HANDOUT
Dyslexia
Dyslexia is a learning disorder of neurobiological origin that affects a person's ability to read, write and often comprehend texts. It is estimated that 5-10% of the world's population suffers from dyslexia, making it one of the most common learning disabilities.
Origen and causes
The origins of dyslexia are related to differences in brain structure and function, particularly in areas related to language processing. Although the exact causes have not been fully elucidated, it is known that there is a significant genetic component, and dyslexia is generally hereditary. Environmental factors during prenatal and perinatal development may also play a role.
Characteristics
People with dyslexia can have a range of difficulties, such as
Many types of dyslexia can include problems with rapid and accurate word recognition.
Difficulties with spelling and writing.
Problems with decoding words, i.e., the ability to match letters and sounds.
Slow reading and poor reading comprehension.
Difficulties with short-term memory and organization.
Levels:
Dyslexia can range from mild to severe. The levels can be described as follows:
Mild: Mild reading and writing difficulties that can be overcome with additional support and appropriate teaching strategies.
Moderate: More pronounced problems requiring specialized intervention and ongoing educational support.
Severe: People with severe dyslexia may also have problems in other areas such as motor coordination and time management.
UNIT 1: I AM GOING TO
General objective:
Demonstrate an ability to use to use English as a means to interact socially and work cooperatively in pair and groups.
Lesson 1: Professions
Topic: Professions
Teacher: Bruna Cano Grade: Fifth grade Time: 2 periods
Objective: Students will be able to learn and apply concepts using the vocabulary.
Specific objectives:
Recognize the professions.
Learn ways to relate the professions.
Respond to simple and short questions.
Resources: Flashcards, technological resource
Methodology
Introduction (10 minutes)
Greeting students with a song.
Show large color pictures of various professions (doctor, teacher, firefighter, etc.) in a presentation.
Say aloud the names of each profession and ask the students to repeat them.
Exploration (15minutes):
Create a table with columns for the different professions.
Complete the table by writing the name of the profession and pasting pictures of the relevant tools and activities.
Activity (25 minutes)
Divide students into small groups.
Ask each group to act out a situation related to their profession. For example, the “doctor” group could simulate a visit to a doctor's office.
Circulate among the groups, offering guidance and making sure every student is participating.
Curricular Adaptations
Multisensory materials: use materials that engage multiple senses (e.g. textured cards, embossed letters).
Read aloud: Implement read-aloud sessions to aid comprehension and reading fluency.
Use technology: Incorporate technology tools such as audiobooks, educational apps, and voice dictation.
Lesson 2: Be going to
Topic: Be going to
Teacher: Bruna Cano Grade: Fifth grade
Time: 3 periods
Objective: Students will be able to learn the grammar from be going to
Specific objectives:
Identify the use of be going to
Apply concepts in reading
Create short sentences.
Resources: Pictures, audio, blackboard.
Methodology
Introduction (20 minutes)
Briefly explain to students that today they will learn to talk about what people will do in the future using "be going to".
Give simple examples using the occupations.
"The teacher is going to teach a lesson”.
Exploration (10 minutes)
Divide the students into pairs.
Ask each pair to create a short sentence using the topic taught.
Have them read their sentences in front of the class.
Activity ( 20 minutes)
Students perform a short play.
Each group plans its performance.
Example: a group of doctors can plan a scene in which they say: "We're going to check the patient's temperature", then perform the scene.
Curricular Adaptations
Clear, colorful pictures with large headlines.
Audio recordings of activities and sentences.
Visual support cards with clear, easy-to-read text.
Pre-recorded examples and phrases for role play.
Lesson 3: Social Studies
Topic: Social Studies
Teacher: Bruna Cano Grade: Fifth grade Time: 2 periods
Objective: Students will be able to recognize ways to relate responsibly to take care the planet.
Specific objectives:
Read and learn how to handle wastes
Respond to simple questions
Write things relates to the topic
Resources: Flashcards, book, paper, cardboard, glue, scissors.
Methodology
Introduction (10 minutes)
Welcome the students and explain that today they will learn about the importance of the three R's: Reuse, Reduce and Recycle.
