Documente Academic
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https://myalynch.weebly.com/
An Assignment
Presented in Partial fulfillment
Of the Requirements of the Course
SPED345 – Teaching in the Inclusive Classroom
By
Angela Lynch
Approval ……………………
1
Table of Contents
Page No.
Introduction……………………………………………………………………………... 04
1. A plan for ongoing informal and formal assessments to help inform instruction
and monitor student progress………………………………………………………......05
(2) providing materials that reflect a variety of cultures and home settings ( illustrated by
classroom charts and student display);
(5) helping students understand that some learners need to move around to learn, while others
do better sitting (part of your design)
3. Structured Lessons (use mini lesson plans for whole-class, small group, individualized
instruction)……………………………………………………………………………25
2
5. A plan to use “universal design"(see lots of example in module 8). Incorporate three
qualities of universal design:………………………………………………………….42
7. Use the instructional sequence of "I do" (teacher model), "We do" (group practice),
and "You……………………………………………………………………………….59
do" (individual practice). Provide supports or scaffolds to students as they are learning
new
material and withdraw them when they are able to perform the task on their own (Bender,
2002).(your lesson plans will show that or your class picture/video with routine.
Strategy instruction for reading e.g. skills-focused instruction and guided reading. "Learning
strategies help students
learn and perform by providing them with a specific set of steps for:
(d) think
References………………………………………………………………………………80
3
Introduction
This e-portfolio is a compilation of relevant materials and resources that general and special
education teachers can use to teach in the inclusive classroom. Most importantly, the information
enclosed would work ideally for my students who are all non-verbal, some hearing and others
partially hearing impaired. Included in this e-portfolio, are plans consisting of both informal and
formal assessments to help inform instruction and monitor students’ progress, as well as
managing the classroom environment. It also comprises of materials that reflect a variety of
cultures by using classroom charts, artifacts and students’ display. Additionally, this e-portfolio
sets out clear guidelines with examples of classroom rules and shows lesson plans that provide
activities that cater to learners various learning styles, preferences and interests, all at the same
time giving opportunities for the students to work in small groups, pairs and individually. The
activities and lessons are planned especially to teach students useful routines, tolerance of others
who may be different, learning strategies and meaningful skills that will help with their overall
development.
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1. A plan for ongoing informal and formal assessments to help inform instruction and
monitor student progress.
There are several types of assessments that is used to test different aspects of a student’s
performance. Hence, it is important for classroom teachers to ensure that they have an ongoing
plan for assessing students’ academic progress. There are many types of formal and informal
means of assessment options that schools can choose from. Regardless of the methods, students
should be assessed periodically so that their progress can be ascertain. Scholastic.com (2018),
cited that, “Informal assessments are not data driven but rather content and performance driven
compare a student's performance with others at their age or grade, or to identify comparable
According to Lerner and Johns (2012), in the book Learning Disabilities and Related Disabilities
pg. 38, “Assessment procedures are used to identify the nature of the student’s challenges and to
plan instruction.” They further stated that according to “clinical teaching”, assessment is only a
starting point and it does not stop when teaching begins. One of the uses of assessment is to
monitor pupils’ progress. Several approaches to monitoring can be used which include
standardized formal tests, informal measures and a continuous monitoring procedure. As such,
they have suggested that progress monitoring and curriculum-Based Measurement are two ways
of monitoring students’ progress. Progress monitoring is typically done on a regular and frequent
schedule. That is, the teacher measures a student’s academic performance on a regular basis
(weekly or monthly) and charts the academic performance. This program is usually prepackaged
and enables teachers to use computers to produce the graphs and charts in order to monitor the
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growth of basic skills as students are tested on what they actually do in the classroom based on
the curriculum. This form of assessment requires that the students actively perform some tasks
through frequent and repeated measures. These results are also graphed or charted.
Likewise, according to Wordpress.com (2015), formal assessments are the systematic, pre-planned
data-based tests that measure what and how well the students have learned. Also, they determine
the students’ proficiency or mastery of the content, and can be used for comparisons against certain
standards.
Examples:
standardized tests
criterion referenced tests
norm referenced test
achievement tests
aptitude tests
Whereas, informal assessments are those spontaneous forms of assessment that can be easily
incorporated in the day-to-day classroom activities and which measures the students’ performance
Examples:
6
checklist
observation
portfolio
rating scale
time sampling
event sampling
anecdotal record
According to Logsdon, A. (2018), she has proposed the following three types of methods as
being appropriate ways of assessing students especially those with special needs. For example,
observation which is a helpful tool to measure students’ educational progress, plus criterion-
referenced tests measures specific skills a student has learned and authentic assessment is used to
measure progress in applied skills and rate students' performance on real-world tasks.
The following is a link of an assessment plan for kindergarten, which demonstrates a plan for
ongoing informal and formal assessment to help inform instruction and monitor students’
progress before, during and after an assessment is administered. The template includes
http://sites.uco.edu/ceps/files/tes/student-teaching/Teacher%20Work%20Sample/Assessment-
Plan.pdf
7
2. A plan for managing the classroom environment (Module 3)
At the beginning of the school’s term it is important for the classroom rules to be established
preferably as a collaborative effort between students and their teachers. The classroom teacher
should then go over and explain clearly to the students the details of the agreed rules for clarity.
Furthermore, during the class discussion students should know what are the rewards for
complying with the rules and what are the consequences if the rules are not obeyed. Likewise, a
A behavior intervention plan (BIP) is a strategic plan that is used to eliminate behavior problems
by addressing the cause of the behavior. Behavior interventions are the steps, or interventions,
According to Webster, J. (2018), Behaviour contracts can focus the students and teacher on the
good behavior rather than on the problems. A behavior contract can be a positive intervention to
avoid the need to write a Behavior Intervention Plan. If a child's behavior merits a check in the
Special Considerations section of the IEP, federal law requires that you conduct a Functional
Behavioral Analysis and write a Behavior Intervention Plan. If another intervention can prevent
the behavior from getting out of control, you can avoid a lot of work where it pertains to possibly
Below is an example of a BIP form, which includes areas for teachers to assess and record the
behavior performance of their students in order to evaluate their progress over a period of time.
8
https://nationalgriefawarenessday.com/876/behavior-intervention-plan
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a. Create a structure in your classroom (e.g., you may use a picture or a plan)
The classroom rules seen below are similar to those that I have in my classroom. In conjunction
to the classroom rules is a behavior chart which shows if the students are well behaved or not,
contact has to be made. This is used as students names are placed on pegs or clips (decorated by
the students) and these are used to move up and down the scale of behavior. In addition, a list of
rewards for good behavior and consequences for misbehaviors are posted up as well as a
reminder to students.
