Introduction

From time to time people have wondered why reading is important. There seem so many other things to do with one's time. Reading is important for a variety of reasons. We will look at some of those fundamental reasons, but it is important to realize that struggling with vital reading skills in not a sign a low intelligence. For example, John Corcoran, who wrote The Teacher Who Couldn't Read, is a very intelligent man. He graduated from High School and College, became a popular High School teacher and later a successful business man all without being able to read. Many highly intelligent people have struggled with reading although, when properly taught, most people can learn to read easily and quickly. Reading is important because it develops the mind. The mind is a muscle. It needs exercise. Understanding the written word is one way the mind grows in its ability. Teaching young children to read helps them develop their language skills. It also helps them learn to listen. Everybody wants to talk, but few can really listen. Lack of listening skills can result in major misunderstandings which can lead to job loss, marriage breakup, and other disasters - small and great. Reading helps children and adults focus on what someone else is communicating. Choosing the right learning tool for a child with special needs can be a daunting task. Every child has his or her own combination of gifts, skills, needs, and difficulties with learning, so each deserves a customized learning program suited to his or her needs. The conclusion I will focus on the reading skills. I have to prepare a daily lesson plan based on Special Education English Language syllabus. Besides that, I also need to build materials and teaching aids that are integrated information and communication technology (ICT) for the reading skills. Then, we will have to implement Micro-based teaching daily teaching plans that I have prepared.

Individual Educational Plan (IEP) Special Education English Language Syllabus.

NAME : Charles Leo Guin SUBJECT : ENGLISH LANGUAGE DATE OF BIRTH: 10.09.2002 AGE :10 Years DATE START : 26 MARCH 2012 DUE DATE: 13 APRIL 2012

EXISTED KNOWLEDGE :

i. ii. i. ii.

Can recognises and read simple words. Can recognize alphabet from A-Z. Able to apply knowledge of sounds of letters to recognise words in linear and non-linear texts. Able to demonstrate understanding of a variety of linear and non-linear texts in the form of printed and nonprinted materials with the aid of various technique

LONG TERM GOAL:

BENEFIT/INTEREST

i. ii.

Active in the class. Obey the instruction from teacher.

WEAKNESS/PROBLEMS DETECTED SHORT-TERM OBJECTIVE:

i.

Pupils always get confused with word sounds which sound similar

STRATEGIES :

ASSESSMENT / DATE / RESPONSIBILITY:

2.1 Able to apply knowledge of sounds of letters to recognise words in linear and non-linear texts. 2.1.1 Able to identify and imitate the sound of the letters 2.1.2 Able to read simple words 2.2.1 Able to read and apply word recognition and word attack skills by matching words with: a) graphics b) spoken words 2.2 Able to demonstrate understanding of a variety of linear and non-linear texts in the form of printed and non-printed materials with the aid of various techniques. 2.2.2 Able to read and understand phrases in linear and non-linear texts.

Teacher shows picture cards followed by word cards one by one : Teacher asks the pupils what they can see from the pictures and present the word cards. Teacher reads the words and pupils repeat after her. Pupils repeat the words and structures after the teacher. Teacher explains the meaning of difficult or new words. Teacher corrects pronunciation whenever necessary. Teacher show pupils a video of Animals Song and after that give animals picture to colour them.

Assessment based on discussing, exercises and observations Date : 13 April 2012. RESPONSIBILITY:

2.0 DAILY LESSON PLAN

Date Day Time Year / Class Number of students Subject Value Topic Objective :

: 26 March, 2012 : Wednesday : 9.00 9.30 am :2 Amanah :8 persons :English Language : Self-confident, respect and cooperation. : Animals

1.0 Recognise and read words 1.1 1.2 Able to identify and distinguish shapes of words of animals. Able to read and apply word recognition by matching word with word cards, pictures and multimedia

Existing experience : i. ii. Can recognizes and read simple words . Can recognizes alphabet from A-Z.

Teaching aids / Tools : i. Words cards ii. Picture cards iii. Computer iv. LCD v. Manilla card vi. Animals Song Video Elements of therapy : i. Speech ii. Movement iii. Occupational Thinking skills : i. Adjust ii. Generate idea iii. Connect the idea with the surrounding

Step / Timeline

Teaching and Learning Activities Introduction

Values / BBM
Values : Self-confident Respect Thinking skill : Generate ideas Language skill : Speaking Listening Teaching aids : None

Set Induction (9.00-9.03 am) ( 3 minute) =

Topic : Animals

Teacher begins with the daily routine: What is the day today? What is the date today? What animal do you like ? Teacher receives different answer from the pupils. Teacher will explain and relate the questions with the topic for that day.

Development Step 1 (9.03-9.18 am) (15 minutes)

Learning activities :
Teacher shows picture cards followed by word cards one by one : Teacher asks the pupils what they can see from the pictures and present the word cards. Teacher reads the words and pupils repeat after her. Pupils repeat the words and structures after the teacher.

Objective 1.1 Self- confident Respect Cooperate Thinking skill : Generate idea Connect the idea with the surrounding Language skill : Reading

as : Step 2 (9.18-9.23 am) (5 minutes) Cat Bird Fish Cow Goat Snake

Listening Speaking Teaching aids : Word cards

Objectives 1.2
Teacher gives instructions on what they have to focus on while listening to the words. Teacher pronounces the word of animal one by one. Pupils listen and repeat after the Teacher.

