A Tutor Lesson Plan - Case Study Example

Lesson Plan Objective of the Paper Rodney will be able to spell words correctly in relation to Thunder Rose. Rodney will be able to read words fluently with confidence. Rodney will be able to construct and write words independently. Rodney is learning to read and spell since this is his weakness. A tutor should have six sessions with the student for the lesson plan (readwritethink.org). These sessions will aid him learn how to read rimes, decode new words, and attain fluency and expression. Day 1 With the use of a self-regulated strategy, the tutor should let Rodney draft a sentence that will be based on what he is interested. This sentence will not be corrected immediately, but instead used as a specimen for spelling, punctuation, and oral usage. In this phase, Rodney is being given the freedom to choose what he loves and feels comfortable with; thus, helping create a conducive atmosphere that builds his confidence in the tutor. This will reduce shyness and encourage him to participate fully. This falls under the first guideline of the UDL where a student’s perception is taken into consideration, and with Rodney being a computer fan and one who is used to having his freedom. His freedom will still be maintained and his perception of things from such an angle considered. Therefore, the first day will act as an introduction day to simple writing and reading where the student is only exposed to what he is used to as he is prepared to be introduced to a new strange environment in terms of vocabulary. Day 2 For proper understanding to be obtained on any given written material; a reader must be fluent, which is necessary for the second day. This can only be achieved by having Rodney read a given portion of a book continuously to help him become conversant with the words in writing, how they are pronounced, and their meaning. Using Thunder Rose as the material, introduce the first six pages then stop and ask Rodney what he thinks has happened in the story and tell him to write it down in his T-chart (Read Write Think, paragraph, 11). Deal with the six pages that day and note if with conversancy, Rodney is able to regain confidence and thus improve on his self-esteem where he will then be able to read out aloud before his fellow classmates. Marzano’s Strategies The objectives can only be achieved if one utilizes Marzano’s strategy of Reinforcing Effort & Providing Recognition. This is simply because the strategy will make Rodney feel appreciated, and for a child whose parents are never around recognition is something that he will receive with much joy (Resourcefortechers.pbworks.com, pg. 15). Therefore, the strategy will help improve his reading skills not to mention help boost interaction between him and his tutor thus ensuring that his participation is high. He will be given prizes and praised when he shows progress and development; the prizes would include; Free stationeries Candies Computer games As a tutor one can also utilize the Non-linguistic representation where the student can try and act out some of his writings (Resourcefortechers.pbworks.com, pg. 19). For example, if it is a sentence he uses actions and body movements to get the point across or does as the given character in the story he read is said to do and this will help improve his memory of that given reading. This type of strategy is of great use to every student, no matter the reading and writing ability since it helps the brain improve on remembering that activity. UDL Guidelines The two strategies aim at improving self-esteem and participation, to achieve the objectives, this engagement must be present. This is to say that the tutor knowing that Rodney likes spending time alone and not socializing, he or she can improve this situation by coming up with activities that promote socializing and engaging with friends be it through a game or just sharing a story during the afternoon session. Therefore, such a tutor will be utilizing the 3rd guideline under UDL that talks of recruiting interest and sustaining the effort (udlcenter.org, par. 3). The tutor can devise a game where participants needed must be more than two or invite one of Rodney’s classmates to come and share stories with them at Rodney’s home so as to expose him to interactions with people of his age; thus, creating some interest and need to socialize with others. For instance, the tutor can introduce a game known as a ‘paired or partner reading’. The game will require Rodney to choose a partner that he is comfortable with, and begin to read together. The reading will have to be in turns to let each individual to have a chance of reading the book. Later, they will have to discuss and help each other on difficult words. The game is effective since it build self-confidence in a person; hence, Rodney understands the weakness of individuals. To have a clear understanding of what one thinks and his level of understanding his participation is crucial, and it is from such that Rodney’s actions and expressions with regard to reading and writing should be well observed and noted. This is because he may be uncomfortable with the whole process thus failing to learn and improve. Therefore, if any problem is noted then the tutor can try to change his or her lesson plan strategy to achieve success and not waste