Auditory Speech and Language Lesson Plan

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LESSON PLANS 2Auditory, Speech and Language/Literacy Lesson PlanFirst Grade Student with a Bilateral Sensorineural Hearing LossDescription of the student's hearing lossSensorineural hearing loss is caused when damage to the inner ear's structures or auditory nerve occurs. The major causes of this type of hearing loss are loud noises, genetic factors, or the natural process of aging (Eyvazzadeh, 2020). There are various types of sensorineural hearing loss, and bilateral hearing loss is one of them. It is caused by almost the same causes: exposure to loud noises, genetics, or being ill with measles that can create hearing loss in both ears.Description of the student's amplification systemThe student uses a binaural hearing aid, cochlear implant, and would be instructed with a personal FM system. The personal FM system would use the teacher's spoken words' radio waves so that frequency is adjusted for the student's receiving ears subjected to hearing loss. The teacher would use a lapel microphone. It hangs around the teacher's neck, at least six inches away from the mouth, so that the strongest verbal signals are detected by the device (Mroz, 2020). The student would wear a hearing aid boot that would directly attach with his cochlear implant. This receiver is best for school-going students to hear controlled voice signals from their teacher.Measurable goalsFor a 45-minute lesson plan, an English lesson plan would build phonological awareness for a first-grade student. The lesson will focus on less complex phonemics, such as word awareness (Read Naturally, n.a.). For this sentence, segmentation, blending, and syllables with clapping would be introduced. Phonemic awareness is essential in reading and spelling formation for long-run success. Strong phonological skills would help them become proficient readers and would become strong in literacy terms. Therefore, this lesson's goals include increasing vocabulary knowledge by identifying words and their sounds, their combinations, and recognizing whether one syllable is involved or more than one. For this purpose, the complexity level of the lesson would be low, the beginners.Activities to address the goalsThis lesson plan's activities would be presenting the student with auditory forms of the words through videos in which sounds and pronunciations of the words would be heard clearly. Clapping would be encouraged when the student would hear more than one syllable in a word. When a sentence like "I like a rainbow" would be spoken, the student would be asked to clap as many times as there are words in the sentence. This would teach him sentence segmentation. He would be asked to put two words, such as black and board together, and clap for the sounds and syllables in the word formed for blending. For syllables identification, the clapping technique would be again reiterated so that detection of the number of syllables, such as in 'rainbow,' is repeated for a better grasp of phonological awareness.Listening and spoken language strategies to be usedListening and spoken strategies would be attentive to the auditory material so that it is easier for him to understand phonological identification without distraction.

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The child would be allowed to listen carefully and be told to "Listen" with hand gestures. The student would be given time to think and answer the syllables and sentence segmentation. If he seems unclear about the concept,…

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…distraction. Finger spellings would be used where he would be unable to recognize words or comprehend the sentence structure. The student would be given time to think and answer questions related to the text. If he appears unclear about the concept, the teacher can look for ways to reinforce with a visual aid or hand gestures. The student would add more, and then the teacher would help him reach the right answer by developing his answers and thoughts.Materials/mediaReading materials, such as storybooks or handouts, would be used for improving difficult reading passages.Data collection methodData is gathered with the help of a worksheet for observational factors during the lesson. The sheet is developed with the help of teaching event codes used in Charlesworth et al. (2006, p. 32).Reading SkillHighly satisfactoryAverageNot satisfactory at allWord construction in reading, such as using word parts, word analogies, and meanings of the words within the textAbility to locate cues in the printed text, identification of known and unknown words, and awareness of spatial readingUse of semantic and syntax while searching meaning in readingCross-checking of message construction by self-correcting, repetition, the conversation about what the student read, and word cuesThe phrasing used in fluent reading, such as reading the way you talk in oral languageParent training or teacher/caregiver consultation componentThe student would be included in the mainstream classroom twice a week and taught by an itinerant teacher of the deaf services. The mainstreaming would allow the student to hear reading tactics from regular students and voice out the text's different words and sentences. The teacher would give him personal attention if he is facing any….....

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