Values : Self- confident Respect Cooperate Thinking skill : Generate idea Connect the idea with the surrounding Language skill : Reading Listening Speaking Teaching aids : Word card

Pupils read the words on their own.

Step 3 :

Objectives 1.2

( 9.23 9.28 am) (5 minutes)

Pupils take turn to read in groups. Teacher corrects pronunciation whenever necessary. .

Values : Self- confident Cooperate Thinking skill : Generate idea Connect the idea with the surrounding Language skill : Reading Listening Writing Teaching aids : Word card Objectives 1.2 Values : Self- confident Respect Cooperate Thinking skill : Generate idea Connect the idea with the surrounding

Close ( 9.28-9.30 am) ( 2 minutes)

Teacher show pupils a video of Animals Song and after that give animals picture to colour them.

Language skill : Reading


Teacher Notes: Notes to Editor:

Listening Speaking Writing Teaching aids : Word cards Animals picture

Date: ... ... ... ... ... ... ... ... ... ... ... Signature of Supervisor: ... ... ... ... ... .... ... ... ... (Name :

Teaching Aids / Tools :

i. ii. iii. iv. v. vi.

Words cards Picture cards Computer LCD Manila card Animals Song Video

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5.0 CONCLUSION Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to make some generalisations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster. When thinking about an English lesson it is useful therefore to keep the following three elements in mind (Engage, Study and Active) . Engage means getting the students interested in the class. Engaging students is important for the learning process. While Study the study element of a lesson could be a focus on any aspect of the language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught material. And the last one is Activate which telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are studying that day, but also other language that they have learnt.

As a conclusion, a proper plan and strategic learning activities can lead to a effective learning environment. Organization is the key to success. There are many benefit teacher either student will gain because lesson plan is a framework for a lesson .Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve it. Usually they are in written form but they don't have to be. New or inexperienced teachers may want to or be required to produce very detailed plans - showing clearly what is happening at any particular time in the lesson. However in a realistic teaching environment it is perhaps impractical to consider this detail in planning on a daily basis. As teachers gain experience and confidence planning is just as important but teachers develop the ability to plan more quickly and very experienced teachers may be able to go into class with just a short list of notes or even with the plan in their heads.

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One of the most important reasons to plan is that the teacher needs to identify his or her aims for the lesson. Teachers need to know what it is they want their students to be able to do at the end of the lesson that they couldn't do before. Here are some more reasons planning is important such likes gives the teacher the opportunity to predict possible problems and therefore consider solutions, makes sure that lesson is balanced and appropriate for class, gives teacher confidence and planning is generally good practice and a sign of professionalism

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Reflections I completely agree about the importance of lesson planning in classrooms. As we all know, lesson planning is one of the most important and basic conditions in organizing learning, being one of the main duties of the teacher as a regulator of his student learning. There is no doubt that organizing others learning in a certain situation is considered to be a magnificent job which has its rules and conditions that a dutiful teacher should be aware of according to the available circumstances. Meaningful planning is a major step towards success to pave the way for a suitable atmosphere for learning inside or outside the classroom without wasting time in useless affairs.

Classroom lesson planning is known as the process that leads to having a comprehensive outlook of the educational situations that the teacher prepares in order to achieve his aims. It is also the process that leads to putting a teaching plan including educational situations containing any other processes depending on aims specification, selecting the methods and procedures that help in achieving, evaluating and executing the plan.

This may help teachers avoid the awkward situations in front of his pupils or whenever classroom problems may rise; teachers achieve the educational objectives easily on behalf of his pupils. Beside that lesson plan will improve and develop the curricula and enable the teacher to know the priorities of the teaching process.

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References
http://lrs.ed.uiuc.edu/students/jblanton/read/readingdef.htm http://www.ets.org/s/praxis/pdf/0354.pdf http://grammar.about.com/od/tz/g/writingterm.htm http://www.readingrockets.org/article/352/ http://www.ibsgroup.org/chronickids/iep.pdf http://www.ncld.org/images/stories/Publications/Forms-Checklists-FlyersHandouts/iep_checklist_updated.pdf http://projectforum.org/docs/Standards-BasedIEPExamples.pdf http://www.sagepub.com/gargiulo3estudy/pdf/Gargiulo_IEP.pdf http://emilgen2011.hubpages.com/hub/The-Importance-of-Lesson-Plan http://www.learn-to-read-prince-george.com/why-is-reading-important.html

Garcia, R. L. (1991). Teaching in a pluralistic society: Concepts, models, strategies (2nd. ed.) . New York.

Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press

Heinemenn.R (1997) Reading Development Continum Education Department of Western Australia. Western Australia. Heinemenn.R (1997) Reading Resource Book Education Department of Western Australia. Western Australia. Hickey. R (2009) 33 ways to help with reading : supporting children who struggle with basic skills Keystroke. Bembo. Maldonado A. Jorge (1994) Bilingual Special Education: Specific Learning Disabilities In Language And Reading The Journal of Educational Issues of Language Minority Students, v14 p. 127-148, Winter 1994. A. Wendy & Ytreberg.H.Lisbeth ( 2002) Teaching English to Children London . Longman.

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