Strategy Cards: Chapters 6 Michele Nunnelley ED751A: Accountability

Chapter 6: Strategy 1 Identify learning disabilities, some students will exhibit: Unexpected low achievement in one or more academic areas Has trouble understanding and following directions Has a short attention span, easily distracted, overactive/impulsive Has difficulty with handwriting or fine motor activities Has difficulty with visual or auditory sequential memory Has difficulty memorizing words or basic math facts Has difficulty allocating time and work Has difficulty segmenting words into sounds and blending sounds Confuses similar letters and words, such as b and d Listens and speaks well but decodes poorly when reading Has difficulty in tasks that require the rapid naming of pictures, words, and numbers Is not efficient or effective in using learning strategies

Chapter 6: Strategy 2 Instructional strategies for phonological awareness Blend phonemes (blend sounds to make words) Segment phonemes (the opposite of blending, it requires identifying separate sounds within a word) Integrate phonemic awareness with letters and print (students are blending or segmenting phonemes with writing, reading out loud, or moving letter tiles).

Chapter 6: Strategy 3 Instructional strategies for phonics Letter-sound correspondence, letter combinations, affixes, and roots Blend regular words Use structural analysis to decode words (prefixes, suffixes, and compound words) Decoding multisyllabic words (recognize letter combinations and suffixes) Read irregular words with extensive review Integrate phonics instruction with reading and spelling

Chapter 6: Strategy 4 Instructional strategies for fluency Model fluent readers (tapes of adult readers, older students, or better readers in class) Strategies for chunking text (phrasing and organizing text to read fluently) Reread text with feedback (listen to students read and provide feedback about phrasing and accuracy)

Chapter 6: Strategy 5 Instructional strategies for vocabulary Oral discussion of new words and meanings Instruction in specific word meanings (identify key words in the reading and pre-teach their meanings) Practice making connections between related words (Ex. Gallop describes how someone or something moves; what other words describe movement?) Repeated exposure to new words in a variety of contexts Strategies for determining word meanings independently (using context)

Chapter 6: Strategy 6 Instructional strategies for comprehension Generating questions (teach students how to ask questions about what they read) Understand features of text formats (story and poem structure) Summarize and generate main ideas (model and then practice finding the main idea and summarizing various text types)

Chapter 6: Strategy 7 How you should decide if it is necessary to refer a student suspected of having learning disabilities In which academic areas is the student successful and in which areas is the student having difficulties? What are representative examples of the student’s work? How does the student compare with the rest of the class in their areas of success and difficulty? What factors might be contributing to learning difficulties apart from a learning disability? Are the student’s first language and language of instruction the same? What strategies and accommodations have been tried and what were their outcomes? Has the student been provided with supplemental instruction in either a small group or one-one, and was the learning response still low?

Chapter 6: Strategy 8 Use an advance organizer 1. Present a big idea about the content and connect it to previous learning 2. Identify key vocabulary and concepts 3. Provide an organizational framework (an outline of the lesson content) 4. Provide background info (relate the topic to new info with a springboard activity such as a picture or video) 5. Point out relevance of topic to students 6. Provide opportunities for students to work in pairs or cooperative groups while holding them individually accountable 7. Provide a task that allows them to develop a product to share with the class 8. Use assessment along the way to determine learning and provide immediate feedback

Chapter 6: Strategy 9 Ideas for presenting information Demonstrate the process/strategy Write down key points during the lecture Use a graphic organizer to show relationships between ideas Use a video or movie that presents key points Have students listen to audio-recorded books Have students conduct experiments to test hypotheses or discover relationships Have students role-play Use computer simulations Use analogies, metaphors, and examples to further explain concepts.