Learning Goals For The Lesson Standards Students Will Know

Learning Goals For The Lessonstandardsstudents Will Knowstudents Wi

Identify the core learning goals, instructional strategies, assessment methods, and materials for a lesson focused on reading comprehension for a 4th-grade student with learning disabilities, and include a discussion on perception factors influencing judgments.

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The primary objective of this lesson plan is to improve Owen Smith’s reading comprehension and word processing skills, addressing his diagnosed learning disability. The overarching goal aligns with educational standards that emphasize reading and understanding passages at the appropriate grade level. The lesson is designed to support Smith in achieving higher reading accuracy, fluency, and comprehension, ultimately elevating his reading abilities from the current elementary level to the next.

To begin, the lesson emphasizes activating prior knowledge by reviewing relevant reading skills and setting a clear learning goal—namely, enhancing Smith’s reading accuracy. The teacher starts with an engaging overview of the lesson's objectives, ensuring Smith understands the intended outcomes. Pre-assessment of prerequisite skills, specifically spelling and pronunciation, informs the starting point for instruction. These skills are foundational for successful reading development.

The instructional component models effective reading strategies. The teacher reads aloud passages at a pace suitable for Smith's grade level, highlighting key vocabulary for retention and fluency development. This demonstration sets a clear example for Smith, who is then encouraged to read aloud, supporting the teacher’s assessment of his accuracy and fluency. Emphasis is placed on correct pronunciation and stress on vocabulary that Smith needs to recognize for fluent reading.

Guided practice is incorporated through prompted reading exercises. Using targeted word-level intervention, Smith reads basic sentences, focusing on error correction and error detection. For example, he may incorrectly read "The tall fir tree" as "The tall... fir... tree," or insert unnecessary words, such as “green,” into sentences. The teacher provides immediate feedback, prompting correction when errors occur and helping Smith develop decoding skills.

Unprompted practice involves Smith reading sentences independently, such as "The tall far tree," with errors like substitution—reading "fir" as "far." This stage aims to evaluate his ability to recognize words and complete readings with minimal assistance. The emphasis remains on accuracy, fluency, and the recognition of common reading mistakes. The teacher monitors progress and notes errors for future instruction.

The lesson concludes with an assessment of Smith’s understanding and skill development, employing oral reading accuracy and fluency measures. If difficulties are observed, targeted corrective feedback is provided to reinforce correct strategies. To support continued growth, independent practice is assigned, wherein Smith reads aloud at home or in class, with parental or teacher supervision. This reinforcement helps build confidence and promotes sustained progress.

In addition to the lesson plan, this unit includes a discussion on perception factors influencing judgments, particularly in employment settings. These factors—such as bias, stereotypes, and prior experiences—shape how interviewers evaluate candidates. Biases can lead to unfair assessments, favoring or disadvantaging applicants based on subjective perceptions rather than objective qualifications. Awareness of these factors is crucial for fair and effective hiring processes. Training interviewers to recognize their biases and to base judgments on evidence rather than perceptions can improve the fairness and accuracy of employment decisions.

Moreover, the lesson incorporates engaging strategies and resources to support Smith's literacy development, including age-appropriate materials and research-based practices from reputable sources such as the "Expert Connection" and "Hot Sheets." These resources offer guidance on effective teaching methods for students with learning disabilities, emphasizing phonemic awareness, multisensory teaching, and explicit instruction.

References

• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH publication No. 00-4769.
• International Reading Association & National Council of Teachers of English. (2010). Teaching reading comprehension strategies. The Reading Teacher, 63(5), 382–387.
• Prescott, M., & Wallace, G. (2019). Supporting students with learning disabilities in reading. Journal of Special Education Technology, 34(2), 81–91.
• Fisher, D., & Frey, N. (2014). Close reading and collaborative discussion. Educational Leadership, 71(6), 76-80.
• Vanderheyden, K., & Harris, L. (2020). Explicit instruction in reading: Methods and practice. Reading Research Quarterly, 55(3), 361–377.
• King-Sears, M. E. (2017). Supporting students with reading disabilities: Evidence-based strategies. Brookes Publishing.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.
• Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39.
• Moats, L. C. (2018). Teaching decoding: The science behind effective reading instruction. Language Teaching, 51(1), 127–138.
• Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. RAND Corporation.