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Description.docx

HLPWeek10.pdf

SpeechtoPrintCh8.pptx

Description.docx

Description

For this Discussion, we will be using the classroom Exit Ticket Strategy called "Aha! and Huh?" This is a strategy that you can use in your current or future classrooms.

After reading Chapter Eight of Speech to Print and watching the Structured Literacy Lesson Video, write down one or two "ahas" (something you learned) and one or two "huhs?" (things you still have questions about). Make sure to post this by 11:59 PM on Thursday evening.

Respond to classmates making connections, comments, questions, and respectful challenges by 11:59 PM on Sunday evening.

https://www.youtube.com/watch?v=CcsXZ9MLMNs

Complete the Assignments

· Final Project Milestone #2: Lesson Sequence Outline

Students submit:

· Unit/topic

· Standards

· Three lesson titles

· Learning objectives

· Tentative HLPs

Example:

Lesson 1: Identifying Theme

Lesson 2: Using Text Evidence

Lesson 3: Writing a Theme Statement

· Strategy Toolkit (paper or presentation)

Your toolkit must include strategies (3 for SPED 450 students and 5 for SPED 550 students) for:

· ASD

· DD/DCD

· EBD

· SLD

· OHD

Each strategy should include:

· Description of the strategy

· Explanation of how it supports learning

· How it can be adapted in a general education classroom

· A brief evidence-based rationale supported by a scholarly source.

Instructions

Create a categorized toolkit of instructional strategies specific to various disabilities covered in the ABS licensure (Autism Spectrum Disorder (ASD), Developmental Disabilities (DD/DCD), Emotional Behavioral Disorder (EBD), Learning Disabilities (LD/SLD), and Other Health Disorders (OHD)). For each category, include at least 3 strategies for SPED 450 and 5 strategies for SPED 560 students, an explanation of how they support student learning, and how they can be adapted in a general education classroom .

This can be completed in a Word document, Canva presentation/brochure/handout, or PowerPoint presentation. Your narrative explaining how these strategies support learning in various academic areas (use your Strategies text Ch. 5 – 12) and how to adapt them should be in depth. If you chose to use bullet points, then please add a narrative further explaining your bullet points in the speaker notes or in a separate document/handout.

HLPWeek10.pdf

Michela Carattini

Strategies for Pre-Service Special Educators

Effective Math Instruction for Special Needs

Agenda

1. Foundations of Math Instruction

2. Supporting Learners and Problem-Solving

3. Visual Supports and Scaffolding

4. High-Leverage Practices and Summary

Foundations of Math Instruction

Requires Structured Teaching Success depends on clear, explicit instruction.

Supports Everyday Independence Math skills enable daily living and self-sufficiency.

Develops Critical Problem-Solving Math instruction fosters essential thinking skills.

Why Math Instruction Matters

Foundations of Math Instruction 04

Modeling Math Procedures • Demonstrate each step with clear explanations

Step-by-Step Guidance • Guide students through tasks with structured support • Provide immediate, specific feedback

Visual Supports & Scaffolding • Incorporate number lines, charts, and manipulatives • Gradually reduce support as skills develop

Key Components of Math Teaching

Foundations of Math Instruction 05

Teacher Modeling (I do) Demonstrate each step of the math process clearly.

Guided Practice (We do) Work through problems together with students.

Independent Practice (You do) Students apply skills on their own with support as needed.

Frequent Checks for Understanding Monitor progress and provide immediate feedback.

What Is Explicit Instruction?

Foundations of Math Instruction 06

Supporting Learners and Problem-Solving

Flexible Pacing Adjust lesson speed to match individual learning needs.

Repetition for Mastery Provide frequent practice and varied examples.

Chunking Complex Tasks Divide math problems into clear, manageable steps.

Supporting Diverse Learners

Supporting Learners and Problem-Solving 08

Reflect and Check Encourage students to review and verify their answers.

Strategic Solutions Model how to select and plan effective approaches.

Clarify the Problem Guide students to identify key information and requirements.

Problem-Solving in Math

Supporting Learners and Problem-Solving 09

Leverage Graphic Organizers Use charts and diagrams to clarify problem structure.

Model Thinking Aloud Demonstrate step-by-step reasoning for students.

Teach Key Vocabulary Introduce and reinforce essential math terms.

Encourage Multiple Solution Paths Support diverse approaches to solving problems.

Problem-Solving Strategies

Supporting Learners and Problem-Solving 10

Spotlight Key Details Guide students to identify and underline important information.

Visualize with Drawings Encourage use of diagrams or sketches to represent problems.

Restate and Organize Steps Teach students to paraphrase problems and use step-by-step checklists.

Word Problem Supports

Supporting Learners and Problem-Solving 11

Visual Supports and Scaffolding

Integrate Visual Tools Use number lines, charts, and graphs to clarify math concepts.