The following classroom rules was provided by Mark Warner (2016), suggested age range: five
Classroom Rules
Students can be assessed at the end of the day with a similar type rubric as seen below which is
used to indicate or to ascertain whether or not the student was on task for the day and have met
the expected goals or perhaps instead they will require additional guidance for staying on task.
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http://www.victoriesnautism.com/uploads/4/0/4/0/4040527/my_school_day_2_gyr..._home_disc
ussion..pdf
Behavior Chart
http://bainbridgeclass.blogspot.com/2011/07/makin-it-to-top-clip-chart-overview.html
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List of Possible REWARDS AND CONSEQUENCES
Consequences
If you break a rule the first time, you will receive a verbal warning.
If you break a rule the second time, you will receive a written warning.
If you break a rule the third time, you will eat your lunch in the classroom and lose recess
privileges.
If you break a rule the fourth time, a note will be sent home to your parents or guardians.
*If a note has been sent home for the same behaviors, then I will request a meeting with the
**Severe Clause: If a student attempts to harm himself or others or attempts any other violent
actions, the consequences above do not apply, and the student will be removed from the
Behavior Awards
If a student shows on task and responsible behavior, they will receive a good behavior
ticket. When the student receives 10 tickets, they will be rewarded with one of the following:
1. 15 minutes of free time (i.e. silent reading, playing educational games on the iPad or
laptop, or
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The Jelly Bean Policy
When the whole class is on task, they will receive two jelly beans. Each time the class is
If the class is off task, then they will lose two jelly beans.
Once the jar is full, the students will vote for a party (movie, ice cream, pizza, or donuts)
If any students have any recurring disruptive or problem behaviors, it may be necessary to
implement a behavior contract. This entails a meeting between teacher, parents, and student to
find the best solution to solve their behavior. The student, parents, and teacher will then sign the
contract, stating that the student will monitor and improve their behavior, and in return gain
something (i.e. an extra ticket per day, extra computer time, etc.).
http://sarahcrossclassroom.weebly.com/classroom-rules-consequences-and-rewards.html
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b. Differentiate your environment --- (Use floor plans or picture of your environment)”
Learning Environment.
https://azrielicreativelearning.weebly.com/learning-environment.html
• Groupings which are fluid and flexible and approximate real-life situations
As such, an elementary classroom with diverse learners, including students with special needs
should ideally consist of the following areas or stations in order to cater to the students’ different
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A room in which students can work quietly without distraction – in this space students
should have the option of being seated on a large rug, bean bags chairs or soft sofa and
Subject stations
Science centers
Work table
Reading corner
Library
Computer room
Craft room
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http://blog.schoolspecialty.com/wp-content/uploads/2015/09/main12.jpg
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https://www.bing.com/images/search?view=detailV2&ccid=qOektma0&id=0FE89C0673A8747
75BED675FFB470EDE177B877E&thid=OIP.qOektma0hC27wYum_sXgRAHaFj&mediaurl=ht
tp%3a%2f%2fstephanie.stearns.googlepages.com%2fSlide1.jpg&exph=540&expw=720&q=Ele
mentary+Classroom+Floor+Plan&simid=608016643984787229&selectedIndex=2&ajaxhist=0
(2) providing materials that reflect a variety of cultures and home settings ( illustrated by
classroom charts and student display).
According to Lynch, Ed. D. (2012), “A primary goal of culturally responsive education is to help
all students become respectful of the multitudes of cultures and people that they’ll interact with
once they exit the educational setting.” He acknowledges, “in general, most students are
comfortable interacting with people, behaviors, and ideas that they are familiar with but react
with fear and apprehension when faced with the unfamiliar.” However, “among its other goals,
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culturally responsive instruction aims to teach students that differences in viewpoint and culture
In my classroom there is usually artifacts and exhibits depicting and representing the culture of
the Caribbean islands and more so about our island of Antigua and Barbuda. For example as
follows:
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Flag of Antigua and Barbuda
Flags and artifacts from around the world and the Caribbean.
(3) setting out clear guidelines for independent work that matches individual needs (your
rules, etc)
Gray, L. (2018) of Study.com noted that once a teacher has taught a lesson an important
component to the equation of teaching and learning is to follow with independent practice. That
is allowing student to practice what they have been taught. Hence allowing students independent
arrangements such as heterogeneously, homogeneously and in a whole class setting. The diagram
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below shows such seating or grouping arrangements. However, as seen in the next diagram it
shows how students can be arranged for independent seatwork in the classroom.
Besides, setting up the rules as seen below it is also ideal to prepare students to work
independently so that they will be aware of what is expected of them and how they may stay on
task.
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Additionally, the following bookmark could be given to each student as a reminder of how they
can effectively execute the task and strategy of successfully engaging and completing seatwork.
https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/strategiesforteachingsoci
alskills/index.php
(4). developing routines that allow students to get help when teachers are busy with other
students and cannot help them immediately (your positive behavior charts ).
At the beginning of the school’s term routines should be established and discussed so that
students are aware of what they are. According to the Ministry of Education, Guyana (2017),
they have stated that routines in the classroom help to maintain order and also help the children
to stay calm. Plus, particularly if there is a set activity for part of the day, the teacher will be able
to focus more on teaching and less on giving instruction and thus helping to control the class.
Therefore, as a result when students are provided with a daily activity schedule the intention is to
keep the students on task especially if and when a teacher might be otherwise engaged in helping
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other students. The following is an example of one such schedule that children should have,
especially for those who get disorganize, for example students with autism and ADHD.
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(5). helping students understand that some learners need to move around to learn, while
others do better sitting (part of your design)
Students especially in an inclusive classroom should be taught tolerance of their classmates who
may be differently able than themselves. Therefore, it is the responsibility of teachers to teach
students about these differences for example, there might be some students who need to move
around to learn, while others do better sitting. Just as students are instructed to follow a schedule
they will be also instructed and advised about the role and seating arrangement of their
classmates who may require to do similar or different form of learning activities. According to
Torreno, S. (2012) of Bright Hub Education, she has suggested some activities and strategies that
teachers can use to teach children about tolerance of students who have a disability (differently
abled) in the classroom. She has recommended that teachers can encourage children to befriend
and help students with a disability, such as asking if they can push their wheelchair or help them
gather their school supplies. However, permission should be sought from the child with the
disability before a student attempts to assist. Students can ask questions and be encouraged to
speak up to defend others who are differently abled and stop individuals who may wish to tease
these children.
