Demonstration of Skills, Strategies and Applications
Organize
Class Notes........Outlining, Flow charting, Ask what is important &
Topicalize with headings ...... Notes useful for others, Improved scores
on
examinations
Fluency in writing ...... Ask: What do you want to say and talk it through,
Write
information sentences and then paste them into your template, Write ideas
and
then go back and revise for grammar & conventionalizations, Write then
use
"directive/evaluative statements ...... Longer written homework, More coherent
and detailed essays, Increased time-on-task when writing.
Improved Word Attack skills ...... Skip the unknown word and read to the
end of
the sentence then ask, "what word would make sense". Put in a word that
makes
sense and go on, Look for a known chunk or small word in the unknown word
and ask what fits with the pictures and my prior knowledge ......Increased
fluency
in reading, increased in speed of reading, Increased comprehension of reading
passages.
Reading
for meaning ...... Ask: What does the author want me to know?, Use
pre-initiation strategies, Ask while reading: Does this make sense?, Focus
on
"what the author says NOT the sounds or words. Read faster, Listen to others
read
stories ......Increased reading comprehension scores, more relevant discussion
in
reading circles. More independent reading.
Understanding class lectures ...... Listen for the topic sentence and write
down the
main point, use clarification strategies if you don't follow, after the
lecture review
your notes with others, Ask at the first of the lecture what the teacher
wants to
get across, consult a brief chapter outline while listening ...... Better
notes in class.
Improved participation in class discussions, Improved test scores.
Increased verbal interactions with peers ...... employ various initiation
strategies,
comment positively on what someone said and ask a relevant question, make
eye
contact when listening and comment, appropriately bring up topics of interest
to
others ....... Increased time-at-talk at recess, longer individual conversations
with
others, increase in friendships.
CASE ONE: MORGAN
Morgan is a 9-3 year old white female. A monolingual English
speaker, she has exhibited poor academic skills for the last several years
but has been able to get by with tutoring and extra time with her teachers.
During this fourth-grade year, however, her teacher has expressed concern
about her overall academic and interactional abilities. Particularly
in reading activities and learning in social studies, language arts, and
science. The following assessment tools were used:
Focused Interview with the Teacher (10 minutes) - SLP
Ethnographic Interview with her Mother (10 minutes) - SLP
Participant Observation during Science and Social Studies - SLP
Anecdotal
Observations by Teacher and Mother
Wade Think
alouds to assess comprehension (2 sets in the three subjects) -SLP
Reading-Writing-Listening-Speaking
checklists - Teacher
Think
alouds during Language Arts and Social Sciences reading assignments - SLP
Reading
Miscue Analysis during group reading - Language Arts Specialist
Pragmatic
Protocol - SLP
Review
of her Classroom Portfolio - Teacher/SLP
The following strength and weakness clusters were created based upon
the data collected:
Strength Clusters
Socialization
Has a number of close friends
Bases her attitudes on reactions from her friends
Enjoys interacting with friends
Often a decision-maker in group
Really cares what others think about her
Awareness
Often seeks help from the teacher
Believes that she still needs a tutor
Tries to hide her academic problems
Very oriented to the needs of others
Often knows when her sister has trouble
Often a decision-maker in group
Weakness Clusters
Comprehension
Doesn't understand important material in the textbooks
Can't follow all of the class lecture
Poor responses when I check for comprehension
When working on homework, doesn't recognize her mis-understandings
Can't follow classroom instructions
Won't discuss her reading assignments at home
Doesn't seem to pay attention during class discussion (at times)
Constantly asks her friends for information gone over in class
Copies homework
Organization
Can't organize her assignment journal
Poorly organized class notes
Can't follow classroom instructions
Can't follow the organization of a lecture
Messy writer
Her room is always disorganized
Literacy
Doesn't understand important material in the textbooks
Doesn't independently learn via reading assignments
When working on homework, doesn't recognize her mis-understandings
Won't discuss her reading assignments at home
Doesn't read for pleasure
Poor vocabulary
EXAMPLE IEP
I. ANNUAL GOALS:
Morgan will increase her comprehension
abilities during academic tasks, especially
tasks involving comprehension of class
lectures and textbook material.