Hands-On Manipulatives Incorporate counters and base-ten blocks for active learning.

Move from Concrete to Abstract Start with physical models, then transition to visual and symbolic representations.

Visual Supports in Math

Visual Supports and Scaffolding 13

Gradual Release of Responsibility Move from teacher-led to student independence

Prompting and Cueing Techniques Use prompts and cues, then fade support as skills grow

Flexible Grouping Strategies Group students by need, skill, or interest for targeted support

Tiered Assignments for Differentiation Adjust task complexity to match diverse learner abilities

Scaffolding and Differentiation

Visual Supports and Scaffolding 14

High-Leverage Practices and Summary

Promote Active Engagement Encourage participation and provide frequent opportunities to respond.

Foster Cognitive & Metacognitive Skills Teach students to set goals, self-monitor, and reflect.

Use Evidence-Based Practices Implement strategies proven to improve student outcomes.

High-Leverage Practices (HLPs)

High-Leverage Practices and Summary 16

Boost Engagement with Interactive Tasks • Incorporate hands-on activities and

visual supports. • Provide frequent opportunities for

active participation.

Foster Metacognitive Strategies • Encourage students to use

self-monitoring during problem solving.

• Promote reflection on strategies and solutions.

Build Skills with Explicit Instruction • Model math procedures step-by-step

for clarity. • Guide students through practice

before independent work.

Connecting HLPs to Math

High-Leverage Practices and Summary 17

Integrate High-Leverage Practices Apply evidence-based strategies to improve outcomes

Boost Engagement for All Learners Promote active participation and provide choices

Leverage Visuals and Scaffolds Incorporate number lines, manipulatives, and visual models

Prioritize Explicit Math Instruction Use clear modeling, step-by-step guidance, and feedback

Key Takeaways

High-Leverage Practices and Summary 18

SpeechtoPrintCh8.pptx

CHAPTER GOALS

Revisit the tenets of explicit structured literacy teaching and contrast these with “business as usual”

Outline the steps in a structured language and literacy lesson plan

Identify instructional priorities for students at different phases of reading and spelling development

Use writing samples to understand students’ instructional needs

Summarize and review the big ideas of this book and their application to teaching

Chapter 8, Summary Review and Wrap-Up

Structured Literacy, Revisited

Content includes all aspects of language:

Phonological processing and phoneme awareness

Phoneme-grapheme correspondences (phonics)

Syllabification and morphology

Automatic, fluent word recognition

Word meanings, vocabulary

Sentence comprehension and sentence formulation

Language and text comprehension

Instructional practices are explicit, systematic, cumulative

Teacher Knowledge Is Essential

We can only teach well what we ourselves understand!

Programs never tell us exactly what to say or do. We make hundreds of judgments every day regarding

Who needs what

When, how, and how much they need

What examples, explanations, and activities to use

The intent of instruction is to develop language facility as well as knowledge and application of many specific concepts.

Examine Table 8.1

Look at the differences between explicit, structured language teaching and “business as usual.”

Have you seen or have you participated in one style of teaching or the other?

Do you know of instructional programs that represent one style of teaching or the other?

For whom would each style of teaching be most effective? How would you know that?

Phases of Word Reading Development

Later Alphabetic to consolidated

Rapid recognition of whole words develops in tandem with advanced phonological awareness, phonic decoding skills, growing vocabulary

Goal is to be an accurate and fluent reader

Early to Late Alphabetic

Students have grasped alphabetic principal

Approach to words is slow and deliberate

Lessons must be well-paced and limited to what students can comfortably handle

Pre-alphabetic Learners

Students may not understand the alphabetic principle

Goal is to achieve basic phoneme awareness and knowledge of single letter-sound correspondences for simple word building

Ehri’s Phases of Word Reading Development

Slugline

A Lesson Format

Lesson formats and allotment of instructional time will vary grade by grade.

In typical first-grade classroom instruction, foundational skills instruction (phoneme awareness, phonics, word analysis, spelling, decodable text reading) will take approximately 45 minutes (see Table 8.2).

The rest of the language arts block—reading aloud, oral language development, pre-writing and writing instruction—will take a minimum of 45–60 minutes.

Spelling and Writing as a Diagnostic Tool

Louisa Moats: Spelling

Spelling as a diagnostic tool

Wrapping Up Instruction

Awareness of speech is the foundation for learning print

Speech sounds are obscured by co-articulation and students need explicit teaching to become aware of them

Examples for linguistic concepts must be carefully chosen

Substitute “sound walls” for “word walls”

Follow a scope and sequence or road map to cover all relevant content

Make sense of spellings and demystify spelling patterns, with reference to all “angles” on orthography

Minimize rote instruction of sight words

Minimize rule memorization; emphasize pattern recognition and insight into language structure

Attend to the meanings of words and sentences during phonics and spelling instruction and in decodable texts

Consolidate learning with practice, application, and review

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