Focus Learner

The learning segment is designed to enhance the focus learner’s ability to identify and cite specific details from an informational text. By becoming more adept in his ability to identify the main idea and the supporting details of a text, the focus learner will enhance his skill of reading for a purpose in future academic and personal settings. Each lesson of the learning segment is designed to promote the focus learner’s ability to identify and cite relevant information presented in the text by chunking the information presented and scaffolding expectations at the conclusion of each lesson. In every lesson, continual feedback is provided to the focus learner based on his performance during all activities.

By sharing the definition and using the vocabulary words in a context-specific sentences, the focus leaner is provided with a point of reference as he encounters the words in a text or hears the words during future instruction. Next, the focus learner is provided with a hands on learning opportunity by completing a lab that requires the use of the key vocabulary words. The direct experience with materials, objects, and phenomena helps to build a functional understanding of the vocabulary words. The lab portion of the lesson also provides the focus learner with the opportunity to work in a cooperative learning environment which promotes student discussion and enhances further understanding of the material. Finally, the focus learner demonstrates his understanding of the vocabulary words by matching illustrations to key words and phrases. The use of an illustrations helps the focus learner to gain a deeper understanding the vocabulary words by contextualizing the definitions through authentic examples and visual representations. Upon completion of the diagram, the focus learner will utilize his checklist for lesson one to ensure that he has successfully completed the criteria and expectations

In addition to verifying the quality of his individual assignment, the focus learner is asked to rank his level of participation in the cooperative learning experience. This will also be a beneficial tool when assessing the focus learner’s progress toward his communication goal of asking a follow up question or make a related statement while working a group setting. After ranking himself, he is asked to identify an area in which he would like to improve and write a personal goal for the next lesson. The final lesson requires the focus learner to compile his learning from the previous two lessons and identify the main idea and supporting details by providing six written facts. If needed, the focus learner can use a graphic organizer to aid in the planning portion of his writing piece. The focus learner will display his understanding of the information presented in each of the individual lessons and his ability to generalize the information by creating authentic