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Additionally, teachers can teach students about physical disability for example reading one of the
many children’s books written about children with disabilities. After which, have a discussion
and answer questions that the children may have. Furthermore, for hands-on participation, the
Borrow a wheelchair from the nurse’s office and allow students to sit in it and steer
themselves
Ask children to try to speak and be understood with something sticky in their mouths
Torreno, S. (2012), acknowledged that these activities can increase understanding, acceptance
and so relationships with individuals with disabilities will happen naturally. Besides, in so doing,
it is inevitable that students will become more au fait to the needs and struggles that their
classmates encounter on a daily basis such as those who suffer from disabilities like autism,
Likewise, according to The Atlantic International University (2018), many children with
attention deficit disorder (ADHD or ADD) are in constant motion. For example, they
acknowledged that in school, hyperactive children squirm in their seats, jiggle their feet, tap their
pencils, and talk incessantly. They might even get up and roam around the classroom. One recent
study of boys with ADHD found they moved about the room eight times as often as other boys,
and made twice as many arm motions. Therefore, AIU have suggested one strategy teachers can
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use is to build in movement throughout the school day. For instance, in kindergarten and first
grade, teachers can get the whole class stretching, jogging in place, and singing songs
accompanied by hand and body motions. With older students, create opportunities for the
hyperactive students to move around. Have them hand out supplies, collect papers, and deliver
messages to the school office. They advised that responsibilities like these help kids feel special
Hence, as students in the classroom become familiar with the special needs of their classmates,
they will understand that their differently abled classmates will sometimes require or need to
move around as part of the learning process, while others do better sitting.
3. Structured Lessons (use mini lesson plans for whole-class, small group, individualized
instruction)
Class: Grade 2
then, finally)
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1. Recall details from personal experience in sequence, using transition
ACCURACY.
transition/ordering words.
Previous Knowledge:
Most students know how to read and identify words in a sentence fairly
well
Students were taught the transition words and how to sign them previously
Skills/Strategies:
questioning, role playing, Whole class grouping, work in pairs and work
individually.
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Summary of Content:
Material: Worksheet, reading story from big book, sentence and word stripes, laptop,
Pictures, chalk
Introduction: A video will be viewed by the students about “sequencing” with captioning.
First before showing the video, the teacher will set the purpose for the
students to pay close attention to it, by letting them know that questions will
Questions:
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Teacher writes on the board what is sequencing? ‘The word sequence means
the order.’
What are some of the words used in the video to show the sequence or
What are some things mentioned that are in order or in sequence? (the
days of the week, month of the year, the alphabet, the order of numbers)
If we call out the days of the week and said Sunday Thursday, Monday,
Development:
Step 1: Students will engage in a brief whole class discussion as they recall and share a
personal experience in chronological order of the event, using words like first,
next, then and finally, some of which will be noted/written on the board by the
teacher.
Step 2: Teacher will read to students a short story from a big book (by signing) which
them on how to use these words when completing the activities that will follow in
the lesson.
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Step 3: Students will work together as a whole class to execute the following
differentiated activity. Based on students’ ability, the teacher will give some
students pictures depicting the story she read to the class. Next, the teacher will
give another group of students sentence strips with sentences from the story that
includes the transition words and finally the last group of students will be required
Step 4: Students will be asked to work as a whole class while the first group with the
pictures (students who have difficulty in reading), will display the pictures on the
board in the order of the story. Then the next group with the sentence strips
(students who are able to read fairly well), will then place the strips to the
corresponding pictures on the board which will include the transition words in the
order of which the story was told. While the last group will sign the entire part of
Closure: Students will recap what was learnt as the teacher helps them to go over what they
had done in the whole class activity to ensure that the activity was done correctly
Evaluation/
Assessment: Students will be asked questions related to the story. For example, students will
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Development:
Step 1: Teacher will review the transition words by allowing students to sign and
fingerspell the words. The words will be written on the board so that students will
Step 2: Students who are able to write the words will be instructed to do so, while others
will get a printed copy of the words to paste into their exercise notebooks.
Step 3: Students will be taken on a short walk around the school’s community where they
Step 4: Before the students are taken on the walk they were placed in small groups of
threes based on their ability. The first group was asked to take turns to draw the
pictures of any animals seen. They are asked to colour the animals and number
them in the order in which they were seen. Plus, they were to discuss by signing
The second group will be asked to make short notes about what animals they saw,
where they were seen and the order in which they were seen along with any other
thing in particular that they observed and wanted to take a note of. However, they
were advised to use the transition words in their notes, by indicating when, where
The third and final group were provided with pictures of animals that are
normally seen in the community for example: ant, bee, butterfly, bird, dog etc.
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From these pictures the students were asked to paste the animals on their work
sheet where the transition words were printed. After which, the students will paste
the pictures of the animals next to the transition words in the order that the
animals were seen. For example if the animal was seen first, next etc. Plus they
were further asked to discuss by signing any special features or events noticed.
Step 5: Upon return to the classroom, the students will be given a few minutes to finalize
their activity and in their groups make short presentations of what they observed
The first group will share and display their drawing by signing to the class what
they observed and the order in which the animals were seen using the transition
words.
The second group will display their notes as they indicate the sequence of events.
The class will get a chance to view them and ask any questions that they may
have.
The last group will share the pictures of the animals they observed and the order
Closure: Students will be asked to sign and fingerspell the transition words.
Evaluation/
Assessment: Each group will be given the transition words in random order, which they will be
asked to place in the correct order. The class teacher will check each group for
accuracy.
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Day three – 3rd mini lesson/individual activity
Step 1: Tell the students that you have more stories that need to be put in order and
labeled. This time, show the students the Picture Sequencing worksheet. Discuss
what is occurring in each picture. Have each student determine which two events
likely occurred first. Individually, those students who are able to write fairly well
each will be asked to write at least three sentences to describe the events using
sequencing/transition words.
Step 2: Those students who are able to write fairly well will write a short paragraph about
any of the story by either giving a short summary using the transition words, or
they could create a jiggle or a poem from their understanding of any of the short
Step 3: The other students who have difficulties writing will be given a Draw a Story
worksheet. These students will draw at least two more events to the story that was
read by the teacher. Some students will be able to label each picture with a
transition word while others will be able to paste the transition words that were
printed.
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Step 4: Some students would be given the choice just to sign the story using the transition
words. Students may dramatize the story if they also wished by signing the
Assessment
To assess student understanding over the course of the lesson, walk around the room
while students are working. Ask students to use sequence words to describe the pictures
they're drawing.
