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Lesson plan for a small group of Dyslexic Students

Gloria Rossa

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Connie Piantanida / Classroom Vocabulary

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Connie Piantanida / Classroom Vocabulary

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I teach English as a foreign language in primary level.
This activity is thought to present vocabulary related to the classroom: WHITEBOARD, WINDOW, DESK, CHAIR, DOOR, BOOKSHELF, MARKER and COMPUTER. The Teacher will repeat some sentences such as "I WRITE ON THE WHITEBOARD" and at the same time she will mime the action and will repeat the word WHITEBOARD 2 oe 3 times pointing at the whiteboard. Then, the teacher will ask students to mime with her as she repeats the same sentence. After that, the teacher will show a piece of paper with the word whiteboard and will ask one of the students to stick this "label" onto the whiteboard. The teacher will apply the same technique with each of the words on the list.
Once the teacher has finished presenting all the new words she will ask students to stand up and to move towards the item the teacher name e.g. "Everybody walk towards to the window" or "Girls hop towards the door".
After that, the teacher will ask students to finish the sentences she repeats e.g. "I open the..." (pointing at the window) so students have to say WINDOW. The teacher will provide similar sentences in order to revise all the new words.
Finally, the teacher will display some cards on the board in order to play a sort of "Memory Game" but what students will have to match are the parts of the same word e.g. on one card students will find WIN- and on another card -DOW.

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Vocabulary lesson (six adjectives of quality)

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Vocabulary lesson (six adjectives of quality)

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Jana Janovickova

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Vocabulary lesson (six adjectives of quality)

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Vocabulary lesson (six adjectives of quality)

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Asking for and giving directions!

Gerasimoula Patse

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This goes with the teaching nouns powerpoint ad has the basic worksheets attached

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This goes with the teaching nouns powerpoint ad has the basic worksheets attached

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Teaching nouns powerpoint to help with colour definition

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Teaching nouns powerpoint to help with colour definition

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Teaching animals by Biljana Mihajlović

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Nadya Rutherford

Group age: 13-14 years old

Level: elementary

To start with, I would show my students PICTURES of the past and the present, with the title which says `Have things changed?´ The pictures show black and white TVs. I ask them what differences they can see. I say some things, such as TVs were black and white. They were. Cities were quiet. School was different. Phones were bigger. I mime the adjectives and I point the pictures. Then I write a sentence on the board and I underline the comparative. I give them a list of adjectives and they have to add –er.

After practicing the comparatives in isolation, I give them sentences comparing two objects and they have to write ONLY the comparative. The next step is to WRITE comparisons with easy adjectives such as big, tall, small, short, etc in pairs. They have to look at the pictures and write the comparisons.

The following class, I start revising the comparative adjectives by writing a sentence on the board and ASKING them simple questions, such as “are you taller (miming) than your mother?” After that, I present them adjectives in a box and they have pictures showing them. They have to write the adjective in the correct place and then listen and check. I make them organize the adjectives in a GLOSSARY, writing a sentence for each of them or the opposite, depending on the group. If they have no idea of the vocabulary I make them translate the words into their own language. The only thing they have to do is to learn the rule and they will be able to write comparisons.

The following class, I give the students cards with the words `er´, `more´, `than´ and some of the adjectives we have been studying written on them. In GROUPS, the students have to make comparisons.