Show some examples of that.
Exploration (10 minutes)
Show images of the three R:
Reuse: reusable bottle, canvas bag.
Reduce: turn off lights when not in use, use less paper.
Recycling: separate waste in different containers (paper, plastic, glass).
Activity (20 minutes)
Students should create a poster showing the different types of waste to which each one belongs.
Then they have to present what they do.
Curricular Adaptations
Allows the use of digital tools (such as simple design software) to help students with writing difficulties.
Provides additional help in organizing information and designing posters.
UNIT 2: IT’S A SMALL WORLD
General objective:
Interact in English using basic, frequently used expressions and short phrases in familiar and personalized contexts.
Lesson 1: Imperatives
Topic: Imperatives
Teacher: Bruna Cano Grade: Fifth grade Time: 2 periods
Objective: Students will be able to understand the use of imperatives in everyday situations.
Specific objectives:
Identify the main idea of short messages
Understand sentences and expressions.
Apply imperatives in different activities.
Resources: Flashcards, slides, projector, cards.
Methodology
Introduction (20 minutes)
Show a slide or poster with examples of imperatives.
Use pictures to illustrate actions such as "Get up", "Close the door" and "Write your name".
Explain that imperatives can be positive (something to do) or negative (something not to do).
Positive example: "Turn off the light".
Negative example: "Don't speak".
Exploration (15minutes)
Make cards with simple instructions that pupils can follow. Include both positive and negative prompts.
Examples include "Clap your hands", "Don't touch the board", "Stand up", "Put down your pencils".
Activity (25 minutes)
Students must create their own posters.
And then post them inside the classroom.
Curricular Adaptation
Use a projector or screen to project images and text during the exercise.
Lesson 2: Countries
Topic: Countries
Teacher: Bruna Cano Grade: Fifth grade Time: 2 periods
Objective: Students will be able to learn about different countries.
Specific objectives:
Identify various countries.
Recognize and match countries to their traditions.
Complete short sentences about each country.
Resources: Slides, posters, projector,
Methodology
Introduction (20 minutes)
Include interesting facts such as landmarks, languages spoken, and cultural highlights.
Examples:
Mexico: Show an image of Chichen Itza, discuss the importance of Spanish and indigenous languages.
India: Show the Taj Mahal, discuss Hindi and other regional languages, mention Diwali.
China: Display the Great Wall, discuss Mandarin as the primary language, and introduce Chinese New Year.
Exploration (15 minutes)
Ask students to name the country and point to it on a map.
Discuss the country's location, its flag, and one significant cultural or historical detail.
Encourage students to share anything they might already know about the country or ask questions.
Activity (20 minutes)
Organize a "Country Quiz" where students answer multiple-choice questions or complete short sentences based on what they learned during the introduction and exploration.
Students write their answers on individual whiteboards or papers, and the teacher reviews the answers together with the class,
Curricular Adaptations
Allow students to work in pairs or groups to promote collaboration and ensure that everyone can participate, regardless of their learning needs.
Lesson 3: Traditions
Topic: Traditions
Teacher: Bruna Cano Grade: Fifth grade Time: 2 periods
Objective: Students will be able to learn different traditions.
Specific objectives:
Identify cultures and traditions.
Recognize the countries.
Complete short sentences.
Resources: Slides, posters, projector,
Methodology
Introduction (20 minutes)
Show slides or posters depicting different traditions from around the world.
Examples include Day of the Dead in Mexico, Diwali in India, Chinese New Year, and Christmas in different countries.
Briefly explain each tradition shown.
Exploration (20 minutes)
Students should recognize the traditions according to the image shown by the teacher.
And then talk briefly about what the tradition is about.
Activity (15 minutes)
Divide the class in groups
Give each group a country.
Then students should make a poster with food and traditions from their country.
Curricular Adaptations
Clear, simple instructions are given for each exercise, and visual aids such as large posters and bright colors are used to highlight important information.
UNIT 3: AT THE ZOO
General objective:
Identify the main ideas and some details of written and oral text to describe animals.