At the end of the exercise, collect the students’ worksheets. Review them later for further
assessment.
Ask them to tell about the new words they used today.
Ask them why good readers and writers need to know and use these words.
Ask the students how they knew how to order and label the pictures.
Remind students that sequence means the order in which things happen. Words such as
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4. Differentiated instruction plans by using flexible grouping,
According to Guido, M (2016) he has suggested in order, to help create lessons that engage and
resonate with a diverse classroom the following are some differentiated Instruction Strategies
Provide different types of content by setting up learning stations — divided sections of your
classroom through which groups of students rotate. You can facilitate this with a flexible seating
plan.
Each station should use a unique method of teaching a skill or concept related to your lesson.
Watching a video
Creating artwork
Reading an article
Completing puzzles
To help students process the content after they’ve been through the stations, you can hold a class
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2. Target Different Senses Within Lessons
A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic
Playing videos
Using infographics
Providing audiobooks
Using relevant physical objects, such as money when teaching math skills
Allotting time for students to create artistic reflections and interpretations of lessons
Not only will these tactics help more students grasp the core concepts of the lessons, but make
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3. Use the Think-Pair-Share Strategy
The think-pair-share strategy exposes students to three lesson-processing experiences within one
activity. It’s also easy to monitor and support students as they complete each step.
As the strategy’s name implies, start by asking students to individually think about a given topic
Finally, have each pair share their ideas with the rest of the class, and open the floor for further
discussion.
Because the differentiated instruction strategy allows students to process your lesson content
individually, in a small group and in a large group, it caters to your classroom’s range of learning
Due to the diversity of students learning, teachers must create various activities to enable them to
choose based on their different learning styles or preferences. Teachers should not practice a
“one-way” approach when planning and presenting lessons. Instead, they should try to cater for
the child’s interest, learning styles and their readiness by giving them choices to express
themselves. According to Adioma.com, they emphasized the essence of what Howard Gardener
theory is really about by stating that, “Just as being a math whiz gives you the ability to
understand the world, so does being “people smart” give you the same ability, just from a
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different perspective. Not knowing math you may not calculate the rate at which the universe is
expanding, but you are likely to have the skills to find the right person who will.”
Further according to Sharon Dotger and Julie Causton-Theoharis, they noted that Multiple
intelligence (MI) is useful because they believe that “students need several options to show
themselves, their peers, and their teachers what they know and are able to do.” They further
emphasized that “MI provides teachers a framework to broaden the learning experiences that
https://blog.adioma.com/9-types-of-intelligence-infographic/
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Logical/Mathematical s Verbal/Linguisitic Bodily/Kinesthetic
Construct a graph or s Create a bumper sticker s Act out each class of lever
design a chart that explains about levers. It should be with your bodies.
how a lever works. s clever and catchy and s There are at least five levers
Describe the summarize today’s lesson. in your body; demonstrate
relationships among lever them and explain why they
components using ratios and are levers.
proportion.
s What is mathematical about
levers? How do you know?
Visual/Spatial Interpersonal Intrapersonal
s Draw a cartoon, such as a s Find a partner. Interview s Write a journal entry
comic strip, that describes your partner to discover describing your favorite lever
how a very large lever could what he or she already and explaining how it works.
be used to help someone. knows about levers. Brainstorm ways you might
Correctly use at least four Together, create a quiz to use this lever at home. s
vocabulary words to test other’s knowledge of Read about the
levers. Include at least three historical use of levers. Are
describe levers.
examples of levers in the they a new invention or have
s Create a flipbook that
quiz. they been used for a long
demonstrates the action of a
time? Add some of your new
lever.
ideas to your journal.
Musical Bodily/Kinesthetic Naturalistic
s Demonstrate with sound s Given a tongue depressor s Create a photo essay of
what happens to load and and a small piece of dowel levers in use in everyday
the effort when the length of rod, design a lever that can life. Label the parts of the
the lever arm doubles. lift the most weight. s levers and explain why
$EMONSTRATE YOUR they are levers. Describe
LEVER TO THREE other the patterns you see in the
classmates. different types of levers.
information and data before, during, and after instruction to better facilitate the learning. This
process ensures success for all students in the differentiated class with data provided from a
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variety of sources assisting in giving an overall view of student achievement. It is essential that
when assessing students in the differentiated class, assessment is authentic meaning it offers
students a variety of tasks demonstration real-life skills, tells the educator if the student has
acquired the skills or concepts, is based on standard criteria to achieve validity, and guides
These are some ways that they have suggested for teachers to execute differentiated assessment
They have noted that in a quality class, the teacher performs assessment before the learning takes
place. This ensures the teacher plans the lessons to best meet the needs of the students. The
following are examples of formative preassessment tools (Chapman & King, 2012).
The students perform an action which indicates their level of understanding of a concept, for
example:
Take a Stand
The teacher places numbers around the room and the students move to a number based on their
understanding. With their group, the students discuss what they know about the concept or what
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Brainstorming
Brainstorming can be used to give the students a voice in the upcoming unit. For example, list
the terms, facts, or concepts you know about our new topic.
assessments during the learning. The ongoing assessment provides essential information which
helps to facilitate the learning. The following are differentiated strategies to help support this
Observation
The teacher continuously searches for evidence of learning by collecting data on the students.
This is one of the most effective formative assessment tools available to the teacher.
High Five
Daily Grades
The teacher selects grades from daily assignments, projects, problem-solving opportunities,
homework, quizzes, etc. Frequent grades provide a more accurate picture of the student's
performance.
Thumb It
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The students indicate with their thumb their knowledge on the concepts.
Of course it is essential the teacher assesses the students after the learning to ensure growth has
taken place. The following examples are intended to provide immediate feedback of progress
Open-Ended Questions: These questions requires the students to think and choose their
answer. Sample questions could be; explain how, describe, tell more about, what is your
Reflection Questions: These questions will require students to analyse and reflect on their
work. Sample questions could be; what discoveries have you made, what is the most
important thing you learned, what do you need to learn next, etc.
Teacher-Made Tests
true-false
multiple choice
open-ended questions
performance tests
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skills tests
problem based
Portfolios
Portfolios are a collection of student work. Often the teacher chooses some of the items for the
Summative Assessment
Exploratory Stations: The students are given a variety of material to discover, create,
Structured Stations: These stations are created with a specific goal in mind.
5. A plan to use “universal design"(see lots of example in module 8). Incorporate three
qualities of universal design:
According to Lerner, J.W. & Johns, B. H. (2015), in the book ‘Learning Disabilities and Related
Disabilities’ Universal Design for Learning (UDL) emphasizes the idea that every curriculum
should include alternatives to make learning accessible and appropriate for individuals with
different backgrounds, learning styles, abilities and disabilities in widely varied learning context.
