Literacy Based language Intervention for Teen with Mild Cognitive Impairment

Eileen Sisk and Gina Sparrow

Lesson plan for 5 hour long sessions with student KL

Theme: Dogs
Language and Literacy Target Cycles: Vocabulary development, reading comprehension, narrative structure, summarizing, spelling, morphological awareness
Materials:

• Book for session 1: Martha Speaks by Susan Meddaugh (narrative text)
• Book for session 2: Dogs by Gail Gibbons (informational text about dogs as a biological species)
• Book for session 3: Garfield cartoon, Garfield as Himself by Jim Davis (cartoon text)
• Book for session 4: Dogs: Pet Care for Kids by Kathryn Stevens (informational text)
• Book for session 5: Carl’s Summer Vacation by Alexandra Day (picture narrative with minimal text)

• Word search with key words from the text (made using this website)
• Crossword puzzle with key words from text (made using this website)
• Laptop with the following K-W-L (Know-Want to know-Learned) table open in Microsoft Word:

What I know about dogs	What I want to know about dogs	What I learned about dogs
1. A dog is a pet 2. I own a dog 3. Dogs need to be fed	1. What is it like to be a dog? 2. Who else has a dog? 3. What can dogs be trained to do?	1. Dogs can be helpful to their owners. 2. People don’t expect dogs to talk. 3. Dogs have feelings.

Session Schedule (60 minutes)

Pre-session Homework: Word search with targeted vocabulary

1. Introduce topic for the session and schedule of activities
2. Ask her questions about background knowledge (“What do you know about dogs?”)

• She types background knowledge into laptop

3. Guided look through book pictures and text

• Ask questions about what she wants to know about the book (“What do you want to learn about dogs?”)
• Ask her to make predictions about the text based on title and illustrations (“What do you think this will be about?”)

4. She reads the text

• Ask comprehension questions during:
• For narrative and cartoon: ask “who, when, where, what is the turning point, what is the resolution, how did it end?” questions
• For informational books, ask her to summarize in her own words, by prompting, “This paragraph talked about ____What did they say about ____?”

5. After she is finished reading, revisit questions she wanted to learn,

• Answer any that we learned from the text. Remind her that she can look back through the pictures and text to find the answer
• For the narrative format texts, have her retell the story by filling in a story map flow chart. She can look back through the pictures when needed.

6. Complete the vocabulary crossword puzzle

• Review present progressing endings ‘-ing’ and past tense ‘-ed’ and their uses
• Complete puzzle with verbs in both forms

7. Session review

• If needed, add to the “Things i have learned about dogs” list on the KWL table.

Common Core Standards Covered:

Common Core Standard	Level Targeted
Reading Standards for Literature	Kindergarten Ask and answer questions about unknown words in a text. Recognize common types of texts (narrative, informational). Grade 1 Ask and answer questions about key details in a text.
Reading Standards for Informational Text	Grade 1 Identify the main topic and retell key details of a text.
Reading Standards Foundational Skills	Grade 1 Read words with inflectional endings.
Writing standards	Grade 1 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening standards	Grade 2 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Language Standards	Grade 1 Use verbs to convey a sense of past, present, and future. Use conventional spelling for words with common spelling patterns.