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.