Student with
Organizational
Difficulties
Student with Low Reading
Ability
ORGANIZATION/READING INTERVENTION LESSON PLAN – 10th GRADE PHYSICAL SCIENCE
CURRICULUM
Standard: Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text
(Wisconsin Department of Public Instruction, 2011, p.
160).
Standard: Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose, audience, and task (Wisconsin
Department of Public Instruction, 2011, p. 167).
Benchmark:
Understand and apply
the processes and
skills of scientific
inquiry (Iowa
Department of
Education, 2012).
Benchmark:
Analyze, interpret
and organize
scientific information
(Iowa Department of
Education, 2012).
UNDERPINNINGS
Linguistic:
- Recognizing vocabulary
- Understanding syntactic structure in
reading
Metalinguistic:
- Self-Correction
- Self-Monitoring
Metacognition:
- Self-Correction
- Self-Monitoring
- Strategic Approach
- Logical Organization of Material
(e.g. mathematical formulas &
charts)
- Knows & Remembers the Steps
LANGUAGE DISORDER
- Difficulty gaining information from
independent reading assignments at grade
level.
- Difficulty studying for tests.
- Difficulty identifying main ideas in reading.
- Challenges with following written directions
- Does not use references effectively (e.g.
dictionaries, indexes, and glossaries) (Paul,
2007, p. 578).
- Non-Strategic
- Challenges with working independently
- Difficulty organizing materials
- Problems with using reasoning skills and
thinking out loud (Paul, 2007, p. 578).
PERFORMANCE
Student with Low Reading Ability (Actual Abilities): Can study for tests effectively, Student with Organizational Difficulties (Actual Abilities): Student can work
but needs assistance gaining critical information from the text.
independently when assigned specific tasks for short periods of time, but has difficulties
Can follow simple written directions, but has difficulties with increase of complexity.
using time wisely for long-term assignments/projects.
Student with Low Reading Ability (Predicted Difficulties): Continued difficulties
Student with Organizational Difficulties (Predicted Difficulties): Difficulties with
identifying main ideas in reading and studying for classroom tasks independently.
logical organization of materials, such as mathematical formulas and charts.
THERAPY TARGETS
LOW READING ABILITY
ORGANIZATION
Long-term therapy goal: Comprehend text with Long-term therapy goal: Understand and use strategies
increasing levels of complexity, using strategies
to organize time and materials.
for independence.
IEP Goal: Use organization strategies while performing
IEP Goal: Use comprehension strategies while
class-required tasks.
learning from class texts.
IEP Objective: (1) Use a planner effectively to schedule
IEP Objective: (1) Implement SQ3R learning
daily study time and track assignments with 80%
strategy while reading assigned chapters in class
accuracy with minimal support. (2) Write mathematical
texts with 80% accuracy with minimal support.
formulas in an organized, logical way with 80% accuracy
(2) Will use references to aid in understanding of
independently. (3) Use visual organizers to aid in
core lesson vocabulary with 80% accuracy with
reasoning skills and understanding of key concepts with
minimal support. (3) Explain main ideas of text to 80% accuracy with minimal support.
a peer with 80% accuracy independently.
Therapy Objectives: (1) Will write down all
Therapy Objectives: (1) Use the physical
assignments related to “Measuring Motion” chapter in
science text to practice the SQ3R technique. (2)
physics text. (2) Will practice writing organized
Will use computer references for further
mathematical formulas from the “Measuring Motion”
understanding of core lesson vocabulary. (3) Will chapter. (3) Will generate a chart to aid in the
explain main ideas of “Measuring Motion”
understanding of the key ideas of the “Measuring
chapter to a peer.
Motion” lesson.
ASSISTANCE TO TEACHERS
LOW READING ABILITY
ORGANIZATION
IEP Modifications: Teacher
IEP Modifications: Provide
will provide student with an
student with a daily class
outline of chapters in text that
agenda outlining the order of
includes main topics.
topics to be covered.
Lesson Modifications: (1)
Lesson Modifications: (1)
Provide student with quiet
Show student examples of
reading-time opportunities for correctly-organized formulas
the lesson. (2) Use concrete
that will be used in class. (2)
examples of concepts before
Demonstrate how new material
teaching the abstract.
relates to previously learned
information.
Generalizing Therapy
Goals: (1) Teacher will
Generalizing Therapy Goals:
provide feedback on use of
(1) Teacher will provide
SQ3R technique. (2) Student
feedback on clarity of written
will take home an SQ3R
formulas and visual organizers.
worksheet to fill out while
(2) Student will use visual
assigned readings are being
organizers at home while
completed.
completing acceleration equations.
Lesson Plan for 10th Grade Physical Science
Retta Raddant
Aubrey Sytkowski
Rationale for Language Supports Implemented
For a student with low reading ability, understanding ideas from textbooks is a big challenge.
• The student needs support to determine key points in reading assignments in order to get the correct meaning
from the text.
• Supports that the student can use, such as:
o Learning the SQ3R strategy
o Explaining understanding of topic to others
o Use of references and resources
These supports assist with the student’s comprehension of reading material.
Students with poor organizational skills have difficulties across many aspects of learning.
• Using a planner will help the student track assignment due dates and help them keep on task by planning ahead.
• Learning to write mathematical formulas in an organized way will help the student to avoid making careless
mistakes that could be avoided with proper alignment.
• Organizing information visually will help the student better understand the lesson concepts.
Implementation of Lesson
Student With Low Reading Ability
1. The student will be given a handout with the steps of how to use the SQ3R. We will review these steps with the
student to ensure his understanding of the strategy. We will give necessary support as the student practices the
technique. Once the student appears to understand the SQ3R method, we will ask him to apply it to the
Measuring Motion chapter. When he is finished reading the chapter, we will ask him questions about the material
to determine his understanding of key concepts.
2. While the student is reading the chapter, he will use computer references to understand concepts or vocabulary
that is unfamiliar or confusing. If needed, we will assist the student to choose appropriate reference tools.
3. Once the student knows the main ideas of the chapter, we will ask him to independently explain them to a peer in
the same class.
Student With Organizational Difficulties
1. The student will be provided with a planner to use for assignments. She will be asked to write daily assignments
in the planner, and then have the teacher initial her planner at the end of class to ensure that she included all
pertinent information accurately.
2. We will discuss the organization of mathematical formulas with the student to draw her attention to the concept.
We will help her to understand how putting the formulas onto paper in a neat and organized way can help her
avoid making mistakes.
3. The student will make a chart that she will fill out with the main ideas from the Measuring Motion chapter. We
will provide feedback on her accuracy and thoroughness as needed.
Support for At-Risk Children: RTI Tier 2
•
•
We will collaborate the 10th Grade Physical Science teacher and discuss strategies, support and lesson content. We
will analyze the curricular materials to determine the appropriate modifications and adaptations for these students
to succeed in learning the lesson material (ASHA, 2012).
These students may benefit from:
o Visual organizers
o Using references and resources for support
o Repetition of instructions
o Teacher feedback during independent work time
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