Morgan will increase organization of class notes/study materials
II. OBJ. 1: Morgan will learn more efficient
clarification requests when she does not
understand discussions, or instructions.(ELA-4-E5)
Achievement: Increased requests for clarification
when she does not understand material.
Reduced indications of comprehension problems.
Measurement: Increased requests for clarification
during 3- fifteen minute class activities
using a pre-post measurement scheme.
Demonstrable improvement in comprehension as determined by increased
ratings on an observational checklist used within the classroom.
Number of needs for repetition, inappropriate responses, and message
inaccuracies will be reduced during pre- versus post-intervention
sampling using Systematic Observation of Communicative Interaction.
OBJ. 2:
Morgan will use comprehension strategies in all contexts (ELA-7-E1) and
make more predications during reading; she will learn confirmation
techniques for each paragraph that she reads.
Achievement: Increased numerical grade in Language
Arts;
Increased comprehension of assignments as determined by product
completion and effective use of comprehension strategies.
Measurement: Product completion measured by improvement
over time in assignments taken
from her Language arts, Social Studies, and Science Portfolios.
Increased comprehension of textbooks as measured by pre- and post-changes
(qualitative and qunatitative) using the "Think Aloud to Assess
Comprehension" strategy.
OBJ. 3: Morgan will learn
to target unknown vocabulary for extra attention during
reading assignments.(ELA-1-5-E7)
Achievement: Reduction of incorrect "general definitions" of new vocabulary.
Measurement: Increased accuracy in providing "general
definitions" during three pre-post
measurement probes in social studies and science textbooks.
OBJ. 4: Morgan will increase the
appropriate use of problem-solving strategies when
she does not understand the lecture, instructions, or material. (ELA-7-E-2)
Achievement: Morgan will increase use of Comprehension
Remedies and Guided
Comprehension techniques when completing her homework assignments.
Measurement: Targeted problem solving strategies
will be evident during "think alouds"
used within end of year homework assignments in science and math.
OBJ. 5: Morgan will
increase her ability to recall and organize important information
given in written and verbal directions.(ELA-5-E1/E3)
Achievement: Improved organization of her class
notes and increased of organized
study materials in social studies and science.
Measurement: Improved organization as determined
improvement over time in assignments
taken from her Language arts, Social Studies, and Science Portfolios.
III. SPECIFIC INS: Objectives will be addressed using a
"whole language" approach with
in-classroom collaboration between Mr. Damico and the classroom teacher
incorporating the mediation of learning strategies of Guided Comprehension,
Comprehension Remedies, and reciprocal reading both during in-class
reading assignments and with homework assignments during "speech study
hall", Script Building techniques, and increased scaffolded instruction.
During language arts, cooperative learning groups focusing on Round-robin
and Literature Study Grouping after "read alouds" will be used to
supplement in-class assignments. She will review new content for class
reading assignments with her peer-tutor during morning prep time and
speech study hall.