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Katerina Nassou

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Submitted by

Argyro Giliri

INSTRUCTIONAL TASK DESIGN
Teacher: Argyro Giliri (Greece) Second Chance School
Class profile, age and level: group of adult learners who dropped out of school at an early age and most of them display symptoms (one of them severe dyslexia symptoms) of some sort of SpLD, although never identified. Age: 30 to 65.Level of language proficiency: beginners to elementary.
Topic: ‘Means of Transport’
Approach implemented: Multisensory Structured Learning(MSL)
Time: a teaching hour, 45’.
The overall aim of the lesson is to present the Ls with vocabulary related to transportation by addressing simultaneously many sensory channels to facilitate learning.
STEPS
PRESENTATION
1. Pre-explanation of ‘means of transport’ by the teacher, through miming and oral explanation.
2. Ls watch video segments which present a port(sounds of ships are heard), an airport, an intercity-bus station etc. While watching the video, the Ls listen to the words by the T and repeat several times.
3.T creates a mind map on the board, to help Ls remember better. T writes ‘Means of Transport’ in a circle in the middle of the board and eight(8) transportation words at the bottom. Then, draws lines to join the circle with images of means of transport and Ls pick the right word from the bottom line and put it next to the right image. For consolidation, the T either erases the image or the word.
PRACTICE
4.T applies the strategy of analogous reading to group the new vocabulary into ‘sound families’, eg. bike(like, spike, Mike), plane (crane, cane).
5.Ls do a matching exercise (flashcard next to the word)
6.Finger counting is done to increase phonemic awareness and practice the number of syllables.
7. To reinforce phonological awareness Ls choose letters from word bags to form the new words.
(Anchoring activity: for early-finishers, a wordsearch and a hangman are provided.)
8. Ls are given city maps on thick cardboard (with a port, railway station etc.)and are asked to pin the right means of transport (word and image on a pin) to the right place(port-ship). This way Ls associate the new vocabulary with the real world.
Then, they complete sentences: ‘I go to school /work by……….’
More advanced: ‘I go to the port to travel by …………’
9. Kinaesthetic channel: Ls in groups construct the ‘means of transport’ by using paper tangrams (4-5 pieces). This activity is used as an alternative to miming, as adult learners have more inhibitions.

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Babaliouta Eleni

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Instructional Task Design 
Objective: To teach I'm (name), I'm from (country/city/town), I'm (age), I'm
(feeling) 
Materials: Flashcards or picture book with objects beginning with "m" 
A ball. Flash cards of feelings. Flash cards or write up on the board in huge
letters "I'm"

Intro. 
1) Get Sts into a circle, preferably on chairs or sitting on the floor. Have
the students stand up and breathe deeply in through the nose and out through
the mouth. Count first to 2, then 4, then 6, then 8. Place your hands one on
top of the other in front of your waist and raise the top hand to the top of
your head saying repeatedly "m", "m" until your hand stops.
Have the students follow you with hands and sounds. Repeat activity with other
words beginning with "m" showing flashcards e.g. monkey, man, mummy
etc etc. Choose names of famous people in your context or names of students in
the class that begin with "m" and repeat activity. 
2) T says "I'm", tapping her chest with her palm, stressing the final
"m". Have students repeat. T says "I'm Euge", stressing the
"m". T says "I'm from Argentina", stressing the final
"m" of from.

Oral Development (this may be staged over a number of lessons depending
on your time slot or the severity of the SpLDs) 
3) Students sit on chairs 
a. T demonstrates step 1 by throwing the ball up in the air and saying, while
the ball is in the air, I’m Euge. She catches the ball and throws it to a St.
across the circle who does the same with his/her own name and then passes the
ball on. Go all around the circle. 
b. T demonstrates step 2 by throwing the ball up in the air and clapping once
and saying, while the ball is in the air, I’m from … (name of town/city). Go
all around the circle. 
c. T demonstrates step 3 by throwing the ball up in the air and clapping twice
and saying, while the ball is in the air, I’m 28 (age). Go all around the
circle. 
d. T demonstrates step 4 by throwing the ball up in the air and clapping thrice
and saying, while the ball is in the air, I’m happy/sad/hungry/sleepy. Go all
around the circle. 
e. Now T demonstrates putting together steps 1 and 2. Go round the circle but
do not have every single St. doing it. 
f. Now T puts steps 1, 2 and 3 together and passes it on for a number of Sts.
to try. 
g. Now T puts all steps 1,2,3,4 together and passes the ball to a St who tries.
Have 4 more students try it out.