Lesson 1: Animals
Topic: Animals
Teacher: Bruna Cano Grade: Fifth grade
Objective: Students will be able to recognize different animals.
Specific objectives:
Identify various animals.
Recognize the habitats where these animals live.
Time: 2 periods
Resources: Flashcards, animal figurines or stuffed animals, projector, interactive digital tools (like an online animal habitat game).
Methodology
Introduction (20 minutes)
Start with an interactive digital game or video that introduces different animals and their habitats (e.g., forests, oceans, deserts).
Exploration (15 minutes)
Place students in pairs and hand out animal flashcards or figurines.
Use the projector to show short clips or images of each animal in its natural habitat, discussing what students observe.
Activity (15 minutes)
Conduct an "Animal Habitat Matching" activity where students are given a worksheet with images of different habitats and a list of animals.
Students must draw lines connecting each animal to its correct habitat.
Curricular Adaptations
Offer additional support by giving some students pre-written sentences or clues to help them match animals to their habitats.
For students who may need more assistance, provide them with fewer animals to match or allow them to work with a partner
Lesson 2: Comparatives and superlatives.
Topic: Comparatives and superlatives
Teacher: Bruna Cano Grade: Fifth grade Time: 3 periods
Objective: Students will be able to use comparative and superlative to make a comparison.
Specific objectives:
Describe specific things using comparative and superlatives
Learn important vocabulary about animals and nature
Resources: Flashcards with adjectives (e.g., big, small, fast, slow), animal figurines or images, projector, whiteboard, markers.
Methodology
Introduction (20 minutes)
Begin with a brief explanation of comparatives and superlatives using simple examples on the whiteboard (e.g., "A lion is bigger than a cat" and "An elephant is the biggest land animal").
Exploration (15 minutes)
Ask them to choose two or three animals from their set and create sentences using comparatives and superlatives.
Encourage them to think of different adjectives to describe the animals (e.g., "The giraffe is taller than the zebra. The giraffe is the tallest animal in the group").
Activity (20 minutes)
Hand out a worksheet with sentences that have blanks for students to fill in with the correct comparative or superlative form of the adjectives provided.
Example: "The elephant is ___________ (large) than the lion."
Curricular Adaptations
Provide additional support by offering examples and sentence starters for students who may struggle with forming comparatives and superlatives.
Lesson 3: Animal Kingdom: Vertebrates
Topic: Animal Kingdom: Vertebrates
Teacher: Bruna Cano Grade: Fifth grade Time: 3 periods
Objective: Students will be able to classify animals into different vertebrate groups and describe their characteristics.
Specific objectives:
Identify the five major groups of vertebrates: mammals, birds, reptiles, amphibians, and fish.
Understand and describe key characteristics of each vertebrate group.
Compare and contrast different vertebrates based on their physical traits and habitats.
Resources: Charts of vertebrate groups, flashcards with images of animals from each group, projector, animal sheets, interactive quiz or game on vertebrates.
Methodology
Introduction (20 minutes)
Start by introducing the concept of vertebrates and the five major groups (mammals, birds, reptiles, amphibians, and fish) using a chart or diagram.
Use the projector to show images of representative animals from each group and briefly discuss their key characteristics
Exploration (15 minutes)
Once they’ve categorized the animals, ask them to pair up and discuss why they placed each animal in its group, focusing on physical traits and behaviors.
Use an interactive quiz or game to reinforce the concepts, asking students to identify which group an animal belongs to and why.
Activity (20 minutes)
Ask students to write a short description of two or three animals, focusing on their characteristics, habitats, and behaviors.
Encourage them to use comparison by asking questions like, "Which animal is more adapted to living in water, and why?" or "How does the bird’s ability to fly compare with the reptile’s way of moving?"
Curricular Adaptations
Offer visual aids, such as labeled diagrams or color-coded charts, to help students who struggle with reading or processing complex information.
Provide one-on-one assistance or pair students with a peer mentor to guide them through the classification and writing activities.
REFERENCES
https://www.understood.org/en/articles/what-is-dyslexia
https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc20353552
https://my.clevelandclinic.org/health/diseases/6005-dyslexia
