation, students will complete a graphic

organizer with the visual representations of the
parts of a house. Students with reading disabilities,
like dyslexia can reference the visuals on the board
with the first letter recognition hints to label the
parts of a house on their graphic organizer.

Collect Visuals
The teacher should go online and collect age appropriate
visuals for each of the vocabulary words. The visuals with
labels will be printed and displayed on the board for
students to reference. The teacher should read the words
out loud while pointing to it and its image. The teacher
should then ask students to repeat the word to them out
loud.
In this adaptation for students with reading
disabilities, specifically dyslexia, the teacher will
provide visual representations with labels, including
the first letter of the word for simpler recognition.
The teacher should present the visuals as follows:
Verbally, H. H is for House. (point to house).
R. R is for Roof. (point to roof).
W. W is for Window. (point to window).
And continue until all vocabulary words are
presented. Repetition of vocabulary words and first
letter recognition is encouraged for these students.
Reproduce and Organize Visuals

The teacher will have created a PowerPoint presentation of

more visuals for each vocabulary word. While presenting
these images to the class, the teacher will have students
raise their hands to tell the teacher the name of the part of
a house.
Engage the Students
The teacher will instruct students to find more images of
the vocabulary words. They can look in books, magazines,
on the walls, or by using the classroom computers.
Students will be put into groups of 6, with each of the group
members finding one of the six vocabulary word visuals.
Students will then present their visuals to the rest of the
class.
Build the File
The teacher should choose some of the student chosen
visual representations of the vocabulary words, and add
these to either the printed file of visuals, or save them on
the computer.
Review and Assessment: What specific assessment tools
are being used?

Student Reflection: How will you provide for student

reflection on learning?

The teacher will use an assessment rubric to monitor

progress for individual students regarding the oral
presentation activity.

After completing the lesson, the teacher will call all

students to the carpet area. The teacher should create a
conversation setting in which students can reflect on their
learning from the lesson.

In this adaptation, the teacher will also

review/assess student progress for students with
reading disabilities, particularly dyslexia through
grading their graphic organizers. The teacher will
assess whether the correct labels are on the correct
parts of the house, along with checking for correct
spelling of the vocabulary words.

Teacher Reflection

Adaptations for students with Dyslexia

This lesson plan was adapted for students with the reading
disability, dyslexia. In researching how to work with
students with dyslexia, I found that effective strategies
included repeating directions or vocabulary words,
providing students with a graphic organizer, combining
verbal and visual information, and implementing mnemonic
instruction. In order to implement these strategies, I
adapted my visual representations with labels to include the
first letter recognition hints, like H is for House, etc. I used
verbal repetition of the vocabulary words in the presenting
the new words. I also created a graphic organizer for these
students to label the parts of the house by working from the
first letter recognition hints. Along with the new visuals
with the mnemonic instruments, I prompted the teacher to
point to the parts of the house in order to include physical
gestures which are also proven helpful for students with
reading disabilities.
What would likely go well? Why?
Students will likely enjoy the opening YouTube video and the
search for their own visual representations of vocabulary
words. I think that the search for visuals will go well

Teacher: So students, what did we learn today?

Possible Student Response: Parts of a house.
Teacher: Right, we learned some of the parts of a house.
Who can remember some parts?
Possible Student Response: Door, window, garage, roof,
mailbox, etc.
Teacher: Exactly! Great job!
Teacher: Are there any other parts of a house you would
like us to learn
about?
Allow for students to give their input.

Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.

This lesson should be followed up with a lesson on the

inner parts of a house. Students should be taught the
names of vital rooms of the house, because that is
also relevant vocabulary for EL students to know and
use on a daily basis.

because in general students enjoy being allowed out of

their seats and moving around and being active participants
in learning. It also gives students the opportunity to be
creative and use any visual they want to correctly represent
their vocabulary word.
Students with dyslexia, will likely benefit from repetition of
instruction verbally, the mnemonic instruction of the
vocabulary terms, and completing their graphic organizers
for reference of new vocabulary terms. These students will
likely do well because of the visual representations provided
in the lesson as well.
What theory or theorists would most strongly
support use of this strategy?
Constructivsim-The Output Hypothesis

Attach copy of student work