Sound-letter correspondence Development 
Show the flashcards with letters or point to the word on the board. Have the
Sts look carefully at the letters while T traces over it with her pointing
finger. Sts., standing up and using their pointing fingers, do repeated
airwriting as big as they can, saying "I","I", repeatedly.
Do the same with letter/sound "m". Do it loudlt, quietly, laughing,
crying, etc etc.

Wrap up for practice (If you do the lesson in stages, this would come
after each stage to practice it in role) 
4) Have the students stand up and mingle in the room meeting different partners
in role, shaking hands and saying the four phrases without the ball. Keep the
mingle going for as long as interest lasts.

(Note: they all start with “I’m” to reinforce the “I’m…(age)” which is
very difficult for Spanish speakers to get right in terms of final
"m" sound and they tend to translate "I have 10 years"
which is the Spanish construction.)

Acknowledgement: Thanks to Eugenia Dell Osa, member of English in
Action, for part of this activity.

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Instructional Task Design 
Objective: To teach I'm (name), I'm from (country/city/town), I'm (age), I'm
(feeling) 
Materials: Flashcards or picture book with objects beginning with "m" 
A ball. Flash cards of feelings. Flash cards or write up on the board in huge
letters "I'm"

Intro. 
1) Get Sts into a circle, preferably on chairs or sitting on the floor. Have
the students stand up and breathe deeply in through the nose and out through
the mouth. Count first to 2, then 4, then 6, then 8. Place your hands one on
top of the other in front of your waist and raise the top hand to the top of
your head saying repeatedly "m", "m" until your hand stops.
Have the students follow you with hands and sounds. Repeat activity with other
words beginning with "m" showing flashcards e.g. monkey, man, mummy
etc etc. Choose names of famous people in your context or names of students in
the class that begin with "m" and repeat activity. 
2) T says "I'm", tapping her chest with her palm, stressing the final
"m". Have students repeat. T says "I'm Euge", stressing the
"m". T says "I'm from Argentina", stressing the final
"m" of from.

Oral Development (this may be staged over a number of lessons depending
on your time slot or the severity of the SpLDs) 
3) Students sit on chairs 
a. T demonstrates step 1 by throwing the ball up in the air and saying, while
the ball is in the air, I’m Euge. She catches the ball and throws it to a St.
across the circle who does the same with his/her own name and then passes the
ball on. Go all around the circle. 
b. T demonstrates step 2 by throwing the ball up in the air and clapping once
and saying, while the ball is in the air, I’m from … (name of town/city). Go
all around the circle. 
c. T demonstrates step 3 by throwing the ball up in the air and clapping twice
and saying, while the ball is in the air, I’m 28 (age). Go all around the
circle. 
d. T demonstrates step 4 by throwing the ball up in the air and clapping thrice
and saying, while the ball is in the air, I’m happy/sad/hungry/sleepy. Go all
around the circle. 
e. Now T demonstrates putting together steps 1 and 2. Go round the circle but
do not have every single St. doing it. 
f. Now T puts steps 1, 2 and 3 together and passes it on for a number of Sts.
to try. 
g. Now T puts all steps 1,2,3,4 together and passes the ball to a St who tries.
Have 4 more students try it out.

Sound-letter correspondence Development 
Show the flashcards with letters or point to the word on the board. Have the
Sts look carefully at the letters while T traces over it with her pointing
finger. Sts., standing up and using their pointing fingers, do repeated
airwriting as big as they can, saying "I","I", repeatedly.
Do the same with letter/sound "m". Do it loudlt, quietly, laughing,
crying, etc etc.

Wrap up for practice (If you do the lesson in stages, this would come
after each stage to practice it in role) 
4) Have the students stand up and mingle in the room meeting different partners
in role, shaking hands and saying the four phrases without the ball. Keep the
mingle going for as long as interest lasts.