precious time on unrewarding endeavours. Day 3 Introduce the next eight pages of the Thunder Rose book to Rodney and check if he understands the vocabulary and if any difficulty is noted try using graphic pictures to send the point home. Back the pictures up with actions of what the pictures do, if it is an animal or car try to show how it looks, thus also making the session interesting and fun. Rodney should repeat reading the tale as the tutor explains the meaning of any word that seems new to Rodney while helping in the pronunciation of those words that he gets stuck. For reading, the assessment can only be done there and then where the tutor listens to Rodney read the book and take note of any improvements or difficulty in performing the task. Day 4 & Day 5 With the ability to read the book, Rodney should be presented with a writing rubric. Also with him there should be a rough draft of a given tale that the tutor had prepared to help act as a guidance tool to Rodney. Observations of how he spells his words, and punctuates his sentences should be done, and for every correctly spelled word, Rodney should be congratulated to boost his morale while any wrong corrected professionally to get him back on the right track. Being a crucial step the writing process should be well emphasised and given a great deal of time so as to ensure that Rodney gets better at it. However, having noted that Rodney loses attention quickly, it would be wise to spice up the writing with creating a session where he writes words that come from computer games, for example, the names of his games’ characters like super Mario and more. This would help recruit interest, which is under the UDL 3rd guideline of engagement. The tutor should continue with this on the fifth day to ensure that Rodney gets a grip at writing since continuous emphasis, and persistence on something creates improvement. Day 6 With a writing disability and difficulty in spelling Rodney falls to table F, and hence the tutor should use written notes, instructions, and outlines and a tape recorder to have Rodney speak into it and record his reading not forgetting utilizing electronic assistive devices for grammar and spelling check (ODE, pg. 55). With the written notes Rodney can practise reading at least two new words and learn how to pronounce them, while with the tape recorder the tutor can be able to listen keenly to Rodney and spot any problems with his pronunciation of words. The tutor can also utilize the computer, which Rodney is fond of in order to help him improve his spelling skills since in the Microsoft Word program; there is a spelling and grammar checker software which can help. With his great interest in the computer Rodney will easily relate and understand this new strategy. This is simply because spelling of words is a fundamental element in writing, and without proper spelling knowledge one cannot write words correctly; thus, making it hard for anyone to neither read nor understand the work. Day 7 On this day the tutor carries out an assessment test for his or her student. The tutor can ask Rodney to spell or pronounce a word that he had read in the Thunder Rose book. This will help him note if Rodney has improved or is still in the same original position and whether his or her strategies are working. If he or she finds out that the strategies implemented are not bearing any fruits; then he or she can abandon them and invent effective ideas that are rewarding to have Rodney improve in reading and writing. He can also assess Rodney by simply observing his attitude with regard to reading and writing. This is because at first, Rodney was shy and paid little attention to the process, if he maintains this attitude then the tutor can conclude that he failed, but if he seems to be interested in writing and observed to be eager in reading writings aloud; then the tutor will be sure of being successful. Conclusion Edifying a kid is a difficult task, especially younger children learning the basics of education such as reading and writing. It is from such importance in understanding the basics and acquiring a good pivot that the need for a child to be above normal to comprehend and begin writing. Work Cited National Center on Universal Design for Learning. UDL Guidelines – Version 2.0. Web. 2013. Assessed on 4th April, 2013. Available at Ohio Department of Education. Accommodations Manual. Web. 2011. Assessed on 4th April, 2013. Available at http://www.google.co.ke/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDMQFjAA&url=http%3A%2F%2Fwww.edresourcesohio.org%2Ffiles%2FAccommodations%2520Manual%2520February%25202011.pdf&ei=Mk1eUZuKCObC7AaproHgDw&usg=AFQjCNH05RIq-8oheJQtMJNcc_Wf8sDLUw&bvm=bv.44770516,d.ZGU Read Write Think. Thundering Tall Tales: Using Read-Aloud as a Springboard to Writing. Web. 2013. Available at. From: http://www.readwritethink.org/classroom-resources/lesson-plans/thundering-tall-tales-using-327.html?tab=4#tabs Resourcefortechers.pbworks.com. Marzano’s Essential 9 Instructional Strategies. Web. 2013. Assessed on 4th April, 2013. Available at http://www.google.co.ke/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEIQFjAC&url=http%3A%2F%2Fresourcesforteachers.pbworks.com%2Ff%2FEssential%25209.ppt&ei=ykdeUcKUNPOu7Aaw8oEg&usg=AFQjCNGNq_EWRuaYkgjeMA5CyxFWKSfjHA&bvm=bv.44770516,d.ZGU Read More