____________________________________________________________________________
CASE STUDY TWO
LOUIS (13:8)
PATTERN ANALYSIS
Strength Clusters (10)
Visual Modality
(9)
Computers as Motivation
(9)
Reaction to Scaffolds
(6)
Expectations with Visual
(3)
Creative
(3)
Adaptation
(2)
Fine Motor
(2)
Manipulatives
(1)
Artistic
(1)
Awareness
(1)
Weakness Clusters (30)
Comprehension
(23)
Uncooperative
(18)
Lack of Experience
(18)
Writing
(17)
Topical Development
(15)
Organization
(15)
Pragmatics
(14)
Lack of Motivation
(14)
Social
(13)
Expectations
(13)
Problem Solving
(12)
Fluency in M-M
(11)
Grammar
(11)
Adaptation
(10)
Requires Support
(9)
Reading
(8)
Rule Breaking
(7)
Limited Knowledge
(6)
Cohesion
(5)
Fine Motor -Writing
(4)
Displacement
(4)
Academics
(4)
Planning
(3)
Memory
(3)
Awareness
(2)
Poor Editing Ability
(2)
Contrastive Ability
(1)
Distractability
(1)
Lack of Flexibility
(1)
Emotional
(1)
PRIORITIZED CLUSTERS FOR LOUIS
Strength Clusters
Visual Modality/Computers
Reactions to Scaffolds
Weakness Clusters
Comprehension
Doesn't attend to class lectures
He is a poor reader
Doesn't typically follow directions
He doesn't like to read
Poor relating to others in conversation
Can't distinguish important information from unimportant
Can't get subtle meanings when he reads
Lack of Experience
He doesn't like to read
Difficulty with theme development when writing
Limited conversational topics
Talks about simple things
Exhibits few problem solving skills
Writing
Hard getting him to do written homework
Difficulty with theme development in writing
Can't carry ideas across more than one sentence
Uses short repetitive sentences when writing
Rarely completes assignments
Reading
He is a poor reader
He doesn't like to read
Doesn't remember characters or relationships
Doesn't have good study skills
Pragmatics
Poor at relating to others in conversation
Limited conversational topics
Goes off topics all the time when he talks
Takes him too long to get his point across
I. ANNUAL GOALS:
Louis will develop stronger literacy skills for academic
purposes
Louis will increase his understanding of written text and class
lectures.
Louis will increase his time on topic during conversations
II. OBJ 1:
Louis will learn to apply multiple cueing strategies to
increase his reading comprehension (Exploring &
Responding to text)
Achievement:
Louis will increase use of predictions and confirmations during
reading based upon his background knowledge and various
pre-initiation strategies.
Measurement:
Increased quality of miscues in a pre-post analysis of textbook
passages. Improved understanding and contributions
during literature circle discussions.
OBJ. 2:
Louis will learn several scan, focus and meta-cognitive
strategies that will assist him in determining where the
significant information is contained in textbooks. (Information
Process Strategies)
Achievement:
Increased comprehension and efficiency in determining
important points in a text.
Measurement:
Increased comprehension of critical meaning elements in
three samples of silent reading in social and in science using
a pre-post measurement format. Samples will be timed.
Increased numerical grades in both social studies and science
OBJ. 3:
Louis will increase his ability to stay focused on a task within
the classroom and during lectures. (Responsible Information
Use)
Achievement:
Time-on-task will increase during lectures and in-class
assignments.
Measurement:
Using a pre-post format, comparisons of minutes engaged in
appropriate activities during science and social studies
classes will be conducted; Increased ratings on task-oriented
rating scales as completed by his teachers.
OBJ. 4:
Louis will increase the fluency and development of topics
during writing. (Producing texts, Applying Language
conventions)
Achievement:
Writing will increase both in length of topic development
and in the progressive use of grammatical and organization
conventions.
Measurement:
Increased time on task during written in-class assignments,
Increased length of essays and improved organization of
written products when compared on a pre-post analysis
of his writing portfolio.
OBJ. 5:
Louis will develop productive communication relationships.
Achievement:
Changes in Louis' interactions with several students to include
more actual conversational interactions and more productive
conversational initiations.
Measurement:
Improved performance on pre-post Systematic Observation of
Communicative Interactions.
III. SPECIFIC INS:
Using a whole language paradigm, the following
mediation of learning strategies will be used by Mrs. Jones
and Mr. Damico. Additionally, Mr. Secord will assist Louis
during teacher led discussions in social studies, in
cooperative learning activities in social studies, in
Literature Study Circles, during Writing Workshop and in
Science Activities:
-- K-W-L Strategy
-- Think Alouds
-- Directed Reading-Thinking
-- Mediation for Comprehension
Failures
-- ReQuest Procedure
Additionally, Louis will work with Mr. Damico and several
middle school students on computer skills and their
applications to information research. During these periods,
Dr. Damico will employ verbal modeling for topic
maintenance and initiation of interactions, and think
alouds and expansion techniques for increasing both
time-at-talk and on topic development.