According to the National Center On Universal Design for Learning (2014), stated that Learners
differ in the ways that they perceive and comprehend information that is presented to them. For
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example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g.,
dyslexia); language or cultural differences, and so forth may all require different ways of
approaching content. Others may simply grasp information quicker or more efficiently through
visual or auditory means rather than printed text. Also, learning, and transfer of learning, occurs
when multiple representations are used, because they allow students to make connections within,
as well as between, concepts. In short, there is not one means of representation that will be
Therefore, in order to reduce barriers to learning, it is important to ensure that key information is
equally perceptible to all learners by: 1) providing the same information through different
modalities (e.g., through vision, hearing, or touch); 2) providing information in a format that will
allow for adjustability by the user (e.g., text that can be enlarged, sounds that can be amplified).
Such multiple representations not only ensure that information is accessible to learners with
particular sensory and perceptual disabilities, but also easier to access and comprehend for many
others. The following are examples of some strategies that could be used to help students with
Sound is a particularly effective way to convey the impact of information, which is why sound
design is so important in movies and why the human voice is particularly effective for conveying
emotion and significance. However, information conveyed solely through sound is not equally
accessible to all learners and is especially inaccessible for learners with hearing disabilities, for
learners who need more time to process information, or for learners who have memory
difficulties. In addition, listening itself is a complex strategic skill that must be learned. To
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ensure that all learners have access to learning, options should be available for any information,
Which includes:
Images, Graphics, Animations, Video, or Text (see below) are often the optimal way to present
information, especially when the information is about the relationships between objects, actions,
numbers, or events. But such visual representations are not equally accessible to all learners,
especially learners with visual disabilities or those who are not familiar with the type of graphic
being used. Visual information can be quite dense, particularly with visual art, which can have
multiple complex meanings and interpretations depending on contextual factors and the viewer’s
knowledge base. To ensure that all learners have equal access to information, it is essential to
For example:
Provide descriptions (text or spoken) for all images, graphics, video, or animations
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Use touch equivalents (tactile graphics or objects of reference) for key visuals that
represent concepts
Provide physical objects and spatial models to convey perspective or interaction
Provide auditory cues for key concepts and transitions in visual information
https://ssbp.mycampus.ca/www_ains_dc/Introduction7.html
Provide options for how students express what they have learned.
Source: https://assistivetechnologytidbits.wikispaces.com/About+UDL
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According to The National Center on Universal
struggle with strategic and organizational abilities (executive function disorders), those who have
language barriers, all approach learning tasks very differently. Some may be able to express
They continue by stating that it should also be recognized that action and expression require a
great deal of strategy, practice, and organization - another area in which learners can differ. In
reality, there is not one means of action and expression that will be optimal for all learners;
providing options for action and expression can greatly improve learning in your class. To
provide multiple and flexible means of expression is to provide students alternatives for
Furthermore, they agree that allowing students to choose can be an effective method for students
to demonstrate their learning, however, there are times when the purpose of the assignment is to
challenge the student to go beyond their comfort zone and try something new in order to expand
their abilities. An option is to provide, for example, four different types of assignments in the
semester and students are required to complete three. Another example is having a test or exam
that is divided into sections where each section has different types of questions such as, multiple
choice, short answer, case study, essay or calculations. Each section is weighted the same.
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Students must complete three of the five sections to complete the test. The following is a table
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Use of virtual clickers allows all
students to participate without
feeling centred out.
They also suggested, that students should be offer choices for how they will demonstrate their
knowledge. Such as, sharing content in a variety of ways is only half the battle. Engaging
students by giving them access to audio, video, digital text, and interactive sites only to handout
a paper and pencil quiz at the end of the day isn’t ideal. They further acknowledged that it is
obvious that some of these are out of the control of teachers as standardized testing (and
teachers can do their best to give students options for sharing their knowledge. This could be a
Clarify vocabulary and symbols: That is the semantic elements through which information is
presented – the words, symbols, numbers, and icons – are differentially accessible to learners
with varying backgrounds, languages, and lexical knowledge. To ensure accessibility for all, key
vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate
a chart or map). Idioms, archaic expressions, culturally exclusive phrases, and slang, should be
translated.
For Example:
Pre-teach vocabulary and symbols, especially in ways that promote connection to the
learners’ experience and prior knowledge
Provide graphic symbols with alternative text descriptions
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Highlight how complex terms, expressions, or equations are composed of simpler words
or symbols
Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes
to definitions, explanations, illustrations, previous coverage, translations)
Embed support for unfamiliar references within the text (e.g., domain specific notation,
lesser known properties and theorems, idioms, academic language, figurative language,
mathematical language, jargon, archaic language, colloquialism, and dialect)
According to The National Center on Universal Design for Learning, (2012), they mentioned
that in reality, there is not one means of engagement that will be optimal for all learners in all
contexts; providing multiple options for engagement increases the potential for learning. Some
learners are highly engaged by spontaneity and novelty while other are disengaged, even
frightened, by those aspects preferring strict routine. Some learners might like to work alone,
Here are some examples of how you can provide options to engage students in your
classroom:
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Where it is possible, use circular seating
arrangements during discussion to allow
students to see one another's faces; and
Offer choices of content and tools to
provide diverse learners with the
opportunity to engage in learning that is
most meaningful and motivating to them.
We each learn most effectively when the challenge is enough to stretch us beyond our current
level of functioning while still being within our capacity to learn effectively (Vygotsky, 1962).
Offer multiple resources at a variety of levels to meet the unique needs of individual learners.
For example:
Diverse learners have unique preferences and requirements regarding their learning context.
Individual, small group and whole group tasks, discussions and projects;
Choice of environments that offer a range of noise and activity levels (e.g. interactive
classroom environment, quiet study areas, etc.); and
Multiple levels of scaffolding, instructions and/or task structure (e.g. designing a web
quest or Internet research project with several levels of structure, from independent web
searches to instructor-guided links with scripted questions and tasks).
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Multiple Means of Engagement
Do you create a learning environment in which learners are
challenged, excited and motivate about what they are learning?
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Do you provide tasks that allow for Use a variety of active learning
active participation, exploration and strategies to engage a variety of
experimentation? learners in your classroom.
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information, ideas and concepts necessary for academic success in the content area of science.
Common Core Standard RI.2.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Common Core Standard RI.2.4: Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
Common Core Standard RI.2.7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Common Core Standard W.2.8 Recall information from experiences or gather information from
provided sources to answer a question.
