Your first lesson plan will focus on using effective, research-based strategies for teaching reading comprehension to students with disabilities. For this lesson, you may plan for your choice of grade level, type of classroom, and disability areas. You may use your own classroom, or create a fictional classroom setting for the lesson. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans MUST BE YOUR OWN ORIGINAL CREATION. At least one, if not multiple, research-based strategies for teaching in this content area for students with disabilities should be highlighted in this lesson plan. Your textbook has a plethora of strategies, but you may also seek other strategies as well in other peer-reviewed texts or articles.…
Gary is at school during the day and responsible for looking after his sister, Grace at night. Emily works night and both Emily and Grace’s sleep during the day as a way to reduce the need for child care during the day.…
Williams has taken to assist in creating gains in student achievement is to institute data board meetings at each grade level. As part of the PLC process, teachers gather data about students’ specific learning needs and meet together weekly to analyze this data together. Initial screening is done early in the year to establish a base line for each student’s level of learning. Teachers record this data on color coded cards and place them into targeted intervention groups and attach the cards to a bi-folding board. They bring this data to a meeting with Mrs. Williams as well as the intervention specialist and special education teachers. During these meetings each student’s needs are discussed and decisions are made as a team about what intervention programs will best meet their needs. After six to eight weeks of working with students with these initial interventions, the team reconvenes with a second round of assessment data to analyze progress that has been made. Then the team discusses what possible changes to make to the interventions being offered and make necessary changes. This process continues until the end of the school year. At the end of the year, all the colored cards are moved around on the board indicating the progress students have made. Teachers can see that the lower achieving students who started the year at the bottom of the board have moved up closer to the top. It is an excellent way to see the…
In September 2015, Alina was referred to the Child Study Team (CST) due to academic concerns regarding reading difficulty.Alina’s instructional reading level was ‘L, ’ in comparison to her peers reading at a level ‘N.’ Her third grade teacher reported that she struggled in the area of fluency and she had trouble completing her work in a time efficient manner. In October of 2015, Alina’s third grade teachers and mother requested that she receive Academic Intervention Services (AIS) in reading due to reading fluency and emotional concerns. Alina’s third grade teacher reported that her fluency issues affected her across all curriculum areas. Moreover, her mother stated that Alina mentioned that she felt “stressed ” due to her academic difficulty. Interventions tried with Alina included outside tutoring, in addition to classroom supports (i.e., small group guided reading, repeated…
The main focus will be to gather information in the main areas of needs and wants, selecting appropriate intervention strategies…
Kimberly is a sweet and hardworking student. She is very enthusiastic about reading and love fairytale books. Kimberly struggles with reading from the beginning of the year. The area of phonics specifically had been the hardest part of the reading process for her. The Qualitative Reading Inventory (QRI) was administered on April 18th and helped as a diagnostic tool to make proper decisions and develop further an intervention plan for the student. She was struggling with the word list form the QRI assessment. She identified 12 words and scored 60 percent of a 100%. It was difficult for her to focus because her attention span is very short. Some words she was unfamiliar with or difficult to decode. It was easy to see the frustration when we…
Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.…
There are many benefits of PALS for the students and the teachers. One big benefit is its effectiveness for students with learning disabilities, low-performing students without learning disabilities, average- and high-achieving readers, and English learners (ELs) (IRIS, nd). Another benefit is its effective means of differentiating reading instruction; unlike a whole-group instruction – in which teachers have limited ability to tailor instruction to their students’ needs – peer-mediated instruction allows teachers to: individualize reading material for each student pair and vary the instructional pace for each student pair (IRIS, nd). With PALS teacher have the ability to provide more individualized lessons to accommodate students with a wider range of instructional needs (IRIS, nd).…
To achieve these reform targets individual students who are experiencing difficulty in reading or numeracy will have access to specific interventions programs. Teachers will access sustained professional learning focused on accelerating whole class improvement.…
Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.…
There are many different warning signs and characteristics of an at risk student. Most of these characteristics are the kind of personality they have and the reading skills they do or do not have. These students are reluctant to participate in any type of reading activities and do not see the value of being able to read. Struggling readers make many errors and do not focus on the actual words as much as trying to figure out the story from the pictures they see or from what words they can read. They do this to hide the fact that they cannot read. A negative attitude about reading and toward themselves is normally very present in at risk readers. The students avoid reading as much as possible and when they are reading they give up much easier than other students. If there is any child that has a good amount of these characteristics they are most likely struggling at reading and reading activities. (3)…
This study will examine the importance of having a small group reading intervention focusing on repeated reading as a Tier II model intervention. This intervention will be for elementary students who are identified as ELL to improve their reading fluency. Participants will be 6 4th grade Spanish speaking- ELL students. The participants in this study were selected based on their reading level, which was below grade level. Since the study is focused on one group of students it will be put together using the ABAB research design method to analyze the students improvement in their reading fluency using repeated reading in their intervention. The study will be 3 months longs, but it will be divided into 4 phases that are each three weeks…
Early intervention is a wonderful start for the development with students with special needs and learning disabilities. Along with monitoring the progress and following the RTI agenda to enhance the future for the student. Retention or repeating our year for a student with a learning disability at young age Will assist with reading and may keep a student later on from dropping out which is extremely important.…
Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this data, you are able to place your students into their reading groups. After they are in their reading groups, you can determine from their acuity pre-tests, which skills that your students are weaker in. It’s also about finding out which students can be enriched as well. Making these groups can guide your instruction for the unit. You can place students who are low readers and have trouble finding the main idea in one group, give them an activity where they are given the main idea (so they become familiar with main idea) and one or two details and have them find a few more on their own with guidance from the teacher. If it is an ICT class, the special education teacher can work with this group. Another group may be given the main idea and have to find all details, and the higher readers may have to find both the main idea and the supporting details. Using these activities can help you to see who understands the lesson as it is going on, as well as who may need extra support. Quizzes, tests, post acuity tests can also provide much data driven evidence to support your completion of the lesson and if your students have mastered the skill.…
This study provides understanding of college readiness from the perspectives of older firstgeneration college students, transferred from community college. Results indicate life experiences contribute to academic skills, time management, goal focus, and self-advocacy. Research is recommended to improve nontraditional student advising and placement, community college-to-university transfer, and college reading instruction.…