(Note: they all start with “I’m” to reinforce the “I’m…(age)” which is
very difficult for Spanish speakers to get right in terms of final
"m" sound and they tend to translate "I have 10 years"
which is the Spanish construction.)

Acknowledgement: Thanks to Eugenia Dell Osa, member of English in
Action, for part of this activity.

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Lesson plan (8 words). Maria Guarrata

I want to introduce to the class the 'face' topic (body). I have with me visual aids (cards with drawings of part of the face like lips, ear, eye, nose, cheek, teeth, eyebrow, chin).
I draw on the w/b an empty face and I ask the students what it is. They could answer 'an egg' and so I add hair. After that I ask them if they already know the part of the face.

Of course, I can start indicating the face and/or my face focusing on the part that corresponds to new word. I pronounce each word a couple of times and asking them to repeat each time and I attach the cards in the right place of the 'face'.
At the end, once the face is complete, I ask them to repeat again in clockwise order. Then in the right part of the w/b (the face is on the left) I enlist again the drawings (eye, nose, lips, etc) and finally I write the correspondant word (with close the phonetic sounds).
Now they have the words that have practise. Once again I invite them to repeat, pay attention on the sounds of each word. This is the time that they should repeat again and again the new words with the right pronunciation.
Before to change activity, in order to be sure they have learned te vocabulary, I cancel what I wrote on the w/b and also the drawings and the face. Then I invite a student, one by one, and I give them a piece of 'face' and I ask him/her to draw a new face and put his card on it. He could/should ask his classmates "what's this?" and they will give the correct answer.

To be more confident with the new words, I ask them (in pairs) to draw 'a monster face' with many of the words used. They seat giving their back to each other and, in turn, they describe their own monster face (with the new words located in different place from the usual one). Of course, they will use the language learned until this moment. This activity make sure that the students will practise the new words and make them confident with the vocabulary.
In order to review the words of the lesson, the day after I warm up or close the lesson with another activity to review "the face'.

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Evangelia Pakiroglou

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Hotel rooms and common amenities found in them

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Hotel rooms and common amenities found in them

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Teaching new verbs

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Lesson Plan by Florencia

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Susan Cable

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Learning new words in Italian by IOLA

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Here are the pictures! Sorry for the delay!

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Instructional task design by Doretta ARDU

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Ann Muston

Family Tree and Relationships

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Powerpoint to teach song.

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Worksheet to go with powerpoint

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Category - Food

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Lesson plan (8 words). Massimiliano Schirinzi

I chose to introduce "the town". On a table I put a white paper, asking the students what is it. They guess once I draw some lines in the middle of it. Then I use Cuisinaire rods to elicitate each new words (e.g. building, theatre, cinema, hotel, park, hospital, school, gym).
For example: What's the place where I go to watch a movie? And so on. Step by step I will give a place to any place of my town. In this phase of the lesson I ask the student to repeat each new word any time I give a position to the words/town.
Once the town is complete, pointing each rod, I ask them what is it. They will answer in the order I put the element (if not, I remind them the name).
Then I enlist the new words on the w/b where I put the drawings or pictures linked to the them. I also write the correspondant phonenic. I ask the student to drill word by word, single or together. Now they can use the new vocabulary drawing the place where they live. If the student level permits, it is possible to work on the directions (on the right, on the letf etc). To be again sure they have kept the new words, in the last 5 minutes I ask a student to sit with their back to the w/b and I draw a word (e.g. school) and his classmates have to suggest to him the answer.

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Lesson Plan for Teaching 6 words. John Liddy

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This page is available in the following languages: Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) This is a human-readable summary of (and not a substitute for) the license. Disclaimer. Adapt - remix, transform, and build upon the material for any purpose, even commercially.

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Shared uncer CC BY SA licence http://creativecommons.org/licenses/by-sa/4.0/

Teresa MacKinnon

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(Explanations of vocabulary items)