Language Objectives:
*Students will be able to define the terms, condensation, evaporation and precipitation.
*Students will be able to retell the steps of the water cycle to their classmates through singing.
Content Objectives:
*Students will recognize and identify the patterns in the water cycle.
Learning Strategies:
Kinesthetic:
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*Students will use visual cut outs to demonstrate the water cycle in their group.
*Students will create motions to depict the water cycle.
*Students will cut and paste the sequence of the water cycle.
Audio:
Visual:
*Students will use the water cycle poster and song hand out to determine the patterns.
Key Vocabulary:
1. evaporation
2. condensation
3. precipitation
4. cycle
Materials:
1. copy of the water cycle song
2. 4 corner chart
3. glue sticks
4. kid scissors
5. water cycle cut-outs
6. cut and paste water cycle activity
7. water cycle poster
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3. Questions will be displayed one-by-one on the board.
*What do you use water for?
*Where can water be found?
*Where have you seen the word cycle before?
*What does cycle mean?
Instructional Delivery:
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Review/Assessment Activity:
2. Teacher will collect the cut and paste activity to assess student knowledge of the water
cycle. This will be our formal assessment.
*This assessment will allow students to work with each other in small groups to show their
knowledge of the water cycle.
*It will also motivate them to stay focused because they will be performing in front of each
other.
3. Teacher will pass out Water Cycle Diorama guidelines and requirements.
*This project is due at the end of the unit.
*It is an individual project that will be formally assessed by the teacher and informally
assessed by their peers.
Extension:
After it rains they can record where they find puddles and how long it takes for them to
evaporate.
Pertaining to small groupings and pairs, according to Dr. Bilash (2009), she agreed that Pair
work, group work and individual work can all be effective, if used at the right times and if
structured in an appropriate way. Particularly, pair work and group work can be excellent tools to
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promote student interaction. Likewise, she stated that it is important for teachers to vary
groupings depending on the goals and context of the activity and it is important to know what
Dr. Bilash shared the following as some of the benefits of grouping and pairing students in the
classroom. Students have the chance to work with and learn from their peers; struggling students
can learn from more capable peers; it is especially useful for students who prefer interpersonal
learning settings. Group work provides more opportunity for practice, an increased variety of
activities is possible, increased student creativity, the Zone of Proximal Development increases
Why make use of these different ways of working? Each type of work-individual, pair and
group- has its place in the language classroom. As the above table shows, there are certain pros
and cons of each approach, but all can be connected to theory dealing with effective language
learning. Some activities and topics may be best suited to one particular style of work, but the
key is to use variety and give students a sufficient number of opportunities to work and learn
from one another. A benefit of students working together is that, by explaining a concept or idea
to peers, that idea or concept becomes clearer to the student doing the explaining.
learning to be conscious of how you learn will help you to better understand how
becoming conscious of how you AND OTHERS learn will help you to understand better
becoming conscious also requires FOLLOW-UP action which is not always easy or quick
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How should pair work be structured?
In order for it to be successful and a valuable use of class time, students need to be able to
practice taking on each role to get maximum exposure with the material. For example, if students
are practicing a two-person dialogue, each student should have a turn with each role. To take pair
work one step further, the teacher should have students work on the same activity in different
pairs; by working with several other students in the class, each student gets ample practice, they
could make use of Vygotsky’s Zone of Proximal Development, and has the opportunity to hear
According to Dr. Swan, K. (2008), she shared many ways of how cooperative learning can be
teaching strategy in which small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of a subject. Each member of a team
is responsible not only for learning what is taught but also for helping teammates learn, thus
Furthermore the above site also provides information on other useful cooperative learning
Think-Pair-Share
Numbered Heads
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Team Pair Solo
Partners
The following sites offer a number of cooperative learning activities and games that teachers can
https://www.whatihavelearnedteaching.com/five-cooperative-learning-activities-to-do-on-the-
first-day-of-school/
http://www.teachhub.com/6-awesome-cooperative-classroom-games
https://study.com/academy/lesson/cooperative-learning-activities-for-elementary-school.html
7. Use the instructional sequence of "I do" (teacher model), "We do" (group
practice), and "You do" (individual practice). Provide supports or scaffolds to students as
they are learning new material and withdraw them when they are able to perform the task
on their own (Bender, 2002). (your lesson plans will show that or your class picture/video
with routine.
Definitions: Scaffolding and gradual release - which are two crucial components when using the
instructional sequence teaching strategy of "I do" (teacher model), "We do" (group practice), and
The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy
that includes demonstration, prompt, and practice. At the beginning of a lesson or when new
material is being introduced, the teacher has a prominent role in the delivery of the content. This
is the “I do” phase. But as the student acquires the new information and skills, the responsibility
of learning shifts from teacher-directed instruction to student processing activities. In the “We
do” phase of learning, the teacher continues to model, question, prompt and cue students; but as
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student move into the “You do” phases, they rely more on themselves and less on the teacher to
Dr. Bilash, O. (2009), provides the following definition for scaffolding: Scaffolding she advised
is the teaching technique that involves providing students with supports needed to complete a
task or facilitate learning of new concepts. As the students develop and their abilities in a
particular area increase, the supports related to that area can be gradually removed. Tasks and
activities can be broken down into achievable chunks for the students and they are able to gain
https://www.tes.com/lessons/IaOTyGQN9RNN-Q/gradual-release-model
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The Gradual Release of Responsibility is a research-based instructional model developed by
Pearson and Gallagher (1993). You will notice that there is reference made to Vygotsky's "Zone
of Proximal Development" eluding to the idea that the learner must be "ready" to learn from the
scaffolding that is taking place. In this optimal learning model, the responsibility for task
completion shifts gradually over time from the teacher to the student.
http://iqlearning.wikispaces.com/InquiryLearningTeaching
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Making the Greatest Impact on Literacy Instructon"Do it yourself" RTI strategies for your daily
instruction!https://diywithrti.wordpress.com/2013/04/22/makethe-greatest-impact-on-literacy-
instruction/
According to the site DIY with RTI (2013), it stated that classrooms today are full of students of
the same age, in the same grade, but miles apart in their ability levels. How do you reach them
all? RTI they emphasized is the answer to move from teaching ALL of them to teaching EACH
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Let’s examine one way to meet the needs of each student …through the gradual release of
responsibility.
give students supports that they can hold on to as they take the lead – not just push them into
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The following is an example of an "I do" (teacher model), "We do" (group practice), and "You
I Do
In a nutshell, the I Do phase of a lesson involves you telling students what they need to know and
showing them how to do the things that they need to be able to do. Research confirms that this is
In more specific terms, it involves teaching strategies such as informing, explaining, modelling
We Do
WE Do is the second phase of the I Do WE Do YOU Do model. It involves doing tasks together.
