# Allison Gallahan s Early Childhood Lesson Plan

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4 If the student begins to fall behind tell him it is okay if he just skips a couple lines and finishes writing that one later. Try to move slowly and give him as much time as he needs to finish the first one or two so his confidence level goes up. When he comes in from recess, I mention to him that I know he can do the work for my lesson on his own & he will be just fine. -Student with Auditory Problems: I want to make sure I speak clearly and repeat direction using few words. I want to look directly at the student when I am addressing him/her and make sure I have his/her complete attention before speaking. -Student who is gifted and talented: I want to give the student an opportunity to read to the class if they would like the opportunity too. Self-Reflection: Questions: How did I do on timing? Did the lesson run long or too short? Was I apply to keep students engaged? Did I ask questions and hear from all the students? Did I explain everything correctly? Did I speak slowly enough & work slowly enough so my students were able to keep up?

5 Check list for Pretest & Posttest screenings: Student Equator N. Pole S. Pole Pre-Test Score Equator N. Pole S. Pole Post-Test Score

6 NAME: K-W-L: Reading Maps Directions: Write at least three things for each. What I Know: What I Want to Know: What I Learned:

7

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