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By working together, you can help students use the steps they need to follow to complete
particular tasks such as adding common fractions, writing the letter m, or simplifying an
equation.
You can also help students to remember facts and understand broader concepts. For example,
you can collectively create some class notes or fill in a graphic organiser as a class.
You Do
The You Do phase of a lesson involves students practicing what you have already taught them by
themselves.
Such practice helps students to retain what they have learnt and to become fluent with what they
must be able to do. It also helps you to check their level of understanding and mastery.
While students do the work themselves, it is important that you monitor their efforts and offer
Below is a lesson plan demonstrating the steps/procedure of using the strategy "I do" (teacher
model), "We do" (group practice), and "You do" (individual practice) by White, D, (2015).
Lesson Plan:
Simple Addition
Learning Objectives
Introduction
(10 minutes)
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Call the students together as a group.
Ask them if they know how to add.
Take responses by raised hands.
Show the students two manipulatives.
Ask a student to add the two manipulatives.
Take responses by raised hands.
Reiterate to the students one plus one equals two.
Write the equation 1 + 1 = 2 on the whiteboard.
Inform students that today they will learn to add.
Write the following vertical equations on the whiteboard 1+3= ___, 3+2= ___, and 4+2=
___.
Explain to students that addition can be done using manipulatives.
Complete the first addition problem with one manipulative in each hand.
Inform students that in order to complete the addition equation the items must be added
altogether.
Ask the students to count the manipulatives repeating after you.
While holding up the manipulatives one at a time, count to four.
Inform the students that one plus three equals four.
Complete the addition problems 3+2 and 4+2 in the same way.
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Ask students to add the two numbers together.
Walk around the room and check the students' addition problems.
Give the students assistance when needed.
Differentiation
Enrichment: Give the students a worksheet without manipulatives. Evaluate if they can
add doing mental math. Allow students to add numbers higher than 5.
Support: Give the students a worksheet to count items and write the number to represent
the amount of items.
Assessment
(10 minutes)
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8. Opportunities for learning strategies along with content material.
Strategy instruction for reading e.g. skills-focused instruction and guided reading.
"Learning strategies help students
learn and perform by providing them with a specific set of steps for:
(a) approaching new and difficult tasks,
(b) guiding thoughts and actions,
(c) completing tasks in a timely and successful
manner, and
(d) think
https://teamtomeducation.com/guided-reading-strategies/
Firstly, the above site offers a myriad amount of learning strategies that a teacher can use to help
their young readers develop effective reading skills. The central strategy is how guided reading
could be used in teaching students effective ways to read better. The following reasons were
Here are four ways to transform stagnant guided reading lessons into next generation guided
reading.
Just be done with the whole class lesson…at least for many of your lessons. Why?
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Struggling students don’t get much from whole class lessons. The pacing doesn’t meet their
unique needs. One student didn’t get a confusion clarified. Another student wasn’t affirmed
during the practice. Whole class lessons suffer for many reasons.
Accelerated students don’t need whole class lessons at length and in detail. For them, just
Move the direct instruction into your guided reading. Extend the guided reading time from 10-15
Spend the first 5 minutes using a task card that allows you to explicitly teach a skill or
strategy.
Use a second task card to let students apply what you just taught.
Scaffold students with questions to assess the skill while they read.
That will give you way more impact for your time!
It’s guided reading, not show and tell. That means stop telling them what to do. Telling creates
dependence.
The purpose of guided reading is to create independent readers. We want readers who can
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Guided reading is their chance to apply the reading process with your support nearby. It is also a
time for students to receive scaffolding on a text that is at their instructional reading level.
Give them the text. Tell them to use what they know – use what you’ve taught them.
Don’t give them a full overview of the text. Good readers, adult readers, don’t pick up
If they don’t know what to do with the text, great! Now you know what to teach them
tomorrow…reading strategies.
Then listen to them work through the text. Listen to their connections, questions, and
predictions.
During the reading, your role is to guide not read for them.
Help them become independent readers. Help them use what you’ve taught.
You can’t do these things by constantly telling young readers what to do. Guided them. That’s
The research is clear – reciprocal teaching is one of the strongest strategies to produce student
With your guidance, students will internalize four strategies that all good readers use:
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3. Question – what questions do you have before and after reading this?
Yes, it is difficult. Most students can tell you the literal meaning of what they read. They can
Predicting, inferring, and drawing conclusions require students to think beyond the text. What
better time is there for students to be asked tough inferential questions than right there in your
Too many questions are focused on word meaning and literal recall. This is the time to let
students practice the tough comprehension skills. You are there to support. With your help, they
https://www.literacyta.com/skill-based-instruction
The above site shares many examples of how struggling readers can be helped through skill-
based-instruction. They assert that, explicitly teaching reading, speaking, and writing skills is the
best way to prepare students for state and local exams, college, and careers. Skill-based
instruction ensures that a good amount of instructional time is dedicated to teaching students how
to read, think, write, and speak in all subject areas. Furthermore, they point out that if teachers
teach literacy skills and truly focus efforts on helping students read, write, and think in all subject
areas, then students will learn the content and be able to make new meaning through original
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analysis, evaluation, synthesis, and application. Plus, strong skill-based instruction relies on the
1. explicit teaching
2. high expectations
They have given a contrasting view of the differences between Content-Based Instruction and
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http://rpdp.net/admin/images/uploads/resource_8252.pdf
lesson plan that teachers can use when planning a Skill-Based Lesson. Task analysis is a strategy
that can also be used to help instruct struggling reading by providing and guiding them through
specific set of steps. Task analysis can also help students navigate reading tasks and challenging
combined reading–writing tasks. This teaching tip explains a process for critically reading and
analyzing writing tasks, as well as combined reading–writing tasks, that can be immediately
According to Philippakos, Z. A. (2018), proficient writers spend substantial time planning for
writing, and that planning begins with analyzing the writing task. They spend time considering
the topic, the audience and its needs, and the genre and form of the writing. This rhetorical
analysis helps them set goals, orient their attention, and get organized. Task analysis can also
help students navigate reading tasks and challenging combined reading–writing tasks. This
teaching tip explains a process for critically reading and analyzing writing tasks, as well as
The following is a table which shows an example of how a teacher may utilize the Task Analysis
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2. Review vocabulary Flashcards with words/ Say/repeat/point to word Touch, say, VOCA
and new symbols picture symbol/ and or object or symbol
of key vocabulary word(s)
(how many words)
3. Ask for prediction Picture walk through the book. Indicates response to Verbally answer questions
Provide prediction options with prediction or Look at, touch, reach
words/pictures/ objects. Present toward response board with
plausible, semi plausible, and options.
not plausible
4. Read the title Text point to title of book while Point to title Eye gaze word for word,
labeling it as “title” point
5. Read the author Text point to title of book while Point to author Eye gaze word for word,
labeling it as “author” point
6. Ask, “how do we get Present the book upside down Opens book to first page Reorients book and opens,
started?” and backwards of the book activates VOCA to request
open
7. Reads text Text point along with reading Turns pages when Turns page, looks at pic
and pauses at end of page appropriate symbol, or activates VOCA
8. Pauses for repeated Reads up to repeated story line or Anticipates repeated Says story line or activates
story line half of repeated story line story line or finishes switch
repeated story line
9. Pauses for finding the “Can you find the one of our Points to picture/ word/ Look at, touch, says word
word/picture on page vocabulary words on the page?” object that teacher says
10. Give student an Wait for student to respond Text point to chosen line Point, eye gaze
opportunity to point to in book
chosen line
11. Asks comprehension Provide comprehension options Answers question Eye gaze, touch, speak,
question/ review with words/pictures/ objects. reach toward, VOCA, AAC
prediction Present plausible, semi plausible,
and not plausible (can be same
as prediction question)
https://nceo.umn.edu/docs/Teleconferences/tele17/Elementary%20ELA%20story-
based%20Lesson.pdf
According to Dr. Bobula, K. A. (2016), an ideal strategy teacher may use to help students
complete tasks successfully is to teach them self regulatory skills. The following are some of
those skills students can be taught particular those with a special need:
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Shoulders, Knees, and Toes); move to a drum beat (do what the drum tells you to
do); use sign language and teach the children to use sign language.
- Examples: story time; sing songs and do finger plays; clay and play dough; easel
3. Ignore distractions
- Examples: snack time (and other meals) where there is often a lot of movement and
talking as the children eat their food; semi-enclosed area for books where children
will look at books or have them read as children play in other learning centers in the
room; room is set up in interest centers with different activities going on at the same
time.
- Examples: transitions between activities where children follow the requests of the
teacher to finish playing, clean up, and come to the next activity; use of re-direction
as a guidance technique ("please use indoor voices," "you can build blocks as high as
According to Lerner, J.W. & Johns, B, H. (2012), reading comprehension is a thinking process.
They continue that the relationship between reading and thinking has been noted for a long time.
In 1917, Thorndike likened the thinking process used in mathematics to that of reading can be
viewed as thinking or as something akin to problem solving. The key to teaching from this
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perspective is to guide students to set up their own questions and purposes for reading. Students
then read to solve problems that they have devised for themselves. Students they advised can be
encouraged first to guess what will happen next in a story, for example, and then to read to
determine the accuracy of those predictions (Stauffer, 1975). This approach is called a directed
students in asking questions about a text, making predictions, and then reading to confirm or
refute their predictions. The DRTA process encourages students to be active and thoughtful
steps/procedures are outlined as recommendation for how teachers can use the direct reading
1. Determine the text to be used and pre-select points for students to pause during the
reading process.
2. Introduce the text, the purpose of the DRTA, and provide examples of how to make
predictions.
Note: Be aware of the reading levels of each student, and be prepared to provide
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D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage
by scanning the title, chapter headings, illustrations, and other materials. Teachers should
use open-ended questions to direct students as they make predictions about the content or
perspective of the text (e.g., "Given this title, what do you think the passage will be
about?").
R = READING. Students read up to the first pre-selected stopping point. The teacher
then prompts the students with questions about specific information and asks them to
evaluate their predictions and refine them if necessary. This process should be continued
T = THINKING. At the end of each section, students go back through the text and think
about their predictions. Students should verify or modify their predictions by finding
supporting statements in the text. The teacher asks questions such as:
o What did you we read in the text that made you change your predictions?
The link below shares a video, which explains and gives ideas of how teachers can implement
https://youtu.be/H0x2fhPydzU
Another strategy that educators can use to help student’s thinking skill is through the use of
graphic organizers. According to Lerner, J.W. & Johns, B, H. (2012), graphic organizers are
visual representation of concepts, knowledge, or information that incorporate both text and
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pictures. They make it easier for a person to understand the information by allowing the mind to
see complex relationships. They also reported that research have shown that graphic organizers
have proven to be very useful for students with learning disabilities (Baxendell, 2003;Sabbatino,
2004). Some graphic organizers commonly used include: Venn diagrams, word webs, concept
maps and mind mapping. For instance, mind mapping is a technique that employs a pictorial
method to transfer ideas from a student or from a group of students onto a large piece of paper, a
transparency, or a large class chart. They further stated that it is much easier to mind map than to
create an outline.
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According to Gonzalez, J. (2016), in the article “A Few Strategies to Help Slow-Working
Students” she has recommended some strategies that teachers may utilize to help students
complete difficult tasks in a timely and successful manner, these include: “modelling to students
your own strategies”, that is, the teacher models to students the strategy they use. Gonzalez,
suggested that many students sometimes take a long time to complete a task because they try to
get it perfect at the first attempt. However, she contended that students may be taught how to
first brainstorm for ideas to create a draft. After which, the teacher can show them how they may
cross some things out, then draft some more, then skip over something if they get stuck and
move on to something else, then come back around until they reach a point where it’s good
enough. In addition to modelling to students a particular strategy, the teacher should also talk to
students through the strategy by sharing with them the steps or process. Furthermore, the use of a
timer can be helpful whereby students can work in 25-minute increments at a time with breaks in
between. Likewise, providing students with an estimated time for completing each activity. In
addition, the class teacher can break large tasks into small ones in order to help students to stay
Moreover, according to Lenz et al. (2004), when helping students to approach new and difficult
tasks, which is expected to be completed in a timely and successful manner, it is important for
educators to ensure that the learning strategies used, include ways for the students to organize
materials and memorize information in an effective way. Finally, according to Land, S. M. Ed.
(2004), in the same article, she has agreed that to ensure success for students with disabilities in
general education classrooms, teachers must plan collaboratively, create structured classrooms
with clear rules and expectations, and teach content in meaningful and memorable ways. These
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References
us/company/education-blog/may-2017/7-ways-to-introduce-udl-into-your-classroom/
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